COVA Reflection and
APPLICATION
Throughout the Applied Digital Learning (ADL) program, I have been given choice, ownership, and voice through authentic assignments. Read below to see how this process helped me and the educators around me.
As an Instructional Technology Specialist implementing a blended learning leadership program in my district, the COVA (Choice, Ownership, Voice, and Authentic learning environments) approach has profoundly impacted my teaching and learning methods (Harapnuik, n.d.). As a district leader, I see it as both my responsibility and honor to continue my education, ensuring I am knowledgeable enough to implement necessary changes. Although I have long embraced the principles of COVA, I lacked the terminology and the confidence to fully implement it.
In this reflection, I share my journey in embracing the COVA approach and its impact on my role as a leader, teacher, and learner. I discuss the challenges, successes, and hesitations I encountered, as well as the significant learning environments I created by adopting COVA principles.
Experiencing
COVA
At the beginning of the ADL program, we were given the freedom to choose any idea for our innovation plan. This was followed by creating an implementation outline, video pitch, literature review, and other assignments, all centered around topics of our choice. This approach allowed us to pursue our own interests and curiosities rather than someone else’s.
In addition to having choice in our learning, we were given a voice through the ePortfolio. Unlike most college programs and courses, we created something meaningful, something we could look back on with pride, saying, “Look at what I did.” This provided us with a tangible achievement beyond just a degree certificate. This experience marked the first time I truly felt I had choice, ownership, and voice through authentic assignments.
Hold on...
Wait a minute.
My initial reaction to the freedom and responsibility of choosing to take ownership of my learning through authentic projects was a mix of excitement and hesitation. My creative and innovative side was thrilled, as I take pride in my creativity and was eager to embrace it. However, I am also one to provide what I need to get the job done. We can thank the traditional classroom for this. My goal had always been to provide exactly what was required to achieve the desired grade.
The COVA approach changed this mindset for me. It compelled me to ask myself, "What do I think is important?" and "What is the best way to approach this?" I no longer needed to "please" anyone; I needed to authentically consider what was best for my innovation plan and, more importantly, for the teachers who would hopefully benefit from my efforts.
Initially hesitant, I eventually realized that this process was about what I wanted to learn and embrace. Thanks to the COVA approach, I enjoyed the entire experience and emerged with something I am proud of. Through this process, I have become a better learner, teacher, and leader. Read my Learning Manifesto here.
Leading
CHANGE
From a young age, I knew I was destined to be a leader. One of my greatest joys in life is helping others find their way and watching them succeed. As an educator, I am passionate about promoting positive change. The ADL program allowed me to fully embrace this passion, enabling me to start implementing meaningful changes in my district in small, but powerful ways.
My innovation plan arose from the challenge of reaching all teachers across the district. As the only Instructional Technology Specialist for seven campuses, it has been difficult to make the impact I aspire to on the teachers I serve. However, through the creation of my innovation plan, I developed Empower, a blended learning leadership program designed to help teachers embrace blended learning and significant learning environments while increasing their self-efficacy. My big, hairy, audacious goal is for teachers to feel empowered to transform traditional classrooms into learner-centered environments through the planning and implementation of blended learning while recognizing their role as innovative educators (Fink, 2003).
In leading change, I have become more confident. Witnessing the impact of COVA in the classroom, in the teachers I serve, and through the ADL program, I am excited to continue implementing these methods in my district, even if there is pushback. A friend of mine always says, “If the boat needs rocking, rock it.” With a newfound confidence and growth mindset, this program has encouraged me to do just that (Dweck, 2006). Sometimes we have to move forward, even when we’re not given the permission. Read more about this in my blog post, “Sorry, Not Sorry! - Innovation in Education.”
COVA +
CSLE
Throughout the Applied Digital Learning Program, I have had the opportunity to explore the meaning of significant learning environments. This immersive experience prompted me to critically examine traditional classroom models in contrast to the emergence of a new culture of learning (Thomas and Brown, 2011). Transitioning from a teacher-centered to a student-centered approach allows for the creation of significant learning environments (CSLE) (Harapnuik, n.d); however, it was not until the ADL program that I fully understood this.
When writing my learning philosophy, I had the opportunity to delve into my thoughts on significant learning environments and the relationship between teaching and learning. As teachers, we should be facilitators of learning, not merely the smartest person in the room or the sole holder of knowledge. Our role is to create a classroom culture that fosters inquiry, advocates for play and imagination, values collaboration, engages passions, and simultaneously embraces structure and freedom (Thomas and Brown, 2011). Read my blog post on imagination vs. standardization to gain a deeper understanding of this. We are like gardeners, cultivating significant learning environments that require continuous change and hard work, allowing our students, like plants, to grow beyond what we can provide them (Gopnip, 2016).
