For example, in my grade level content team, we look at the end of module writing assignment FIRST and plan backwards to ensure that students receive all they need to before arriving at that last task.

I’ve noticed that many novice teachers resist this mindset at first. When I ask, “What do you want them to know?” or remind them to begin with the end in mind, I often hear, “We aren’t there yet!” But that is exactly where we need to start. Without a clear destination, instruction can become disconnected and less effective. As teacher leaders, it is our responsibility to help others see that strong planning starts with clear outcomes, not just engaging activities.

So often when we do not have the end goal in mind, we can get bogged down in the details and the steps and ultimately never learn any of the things necessary to achieve the goal at hand. I believe that one thing that enables teacher leaders to be leaders is their ability to see the big picture. To recognize that there must be a clearly defined end goal -- here is what it looks like-- and the steps to get there are important, but sometimes the steps might not occur in the way that one originally planned. While others might allow that lack of sequential order to derail the end result, a teacher leader is able to go with the flow, because the end goal is ALWAYS clear... so that if a side-track happens, it is easy to bring everyone-- the students, themselves, their colleagues, etc.-- back on track.

Teacher leaders who acknowledge that assessment is key to recognize learning and growth-- and that all assessment does not look the same-- are much more likely to keep their fingers on the pulse of their students and colleagues they may be assisting. Frequent evaluative practices enable teacher leaders to assess the understanding at that moment, so that they can adjust and adapt to meet the needs of those they are assisting. To do this, they must be willing to be flexible and to incorporate sets of instructions or steps which are diverse, clear, and illustrative. When this is achieved-- because the end is always the focus-- the teacher leader can reach a wide variety of learners without loss of focus or frustration because the snowball effect of a small misunderstanding turning into a major mistake is avoided.

This is where we can become creative with assessment. How else can students demonstrate what they know? What different opportunities can we provide for them to show their learning? Mastery should be the goal, not just coverage.

The same principle applies when working with novice teachers. If a new teacher—or even a seasoned teacher learning something new—does not understand an instructional strategy, we must teach it differently. Model it. Guide them through it. Give them practice. Support them until they succeed. Instructional leadership, like classroom teaching, requires patience, flexibility, and a commitment to mastery.

I am one who is so guilty of getting lost in the weeds. I overanalyze, overthink, and constantly worry about whether or not I am doing the right thing, even though I know that is the complete opposite of what I should be doing. I know that I have been taught to start with my end goal. What do I want my students to learn? How will I know they've learned it? Then, use the data to drive my instruction and in the end, reflect on what the students did or did not learn. What should I have changed or done differently, and how am I going to make that happen? I know that if I'm not setting the example of starting wit the end goal in mind, then I cannot expect anyone to. This is such a great reminder for myself.

I love the first part of the quote that talks about leaders in professional learning integrate evaluation into their practice make more informed decisions. I think this is so true. When we as teachers or teacher leaders are integrating evaluation into our everyday practice, the data becomes much more clear. It is easier to spot what's working, what isn't working, or what may need a little tweaking. A teacher who is constantly integrating evaluation, is one who is always reflecting. I believe reflecting on teaching and best practices is crucial in regards to being successful. It helps not only us as teachers become successful, but it ensures that our students can and will be successful, too.

Reflection shouldn’t be something we do once in a while — it should be part of our daily routine. When we regularly check for understanding and respond to what we see, our teaching becomes more intentional and effective.

My example is similar to others in that my team plans with the end in mind. We look at where we need to be in content in May as soon as we start in August. We adjust along the way but always keep the end goal in mind for student growth and knowledge.

Going back to an OLD program of Leader in Me...Begin with the end in mind! If we only have a focus of getting the job done and not what the end result will be, we are not looking at the whole picture. I'm not saying that action-oriented is not important, it just doesn't look at the big picture!

Knowing what outcomes are expected upfront, helps to guide the instruction. With these outcomes preset, we know how to plan our direction instruction, activities, and assessments. Data is our present and future.

I agree with this quote. By not focusing entirely on delivering the information, but truly teaching synchronously and monitoring the learners understanding of the content allows for real time in the moment responses to challenges that may arise.

This quote is basically saying that as professionals we do things out of compliance. We focus on the PLC meetings, staff meetings, workshops and so forth and come up with amazing plans but the action is lacking in the implementation of it.

Teacher leadership is intentional. They focus on strengthening school reform and improvement. They focus on whether or not if the activities are impacting student learning and outcomes. Teacher leadership focuses on the "Meaning" and not procedural or compliance.

The overarching goal is to move from a mindset of systematic thinking to a results oriented mindset. When "Action" takes place, so will the "Impact."

This quote is directly aligned to teacher leadership. Teacher leadership is all about "putting it into action and seeing the results". When effective instructional leadership is taken place, the outcomes are good instructional practices, data driven decisions are coherent, alignment across the curricula, and strengthening accountability with all stakeholders.

Effective Teacher Leadership as stated before focuses on the results and in doing so the effectiveness of student impact and growth is evident in the daily reflections, evaluations, decision making, and etc... It will make an IMPACT if we allow it to do so.

As a leader, we will be tasked with providing the hard truth at times. We should always do this with kindness and respect of others. But student achievement should be at the root of all of our decisions.

My grandfather always used to say that driving without a destination in mind is just a waste of gas. Teacher leaders need to not only be concerned with their path, but also the destination. That is what drives their actions. Both the action and results go hand in hand. Taking action and reflecting changes the path forward when you are teaching. Having a clear goal in mind helps keep focus when outside factors can influence the leaders actions. Distractions are everywhere and can pull a leader off course. The results and knowing what they want to achieve is the North Star that can get the leader back ont he right course.

Teacher leaders need to be results focused. That is the true measure of effectiveness in the classroom. Evaluations of not only their students performance, but also their own, is imperative for growth in their profession. It is how we grow as educators. What stands out to me in this quote is the connection it makes to "normative" practices. evaluation has to become second nature, not something done every now and again. It has to become a habit, or what we fall to when stressed and under pressure. Having a habit of evaluation will ensure that distractions will not take the leader off their path to the results they desire.

Was it the testing platform? Was it testing vocabulary? By utilizing practice tests and informal assessments, it was determined that these students do not have a grasp on the comprehension required of a test question-literacy or mathematics. Planning for instruction to teach students these skills is important in building their confidence and reducing their anxiety.

As an ILT, this was a gentler reminder for me to begin coaching cycles and PLCs with clear student and teacher impact goals. When the focus shifts from “what we are doing” to “what results we want to see in student learning and teacher practice,” teacher leadership becomes more purposeful, measurable, and aligned to instructional improvement.

This is why process and structure matter. Results, and focusing on results, instead of just getting things done, is what gives it all purpose.