Embracing the Shift: From Structure to Ownership

When I started the Applied Digital Learning program, I had no idea what I was stepping into. As a seasoned educator, I was used to structure, clear rubrics, defined checkpoints, predictable tasks. But this? This was something else. It hit me during the creation of my ePortfolio, TeachingTechin3.net. For the first time, I wasn’t being told exactly what to create, I was asked what I wanted to build, based on my interests and my learners needs. I felt unsure about where to even start, because this was not just about submitting an assignment for a grade, it was sharing a piece of my practice, thinking and my identity as an educator. 

At first, I wasn’t ready. I literally second-guessed every idea, wondering if I was “doing it right.” But as the days and weeks went on I became more sure of myself, gaining confidence and clearer understanding. I slowly realized that my voice, my experience and my ideas did matter! 

While writing my Learning Philosophy, I realized that what I valued most about learning - choice, connections, growth were already being modeled through the COVA approach. This shift helped me move from hesitation to purpose. Once I truly understood how COVA worked, school felt more like I was creating something for myself. The biggest challenge? Trusting my voice. I had to learn to write for real people not professors. For my administrators, teachers, parents- people I wanted to inspire and lead. And over time, I stopped trying to sound "academic" and started sounding like myself. If I could go back to the beginning, I would remind myself not to wait so long to trust my instincts, I would step into the process with more confidence sooner.

Grounded in Practice: Building from the Innovation Plan

The turning point came during the creation of my Innovation Plan draft in EDLD 5305. The freedom to design something that mattered to me was exciting and completely terrifying. However once I started aligning my project to the needs I saw in my own third-grade math classroom, it clicked. I wasn’t creating this to check a box. I was creating this because I wanted it to work, I needed to make a difference with my own students. My plan focused on using adaptive learning platforms like Khan Academy & Prodigy to close gaps in third-grade math, particularly for students who often fall through the cracks. This wasn’t hypothetical, it was real and I poured everything into making it relevant and actionable.

From that point on, nearly every project I worked on circled back to that original plan. For my Literature Review, researched how adaptive learning platforms are being used as a tool to support diverse student needs. From there I created a Professional Learning Strategy that aligned with my innovation goals. Targeted, practical training that met teachers needs, no more cookie-cutter one-sized-fits all training. If we want our teachers to model student-centered learning we must model that approach in how we offer support to them.  By giving teachers control over their own learning, we not only support their development but also model the kind of environment we hope they create for students. 

Reflecting and Growing: Modeling What I Teach

Before this program, I believed in student engagement and differentiation, but I often relied on pre-built lessons or district pacing guides. Now, I believe in creating learning experiences that are authentic and personal, for both students and teachers. I define learning not as memorization or compliance, but as transformation. My Growth Mindset Plan pushed me to reflect on how I handle struggle, not just how I teach about it. I realized that if I want my students to take risks, I need to model what it looks like to stumble, reflect, and grow. 

CSLE, or Creating Significant Learning Environments,  reminded me that learning comes from so much more than just content. It's about designing environments where students can feel safe to explore, take ownership and grow. That shift in mindset changed so much for me. Now, I design with my students, not just for them.  I believe that meaningful learning environments give students room to explore, connect, and take ownership.

Putting COVA into Practice

COVA and the CSLE framework have completely changed how I define effective teaching. Learning should matter. It should challenge students, invite reflection, and feel personal. Learning should actually matter. It should challenge you, push your limits. It has to feel personal, not just something you sit through. And the teacher? They should totally be leading by example. After using COVA and CSLE myself, I honestly can’t picture going back to the old way of teaching. I’ve been putting this into action with my students, focusing on lessons that give them more say in how they learn.

My COVA and CSLE blog post helped me document and track how my philosophy has shifted. See both below. 

Sharing the Journey with Others

Going forward, I plan to model these strategies for my colleagues by leading tech trainings, offering hands-on support in small groups, and sharing what COVA looks like in action. Whether it’s using Padlet to give students voice or designing performance-based assessments that let them show what they know in different ways, I want to help other teachers feel confident doing the same. I’m also creating ready-to-use resources and templates to help teachers implement these changes without feeling overwhelmed.

Change is hard, especially in today’s testing-focused climate. But I’ve experienced the benefits firsthand. COVA didn’t just improve my classroom, it reminded me why I love teaching and gave my students more control over their learning. That’s the kind of thing I am so excited to share.

Looking Ahead: Modeling and Leading

COVA didn’t just change how I think, it changed how I lead. I feel much more confident helping other teachers build learning environments that matter. I no longer see myself as someone who just delivers content. Now I think of myself as someone who plans, supports, and learns with my students. And honestly, that change has made a huge impact. It also made me rethink how I fit into my school community. I want to be someone who speaks up for change, takes risks, and helps others try new things. When we trust teachers with their own learning and give students more ownership, we create environments where both groups thrive. 

While COVA has reshaped how I teach, it has also changed how I view systemic transformation. My goal isn’t just to shift my classroom but to influence broader campus and district conversations. That’s why I designed my Professional Learning Strategy not just to support teachers, but to initiate lasting organizational change. I focused on building from the bottom-up, giving teachers voice and choice on what tools they use to meet their students needs.  I applied CSLE in my Instructional Design Project to create a third-grade math environment where  students are actively engaged with content in meaningful, personalized ways. 

Through both my innovation plan and my instructional design work, I have learned that real progress happens when we listen to students, teachers and to the data that drives instruction. Change is not something that happens through mandated checklists. It happens when real people work together toward something that matters. That’s the kind of leadership I believe in and exactly what I’m taking with me from this program.