# data[].attributes.body
Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, Q1, then record a connection to, the first quote and teacher leadership

On a second pop-up, add your name, Q2, then record a connection to, the second quote and teacher leadership

# data[].attributes.body
Even the best teachers can focus too much on the planning and not as much on the effectiveness. Killion said that focusing too much on the "do" and not the "achieve" can water down the purpose of learning. As teachers we need to focus more on the goals we have in mind for learning, not just having a busy or exciting lesson.

# data[].attributes.body
When we focus on the process instead of the result, it is a gamble on whether or not our students meet their learning goal. In order to have a high impact on student learning and be a highly effective teacher and leader, we must know what we want our end goal to be in order to lead the students/or teachers there.

# data[].attributes.body
The second quote for Killion emphasizes the importance to include evaluation and reflection time into lessons and utilize the information and data collected to guide decisions. Goals should be clear, progress should be monitored, and adjustments to lessons should be made based on feedback. He also mentions the importance of responding quickly to challenges. In order to do this, we as lead teachers must adapt and be willing to identify issues in our lessons and make the needed corrections (quickly) in order to continue to improve and be effective.

# data[].attributes.body
The quote serves as a reminder that professional learning should be results-driven, just like classroom instruction. Educators and leaders must start with a clear understanding of the desired student outcomes and then align professional learning experiences to support those goals.

# data[].attributes.body
We can't "monitor and adjust" if we aren't constantly evaluating. When we keep the end goal in mind, then everything we do in the classroom is to reach that goal. Once we are maximizing that classroom time to meet that goal, we are becoming more effective and we will have a higher impact on learning.

# data[].attributes.body
Killion’s mention of "clearly defined outcomes" and a "laser-like focus" on results reflects the need for clarity and alignment in teacher leadership: Teacher leaders should help their colleagues understand the purpose behind instructional or professional development initiatives and work together as a team to improve student learning.

# data[].attributes.body
It is important that we look at our end goal before looking at how we want to achieve it in order to carry out our lesson and learning. We need a clear learning objective and understanding of the outcomes not just for the kids but for ourselves as well. We create clearer learning and questions that way.

# data[].attributes.body
When we focus more on the "what to do" rather than the results we want to achieve, we focus too much on the process. It is so important when planning a lesson to focus on the outcome of student learning rather than all the things that need to "happen in the lesson." Sometimes we focus more on the lesson itself rathar than the goal, the student learning, and what the student needs to gain from the lesson and standard being taught. We can't get lost in all the process and details. We have to keep the outcome at the top of our focus.

# data[].attributes.body
The importance of evaluating and reflecting. We have to look at what we are doing, evaluate it, and reflect on it and how it went regularly or we won't see results. As teachers we have to monitor and adjust accordingly. We have to always have a plan after we evaluate what is going on to better teach it. I always have at least two ways to complete a math problem. If one doesn't work, I do way 2. Then, the students who like way one can do it that way- the ones who like way 2 can do it that way. It makes grading a little harder, but it makes it differentiated for every kid because every kid thinks differently.

# data[].attributes.body
As Killion (2018) says, “many who work in professional learning are action-oriented, they tend to focus on what to do rather than the results they want to achieve.” This reminds us that teacher leaders can get caught up in just doing the work without reflecting on the deeper meaning of the data. Focusing on results helps ensure that efforts truly improve student learning rather than just completing tasks.

# data[].attributes.body
Leaders who evaluate and reflect produce better outcomes. The reflective practice keeps one evaluating themselves, their teaching, coaching, and issues that come up are handled quickly. One can monitor and adjust faster and show students and other peers/colleagues how they use reflection to make changes to better themsleves, situations, and learning outcomes.

# data[].attributes.body
Killion (2018) points out that leaders who “integrate evaluation into their normative practice make more informed decisions” and “keep a laser-like focus on these results.” Teacher leaders who take risks and get things done while keeping the child’s best interest in mind exemplify this. They use clear outcomes to guide their actions, ensuring efforts are aligned and focused on student success.

