Innovation Project Update

Reflection is a vital aspect of the innovation process, helping me evaluate my progress and refine my approach. When I began the ADL program and started my innovation project, I felt a surge of excitement, despite not fully grasping what it would entail. My goals were ambitious, aiming to transform not just a department, but the entire school's mindset and structure. While I still believe this transformation is possible, I've come to realize the significant time and influence required to achieve these objectives. Each phase has taken longer than expected, and the support needed for full implementation is far more extensive than I initially envisioned. Throughout my coursework, my plan has evolved into a student-centered approach, rooted in COVA principles—offering students Choice, Ownership, and Voice through Authentic learning experiences (Harapunik, 2018). This shift has profoundly reshaped my perspective on education and the integration of technology in the classroom.

My innovation project began with a proposal to my district and stakeholders to pilot a blended and flipped learning environment using lab rotations. I started off confident and excited to gain their approval. I developed a detailed innovation proposal, a call-to-action video and an outline, but ultimately, I was told that we lacked the resources to implement flipped classrooms utilizing our computer lab. This was extremely discouraging if I am honest, and I gave up for a while. Even though the first few months were filled with rejection I decided to try and switch things up and focus more on a blended learning rotation model inside the classroom. I started my research and developed my literature review. My literature review summarized what blended learning is, explored the effects of the blended learning model, and discussed student rotation, and student choice. These elements have established the groundwork for evolving traditional teaching methods into a personalized, student-centered approach. I decided to learn from the feedback I received. I reapproached my principal with a revised plan, backed by research and data. She agreed to let me implement it in my own 4th grade classroom. This happened at the end of the last 2023-2024 school year, so I didn't have enough time to fully test it or gather sufficient data to prove its success. At the end of the school year, she ultimately decided that after just 3 months, she wanted me to revert to the traditional teaching methods, discontinuing the blended rotation model in my classroom. She believed that adding another element would overwhelm the other teachers, who were already struggling. She mentioned that retaining teachers was challenging enough without introducing additional complexities. I anticipated challenges in implementing something new and making changes within that district right from the start. They are firmly rooted in their traditional methods, and despite the ongoing decline in grades, student success, and engagement, they resist trying a different approach. As I navigate through the setbacks while implementing this innovation project, I remain committed to proving its benefits. 

I found a new position in a different district and interviewed for the job this summer of 2024. I’m now the activities director and I also work with the curriculum department. This district is vastly different—they recognize their low scores and alarming failure rates, and are eager to try new strategies to improve student success. Many students in this district frequently skip school, and when they do attend, they often avoid the classroom or disengage completely. Behavioral issues are prevalent, which I believe stems from a lack of engagement and authentic learning environments.

I presented my innovation plan, supported by data, to the principals and stakeholders. They were immediately on board and allowed me to implement it starting with one subject this year. This will enable us to collect substantial data and evaluate the results at the end of the 2024-2025 school year. There’s still much to learn, but I’m incredibly hopeful and excited to have a district that supports my efforts.

Where am I right now?

As of the 2024-2025 school year, I am currently in stage 3 of my outline. I'm gradually implementing blended learning station rotation units in all the science classes in my new district, with the help of the curriculum director. We’ve been introducing strategies where they seem most appropriate, allowing me to assess their effectiveness in real-time during observations. By taking this measured approach, I can identify areas that need further refinement as we progress through the school year. 

We have made great strides to making change after only 2 ½ months. Incorporating COVA into our PLCs and in the classroom has been instrumental in transitioning from traditional teacher-led instruction to personalized learning environments, where students actively shape their learning experiences. This approach is particularly emphasized in Professional Learning Communities (PLCs), where teachers collaborate to create student-centered curricula integrating technology and real-world applications.

