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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

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Quote 1 connection

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Quote 2 connection

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"...they tend to focus on what they do rather than the results..."

This speaks highly to reflection. Knowing what we do is important, but knowing the why is doubly so. Not only collecting, but using data is key!

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Quote 1: This is huge for me. I am a do-er. I want to jump right in and get it done! I need to slow down for the reflection piece.

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Quote 2: "when results are the driver, expectations are clearer and efforts are more aligned" = start with the end goal in mind

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"When results are the driver, expectations are clearer and efforts are more aligned."

Using results to drive the instruction makes for a more effective teacher with more success for their students. I believe that when there isn't a "laser-focus" like the quote says that the students will never know what the objective is or how to reach it because the teacher is all over the place.

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Teacher leaders must lead with outcomes in mind, not just activities. Focusing on results creates purpose and real impact on teaching and learning.

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Evaluating professional learning helps teacher leaders adjust and improve. It ensures efforts lead to real change, not just more meetings.

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Quote 1 connection:

"many who work in professional learning are action oriented"

Teacher leaders are willing to take risks and assume responsibility. They are people in your building that will get things done!

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"...tend to focus on what to do rather than the results they want to achieve..."

I can say from personal experience that as an executor, I am guilty of this! I find joy in the process of accomplishing things, which can sometimes cause me to lose sight of the bigger picture at hand. Keeping those results at the forefront of our minds when planning and delivering, whether in PLC or independent in our classrooms, is key to ensuring student growth.

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Quote 2 connection:

"When results are the driver, expectations are clearer and efforts are more aligned."

Teacher leaders are focused on studnet learning and achievement. If the school has common goals they are working toward, then teachers can rally and support one another to push all students to achieve the goal or at least make growth on their level and maybe even exceed expectations.

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"When results are the driver, expectations are clearer and efforts are more aligned."

I think this is really important for PLCs to keep in mind when meeting. Our school has the 4 PLC questions posted on the wall in the room where we meet for our formal weekly data discussions, and it is a good reminder of where the focus should be: results. When we know very clearly where we are going, it is much easier to get there!

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Q1: This is a great reminder that we all need to keep our focus on what we want the end result to be. I can relate to this quote a lot because I tend to be an in the moment kind of person, which is good when we're talking about being responsive, but not as much when we're trying to focus on objectives.

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Quote 1 Connection

"tend to focus on what to do rather than what they want to achieve."

I struggle to keep the big picture in mind. It's important to focus on the overall goal as you are taking the steps to get there.

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Q2: This quote reminds me of domains II and IV that we looked at earlier. Using data to act as a kind of guideline for how we can move forward is really key. This keeps us from being all over the place and not only will we be confused but our students will be too.

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Quote 2 Connection

It is important to evaluate student learning so that we can be more effective teachers, and the overall goal (mentioned in the first quote) can be obtained. Our efforts as a team can be better aligned when we all have a clear picture of where we are headed.

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Quote 1: Results--Be results driven. If we do not get the results we expect, we should rethink our approach. Be reflective and data driven. Oftentimes, we worry more about

the steps or the process rather than the outcome.

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Quote 1 connection:

As a former coach and college athlete, this was an interesting quote for me. Process and results are equally important to me. The process matters because it makes the results so much more SWEET when you get to it. I think in education we don't focus on the results because the process does take so much time. I hope educators can take a step back and enjoy the results that they worked so hard to get to with their students.

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Q1 connection: we must set goals! (And then reflect on how they were met.)

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Quote 2 connection:

Again, this stands out so much as a former coach and college athlete. Regularly self-evaluation is what this quote is all about. When you make self-evaluating a normal practice, you will be better at everything. We have to continually be striving to be better. Lead by example. Our students and colleagues are looking to us to set the standard. If we can't humbly say, yeah I need to do better at this or I messed up here, then we can't expect our students or peers to do that.

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Quote 2

"When results are the driver, expectations are clearer and efforts are more aligned."

Backwards plan. Devise your assessments for mastery. Pay attention to formative assessments and adjust your approach to meet the needs of the student (and the teacher, if coaching).

