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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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Both quotes talk about how it's easy to get caught up in just doing stuff and forget what you're actually trying to achieve. The first one points out that people often focus more on the steps than the end goal, and the second one shows how keeping your eye on the results helps everything stay on track.

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Both quotes bring up how important it is to be clear about what you're working toward. The first one kind of hints that we sometimes skip that part, while the second one says that when goals are clear, it’s way easier to make good decisions and adjust when things don’t go as planned

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The first quote emphasizes that the product is just as important as the pedagogy. As a teacher leader, you have the opportunity to show how the strategies that work in the classroom shine best through the data that is present during and after the lesson. Finding the balance between using good strategies and your student achievement rate is what learning as an educator is all about.

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Teachers can sometimes get lost in the daily activities and forget the results we want our students to accomplish. This is where teacher leaders come into play. If they model best practices and encourage others to do the same it can help prevent getting lost in the day to day. Instead of planning with my team the daily activities, a teacher leader can make sure the team keeps their eye on the end result and how we are going to achieve that (backwards design).

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Being able to use the results of your assessments make a huge impact in your instruction. There are many obstacles you will face, but when you stay focused on the end goal, you will see that the results match the work that is being put forth by the student and the teacher.

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Constant reflection leads to informed decisions, quick problem solving, and maintaining focus on data as a measure for success. Reflection impacts our instruction significantly, brings clarity, and helps refine and improve instruction.

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Both quotes talk about how easy it is to get caught up in the process and forget what you are trying to achieve. This is why backward lesson planning is essential to being an effective teacher. We need to remember the end result to help drive all of our decisions we make when planning instruction

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I like check lists. They help me stay organized and show what I have accomplished. However, teaching is not just a list of tasks to complete. As teacher leaders, we need to prioritize student outcomes and decisions based on current student data.

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Using the results of your instruction can help you stay focused and drive your instruction. You need to examine the data you collect to make informed decisions about instruction. You also need to reflect and see how you did as a teacher delivering the instruction and looking at the data. This will determine adjustment that need to be made to lessons

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This quote is the gold standard—what we should strive for: clear outcomes, ongoing evaluation, and timely adjustments.

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As an elementary teacher, I sometimes get caught up in what I’m teaching instead of why I’m teaching it. For example, when using science or social studies texts to teach reading comprehension, I occasionally shift my focus more to the content than to the comprehension skills students need to develop. As a teacher leader, I recognize the importance of keeping learning outcomes at the center of my planning—focusing on the skills students need so they can apply them across different subjects and contexts. This ensures instruction is meaningful and transferable.

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Using backward design helps me stay focused on the goal of the lesson. By starting with the desired outcome, I can plan more intentionally and make real-time adjustments to keep students on track. As a teacher leader, this approach models how instructional decisions should always point back to student learning goals. It also helps ensure my efforts—and the efforts of those I collaborate with—are aligned, purposeful, and focused on results rather than just completing activities.

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The first quote talks about the focus on actions and not the results. I feel this is exactly where teacher leadership skills help others. Teacher leaders teach with the result in mind. Reflection is key to making sure that the goals are reached and this is a key element in teacher leadership skills. The only way we can grow and help others to grow is by constantly learning. We learn by looking at where we are, where we want to go, and how we are going to get there. All of these are key elements to being successful in achieving our goals.

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Teacher leaders can often get caught up in the what to do and how to do it part. There is so much that goes into the planning piece that our focus is often more on that. We want, and hope for, a great outcome but the getting there is is often our main focus. Planning is essential but we must find a balance between focusing on what we put into the instruction and what students understand/gain from the instruction.

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Results are most important. If students are not learning then something we are doing is not working. We, as leaders, must show others that results drive our instruction. We must know how to use the results/data to improve our instruction or rework our instruction in order for the students to grasp the concepts. Informed decisions, using data results from a lesson, will improve students achievement. It also allows you to see when your lesson went as planned or was a total flop.

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Q1:

Both quotes discuss losing sight of your goal due to over-focusing on the steps to reach said goal. As a band director, I often over-involve myself in details of a song and then realize that we have to perform the entire piece in a short window of time.