# data[].attributes.body
The quote emphasizes that professional learning often focuses more on tasks than outcomes. As teacher leaders, this highlights the importance of shifting from "doing" to "achieving." Effective teacher leaders guide their teams to reflect on the purpose behind their actions.

# data[].attributes.body
Based on the first quote, it is important that the focus is not solely on the process. In the end we are wanting to work together to push towards increased student learning. So, without focusing on what we want to achieve in the end, we will not be able to increase the learning for students like we are hoping for.

# data[].attributes.body
The second quote stresses that integrating evaluation into professional learning sharpens decision-making and results in clearer expectations. Teacher leaders who apply this practice promote a results driven culture where goals are explicit, progress is monitored, and adjustments are timely. This empowers teachers to stay focused, respond to challenges, and improve outcomes for students and staff.

# data[].attributes.body
On the first quote, "Because many who work in professional learning are action-oriented, they tend to focus on what to do rather than the results they want to achieve. Process becomes more important than results."  (Killion, 2018), my take away is what are we wanting to achieve and how will we know?

The second quote, "Leaders of professional learning who integrate evaluation into their normative practice make more informed decisions, respond more quickly to challenges that may interfere with results, use clearly defined outcomes as the primary measure of their success, and keep a laser-like focus on these results. When results are the driver, expectations are clearer and efforts are more aligned.” (Killion, 2018), my take away from this is we need to monitor progress in real time and adjust accordingly.

# data[].attributes.body
The last sentence in the quote really stuck out to me. It says, "When results are the driver, expectations are clearer and efforts are more aligned.” This is important because we should be using data to drive our instruction in order to increase student learning. It helps us focus on what the goals are of our lessons, which will allow us to have better outcomes. We need to plan with the goal in mind so that we are more successful in hitting that goal! We also need to be reflecting on what we can change in order to be better!

# data[].attributes.body
The second quote, "Leaders of professional learning who integrate evaluation into their normative practice make more informed decisions, respond more quickly to challenges that may interfere with results, use clearly defined outcomes as the primary measure of their success, and keep a laser-like focus on these results. When results are the driver, expectations are clearer and efforts are more aligned.” (Killion, 2018), my take away from this quote is monitor progress in real time and adjust accordingly.

# data[].attributes.body
Killion makes the assertion that educators are more action oriented. This quote really made me pause for a minute. He has a point that often we are focused on what we will do and what the students will do instead of focusing on the outcome of standard mastery. Teachers need to be more intentional about scaffolding for the end goal. This is a simple way to keep your lessons on track for the ultimate end of achievement. By taking time to think of the cognitive processes that the lesson will take instead of what actions will be made, a teacher is being more intentional in what and how they want their students to learn as well as insuring that all levels achieve mastery.

# data[].attributes.body
It may be easy to become solely focused on the "to do" part of the lesson with all of the prep and everything that goes into it, but the end result is what determines the true impact of student learning. If the students did not meet the learning goal/objectives you had set for them, the rest of it doesn't really matter.

# data[].attributes.body
Evaluation of learning cannot wait until the summative assessment. Small daily (sometimes multiple daily) assessments are critical to ensure that the students are growing and moving toward mastery. If an educator relies solely on a summative assessment, the educator has lost time and usually the students. The educator often becomes frustrated by the lack of student achievement if he or she is only relying on the summative assessment. Small formative assessments help an teacher know how the lesson was received, if the students need more support, or if the skill needs to be retaught. Small quick assessments that align with the summative assessment gives the educator a clear snapshot of their students learning, lesson delivery and scaffolding.

# data[].attributes.body
Knowing where students learning is before, during, and after a lesson is imperative to continue increasing student achievement. For student learning to be the driving focus, determining the outcome of the lesson is an essential part of the planning process. Teachers need to be able to reflect, and make changes as necessary.

# data[].attributes.body
When professional learning becomes all about the "doing" it is easy to lose sight of the purpose. Teacher leaders should always have the intended results as the guide. A new activity may look all shiny and professional and fun, but does it actually leading to deeper comprehension and increased engagement? It's like when I see "cutesy" reading activities that go along with reading we have done in class--it's cute, and it looks great to parents, but does it increase student comprehension? If not, why are we spending time on it?