Leaders who regularly check their blind spots make better choices, fix problems faster, and stay focused on the end goal. When results guide the work, everyone knows what to expect, and the work becomes more impactful for both teachers and students.

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Q2 connection: "When results are the driver, expectations are clearer and efforts are more aligned.” Putting results at the forefront of everything (lesson planning, goal setting, etc.) gives everyone involved greater clarity.

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“Process becomes more important than the results”

To me this drives home the importance of being purposely reflective, which in the day to day “rat race” can often fall to the wayside, and as an executor I am guilty of this. MUST be intentional!

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“When results are the driver…”

This screams being data driven!  All decisions are based on the data.

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Quote #1 Connection:

A teacher leader needs to be able to explain their process and thinking to collaborate and support other teachers. Just showing results doesn't help.

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Quote 1 Connection: Begin with the end in mind. Clearly define success criteria, design instruction to meet those goals, & frequently measure impact to intervene when needed. Truly making data-driven decisions to ensure learning.

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Quote 2 Connection: Killion highlights the importance of ongoing evaluation in professional learning. As a teacher leader, this means consistently asking: “Is this working? Are we seeing growth in student achievement?” Embedding this mindset helps leaders adjust in real time and keep teams focused on clear, measurable goals. It also builds a culture of reflection and accountability, both essential traits of effective teacher leadership.

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Quote #2 Connection:

If there isn't an evaluation, how do you know learning has occurred? Knowing the expected outcome is a must for collaboration and communication.

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I have experienced the process becoming more important than the results both as a participant and a presenter of professional learning. As the presenter/leader, it is easy to get caught up in sharing something that we're excited/passionate about and overlooking the goal/results we hope to achieve (hopefully relating back to student growth/achievement).

As a participant, sometimes those are "nice to know" things, but don't have the full impact or carry over to daily practice that it could have had if the results were part of the planning and design.

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Depending on the format of the professional learning and the topic, it is sometimes difficult to measure the impact on student growth/achievement. One thing that came to mind in reading these quotes was that when I was coaching and providing professional learning for special educators around the state in a previous position, that was often the case--I wasn't able to go visit each classroom and see the impact, or measure it directly. That made it more difficult to stay focused on the results.

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Without a clear focus on desired results or outcomes, teacher leaders may become caught up in planning and procedures rather than driving meaningful change for high quality instruction.

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This quote is saying that a strong focus on results ensures that teacher leaders have teacher collaboration, data-driven decisions, and practices that truly raise student learning and growth.

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Quote 1 connection

This quote reminds me of the Executing-based leadership domain and the Adaptive Leadership model. The Executing leadership approach is action-oriented and thrives on achieving tasks. Teachers wear many hats and are constantly working on various lists. Leaders who utilize the Adaptive Leadership model have no real established goals and work more towards solving problems as they arise rather than long-term goals aligned with the team’s mission and vision. As leaders, we need to ensure our team remains focused on the team’s established goals and not get bogged down by mundane tasks.

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Quote 2 Connection

This quote reminds me of the Strategic Thinking domain and the various leadership models that have predetermined goals aligned with a shared mission and vision, such as the Shared Leadership model. As a leader, in order to ensure student success, clear and concise goals need to be established along with data-based decisions to guide instruction. If an effective system is in place, the team can adapt seamlessly as challenges arise.

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Quote1: Slow down and stay focused on the why! Keep student learning at the forefront of discussions and planning.

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Quote 2: Feedback is imperative for growth! Being flexible and accommodating to others builds trust as a leader. Make sure to work on a common goal together as a team.

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Quote 1

The connection that I made was to not mistake the doing part of teaching for the achieving part and I need to make sure I am tying my instruction to a measurable goal-the focus is on student growth.

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Quote 1 connection: I notice that I am naturally a "fixer," so I tend to jump straight into action to solve problems. However, after going through the Solution Tree training, I learned that starting with the standard and identifying the desired results first, such as by creating the assessment upfront, is much more effective. This shift ensures that my teaching actions are purposefully aligned to the outcomes I want students to achieve, rather than just focusing on the instructional process itself. This connects to the quote because it reminds me that while taking action feels productive, it is the intentional focus on the end results that actually drives student achievement.