Currently, our focus is on science department teachers. We have been having PLCs meet weekly to collaborate, share resources, and address common challenges. PLCs are Professional Learning Communities; this is where teachers collaborate to develop student-centered curricula that integrate technology and real-world applications. During the initial PLC, we discussed the growth mindset, to my surprise many of the teachers had been introduced to it or already embracing it. These communities have been crucial in supporting teachers as they transition to personalized learning. Each PLC is led by department heads who guide discussions on best practices for blending learning with a rotational model and integrating technology into classroom instruction. Teachers use PLCs to refine their instructional strategies, analyze student data, and share experiences with new technology tools. In our science classes, students now choose research projects based on their interests, with teachers acting as facilitators to help them apply critical thinking and research skills. This shift has not only boosted morale among the teachers but also student autonomy and engagement, resulting in more meaningful learning outcomes. The science department has diligently worked to explore the use of a blended learning rotational environment, creating differentiated learning paths tailored to students' performance in formative assessments. This collaborative effort has resulted in more targeted instruction, effectively addressing the unique needs of each student. We’ve already noticed an increase in attendance and participation. Students are starting to realize they have more choices in their education. While we haven’t reached everyone yet and some students still skip class, we’ve observed that those who usually sleep during lessons are now staying awake and engaged.

I've been collaborating with our IT team to ensure the successful implementation of our initiatives. They’ve taken on the crucial role of training both teachers and students on the technical aspects of using Google Classroom, Edpuzzle, Formative, Blooket, and more. These training sessions are designed to enhance digital literacy among teachers, enabling them to seamlessly integrate these tools into their lessons. Additionally, we’ve significantly upgraded our IT infrastructure to ensure continuous access to digital platforms. High-speed internet access has been enhanced, addressing previous inconsistencies in certain areas of the building. This has helped prevent any disruptions to learning.

What still needs to be done?

At the end of the 2024-2025 school year, I will enter stage 4 of my outline, where we will evaluate the program’s results and assess our progress. We'll identify which goals were achieved and which were not. I will convene a meeting with all staff, paraprofessionals, and administrators involved in the program to review new goals for the upcoming school year.

Based on the data we collect; I hope we can review and possibly expand the program into other subjects throughout the school. If approved, we will hold a meeting with the new subject areas to discuss the programs used in the science department. We will review what blended learning looks like for new participants and develop a new outline/station rotation plan specific to each subject.

We will continue training in all programs and ensure everyone understands how station rotation will help us meet our goals. Additionally, we will schedule routine meetings for the next school year to monitor data and provide ongoing professional development.

What can I do better?

While many teachers have embraced the new digital tools, teaching strategies, and station rotations, some have been slower to adopt them. This hesitation often stems from a lack of confidence in using new technology and resistance to change. Less tech-savvy teachers expressed discomfort with integrating digital platforms into their lessons. That’s when I began collaborating with our IT department to initiate training.

To address this issue, it's become clear that training needs to start at the very beginning of the school year. From the first meeting, we’ll introduce blended learning, station rotations, COVA, and the growth mindset. This initial meeting will include an introduction and a survey to assess teachers' comfort levels with technology and the programs we’re using in our blended learning classrooms. This feedback will help the IT department address issues from the start and train the teachers effectively.

Another important lesson I’ve learned through this process is that I have the power to be an influencer within my organization. By effectively using the resources, tools, and knowledge I’ve acquired through this program, I can be a catalyst for change. Continuing to use my voice allows me to lead and ensure the success of my innovation plan. Reflecting on my journey, I would definitely have more confidence and know that flexibility is essential from the beginning. No plan is flawless from the outset, and adjustments are necessary based on real-time feedback. 

How do you plan to promote and communicate your innovation project?

We will share the success and progress of my innovation plan through our PLC meetings and with stakeholders, along with success stories and ideas for improvements. I’ll ensure data and findings are readily available. 

Applying what I have learned?

Honestly, I'm not yet sure how I would apply what I've learned to my next innovation project, as I haven't advanced far enough in the implementation phase. However, I will continue on my path of driving change within my district and continue to learn as I go.

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