# 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
Q1

As teachers, especially during the lesson planning process, we often take action when a problem or task arises; however, if this is not driven by data, then outcomes can become unclear and lost in the process. That is why it is important for teacher leaders to allow data to drive instruction with clear learning objectives. This ensures that learning goals are being met, which translates to student learning.

# data[].attributes.body
Q2

Teacher leaders must know the outcome they seek in order to make a plan to achieve that goal. Data drives this instruction with clear measurement techniques to provide feedback on progression towards the goal, things that could impact or skew the data, and promote reflective thinking and planning with clear evidence of success or failure. This type of thinking and evaluation is what teacher leaders want to promote in their school community.

# data[].attributes.body
Q1

As a teacher leader we may get stuck focusing on how the teacher is delivering the lesson, what activities did we use, did we use proper questioning techniques and so on, instead of focusing more on what the student outcome needs to be. As long as students are meeting the projected outcome, sometimes our process will not be perfect or go according to the plan.

# data[].attributes.body
Q2

Our focus as teachers should be clear and concise on what students are needing to learn. This and this alone should be driving our planning and our process of teaching. Continually reflecting on student performance will give an indicator on the next steps for teachers. Clearly defining the outcomes and having a continuity among teachers will increase that student growth and achievement.

# data[].attributes.body
Q1

Effective teacher leaders utilize clear student learning outcomes instead of giving busywork. They guide peers to choose research-based practices with a focus on the intended impact/goal, not just activities for the sake of activities. They carefully design data-driven tasks that ensure measurable student learning.

# data[].attributes.body
Q2

Teacher leaders build evaluation into routines by setting explicit outcomes, routinely checking evidence (student work, assessments, observations), and adapting quickly. They keep the focus aligned to results. This data-driven focus clarifies expectations, improves decision-making, and sustains instruction that raises student learning.

# data[].attributes.body
I agree with the quote and, at times, have been hyper-focused on the lesson and not the learning and outcome. It helps me to start at the end and move backwards when designing and planning lessons.

# data[].attributes.body
Lessons revised based on reflection and data can only help teachers grow and improve student growth.

# data[].attributes.body
Q1: Teachers will focus on the strategies, activities, or materials of the lesson instead of the student needs and learning outcomes. As teacher leaders we need to focus on the why (needs and learning) to ensure that every activity and resource serves a clear learning goal and meets the ever changing needs of our students.

# data[].attributes.body
Q1

As teachers, we are often action oriented. We are air traffic controllers navigating a multitude of tasks-both instructional and environmental. Task completion often undermines an emphasis on the learning outcomes. Without learning outcomes to celebrate, our efforts feel mundane and taxing. Delivery becomes a to-do list rather than a planning process for meeting student needs.

# data[].attributes.body
Q1

It is easy for teachers to get stuck on the "what to do" rather than the results/outcomes we want to see. There are some many different strategies available that it can become overwhelming. As a teacher leader we need to focus more on the outcomes we want to achieve and a little less on how we are going to get there. Lessons should be student centered and foster curiosity and reflection.

# data[].attributes.body
Q2: Teacher leaders focus on clear results to help guide decisions, support other teachers, and ensure all efforts improve student achievements.

# data[].attributes.body
Q1

These quotes remind me that true teacher leadership isn't just about doing, it's about impact! Effective leaders don't focus only on activities or checklists (guilty of doing this in the past) but keep results at the center. By setting clear outcomes, monitoring progress, and adjusting ween needed, teacher leaders help ensure that every effort in professional learning leads to real growth for both teachers and students.

# data[].attributes.body
Q1

Teachers are doers. Teacher leaders are also fixers. If we focus too much on process, we will miss the big picture. Staying focused on results rather than actions allows us to give and receive specific feedback about student outcomes. The students are the focus, not the teacher. This removes fear of criticism and feelings getting hurt. This also shifts the question from "what am I doing?" to "why am I doing this?"