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Quote 1

When you stay data focused, you keep the end goal in mind. When you focus on exactly what the students need to know and keep refereeing back to it, it keeps the actions inline. Asking yourself, "How will this practice improve student learning?”

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Quote 2

Collaborative teams with clear common goals work more intentionally which contributes to all students' growth. Solving problems proactively together relating to student learning gaps before it hinders student progress is critical within a PLC.

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Quote 1

Sometimes the big picture is too much to accomplish. The big picture needs to be broken up into smaller clearer acheivement. I need to keep that in mind more.

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Quote 2

Reflecting on results of data are key. "keep {ing} a laser-like focus" will keep you and your students growing. I also believe it is important to not let excuses get in the way. Stay focused on what is in your control, make adjustments and keep moving forward. Part of being a lead teacher is not placing blame, but finding research based solutions when a hiccup happens.

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Quote 2 connection: This quote really makes me think of my SMART goal from last year, which was all about getting students to grade level in fluency. After we went to a training on reading fluency, we didn't wait and we started using those strategies right away in our classrooms. Because we had that clear goal in mind, it was easy to stay focused and keep checking in on student progress. By the end of the year, the results spoke for themselves and our students made huge gains in their fluency. It really showed me how keeping the end result in mind helps keep everything aligned and purposeful.

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Quote 2

I have a student read the learning targets for each subject daily and have the class repeat after them. The clear learning targets help them and me keep focused. This has really helpled me when I work with my professional community.

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Q1 Connection:

If you don't know what you want to accomplish, then how do you know your processes will work. I've always worked backwards when preparing lessons/activities, with the end goal (results) at the forefront then completing the steps (processes) to ensure the goal is accomplished.

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This quote really hit home with me! I am a checklist kind of girl--get it done and check. I need to work on slowing down and putting more focus on the results.

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When results are the driver, expectations are clearer and efforts are more aligned.” (Killion, 2018) --I love this! I connected with the need to reflect more on the results of my instructional outcomes.

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Quote 2 connection:

Integrating evaluation into your normal practice is key into making informed decisions and to ensure you are achieving your goals. However, when working in a school environment, we can become too obsessed with results and forget about the humanistic side of working with others. I believe it is important to have clear defined outcomes and to respond quickly to challenges, but not to forget that we are working with kids and sometimes we have to monitor and adjust our tactics along the way.

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Q1 Response:

"Process becomes more important than results." I think teachers often go through the motions of plan, teach, assess, repeat. We often forget the vital component of reflecting on the "results" and responding to what those results tell us that should further guide our next steps.

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Q1: Teaching is an action-oriented profession. Our whole job is a focus on what we are to do. This quote is a good reminder that being a teacher leader requires us to help focus our leadership on results and goals that we are trying to help others achieve.

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Q2 Response:

This quote serves as an important reminder of the impact of continuous evaluation in professional learning to ensure that goals are clearly defined and progress is measurable.

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Quote 1: Teacher leaders must use the results of their process instead of ignoring them. There needs to be more of a balance.

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Quote 2: When results are the "driver," expectations become clearer. Teacher leaders can help their teams align their individual and collective efforts toward shared, well-defined student results.

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Q2: In the teaching the profession, we wear a lot of hats. Our job as teachers leaders is to help focus our teachers in order to make their job easier. This quote is a reminder that having clearly defined outcomes as the primary measure of their success helps them respond more quickly to challenges. Once this is a routine, then we can work on where we need to go.

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I love to mark things off my list; however, I am not the best at taking time to reflect. My personal goal last year was to slow down, delegate, and take time to reflect. I learned a lot just by slowing down and not having to have things done immediately. This also gave me more time to talk with my team about things and get their input.

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This quote makes me think of backwards planning. Start with your end of unit assessments and build your lessons around that. Then you're setting your students up for success from the very first lesson with the end goals/standards in mind. As you progress through your unit you can see if your students are progressing the way that you're wanting them to. If not, you know you need to reteach or take an extra day before moving on.

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Q1: "they tend to focus on what to do rather than the results they want to achieve"

Many times we can have a checklist and accomplish all of the things we need to do. We sometimes forget that we need to make sure that the students are all understanding the objectives. Sometimes that means re-teaching a lesson or taking extra time for review.