# data[].attributes.body
The connection that I made with quote number 1 is that a plan without action is simply a wasted plan. In education, that is equivalent to coming up with Unit/Lesson plans that have scaffolding strategies, use the Universal Design, and have differentiation, but it is never used within the classroom. No one benefits from the plan. As educators, we must remember that the most important part is determining what the learning objective/outcome is that we want to achieve, and dedicate the time in the classroom to achieve that goal.

# data[].attributes.body
This quote reinforces that teacher leaders shouldn't just facilitate professional learning, they should evaluate whether it is making a difference. We can't just focus on what's being done, we have to pay attention to whether it is actually working. By keeping the focus on results,leaders can make better decisions and adjust quickly if something isn't having the intended impact, and help their teams combine their efforts toward student growth.

# data[].attributes.body
2nd quote - "Leaders of professional learning who integrate evaluation into their normative practice make more informed decisions, respond more quickly to challenges that may interfere with results, use clearly defined outcomes as the primary measure of their success, and keep a laser-like focus on these results. When results are the driver, expectations are clearer and efforts are more aligned.” (Killion, 2018). What I took from this is that consistent evaluation will allow a teacher to stay on track. In addition, having clear goals will ensure evaluation, which should lead to quick changes/pivots as needed.

# data[].attributes.body
It is important as an educator to remember to be result driven. It is easy at times as an educator to be focused on content, content, content, that we forget we must see the results of that content.

# data[].attributes.body
It’s easy to get swept up in planning professional development sessions, scheduling PLCs, or designing initiatives—but we must pause and ask: What am I even aiming for? This quote reminds me that effective leadership isn’t about activity—it’s about intentionality. Leading with clarity around student growth, instructional shifts, or team culture ensures our work doesn’t just stay “busy,” but becomes deeply purposeful and results-driven.

# data[].attributes.body
This quote emphasizes the importance of setting goals and staying focused on that goal. Setting solid goals within this profession are so important. We must be will though to consistently evaluate where we are and what we might need to do or change to reach a certain outcome within our class or within the school in general. If we are goal minded and focused on reaching that goal our decisions will be more clear and pointed toward that outcome.

# data[].attributes.body
Strong teacher leadership is grounded in reflection, data, and accountability. Whether I’m supporting the teacher next door, leading a PLC, or trying something new in my math classroom, integrating evaluation means I’m not just doing the work—I’m watching for impact. As a teacher leader, I must build a habit of checking progress against clearly defined goals and adjusting as needed. Being results-driven is not about pressure—it’s about purpose.

# data[].attributes.body
1. Teacher leaders must prioritize purpose over process. Start with clarity about the desired student outcomes. Align all actions to those outcomes. Avoid getting lost in routines that don't lead to meaningful change.

2. Teacher leaders are responsible for guiding results-driven professional learning. Measure the impact of their work - not just whether it was completed. Help shift the culture from checking boxes to changing outcomes.

# data[].attributes.body
You know, it’s easy to get caught up in just doing stuff—planning meetings, trying new lessons, running around checking boxes. But as a teacher leader, you've got to make sure all that work is actually helping kids learn and making a difference. Like Killion says, it ain’t about just stayin’ busy—it’s about gettin’ results that matter.

# data[].attributes.body
When you focus on the what to do instead of the results, you forget your entire purpose in the lessons. It becomes more about completing an activity rather than ensuring the students are learning. It's a very easy trap to fall into when trying to work toward engaging today's students. However, the learning outcome always needs to be at the forefront.

# data[].attributes.body
Good teacher leaders don’t just set things in motion and hope for the best—they stop, take a look at what's working and what isn't, and make changes as needed. They use what they learn to guide their next steps. That way, everybody’s working toward the same goal and pulling in the same direction. It's all about staying focused and being smart with your time and energy.

# data[].attributes.body
When we focus on the process, we will forget the results. We will be stagnant in going through the motions, rather than the change. Data driven schools and classrooms need to lead the process of instruction. Since I am looking more at my goals, I focus on the result and how getting there may be different for each class. I also see how I do not need to get lost in the process of getting there, or I 'll never see the growth needed.

