COVA: Reflection and Application

Introduction

How did I end up here so soon?  Choosing to enroll in a Master’s program has been a longtime goal of mine that I have begun and paused several times.  Many things interfered in the process, a cross-country move, getting married, having children, establishing a career, and many other adventures that occur in life.  It just never felt like the right place, the right time, or the "just-right" program.  Still, I would check every four months or so and see what was available, attend college fairs, and get information waiting for the “just-right” fit to appear. 

Well, the time came and went, and I decided that I was just going to settle for what is, that the “just right” program I’ve been looking for doesn’t exist, and that is ok.  So I began my diligent search once again.  I was about to sign up for the Educational Technology Leadership with the Principal certification course at the encouragement of others. Then, something new caught my eye.  The Applied Digital Learning program designed “...to lead organizational change by giving you the tools to harness technological innovation and play a defining role in creating effective digital learning environments.”  Being a newly hired District Instructional Technology Coach for my large school district, I couldn’t believe it.  Here was the “just-right” program that also happened to be 100% online.  You see, flexibility was important to me as I have a busy family with a husband, four children, and a full-time career in education.  I signed up with the full support of my family.  I wouldn’t be able to do this without them making adjustments and encouraging me.  I excitedly began on a journey that has been both a breath of fresh air and a push out of my comfort zone and into a period of rapid growth.  

COVA “In the Wild”

I first heard of the term COVA (Choice, Ownership, Voice, & Authentic Learning) in our first online meeting as Dr. Harapnuik dove right in.  He explained we were going to be making an ePortfolio and “changing the world one learner at a time” through an innovation project we would work on through the entirety of this course.  

The freedom to design my own project to work on throughout the Applied Digital Learning program was both exciting and unbelievable at first. We were actually going to learn about a course of study by fully immersing ourselves in that framework.  Then came the thoughts: 'Really? This can be used in my role as an Instructional Technology Coach?' I thought, 'This is amazing!' After all, that's why I signed up for this program – to better serve others.’ The sheer number of options was exhilarating, but a part of me was wary. It all seemed too individualized, almost too good to be true. In education, I'd become familiar with the concept of 'guided choices.' There had to be a catch, right? Wrong! That was surprise number one.

Then came another surprise. I realized I was subconsciously limiting my creativity based on past experiences where innovative ideas were shut down. Years of hearing 'that won't work' had built an invisible box around my thinking. That's why I initially met with Dr. Harapnuik to discuss my innovation plan. But his response was also unexpected. After our initial discussion and listening to my question, he simply asked, 'If there were no limitations, what would you want to do?' It was a revelation. I hadn't realized I was self-censoring. How did he know? Through his questions, my true passions ignited, and my innovation plan blossomed. When my creative ideas were met with encouragement instead of dismissal or reasons why it would never work, it felt like a creative explosion – all the fireworks in my brain finally lit up.

This program's learner-centered approach felt like coming home. It wasn't much of an adjustment at all once the realization set in that this experience was authentic and genuine – it tapped right into my natural curiosity, that fire for exploration that's burned since I was a kid. Honestly, if there was a way to get paid to be a professional learner, sign me up! This program reignited my passion for learning, and it turns out, that passion has a name: Learner.

It wasn't just me feeling it, either. I recently participated in taking the Clifton Strengths Assessment through the Gallup organization.  My Gallup Coach even confirmed it when going over my results – Learner is my number two talent! The description is like it was written about me: "People exceptionally talented in the Learner theme have a great desire to learn and want to continuously improve. The process of learning, rather than the outcome, excites them." That description was eerily accurate. 

So, as cheesy as this may sound, this is the course of study I have been waiting to participate in for a long time. This is the first time in a long time that I have been taught the way I learn and encouraged to be creative and take risks with my thinking without penalty. My foundation in learning began with my parents homeschooling me, and they set me up for success in ways I will never be able to properly thank, but only hope to pay it forward with each person I have the opportunity to interact with.  Through their patience and guidance, I experienced learning the way the COVA ebook describes. My brain remains constantly curious with the childlike curiosity and wonder for the world that we live in and all its parts have never left.  One could say learning and experiencing COVA + CLSE has solidified my beliefs about learning and confirmed that a Learner's Mindset is essential. I am NOT saying that this program has been "easy".  No, part of the joy of this coursework was that it stretched and challenged not just ideas and patterns of thinking, but how to communicate them with others. 

CSLE and COVA Approach

The COVA approach and Creating Significant Learning Environments (CSLE) required us to really dive in and think about learning.  How do people learn? What do people need to learn? What constitutes “learning”?  It was so interesting to think of a learning philosophy versus a teaching philosophy, especially having some experience as both a learner in various settings and a teacher in multiple grades and content areas.  As I began to learn how to share my views on learning, I discovered that COVA +CSLE not only aligned with my learning philosophy, but in fact, affirmed it as a learner, a parent, an educator, and an instructional coach.  

As an instructional technology coach, I've found that the COVA approach aligns seamlessly with my established coaching practices for adult learners, with some minor adjustments. Fortunately, our district-wide training program leverages Jim Knight's framework (The Impact Cycle, Better Conversations) which shares many core principles with COVA. This congruency enables me to seamlessly integrate COVA elements into my coaching sessions, encouraging educators to adopt them for their own practice. Consequently, we're fostering dynamic learning environments organically one coaching cycle at a time.

Implementing the COVA approach and CSLE within our district presents some unique considerations. Our established curriculum aligns primarily with Marzano's New Art and Science of Teaching framework and a cognitivist learning approach. While there is a significant overlap between cognitivism and constructivism, a potential barrier exists regarding the level of learner autonomy.