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Q2: "When results are the driver, expectations are clearer and efforts are more aligned"

Teachers that do this will have very clear expectations for the students in each lesson. You will be aiming for mastery of the standards being presented. I big picture needs to stay on our radar even when all of the other things that come our way try to crowd it out.

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Quote #1

Becoming results oriented helps you decide whether what you are doing is benefitting kids or not. Trying out new and engaging lessons is fun for staff and students, but we need to look at the data to see if we are getting the results we need from the lessons.

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Quote #2

When we use data to drive instruction, our expectations are clearer. Being clear with our students is a kindness to them. Data-driven instruction helps us be more informed on what are students know and what they don't know.

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Student outcomes are the ultimate measure of effective teaching. Therefore, we must keep the end in mind and use data to drive instruction. This will keep us focused and ensure learning is taking place.

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"When results are the driver, expectations are clearer and efforts are more aligned.”

While instructional strategies are important, they only matter if they lead to student learning and growth. Focusing on the results helps inspire a culture where learning, not just teaching, is the goal.

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"Process becomes more important than results."- This quote makes me reflect on how important it is to set SMART goals and be a strategic thinker before creating any CFA or analyzing data. Having a clear vision and goal will help us stay focused and not just "busy bees".

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Q1: The first quote warns that an over‑emphasis on “doing” can let process overshadow purpose. This is a great reminder, especially for us with an executing strength, to stay grounded in the why of our work.

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"Leaders of professional learning who integrate evaluation into their normative practice make more informed decisions."

Learning walks can be greatly beneficial if there is trust within your building.

I've seen some of the best teaching strategies and received great feedback during learning walks, especially when we are using the TESS rubric to give feedback.

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Q2: Weaving evaluation into everyday practice sharpens decision‑making, accelerates course‑corrections, and aligns everyone around shared, measurable goals. This quote reminds us what to keep at the front of our minds, both when leading a team, but also day to day in our own classrooms to lead by example. Evaluation can seem daunting, but there are some super simple ways of collecting data informally.

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"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."

When planning I feel like we focus more on the process, and while we do plan for results, what do we do with it at the end? With following a curriculum, at times it feels hard to go back and re do lessons when we don't have a lot of time and we want to stay on schedule. But it's not always about pushing forward, we also need to go back and reflect and review. What actually needs to be done? What do these students need right now.

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"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."

This quote makes me want to carry a TESS rubric around during planning and almost as an end of the day evaluation. When I become more acquainted with TESS and really dig into the Highly effective domain, I will start asking myself those questions during planning. And as a reflector during and after lessons.

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The first quote discusses how most teachers want to do the action, but can forget to reflect on how and why it was effective. As teacher leaders, we need to able to model this in our own classrooms and help other teachers not to forget this important part of the process.

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The second quote is also talking about how we can't just do, but we need to also look at why we do and what the outcome is. The quote has what I would say are guidelines of what we need to make sure we are doing when reflecting and processing lessons. We as leaders need to be doing these things in our practices and need to be working with our teachers to make sure they are too. It's important to make sure we are having our teachers ask all the questions and not limiting ourselves to just part of the equation.

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Quote 1

It is so easy to focus on the process and the "how" of what we want students to do to learn content. As a good teacher leader, it is important for teachers to keep the end goal in mind, meaning we have to be able to document and determine if what we wanted them to learn is actually happening.

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Quote 2

I think back to our planning and PLC meetings I have with teachers. We are a data-driven school, so our focus is on the planning, execution, assessment, and evaluation of all lessons to ensure student growth and learning.

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Backwards design is so important. We have to have the end goal in mind. If we just jump in we lose the end goal. Essentially, we need to prioritize the results over the process. Yes the process is important but it doesn't matter if we don't know where we are going.

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Teacher leaders who continue to grow and learn, as well as, regularly assess the impact of professional learning or instructional strategies are better suited to make intentional choices using data that support both teachers and students, and therefore school culture.

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Considering I am executing, this quote hit hard because I very much tend to jump in and do things rather than consider all aspects of what needs to be accomplished, i.e., the end goal. This can potentially affect lesson planning and student learning in the long run of things because, like it says in the second quote, 'When results are the driver, expectations are clearer and efforts are more aligned.'