# data[].attributes.body
This quote is a gentle reminder that, while action is a necessity, we cannot lose sight of our goals and the results we are working towards: student growth and mastery of the standard. This goal is reached by reviewing the data attached to the lesson and making informed decisions to ensure students are producing the results needed for success. This is important as teacher leaders because lead teachers must always move forward with the results of what they're hoping to achieve by reflecting and prioritizing the actions.

# data[].attributes.body
As a 7th grade math teacher, it's easy to get caught up in the day-to-day tasks—creating engaging activities, using tech tools, or covering specific standards. But Killion's point reminds me that it's not just about doing things—it's about doing the correct things that lead to better learning outcomes for my students.

For example, I might spend time planning a collaborative group activity on solving equations. That’s the process. But if I’m not also thinking about the results—like whether students truly understand the underlying concepts or can apply them independently—I am valuing the activity more than the learning.

This quote pushes me to ask, “What do I want my students to know and be able to do?” before I decide how I’ll teach it. It also applies when engaging in professional learning. Rather than just adopting a new method because it's part of the training, I need to reflect on how it supports my instructional goals and student growth.

# data[].attributes.body
I’ve definitely been in professional learning sessions where we spend a lot of time talking about what to do, like making lesson plans, activities, or trying new tools, but not enough time thinking about why we’re doing it or what results we actually want to see in our students.

# data[].attributes.body
1. Teacher leaders use evaluation to drive instructional decisions. Regularly review data. Use that data to inform what strategies or support is needed. Leading by example with evidence-based reflection and adjustments.

2. Teachers leaders align people and practice around clear, student centered outcomes. Establish clear, measurable goals for student learning and professional growth. Helping teams stay focused on those goals. Creating a culture where success is defined by impact, not activity.

# data[].attributes.body
When leaders actually take the time to evaluate what's working and what’s not, they can make smarter decisions that actually help teachers and students. I’ve been part of PD sessions where goals were vague, and it felt like we were just going through the motions. But when leaders set clear outcomes and check in on progress, it makes a huge difference. Everyone knows what we’re working toward, and it feels like our time and efforts actually matter.

# data[].attributes.body
Teacher leaders don't need a fancy title to make a difference- they show people what good teaching looks like by doing it themselves. When they stayed focused on results, like Killion talks about, they set the tone for the whole team. Others see that and say "Now that's the kind of teaching I wanna be doing"

# data[].attributes.body
This quote really speaks to being result-oriented. We need to have a plan and an action, but we also need to take the time to reflect on the results of our actions and plans. Planning for a lesson is super important, but reflecting on that lesson is as or more important as well. We need to reflect on the results and the lessons because we have to know where to go next. Do we reteach in a different way? Do we move on to the next concept because they understand it completely? Do we extend their knowledge of this concept even further? Reflecting on the results allows us to keep the students and their learning at the forefront of our minds. What is best for the students and what can I do to help them, should be the questions we ask ourselves when planning for and reflecting on the lessons.

# data[].attributes.body
This reminds me of the importance of being intentional and results-driven in both my classroom and my professional growth. When I plan lessons or implement new strategies, it’s not enough to just try something new—I need to evaluate whether it’s actually helping my students learn the concepts like proportional or linear relationships.

If I include regular checks for understanding or data analysis into my routine, I can catch when students are struggling sooner. This will help me adjust my instruction to meet their needs. This aligns with Killion’s idea of responding more quickly to challenges that interfere with results.

In professional learning, it's easy to focus on participating in activities or completing tasks without a clear sense of purpose. But when the learning is tied to specific outcomes, like improving students’ problem-solving skills or their understanding, I can better align my efforts to what really matters: student success.

This quote reminds me that whether I'm planning a unit or engaging in a PLC, I need to keep asking: Are my actions leading to the results I want for my students? If not, I need to rethink my processes and refocus.

# data[].attributes.body
If a teacher is evaluating, the teacher has a clear objective in mind. This allows the teacher to be prepared for many different scenarios for a lesson. A teacher's effort will be more effective when assessing their students if they are reflecting on themselves. This is something that helps me see if there are any problems before I teach. It also makes me aware of the needs of differentiation of diverse learners.

