Instructional leadership will always create the most leverage in student and teacher outcomes. The ability to break down complex texts by implementing strategies that utilize high-leverage content vocabulary as the building blocks of a lesson, and the skills to synthesize large amounts of information to craft essential questions that assess the lesson’s objective were essential components in my lessons that contributed to my success with leading students to pass their STAAR EOC tests. While there are some instructional leaders that were able to lead their students to success when they were teachers in the classroom, there are fewer that are able to lead emergent bilingual students to success on their STAAR EOC tests. The impact I have on our emergent bilingual students, who often affect our accountability targets the most, is what separates me from other leaders, but specifically instructional leaders. These academic attributes backed with the ability to communicate, relate, motivate, remain calm, collected under all circumstances, and a growth mindset allows me to learn any task quickly to achieve distinguishing success. Creating spreadsheets, implementing PLC pullout intervention sessions, student conferences, and data tracking to target our English II “bubble” students to ensure a 15% growth from our first district assessment at 45% to the 60% approaches on our STAAR re-design winter benchmark- is one of our most recent measurable achievements. Having a history of measurable success contributed to my selection as only one of the two secondary teachers selected as a Rainwater Principal Fellows scholar by Fort Worth I.S.D in 2017. The honor to represent Fort Worth stemmed from my success to impact Oscar Dean Wyatt’s Language Center, where in my first year teaching emergent bilingual students, 90% of my emergent bilingual students passed their U.S History EOC. The following year, 100% of my language center emergent bilingual students passed their U.S History EOC.