To address this, I've found prompting reflection with questions like 'Who is ultimately responsible for the learning in ____ grade?' to be particularly effective. This often leads to the realization that teachers have already mastered the material, and the ownership now lies with the students. The follow-up question, 'But how do we engage them when they seem fixated on social media and video games?' opens the door to explore integrating these elements into the learning experience. Promoting the wild idea that instead of being in fearful competition, we can leverage the technology and social aspects that fuel their current interests to create authentic, TEKS-aligned experiences that promote student ownership and collaborative learning

Innovation Plan

My innovation plan is a direct reflection of the learner-centered approach fostered by this program.  Recognizing the 'get out what you put in' philosophy early on, I actively engaged in all aspects of the coursework.  This ongoing commitment has allowed me to continuously iterate on my plan by piloting it with diverse teacher groups and grade levels.  As I gain experience with implementation strategies across different contexts, I aim to further refine my approach and ultimately scale it to drive positive, disruptive innovation within my organization.

After experiencing as a learner that this COVA approach could be done at a large scale in a university, in a digital environment, using measured outcomes, it gave me hope that this is the type of disruptive innovation I could assist others in finding. Creating significant learning environments and using this approach is just one of many solutions that can inspire and invigorate what has become a stagnant learning environment. It changes things from "what we've always done" with predictable successes and failures into an exciting "what will you discover today" with unlimited possibilities and potential for growth and success.

Embracing the "all in" philosophy, I've begun laying the groundwork for my innovation plan, and it's nothing short of ambitious.  Imagine Project Based Learning thriving in a blended learning environment that best fits the content, educator, and learners, designed to tap into that innate love of play we all innately possess.  It might sound deceptively simple, but the potential impact is huge.  Early results with educators who've joined me on this journey have been fantastic, and I can't wait to see it take flight in teams where we've established a strong foundation this year.

Challenges and Growth

One of my growth goals is to be more confident in my position as a District Instructional Technology Coach. This program empowered me to find my voice and communicate effectively with larger groups through Leading Organizational Change. Now I can back up my ideas with solid research, instead of instinct, enabling me to share my thoughts and ideas more frequently.

Promoting change in a massive school district like mine requires careful consideration of potential consequences. There are so many wonderful ways to address teaching and learning needs available.  While new ideas are crucial for growth, ensuring successful implementation within a large organization can be challenging.  Even small tweaks can have a huge ripple effect throughout our whole community. This knowledge of leading organizational change and learning how to assess digital learning through action research has proven to be invaluable. I've developed a strategic toolkit for introducing innovative ideas that foster collaboration and secure stakeholder support, rather than encountering resistance.

One of the initial hurdles I've encountered in promoting CSLE+COVA and the Learner's Mindset is the varying levels of intrinsic motivation for continuous learning in others.  While developing a learner’s mindset is an area I continue to explore, I strongly believe in fostering an environment of growth.  This means focusing on individual strengths and utilizing them to build a collaborative learning community.

In my coaching experience, particularly regarding technology integration, the biggest barriers are often time constraints and confidence levels.  Limited professional development time paired with the expectation of immediate, high-fidelity implementation following brief professional development sessions can be overwhelming. This pressure can lead to resistance or discouragement.

Therefore, it’s essential to prioritize establishing a safe and supportive learning environment where growth, not perfection, is the primary focus.  Regardless of the pace of individual development, collaborative problem-solving and a commitment to continuous improvement are core principles. This includes transparency, admitting areas where I may not have all the answers, and celebrating the journey of learning together. I strive to tailor my approach to each educator's unique needs and learning styles.  Ultimately, my goal is to ignite a passion for exploration and empower educators to confidently leverage technology in their classrooms to ignite the power of play that lies inside all of us as we reignite to remain continuously curious.

Collaboration Groups

The journey of growth this program offered wouldn't have been nearly as enriching without the incredible collaboration groups. Embracing the COVA + CSLE and Learner's Mindset frameworks truly comes alive through the power of a supportive social network. Sure, that initial "Hey, do you want to be in a collaboration group?" felt a little awkward at first. But that awkwardness quickly blossomed into something special. Strangers became colleagues, colleagues became friends, and together we embarked on a shared quest to learn and grow. Our varying backgrounds and experiences provided enriching contexts in conversations in break-out rooms, Zoom, texts, FaceTime, and online written discussions.  We honed our skills in giving and receiving "feedforward," pushing each other's thinking to new heights, expanding our capacity as graduate students in ways we never imagined possible, and developing genuine friendships was a bonus.

Conclusion

Invigorated by this Applied Digital Learning program and armed with the COVA + CSLE and Learner’s Mindset approach, I'm eager to share my passion for learning and empower educators to create dynamic student-centered environments. By fostering a collaborative spirit and celebrating the journey of discovery, I believe we can, as Dr. Harapnuik said frequently, “...change the world, one learner at a time.” through igniting a love of learning in both students and educators, transforming our classrooms and schools into hubs of exploration and innovation. 

References

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Gallup, Inc. (2024, March 21). Cliftonstrengths. Gallup.com. 

https://www.gallup.com/cliftonstrengths/en/252137/home.aspx 

Grenny, J. (2013). Influencer: The new science of leading change. Mcgraw-Hill 

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Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, Ownership, and 

Voice through Authentic Learning. Creative Commons License.

Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: Using disruptive 

innovation to improve schools. Jossey-Bass. 

Knight, J. (2016). Better Conversations: Coaching Ourselves and each other to 

be more credible, caring, and connected. Corwin, A Sage Company.

Knight, J. (2018). The impact cycle: What instructional coaches should do to 

foster powerful improvements in teaching. Corwin. 

Marzano, R. J. (2017). The new art and science of teaching. Hawker Brownlow 

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