# data[].attributes.body
When teacher leaders use clear goals and outcomes to guide their work, it helps keep the whole staff moving in the same direction. It's like driving a wagon, you don't want one horse going left and the pulling right. With everyone working toward the same results, these less confusion and a lot more progress.

# data[].attributes.body
Assessment and evaluation should always be in play in all lessons. You can't be flexible when you don't know where your students are and what they have learned. Our jobs as teachers is to make sure all students learn. We can't do that if we don't evaluate ourselves and our students. It also keeps us focused on our main learning objectives.

# data[].attributes.body
Evaluation is key inside and out of the classroom. Lead teachers must be in a constant state of evaluation and reflection to stay focused on the expected outcomes to ensure informed decision-making, quick responses to challenges, clearly defined outcomes, and laser-like focus. Without consistent evaluation and reflection, the objective may be lost and the ultimate goal of student learning is no longer the focus. As lead teachers demonstrate this, they are modeling for their team how to use best practice for their own instructional planning and reflection.

# data[].attributes.body
A clear goal must be set to ensure clear results. We must have a plan with clear learning objectives and positive assessment results. This will not only benefit the student and ensure learning, but also help the teacher know they were successful and students mastered the skill.

# data[].attributes.body
It is important to constantly evaluate and check for understanding to attain a desired end goal. Teacher leaders must help to help collaborate with their team to deliver consistent instruction and assessment to across the board. If we are all striving to meet the desired goal and be consistent, we will ensure more student success.

# data[].attributes.body
As the quote said, when we integrate evaluation into our instruction and into our normative practice, we are doing so many things. We are able to make more informed decisions. We are able to respond quicker to challenges and things that may come up that interfere with the lesson. We are also able to keep the results at the center of our minds- knowing that it is what measures the student's success. All of these help us to focus on student's success and results. It helps us decide where to go next, face challenges quickly, and evaluate results to better help our students. When we do this, we are able to reach each student exactly where they are because we know exactly where they are from evaluating them and our instruction.

# data[].attributes.body
If you go back to our college classes on teaching it was all about best practices and how to deceminate information. How to design instruction that met the needs of al the different types of learners, but it was all focused on the process and not necessarily on the outcomes. I think I had one class on assessment for every 3 on delivery and content. If the goal of the lesson is for the students to have fun, then an exciting engagine lesson is all you need. But the end goal should be a measureable learning outcome....

# data[].attributes.body
Again, instruction HAS to be aligned to a clear learning expectation and goal. The results MUST be more of a focus. When you are focused on the learning goal instead of the activity, you can more easily shift to meet the needs of the situation. Pivoting to handle learning misconceptions or going in a completely different direction if what you are doing isn't getting the results you expected.

# data[].attributes.body
Don't forget the results!! We can't move on if we are stuck in the same place.

# data[].attributes.body
Evaluate as you go, you need to be able to gauge how fast, slow or if you need to change your method to get to the end result.

# data[].attributes.body
The first quote reminds me of the quote "missing the forest for the trees." With teacher leadership, it is all about guiding, encouraging, and modeling positive thinking and actions. Sometimes the best of us get caught up in the doing, but with a team working together, we can remind each other to focus on the results.

# data[].attributes.body
The second quote is about having the focus created by knowing the projected outcome and driving to that result, checking along the way to be sure you are still on the correct path.

# data[].attributes.body
Many teachers get caught up in the planning process and the doing that they don't stop to think about what success looks like for the student learning. That is why it is a good idea to start using backward design. Start with the Desired learning outcome and then plan your instruction and activities that directly lead to those outcomes.

# data[].attributes.body
How many times have we found a cute or fun activity to do in our classroom that may not have anything to do with the standard we want to teach. Sometimes, we as educators, look at the process and not necessarily our overall goal. We should be thinking does this activity align with the standards I need to be teaching. If it does not, then maybe that is not the activity we need to be doing. What we want to achieve should drive our process to keep our process from wondering off course.