# data[].attributes.body
Q2

Teacher leaders use data to determine student driven next-steps for instruction or remediation. Evaluations/data provide the framework for teacher reflection as a pathway for responsive practices.

# data[].attributes.body
Q2

Teacher leaders guide and support other educators in improving instructions.

By focusing on results they are able to make informed decisions quickly and set clear expectations toward improving student learning.

# data[].attributes.body
Q2

This quote highlights how strong teacher leaders use evidence to guide their choices. By evaluating progress and staying focused on clear outcomes, they can adjust quickly and support others more effectively. It's about being reflective and data driven so the team's efforts stay aligned and truly lead to better results.

# data[].attributes.body
Q2

A quote that I have stolen from a professional development is "clear is kind." Meaning, it is unkind to expect results when the outcomes are unclear. If we want to promote working collaboratively, we have to be focused on results and data. Teacher efficacy can be increased if everyone knows the target. Only then can we begin the discussion of best practices and strategies to achieve the clear results.

# data[].attributes.body
Q1

Teacher leaders must remember that the goal is student learning, not so much the process. It's like going on a journey and looking at the map when you start and not ever again. Without keeping the end result in view, the process is irrelevant because the result may not be close to where we are aiming.

# data[].attributes.body
Q2

I agree with this quote because effective teacher leaders will see where their students need to end up and do what they need to in order for each of their students to succeed. Many times, effective teaching means mid-stream evaluation, on-the-fly strategy adjustments, and micro differentiation adjustments. I have heard effective teaching described on the level of performing neurosurgery, due to the sheer number of decisions that an effective teacher must make in any given day.

# data[].attributes.body
Q1:

As teachers, I think that many of us are problem-solvers. We're quick to adapt and change our direction when problems arise. While this is an important skill for teachers-- and people in general-- it's important to remember also that the immediate action is not necessarily the most important aspect of a lesson. When planning, we often begin with the end in mind. While it's easy to be distracted by the activity at hand, it is essential that we remember the activity is a means to an end, just as we remember when planning. The achievement of a realistic goal is much more important than any single piece of a lesson or unit. This is why it is important to focus on clear, standards-based objectives throughout a lesson-- from the planning stage, to each lesson's activity, and into the assessment and data analysis.

# data[].attributes.body
Q2:

Effective educational leaders view evaluation and assessment not as something to end with, but as an essential part of the learning process-- both for students and for teachers. Making evaluation part of normal practice allows us as teachers to make better decisions in regards to instruction and assessment. Moreover, it allows for adaptations and adjustments to be made quickly, resulting in more effective instruction and better learning outcomes. As quote one says also, it is important not to be distracted by small activities which can lead to a loss of focus toward the end goal. Our end goal is student achievement/mastery of skills. Keeping our "eye on the prize" so to speak allows for better student results. It is crucial that we as educators and leaders let the end goal-- the results-- guide us. When we do this-- begin and continue with the end in mind-- it allows us to create clear, standards-based objectives, reasonable goals, and effective, data-driven instruction. All of these elements work together and help us progress toward student mastery of skills and standards.

# data[].attributes.body
Sometimes we get so caught up in how to do something (or getting something accomplished) that we lose sight in what the actual goal was in the first place. We want to achieve meaningful results, so the process of how we do it plays a vital role in the results that we achieve (not just doing it to say we did it).

# data[].attributes.body
Result-driven practices lead to more meaningful outcomes and the ultimate goal is for our students to be successful. When lessons are built in reverse, the quality of instruction improves, higher level of thinking occurs, the work is more purposeful, and it increases accountability for the teachers and the students.

# data[].attributes.body
Q1

Using data and standards to drive lessons and daily, I can.. statements allows teachers to pivot from activity-driven to a purpose-driven classroom.

# data[].attributes.body
Q1: Teacher leaders promote data driven decisions and reflect on this data to help students and teachers in the classroom.

Teacher leaders promote teacher reflection and/or evlaution to help grow teachers and help them make sound decisions in instruction.