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Q1 Connection to first quote:

The first quote connects back to Domain 1 of TESS in which planning for results is really emphasized. Not only are a lot of educators "action-oriented" they are also creative and empathetic. We can get caught-up on providing a safety net for students so their egos aren't hurt, but we have to keep in mind that setting our students up to reach or even excel in an objective does far more for their self-esteem.

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Q2:

We must consistently assess ourselves and the products of our instruction/instructing. I usually do this at the end of the day in a quiet space to sort of "reset" while I plan.

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Teacher leaders lead with purpose and they are models. Leading by being result driven can have a positive impact. As you get positive results, you build trust within your school. You may possible not get the results you want, which leads to inquiry and this can also lead to trust as other see you as transparent and focused on helping students learn.

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Q2 Connection to second quote:

Data is not emotional, even though it feels like it is. Understanding that the use of an objective scale to measure student comprehension is not a reflection on a teacher's ability but rather a temperature check for how much students comprehend. Quick assessments (which come in many forms) are very informative and allow for adaptations, as opposed to putting our heads down and pushing through. Students will respond better and be more engaged when they discover their teachers are actually paying attention and providing quick, helpful feedback.

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Connection 1: As a teacher we are constantly on the go and want to get from point A to point B as quickly as possible. I have been guilty of focusing more on what to do instead of the results. The results should move the process. The result gives a clear picture on if the process was effective. As a teacher leader, it is important to let the result of a lesson drive further instruction, rather than going through the motions of the every day processes.

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Teacher leaders use the evidence to drive their instruction - a focus on the results. As teachers use ongoing evidence, results are quicker and use this to not only make positive changes in their classroom but also in their PLC's.

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Connection 2: Teacher leaders are good at reflecting on their teaching and understanding how students learn. Teacher leaders let the data drive their instruction to move their students deeper in learning.

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The second quote connects several things to teacher leadership, and all of those things help maintain focus on the result. In order to be successful, you have to always come back to focus on the result to measure success. Sometimes you have to start with the end and work backwards to ensure that your end goal is obtained. In this quote, they connect evaluation, decision making, reaction, and clearly defined outcomes to the result. Teacher leadership is a great balance and combination of everything this quote mentioned.

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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."  (Killion, 2018)

In our district pacing guides became our "to do", our "focus". This action to get through the content on a specific pace didn't allow for time to check results then REFELCT on what was achieved. Did I have lots of students who didn't understand? Did I waste student time because many of them had above grade-level understanding? Instead it was focused on completing the task, rather than looking back and seeing how well the objective was achieved. (Thankfully, our district was able to monitor and adjust and remove those restrictions)

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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.” (Killion, 2018)

"Integrate evaluation into their normative practice make more informed decisions." As a PLC bringing student examples into a meeting and sharing them, callobrating our grading, restating our expectations of the objective and the results of student learning always keeps us sharper. It also focuses how we have students apply knowledge. Get rid of the fluff, let's really see what you can do with this new knowledge. Can you regurgitate it? Is that all you have to do? or can you use that knowledge and apply it to a new situation? If I don't take student outcome personally, but as an opportunity to do something again or to rework something, then I can put students above my ego.

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One connection that came to mind is the highlighted importance of being result oriented. The aim of teacher leadership is to increase student learning. It is important to always monitor your results to ensure that student learning is increasing.

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Quote #1: It is important to keep your "eye on the prize." The prize being the results you are looking to achieve. It is real easy and potentially detrimental to get to focused on the "what." This is why it is important to not only articulate the goals to your students each day, but for yourself as well.

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As teacher leaders we have the opportunity help improve the professional learning of our colleagues. In order for us to best do this effectively, we must constantly reflect on our own practice to ensure that we are getting our desired results. If we model this behavior for our colleagues, we are able to show them the importance of reflection. This could lead them to utilize self-reflection in their own practice.

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"The process becomes more important than the results." This makes quote makes me think of the many times I have been in the proverbial rut during instruction. When that happens I can almost say that my plan was poorly focused and that I became mired in the process and not the result. The lessons that I have felt the most confident are always focused on the result more than the process.

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Quote #2:

Evaluations give us a better guarantee for accurate learning achieved by our students and the effectiveness of our teaching. Evaluations are based upon "facts, not feelings." When both the teacher and the student know what the expectations are, then evaluations will measure whether or not those expectations have been met. Results - data driven analysis should be one of our highest priorities as an effective teacher.