With this mindset, however, comes the need to release control over how our students learn. While I have always appreciated this perspective, I never fully embraced it until now. After nearly completing the ADL program, I am proud to say that I am fully embracing the COVA and CSLE approaches. This shift has significantly changed my approach to leading professional development and participating in PLCs.
Applying the COVA Approach to
Creating Significant Learning Environments
Knowing what you know now about the COVA approach, how will you plan to use the COVA approach to create significant learning environments in your organization and how will you give your learners choice, ownership, and voice through authentic assignments?
Knowing what I know now and having experienced the impacts of the COVA approach during the ADL program, I am fully committed to integrating the COVA approach into the professional development I provide to the teachers in my district (see my literature review). One way I’ve already done this is within our New Teacher Induction Program. While teaching first-year teachers about lesson planning and technology integration, I have continuously referred to COVA and what it means for their learning environments. Focusing on a student-centered approach, I guide teachers in selecting the right tech tools that align with their TEKS and learning objectives.
I currently offer, and will continue to offer, choice, ownership, and voice through authentic assignments when creating summer professional development and PD opportunities throughout the year. Regardless of the topic, teachers have the choice to attend any PD sessions offered. During these sessions, they can choose which learning tool they want to explore further. This process allows them to create something beneficial for their classrooms, giving them complete ownership. Additionally, I provide them with a voice by encouraging them to share their lessons, ideas, and creations with other educators. My goal is to be the facilitator while the teachers drive their own learning. This approach will remain consistent when implementing COVA and CSLE in the Empower: Blended Learning Program.
How will you prepare your learners and colleagues for the COVA approach and CSLE?
Preparing both learners and colleagues for the COVA and CSLE approach requires a thoughtful approach. For colleagues, I will continue to emphasize our why. When we stay grounded in our purpose, we make decisions that benefit our students and teachers. Our why consistently aligns with COVA + CSLE. It's compelling to demonstrate the effectiveness of these approaches, as they often address many of our district's challenges. Conversely, it's challenging to argue against investing in approaches that align so closely with our core motivations. Read more about my personal WHY here.
As for learners, I will continue to implement COVA + CSLE during professional development and classroom visits. In addition, I will continue to give teachers a voice and allow their testimonies of how their classrooms transformed after making COVA the center of their teaching and learning to be heard.
What are some challenges that you will face in using the COVA approach and CSLE?
Implementing the COVA approach and CSLE presents its own set of challenges. Many teachers are accustomed to traditional teaching methods, and shifting their mindset will require significant time and effort. The concepts of autonomy and freedom can be unfamiliar or even daunting to some educators. However, I firmly believe that COVA + CSLE is like a wildfire: once it takes hold, it becomes difficult to contain. As teachers witness their colleagues embracing these changes and observe the positive impact on students, they will naturally become more curious and open to change. With the right support and collaborative effort, they will begin taking small steps toward implementing CSLE with the COVA approach. Check out my Influencer Strategy to see how I fully plan to implement these changes within my district.
Altogether, the journey through the Applied Digital Learning Program has been transformative for me as an Instructional Technology Specialist and district leader. Embracing the COVA (Choice, Ownership, Voice, and Authentic learning environments) approach has not only enriched my teaching and leadership but has also empowered me to drive meaningful change in professional development and educational practices within my district. Through this experience, I have discovered the profound impact of fostering significant learning environments and promoting student-centered approaches. Moving forward, I am committed to continuing this momentum, supporting colleagues in understanding our collective purpose, and empowering learners with the tools and autonomy they need to thrive in evolving educational landscapes.
References:
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
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Fink, L. D. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass.
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Gopnip, A. (2016). The Carpenter and the Gardener. What the New Science of Child Development Tells Us about the Relationship Between Parents and Children. London: Boadley Head.
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Harapnuik, D. (n.d.). Learner's Mindset – It's about learning. COVA. Retrieved June 26, 2024, from https://www.harapnuik.org/?page_id=6991
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Harapnuik, D. (n.d.). Learner’s mindset – It’s about learning. COVA+CSLE. Retrieved June 26, 2024, from https://www.harapnuik.org/?page_id=6988
Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.