# data[].attributes.body
Q2

Lead teachers help others make decisions using data and standards to drive planning and instruction that aligns with standards and students' needs.

# data[].attributes.body
Q2: Teacher leaders are reflective to learn and grow teachers. They use evlaution and reflection to review the things they did which holds themselves and others accountable to reach the goal for the lesson. Taking a look at the data helps you to make the necessary decisions and changes, so students can be successful. By fostering this type of mindset on other educators help them to not want to just teach, but allow students to learn and know what to do when they don't.

# data[].attributes.body
Q1

Teacher leaders must collaborate with teachers and decide on the results they results they want and develop a plan to reach it. (begin with the end in mind)

# data[].attributes.body
Q1-

This quote made a connection for me in having data-driven decisions daily. Sometimes I feel we get busy teaching and forget to assess and ensure the students are advancing at the pace at which we planned for. If we wait until the end of a unit to assess if they students gained the expected knowledge, then we have lost the opportunity to re-teach or scaffold students throughout the unit. Pausing the reflect along the way is key to ensure that every student is achieving their fullest potential.

# data[].attributes.body
Q2

Teacher leaders must evaluate the process and use that information to achieve the desired outcome. Collaborating with teachers will lead to increased student learning.

# data[].attributes.body
Q2- I also feel that when we communicate openly with our learners through this process and provide targeted feedback and "real-life" examples of the expectations it empowers the learners to also strive towards the common goal. I feel at times students are brought on a learning journey and never told what their destination is per say. Sharing data and having open communications with students in a appropriate manner can help motivate students to give their best, and help them to take ownership of their learning.

# data[].attributes.body
Quote 1: Many times we get so wrapped up in what we are doing right now that we end up missing the goal completely. What we need in the end is lost for what we are doing right now. This is especially true when we get in the middle of teaching. We get so focused on the process (the game, the point, or the item) that we forget the goal.

# data[].attributes.body
Quote 2: Again going back to my physics teacher - if we keep the goal in mind we know how to get there and not fall into traps that come up on the way. As a Spanish teacher, if I want to teach the -ar verbs, I need them to remember and understand the subject pronouns, but not to know all the different tenses of the verbs yet.

# data[].attributes.body
Q1:

Teacher leaders should allow data to drive instruction. When you know the end result or goal you can better plan and deliver the best instruction.

# data[].attributes.body
Q2:

Teacher leaders use data to guide instruction and improve student learning. Using data with other educators to help all students.

# data[].attributes.body
Q1

I think one way we could focus more on results is to make an effort to be more data-driven, as we were talking about before. Focusing on collecting, analyzing, and using data to drive instruction naturally lends itself to looking closely at the end result.

# data[].attributes.body
Q2

Perhaps one way to keep that laser focus on results is to bring assessment data into plc meetings to regularly analyze student progress and maybe, hopefully, identify some strategies that best support student learning in the process. It's sometimes hard to make time for everything that needs to be done when meeting with colleagues.

# data[].attributes.body
Q1

It is easy to get caught up in the newest tech tool or newest acronym or a new approach to teaching a standard. As teachers, we need to focus on the actual results. Is a hands-on activity a great break from technology or the best way for students to learn/practice/demonstrate a skill? Do we seek a fresh approach because we (the teachers) are tired of the same lesson/activity from year-to-year? OR because the students have NOT learned the material in previous attempts? If something is working, we shouldn't change the process just to make a change.

# data[].attributes.body
Q2

It isn't enough to know the final summative assignment for students. Teachers need to build interim assessments into the plans. If there are interim or formative assessments throughout instruction, the teacher will realize before the summative assessment if students are learning or floundering. I feel a successful summative assessment only confirms what I already know about my students and what they have or have not learned. If my students are not ready to be successful on the summative, then instruction needs to stop. Without interim or formative assessments of student learning, I might be surprised by results on the summative assignment. Instead, I can make changes, re-teach or search out supporting resources for students before moving to the next step in the lesson.