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I concur. When my lessons are planned around the student results I seem to naturally be more flexible as an instructor, which leads to more success in the classroom.

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Question 1: The first quote talked about how sometimes we get caught up on completing a task rather than what the end result should be. In teaching, we have all been guilty of this at one time or another. We get caught up in the day to day tasks rather than the product. As teacher leaders, it is our responsibility to keep our team looking towards the end result. We can model to our team how to look towards the end result and create instruction that achieves that.

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Response to Q2: The second quote is what we should all strive towards. When we are using student data to drive our instructions, we make decisions that are actually in the best interest of the students. When data is our driving force, instruction and expectations become clearer and more focused. Instruction is not a guessing game when we are reflecting upon student work.

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Quote 1 makes the point that action oriented people focus on delivery instead of results. It's important for teacher leaders to focus on results, in addition to delivery, as the results (assessments) will give you feedback/data regarding how well the students understood and learned from the lesson (delivery).

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Quote 2 has several key takeaways for teacher leaders. I identified with the idea "When results are the driver, expectations are clearer and efforts are more aligned." As a teacher when you are focused on student learning success you are better able to design lessons that have clear instructions, clear expectations, and components that align with your end goal of student success.

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Both quotes focus on the importance of the results. Results are what should drive your planning and instruction. If you do not have high quality assessments, you will not have accurate data to drive your instruction and student achievement will suffer.

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The first quote seems more like a warning of what to avoid (being too action oriented and ignoring the result) whereas the second quote is more of a encouragement of what to do.

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Q1: Teachers need to be wary of only focusing on the process, and not forget to prioritize the results. If the results are not as desired, you must reflect, monitor and adjust.

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Q2- If teachers and students normalize and integrate evaluation (or even self reflection), challenges can be more readily recognized and circumvented (monitor and adjust). Continually evaluating learning against the objectives will aid in keeping laser - focus on the outcome.

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Connection to Quote 1: I really identified with this quote because focusing on the results or the intended result is not always easy because of the day-to-day stressors we face in public education.  We want our students to finish the project so that we can move on to the next unit, without always allowing them to pause and reflect on what they have learned or to take a look back at the target goal and where we started.

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Connection to Quote 2: “Begin with the end in mind.” When working through an in-depth writing project that requires weeks of work and incorporates a number of different learning activities, it can be hard to stay focused (for myself and my students) on the task at hand.  I find it helpful to provide an exemplary student example from the past as a visual for where we are going. This also applies to professional learning and how helpful it is to have a solid understanding of what the learning goal is before you start working on a new team project or community building activity.

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The first quote speaks to the "get it done" environment of teaching. Teachers can be so easily swept up in the minutiae of their duties that the end goal, the results, get lost in a sea of responsibilities. Teacher leaders have the opportunity ot bring awareness and vigilance to operating from a results point of view.

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This quote mentions the importance of teacher leaders using reflection and evaluation as primary tools. Teacher leaders evaluate data to inform decisions. They are able to pivot quickly because they have already planned a contingency based on the outcomes. An effective teacher leader analyzes potential challenges and has clarity on expected results.

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Teachers want their students to actively participate and engage in the lessons they've planned. Teachers create fun activites and meaningful tasks for students to accomplish. However, if the teachers do not refer to and relate the activity/task to the lesson objective throughout the lesson, these activities will lack the impact they were intended to have on students learning. Students need to know the purpose and how it connects to the work they are doing.

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After reading this quote, I immediately thought of "Backwards Design." Clearly defined outcomes and expectations are at the forefront. Knowing what we want and how we want our students to achieve these learning outcomes while reflecting on the results of our instruction is how we can best support our students.

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My first take away is that educators often become so focused on the process that we spend more time creating the lesson and less time on ensuring the effectiveness of the lesson/ results. We spend more time on process than progress. However, I am of the belief that both aspects are possible. Build the process properly to enhance the progress of students by keeping track of the data during the lesson and after.

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Results, Results, Results! Results should be used to drive and guide instruction in the classroom. However, I do believe that the individual student and teachers should collaborate in setting clearly defined measurable goals so that the journey and the destination will be met and embraced by student and teacher.