Innovation Reflection

There was little doubt in my mind about what innovation project I would create. As soon as I began working on my own ePortfolio, I knew I wanted to learn more about implementing this tool into my own classroom. And like so many things in my life, I jumped right in. And then I understood how unprepared I was truly was.

Like I said, coming up with the idea was no problem. There was no question when I was trying to figure out my why, how or what. I was pleased with the proposal, the outline, and I loved the opportunity to review the existing research. In the beginning stages, though, it was still just a project - an idea that I would test out and then scrap if it failed miserably. And the more research I did, the more I realized how short-sighted I was in attempting to implement change without enough information. Now that I've slowed down, I've had to tweak my original pie-in-the-sky goals, but I'm happy to say that my innovation project is underway in my classroom. My innovation project become much more than "just" a project.

Most of the changes to my innovation project came from reflecting on the many things learned about effective professional learning and the many layers of becoming a change agent. I first created this plan thinking I would do it on my own, but probably not share it - now, I want more people on board every day. I feel that my plan for professional learning is a solid one; however, I have more work to do on figuring out how to make it less like busy work and more of a worthwhile investment for staff involved. Incentivizing more work for teachers who are already worked too hard is kind of difficult. As far as being a leader of change in concerned, I'm getting there. I have great support from administration and early adopters who, like me, were excited to start something new. We currently have over 100 students developing ePortfolios.

With a solid idea in place, I once again turned to the research to develop a plan of attack. As shown in my action research plan, changes will have to be made and roadblocks overcome, but that's part of the fun of learning - nothing is gained without a good challenge every once in awhile. It won't be until I collect data and measure results that I am able to evaluate what changes need to take place. Most changes I foresee have to do with how ePortoflios are being used, not why. Like any other technology being integrated into the classroom, it is essential to remember its success is not simply using the tool itself; rather, the value comes from the process and the ways in which activities and learning experiences are presented to the students (Harring & Luo, 2016; Landis, Scott, & Kahn, 2015).

While I love the work I've done and the components of this project I've created (and implemented), the most important take-away from this entire program is the lesson learned in how to become an agent of change. I've shared Influencer (2013), The 4 Disciplines of Execution (2012), and Crucial Conversations (2012) with countless people. The ideas in each are not only important when setting out to implement change, but I've found them crucial in being on the other side of change. I've gotten comfortable with where I am and, admittedly, have not always welcomed change. Now, however, I see the great value in growth. (Granted, I'm quick to point out which leaders must have forgotten to read these books as they rarely "start with the heart").

Recently, a visiting professor spoke with my students about their work so far (15 weeks out of 40). I was thrilled (and maybe relieved) to hear several mention how beneficial they found their ePortoflio work. Hearing this feedback has made me even more committed to developing this project. Looking back, my goals were quite lofty and I have sense scaled back. But with 100 seniors who will be able to provide data and feedback, I have no doubt I will be able to lead this change.

What's next? I'm confident in not only creating change, but also more confident in sharing my ideas. My ultimate goal and next tall-order is to work on creating an environment where more of this (sharing) is encouraged. As a district, we are just starting to experiment with EdCamps this month and I hope this is where I can elicit even more change. We can't revolutionize education on our own, but I suppose we can start with one classroom at a time.

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References

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change: 2nd ed. New York: McGraw-Hill Education.

Harring, K., & Luo, T. (2016). Eportfolios: Supporting reflection and deep Learning in high-impact practices. Peer Review, 18(3), 9-12.

Landis, C., Scott, S., & Kahn, S. (2015). Examining the role of reflection in eportfolios: A case study. International Journal of ePortfolio, 5(2), 107-121. Retrieved from http://

www.theijep.com/pdf/IJEP168.pdf.

McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. New York, NY: Free Press.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.