# data[].attributes.body
It is easy to focus on what we are doing instead of why we are doing it. Shifting our thinking from just delivering content to "Is this helping students learn?" puts teachers in a position to be a better teacher leader. The end goal is student success, so this needs to be at the center of all instructional planning and professional learning.

# data[].attributes.body
The second quote shows strong teacher leaders don’t just guess if something is working. They are clear on their goals and use data and results to make better decisions, solve problems, and stay student focused. Being result focused ensures that teaching and leadership are actually leading to student learning and success.

# data[].attributes.body
It is very easy to get caught up in the process and forget what the end goal is. To be highly effective as a leader and grow students, we have to maintain a balance of process + end goal and how our journey is going to create success in the end.

# data[].attributes.body
When teachers focus on the process of planning and presentation of standards they sometimes forget about the results they are wanting. To be a highly effective teacher, you will need to focus on the goals of your students and the impact your learning had for them.

# data[].attributes.body
It is essential for good teacher leaders to be intentional with on going evaluations. It's essential for effective professional learning and leadership. Good teacher leaders don't just fly by the seat of their pants and wing it. They have to stop and remain focused on clearly defined student learning outcomes. It is important to asses and make adjustments as needed with the lesson.

# data[].attributes.body
Good teachers are constantly evaluating their lessons. Did I achieve what my objective said I would achieve? Does my assessment reflect that achievement? Did all my students reach that achievement? If some didn't, what am I going to do to help them to achieve? When you make evaluating yourself a norm, it helps you make more informed decisions and respond more quickly to challenges. Leaders of professional learning need to be able to help other teachers evaluate themselves and their lessons for the betterment of student learning.

# data[].attributes.body
When the focus is more result-driven, teachers can better determine if their instruction (processes) is effective, and if it is not, it is "easier" to face challenges that may arise during the journey.

# data[].attributes.body
The second quote seems to be focused on a stronger teacher leader who is more about goals and using the goal to drive instruction. This type of teacher shows great leadership skills towards students learning.

# data[].attributes.body
Even highly effective teachers can become too focused on the "how we get there" instead of how can we get there while producing high quality instruction that is driven by student achievement. It cliche, but start with the end in mind.

# data[].attributes.body
While I agree this quote to be true, and myself to be an embodiment of it at times, I do not think it is the majority of my educational practice. I must always have the results in mind, because of a performance date, contest, or individual student audition that is approaching. Rehearsal many times deviates from the plan based on student comprehension and demonstration/lack of key facets of a successful performance. The final result of student work and mastery will ultimately be paraded live in front of 1000+ stakeholders.

# data[].attributes.body
Evaluating, reflecting, monitoring, and adjusting should drive our instruction. When we do these things and take risks to get things done, it is best for all. "When results are the driver, expectations are clearer and efforts are more aligned."

# data[].attributes.body
When the focus of instruction is rehearsal-driven, the end goal does help steer planning and instruction, but immediate feedback helps to make minor adjustments. This may mean more reinforcement of key concepts in a second day or an additional "back-pocket" activity, then adjusting future plans to make up for this time. Being attentive and flexible seems to be the name of this game.

# data[].attributes.body
It is important to remember as teacher leaders that we should always have clear goals and expectations in mind. We can plan for the process of achieving those goals and expectations, but our work shouldn’t just stop with the action of teaching. With reflection and analyzing the results, we can make sure that our goals and expectations were meaningful, measurable, and achievable, or see if there is more refining to be done to reach the ultimate goal of positive student achievement.

# data[].attributes.body
How the lesson will be delivered gets a lot of attention when your students have extremely short attention spans. This can go for any grade level, but in my 2nd grade classroom, I know I'm guilty of the method of delivery (keep it fun and engaging) and hoping the students catch on to the lesson and meet the goals of the lesson. Most students do meet the objectives/goals, as I assess as the lesson is taking place. However, not all of the students are always able to "remember" by the time we get to the final assessment. Taking the time to talk about what we learned prior (to the next lesson) will help achieve the results we want as teachers, even with our current lessons. It's not a "one and done" approach. It is all too easy to keep pushing forward, as our curriculum and standards demand, but sometimes we have to stop and really look at what we can do better.

