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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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As a teacher leader, one must be more concerned with the results than how we are getting to the results. Utilizing the cycle inquiry would be a driving force behind approaching the results instead of only the process. By staying in the cycle you are forced to review the process instead of only focusing on the process. The teacher leader must stay focused on results and not get bogged down in the day-to-day process.

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This statement made me think of getting lost in the weeds. Sometimes we get so focused on the how we do something we forget where we are headed and lose our focus on our ultimate goal. As a teacher leader, I have to remember the goal and help others that work on teams that I am a part of to remember that goal as well.

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This is the UDL process in a nutshell. Begin with the end in mind. Become focused on your goals, so it cuts out all the excess. This drives instruction and assessment. As a teacher leader, it is our responsibility to help set clear outcomes and make expectations clear. We must evaluate our own teaching styles and be self reflective to see if our practices are going towards the original goal that we've set for ourselves and our team.

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A teacher leader must set goals for the team that are aligned to the mission and vision of the school. The teacher leader is responsible for compiling the data to keep the team focused on student learning outcomes. By keeping the team focused on the outcomes the team will demonstrate gains towards the goals. The data is evidence of results.

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As special educators, I feel that we can focus a lot on the "How to ___" far more than the "why." When we deliver explicit instruction to our students with special needs and plans, we need to be thinking ahead to the end goal? How will teaching this skill impact their ability to be successful in other areas of life? How are the skills I'm teaching today going to be beneficial for them in their adult years? Because aquisition of skills takes so much longer in my field, we need to be choosy about what we target and why. The big picture, life beyond high school and future independence should always be our focus.

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I believe that it is crucial to evaluate your teaching practice and update procedures on a regular basis. In my classroom we have monthly Popcorn and PD sessions where my paras and I have time to discuss pertinent issuses that affect our classroom such as behavior plans, student rate of progress, upcoming field trips, new social skills/tools and scheduling. As we have deep, meaningful conversations together, we evaluate if the systems are working and what needs to be tweaked. This dialogue benefits everyone involved, but mostly the students.

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The teacher leader is the one person on the team that thinks "what will the results say?". Expectations and tasks are given often time with little thought about effectiveness versus wasted time. Teacher leaders seek the how and what will the results say. As a teacher leader, the results must be priority because why do it if its not benefical; continuing on a cycle that doesn't produce the best results is pointless.

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As a teacher leader, decisions should come data. It should be the driving force in supporting teams and students. When goals are in place, everyone is clear about where the team is going and open the dialogue around how to get them. Focusing on achieving an obtainable goal gives directions for everyone on the team. Just as classroom teachers give students a daily or weekly goal to achieve it gives direction, teacher leaders must do the same for the team. This also helps hold the team member accountable.

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Having sat through several PD experiences, the presenters will often ask the teachers to pick one or two things learned and go back to implement them their classrooms. It is easy to get overwhelmed, or just file it away, and carry on. These often focus on what to do, without always looking at what result do they want from it to know if it is successful or not. As teacher leaders we need to gather data on what did you do, and what were the results to know if it was effective for student growth, or do we need to change the what to get an effective result that demonstrates student's growth.

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The connection between the quote and teacher leaders is that decisions are based on data. We need the data to know if its working or not, and make sure our efforts with the limited time we have are effective and effecient and reaching the desired end goal or expectation that has been set.

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I think this quote is applicable to teachers for the same reason we want our students to know the learning target for their lesson. Without an end goal in mind, the "actionable steps" a teacher takes are well meaning, but mindless. Identifying the desired results helps the teacher to make decisions in the best interest of getting their students from point a to point b. It is our job as teacher leaders to remind our teams what that end result is while planning to ensure that our students stay on the right track for success.

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Teacher leaders need to be proponents of data backing up instructional choices. We also need to keep the "clearly defined" success criteria at the forefront of conversations that have to do with students making progress within the grade level standards. This is very prevalent to my team currently as we navigate moving to standards based grading.

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As teacher leaders, we should remember that results are the priority. I do think we will not get the results we are looking for without close attention to the strategies and practices we need to obtain those results. Results need to be analyzed consistently and used as the driving force for instruction.

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The connection between this quote and teacher leaders is all about putting data front and center in our decision-making. It's important for us to embody the proposals we share with our fellow teachers. By actively walking the walk and growing alongside them, we can help shift the negative feelings that often surround data in education. This positive change opens the door for data to truly make a meaningful impact on student achievement.

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My connection to the first quote is that I see myself sometimes worrying and concerning myself over presentation and over focusing on something, rather than looking ahead at what the skill mastery looks like and how I can effectively have students master skills and skip some un-necessary loss of time .

