Teacher leadership requires a shift of perspective for many. Developing a process with the end-goal in mind helps to craft a more concise system that a community of teachers can implement in order to achieve the same goal across classrooms, rather than a teacher finding success in isolation.

Quote 1: I see this all of the time when working with new teachers and with interns especially. They are hyper focused on the activity and getting it all planned out rather than focused on the learning goal. We must keep the "main thing" the "main thing"!

Teacher leaders need to help keep the focus on the WHY - ensuring that collaboration, planning, and instructional efforts are always aimed at improving student achievement and not just about completing the tasks.

Quote 2: I could not agree more with this statement. It is the "WHY" of what we are doing. Why are we teaching this way or that? What is the outcome/result. It is all about the students and student learning. We must stay hyper focused on that!

Having clearly defined objectives helps teachers prioritize what elements of instruction, what questions, and what distractions are worth their calculated attention. Instead of shooting from the hip, teachers are empowered to navigate daily activity in the classroom with a steadying anchor. Teacher leaders are the ones that can help provide and set that anchor for a team of educators.

Killion states, "they tend to focus on what to do rather than the results they want to achieve. The process becomes more important than the results."

Both high quality instruction and intended results are important. Effective teachers reflect on student learning, setting instructional outcomes, instructional implementation, and progress monitoring of student proficiency all with desired results in mind.

The process is a continuous circle of these components which in turn should produce desired results.

Q2- Using results as a way to drive the lesson will help you target each students needs which means each students succeeds in the area they need most growth.

This quote reminds me the importance of keeping the end goal in mind daily while continuously monitoring and adjusting based on the student needs. By progress monitoring you can make informed decisions measuring successes and needs of students. This will help teachers respond to issues that may interfere with learning and help them more clearly communicate the expectations and goals with students.

...Turning these concepts (results vs. process) into teacher leadership factors means looking at real data, using it for student growth, and seeing where we (students and teachers) can improve as a school, as a team and as individuals. If we are collecting data and sharing it in meetings because it is part of the process (aka--the process is the "result") we are wasting time and energy--use the data, enjoy the journey whether it is good or bad, but remember the GROWTH of STUDENT'S (joyful & lifelong) learning is our actual goal as educators. Use the data to determine if that is happening and monitor closely ALL aspects of student growth--sometimes it IS DURING the process, that a student "hates reading" LESS and is growing in places that a score may not reveal. Again--I'm not saying this is an acceptable goal or aim, but it IS student growth. Sometimes student growth happens at the very END of a school year after the test has happened. Big picture is student growth during their life--but the test scores still matter for funding/being ABLE to help any future struggling students. It wasn't until 3 years later I heard/got to witness a successful reader and a child who worked through their hatred of school, behavior issues when told to read/work, etc. the "results" may not show up, but we can NOT simply trust the process--that part has to modify and adjust for the best interest of the students/school and future generations.