As a leader, I am a catalyst for good teaching practices, meeting the curricular needs of students and promoting the education of all those around me. Leaders must be catalysts, whether teaching JKD or leading a school. As an instructional leader, it was important to model and demonstrate the same commitment to improving my knowledge based (4.1.3) instruction and curriculum development. As we approach the new accountability system – Smarter Balanced Assessment Consortium – our district has also launched its effort helping teachers develop their Core Curriculum using “spirals” – scope and sequence (standards-based/aligned) and tools planning (curriculum mapping, weekly programs and daily plans) that require and promote teachers' creativity and autonomy. With this startup, I have not only had the opportunity to support our teachers through this process of change, but also to influence their education in a way that is transformative for themselves and their students. To achieve success, I understood the importance of supporting teachers and leveraging the resources we already have on our site. My first attempt at leveraging this resource is to work collaboratively with our Leadership Team. I was fortunate that the structure of the meeting with members of the management team was well defined before my arrival. However, in my observations the focus was not always on education. To mitigate this issue, the leadership team was renamed the Instructional Leadership Team (ILT). Our mission was to support and improve the capacity and teaching practices of staff to influence student learning. Most of our teachers' pedagogical approach still stuck to the “script” using Houghton and Mifflin or Treasures as…half of the paper…a detailed feedback model. I have used it regularly to not only provide ongoing feedback to teachers, but also to engage them in further discussions and coaching opportunities. This is a form of professional development, element 4.3. Professional development is not a one-time event but an ongoing one. Leveraging the detailed feedback model allowed me to provide differentiated support to improve teachers' teaching practices. To improve curriculum and instruction as an organization, it is critical to create opportunities and establish a safe and healthy learning environment by leveraging existing resources in the organization and engage in authentic learning through PLC or other forms of professional development. Finally, using a structure to provide teachers with ongoing feedback serves as a catalyst for authentic learning.