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This quote emphasizes the importance of evaluation and reflection, and this is something I've made progress on, but need a little more work on. This connects to the first quote because if you are just focused on "doing" then you won't take the time to make evaluation a normative practice, which is crucial for student learning. Making it normal also models it for the rest of the school community.

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Quote 1: Process vs. Results

Many focus more on how they will teach instead of what the results of the lesson need to be.

Quote 2: It does teachers no good to move along in lessons without evaluating student learning. Student data should cause us as teachers to be vulnerable.

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QUOTE 1: "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."

The pressure on teachers to produce can lead them to hyper focus on what they are doing vs the student. A teacher leader gently reminds teachers to plan with the student and the desired results in mind. A teacher leader models how to place appropriate weight and accountability on the students. They also model how to have the students actively involved in clarifying the steps to the desired goal.Teacher leaders can guide their peer teachers in how to create clear standards and matching measurable goals.

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QUOTE 2: "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.”

Teacher leaders are continually reflecting. Teacher leaders model the continual collecting and reviewing of data such as evaluations in order to see if students are producing the desired results. As needed they adjust their actions and materials in order to lead the students closer to mastery of the clearly defined objective. As leaders, this might mean addressing concerns or needs to admin, PLC, etc.

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Quote 1: "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)

Teacher leaders must go beyond instructional strategies. They must look at the big picture and work backwards and build the steps to make it to the big picture. The focus needs to be on the impact strategies will have on student learning. They cannot lose sight of their "Why."

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Quote 2: "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)

The evidence/results is readily available when evaluation is integrated into a teachers practice and because of this, leaders of professional learning are able to make sure they are effective and purposeful in teaching, respond with feedback for improvement, and align with student outcomes.

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Q1: "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."

Teacher leaders need to define clear result goals. If we just focus on what we are doing in the moment, we can get lost and never achieve the end goal.

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Q2: "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.”

School time is limited, and teacher/student/resource are limited, so keeping a sharp focus on the end goal and being strategic is extremely important for teacher leadership and mentoring.

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Teacher leaders keep students as the focus. They work to bridge gaps and grow minds. They keep their end goal in mind.

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It is important to reflect on instruction to plan for the future. Teacher leaders keep innovating and using data to help meet goals.

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I struggle with the first quote because I strongly believe in commitment to the process, even when results are coming slowly at first. Implementation science shows a marked dip in results upon first trying a new strategy, system, or process. I cannot tell how many times I have seen this play out, from teachers to basketball players to my own focus on building healthy habits. Yet, I think that this quote calls on us to reflect and refine along the way, not just think we are making progress because we are engaged in the work.

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One aspect of this quote that really resonated with me is "when results are the driver, expectations are clearer and efforts are more aligned." I love this because I think that we waste resources too often and without realizing it. It is so easy to become busy with no aim, like an arrow that has been loosed with no where to go. It is so important to frequently look at our results and ask if our aim was true, and if not, what can we do to hit the mark.

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It is easy to forget the reason for teaching the lessons in the first place, and that is to educate the students. Our first goal should be the results. If we have impressive processes and grandiose lessons, but the students are confused and not learning then we should reflect and change course. In my opinion it is important to build lessons with the desired results as the foundation and work backwards from there. The process should be whatever will help the student learn more and with more depth.

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The word "Evaluation" caught my eye in this quote. Thinking about the lesson from the perspective of an evaluator or thinking as a student with the desired results as the foundation will help with lesson design and give the lesson a more seamless objective.

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"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)

Teachers must look at the entirity of the instructional process which ultimately includes the results and how effective the instruction and curriculum is, and how it was provided. Instruction and assessing the effectiveness of that instruction is a continuous cycle and both have to be applied and paid attention to. Instruction that only focuses on the task at hand and the process without a continuous review of results and assessments will not be effective.

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"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)

There should be a clear linkage between evaluation, the defined outcomes, and what the end result is for students and teachers. As the quote indicates, when these are connected, it leads to a more efficient and clear expectation for all and improves the level of assessment and evaluation. It simply keeps everyone in step and moving in the right direciton with a clear goal in mind.