# data[].attributes.body
Killion’s quote is a good reminder that it’s easy to get caught up in the “doing” and forget about the “why.” In teacher leadership, this means we can’t just focus on running meetings, following protocols, or checking boxes. Those things matter, but only if they’re actually helping students learn. Teacher leaders have to keep the focus on outcomes, not just activity. The real question isn’t “Are we working?”. It’s “Are we making a difference?”

# data[].attributes.body
This quote connects to teacher leadership by emphasizing the need for a results-driven mindset. Teacher leaders who evaluate their impact can adjust quickly, stay focused on student outcomes, and align their efforts with clear goals, ensuring their leadership leads to real, measurable change.

# data[].attributes.body
Effective leaders lead with the result at the forefront of what they do. As educators we should be continually evaluating and adapting our teaching practices to achieve the ultimate outcome of student achievement and growth.

# data[].attributes.body
Working backwards can highly impact your lessons, and help streamline exactly what the goal should be. Even as an adult learner, I want to know what is expected of me. I'm not a slacker when it comes to grades, and I have extremely high expectations for myself. This overflows to my expectations for my students as well. By showing them exactly what is expected, most students will zone in and do what is expected of them. If you give them free reign, focus and class time are lost, and can lead to a diversion from the goal. Staying on track, with clear guidelines, helps minimize the fluff.

# data[].attributes.body
The 'what to do' was the focus decades ago when science standards were a list of teach this and teach that then move on. That approach was not all bad. The 'what to achieve' approach used now is more performance-based and shows a higher level of actual understanding. I believe that meshing the 2 approaches together helps the student have a strong foundation of scientific knowledge coupled with a set of employable mental and physical skills that will help them be more marketable in their future endeavors. I love using the 2 approaches together!! The result for both approaches should always have been STUDENT GROWTH and LEARNING. If that is the focus of the PROCESS, then that will be the RESULT as well.

# data[].attributes.body
Integrating evaluation and student data into lesson planning and progression is crucial. I use several methods to determine my students progression through a lesson or unit. Actually, this last year, I gave less formal end-of-unit tests than ever before and I felt like I really knew WHAT my students could DO and what they had LEARNED than ever before. I loved it. More gradebook entries does not mean better student data. Read that again!! The quality of and reasoning behind an assessment matters.

Using proficiency charts makes the expectations concrete for students, parents, and teachers. Students have a bar for which to reach. Having these has been a game-changer for my stress level in 'grading'. Parents have a learning curve with this type of standards-based grading, but they like the proficiency charts because it tells them exactly what their student can and cannot do at a certain point.

# data[].attributes.body
By focusing on the plan more than the result, we lose sight of the learning goal. We should focus on the desired outcome and plan the lesson to achieve this outcome. The lesson and activities can be fun and engaging, but it is time lost if the learning outcome is not achieved.

# data[].attributes.body
A typical lesson will have multiple moments of need for adjustment, no matter how well you plan. By focusing on the desired results and evaluating throughout the lesson, you will know immediately when changes are needed and can address them before moving on. While clearly stated, standards-based goals keep both the teacher and the students focused on the lesson's purpose. Evaluation of the "journey" to those goals keeps us on the path to mastery.

# data[].attributes.body
As teachers, we sometimes become preoccupied with the lesson planning, yet our main focus should remain on the lesson's impact on student learning and the extent to which students have achieved the intended learning goals and standards. Teacher's need to be able to reflect, and make changes as needed.

# data[].attributes.body
Teachers need to know their students. They should know where student learning is before, during and after the lesson. This will help teachers determine how to continue with future lessons and focus on student growth. Students learning must be the main focus. When teachers set clear learning goals and monitor the progress, you can use that data to work towards future goals.

# data[].attributes.body
It's easier to focus on the product because we have more control. It's more challenging to focus on the results because we have to accept responsibility that we may not have been effective and we might need to adapt, learn, improve, etc. It makes us vulnerable.

# data[].attributes.body
When our priority is the learning outcome (results), our focus, attitude, practices & reflection shifts & we challenge our preconceptions & misconceptions. We are willing to take risks, we realign our priorities, & accept responsibility.