COVA Reflection & Application

          During my time in the Applied Digital Learning (ADL) program, I realized the importance of having genuine choice, ownership, and voice through authentic assignments. I was tasked with developing an innovation plan specifically tailored to the educational context of my classroom and district needs. This opportunity allowed me to address real organizational challenges, focusing on fostering change. As my district entered its second year of a 1:1 technology initiative, implementing e-portfolios in emergent bilingual science courses would be the most impactful solution.​
Initially, the freedom and responsibility to take ownership of my learning through this authentic project were both exciting and daunting. While eager to explore innovative solutions while creating my innovation proposal, I questioned my readiness to lead such a significant change. To navigate this, I engaged in thorough research, sought feedback from peers and colleagues, and gradually built the confidence to begin to cause meaningful change.​
Adjusting to this learner-centered approach required a shift in mindset to a growth mindset. I embraced self-directed learning strategies, actively participated in collaborative discussions, and remained open to constructive criticism. These actions helped me adapt and thrive in an environment prioritizing independence and authentic engagement. Reflecting on this journey, I recognize the value of early and consistent stakeholder engagement. In hindsight, I would have initiated conversations with key stakeholders sooner to garner support and insights that could have further enriched my innovation plan.​ It was more challenging since I started this program in the summer.
Taking control of my voice and tailoring my work to my organization's context was challenging yet rewarding. It required a deep understanding of institutional needs and articulating how the innovation plan and BHAG aligned with districts goals. This process helped me improve my communication skills and highlighted how important connecting personal goals with the organization's larger goals is. Check out my blog page for more in-depth insight into my journey.
Throughout the program, my attitude toward leading change evolved significantly. Initially apprehensive about promoting change within my organization, I became more confident and proactive. The ADL program equipped me with the tools and frameworks to navigate resistance, build partnerships, and effectively implement innovative practices.​
Having worked with my district's ESL program for 10 years, I have witnessed firsthand how technology can enhance interactions and engagement in multilingual classrooms. The motivation behind this plan is not just to meet course requirements, but to genuinely improve student learning experiences and outcomes.  This 'why' is the driving force behind my commitment to implementing and refining the initiative beyond the program's scope. 
My learning philosophy is deeply rooted in constructivist theory and emphasizes active engagement, prior knowledge, and authentic interactions within the learning environment. Within Constructivist learning environments, the focus is on authentic, real-world tasks and contexts relevant to the learners (Beck & Kosnik, 2012). I plan to use engaging hands-on activities, projects, and inquiry-based processes crucial for promoting a deeper understanding and application of knowledge in a sheltered classroom with language barriers. This approach aligns seamlessly with the COVA (Choice, Ownership, Voice, and Authenticity) principles and Creating Significant Learning Environments (CSLE).​
The COVA approach gives learners the freedom to choose their own learning paths, letting them take charge of their education. It encourages them to share their unique viewpoints and gets them involved in real-world tasks that matter. An educator must build positive relationships through class discussion, peer interactions, staying connected with the students, and assigning authentic assignments. Create projects that students can be excited to start. Have order and routine. Promote a growth mindset. An ePortfolio is the best way for students to interact with each other, using technology and creative strategies and presenting information with a sense of ownership. Harapnuik stated," ePortfolios can and should be simple to understand and, more importantly, simple to create and maintain" (Thibodeaux et al., 2019). E-portfolios provide instructional and individualized pacing. In a sheltered classroom, a teacher must scaffold, activate prior knowledge, model, and use anchor charts, videos, and other visual aids (Thacker, 2022). Activities are divided into smaller tasks so the students can complete them individually. Creating more minor tasks also makes it easier to use a translator.
Transitioning to this learner-centered model requires preparation and collaboration. I plan to conduct professional learning sessions with colleagues to share the benefits and methodologies of the COVA approach and CSLE. By modeling these strategies in professional development sessions, educators can experience firsthand the impact of choice and ownership in learning in implementing my e-portfolio innovation plan. Additionally, introducing students to this new learning component will involve setting clear expectations and providing support as they navigate increased autonomy in their learning processes. By reading my publication article it will discuss how effective classroom management can enhance our understanding of each student's unique needs and provide best practices for teaching in a multilingual environment.

Implementing the COVA approach and CSLE may present challenges, such as resistance to change from traditional teaching methods, lack of technology skills from students and teachers, and ensuring that all students are equipped to handle increased responsibility in their learning. To address these, I will establish a supportive community of practice among educators to share experiences and strategies, provide ongoing training, and gradually introduce students to greater independence, scaffolding their learning experiences to build confidence and competence.​

By thoughtfully integrating the COVA approach within CSLE, we can create dynamic and engaging learning environments, reinforcing my commitment to fostering authentic, interactive, and student-centered learning experiences.