Owning the Learning: My COVA Journey & Next Steps

When I started the ADL 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! 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. 

                                                                                 The Moment It Clicked

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 IXL and DreamBox 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.

                                                             How My Learning Philosophy Changed

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. Likewise, my COVA & CSLE blog post helped me document and track how my philosophy has shifted. 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.

                                                                        The Impact of COVA and CSLE

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.