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My connection to this quote is if I can keep my eye on the ball, or focus on the goal I have in the lesson/curriculum for students to learn, then I can dismiss the things that throw me off that course. I constantly evaluate others but also evluating myself is essential as a teacher leader.

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Teacher leadership means knowing where you'd like to end up: a big-picture goal, if you will. I've also seen this referred to as "Beginning with the end in mind". Effective teacher leadership will always keep the big picture in mind in every decision about curriculum.

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By utilizing that "big picture" mentality, a teacher leader can effectively communicate their expectations. In a collaborative setting, this might mean making the big picture tangible to all stakeholders and deciding together how to get there and then holding each other accountable at each step of the process.

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Consistent and reliable evaluations help to grow effective teachers. That data will allow the team and teacher to make better decisions to help achieve goals. This ties back to being results oriented.

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It is so important to keep the end goal in mind. We can get lost in the process but we have to remember our ultimate goal. I often think of how "what" each teacher teaches in a grade level is the same. We all have standards to teach. However "how" we reach those standards may vary. Ultimately we are all aiming for that same end goal. Teacher leaders can help us see that if we are all working towards that goal, that is the most important thing.

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Data should be driving our instruction. You must know what your students know in order to know what to teach. Aiming towards the end goal keeps you on track. Without data, there's no direction.

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Honestly, I think in education, once a school year begins, everything feels so fast and furious, sometimes it is hard to see the forest for the trees. Being able to have end focused collaboration times is essential to keeping a long term focus among the short term busyness. I have really enjoyed a shift that our district has made to truly focusing on essential standards and what that means for students demonstrating if they have learned and mastered a standard. Being able to begin a school year with our end of year goal is helpful for them as well because they can see a purpose for what we do and are able to take ownership is their growth to a much greater degree. We all know it can be very easy to get worn down with the daily grind and being a leader who is able to help maintain the long term outlook is so valuable.

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Knowing where you need to take students can really help streamline the day to day plans. Our district uses a curriculum that is very vigorous and bulky in our day. We've struggled to help it finds its place while also having many other necessary things to schedule in our day. We've learned the art of taking the end goal(standard/desired skill) and utilize the curriculum to pull out what will get us there and the things that will support that. This helps teachers stay focused and also helps teachers help students stay focused and retain ownership of what they are learning/doing and why. Using end goals and the steps that are taken to get there can be a method to cheer on, encourage, and celebrate students and their successes all along the way.

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This quote shows the importance of balancing action with positive outcomes in our professional growth processes. Teacher leaders must function as facilitators to move teachers from a process focus to an outcome focus. In an almost ironic way, we must make outcomes (student data) a key feature of our processes to achieve this goal and to help us revise our processes to serve students better.

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An educated leader will always be more concerned with the results than the process in getting those results. Final grades and the knowledge of core content is the main concern of any great teacher.

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"When results are the driver," was the sentence that jumped out to me. We get into teaching for the results. I am most proud when my students understand and learn from that understanding. I care about the process from the standpoint of did i teach it in a way that they got it.

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The focus on "doing" can sometimes overshadow the need to step back and evaluate why those actions are being taken in the first place.

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As a teacher, the first quote really speaks to how we can allow the day to day to become our focus. As a teacher leader, it is important, to keep the team focused on goal that has been set.

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Teacher leaders have specific goals or benchmarks that they aim for. Success isn’t just about being busy or doing 'stuff'; it’s about achieving measurable results. They use these outcomes to gauge whether their efforts are effective.

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The ending of the quote, when When results are the driver, expectations are clearer, really stood out to me. When we know the results we are aiming for, we are able to plan those process to help get us there. The data will be our "check points" toward mastery of those goals.

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As a Teacher the outcome has to be the focus because that helps with the instruction as well. One of the questions teachers ask "what is the outcome or the goal that I want students to achieve". It also allows the student to understand the goal that they are trying to achieve

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I think the connection between the quote and teacher leaders is that teacher leaders should be data driven or outcome driven. Collecting data can help the collaboration with team to implement goals for expected outcomes.

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We must keep in mind that positive results are a priority. Without careful attention given to strategies, resources, and practices we will not achieve the results that are required and desired. It is essential to regularly analyze results and use that data to drive instruction.

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It is important to think clearly at a moment's notice. However, major decisions that affect student achievement should be well thought out. As teacher leaders, it is our responsibility to understand and, communicate to others the importance of using data to drive our educational decisions. Our expectations should be clear to all stakeholders so that everyone is working towards a common goal.