My Innovation Plan (http://melweb65.wixsite.com/eportfolio) is about making ePortfolios’ a reality at Monte Alto ISD.

 

 

FIVE STEPS TO SUCCESS

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My strategy is to develop a system to implement ePortfolio learning in Monte Alto ISD. I will encourage and guide ePortfolio learning in grades 9-12. Teachers’ will teach face-to-face instruction, I will guide and instruct the use of ePortfolios’. Learners will have control over their personal learning. Also, I will connect technology with my learners and instill the importance of such for the future of all students.

 

Stage 1: Getting Clear

The key action will be to create an initial group to get other teachers to embrace ePortfolios’ at Monte Alto ISD by the end of 2020. There are tech savvy teachers that can help us work together to start the program and get others involved. These teachers are leaders and already use technology and or ePortfolios’ in their classroom.

 

Stage 2: Launch

The launch key action will include focusing on the success of ePortfolio learning and meeting monthly as a group to make this initiative take off. We will begin by collaborating about ePortfolos’ and the benefits of using them. We will communicate through Google Classroom and Documents, and meetings.

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Stage 3: Adoption

In the adoption key action we’ll teach teachers how to make their own ePortfolo learning successful. ePortfolio curriculum will be initiated through training dates as scheduled. The teachers will be expected to hold each other accountable to achieve results from ePortfolio learning.

 

Stage 4: Optimization

Our optimization key action is to market ePortfolio learning, that will make our good teachers exceptional teachers. Students need ePortfolio learning since so much technology is in our world today. There is so much online learning that takes place, that we must take one step higher to embrace ePortfolios’. Students are already above the game, they are so computer savvy and up with technology. Currently our students are doing tests, quizzes, homework, and more on computers and laptops, so why not add ePortfolios so students can compile artifacts, classes, grades, planning, schedules degree plans career analysis and ePortfolio learning.

 

Stage 5: Habits

Our habits key action is to make sure our program is actually working toward the ePortfolio learning goal. It is important to keep our teachers focused on ePortfolios’ as it is so easy to get caught up in the daily whirl-wind of their normal duties. Administrators’ and teachers’ are always looking for ways to make things easier, so by introducing ePortfolios’ they should see the impact it will have on students’ and their education. When they’re regularly using the ePortfolio learning in their own lives things will become easier for them, they'll see student achievement, and they’ll develop good habits.

 

We will use the influencer model to get others to go along with the plan. The 4DX model is how you implement it. They complement each other because both models work toward solving the WIG. What matters most is finding and solving the WIG. The 4DX focuses on the Lead and Lag measures, the Influencer Model focuses on the motivation and ability of the personal, social, and structural members of the group. You first have to start with the Influencer Model to get the team on board and build a culture of winning. Then move on to the 4DX model and work on the culture of implementing. We need to focus on the best practices of using ePortfolios. We must focus on how important learning ePortfolios’ are and what they can bring to the education of our students. This is a great time for increased collaboration and encouragement over the variety of creative ideas that the teachers are coming up with to implement and use the learning ePortfolio. We must address the Key Actions, by offering ideas to teachers for collaboration, use time wisely to collaborate, utilize surveys to provide opportunities and make adjustments.

It is important that we continue to use the 4DX model to implement future WIG’s. It is important to keep everyone involved in the process for ePortfolio learning. The Influencer Model and 4DX are similar in that they both focus on the implementation of a goal. They complement each other because they both focus on gathering different data. The Influencer Model measures results from a variety of sources. Complementarily, 4DX gathers data based on lead and lag measures and is focused on the performance of team members. The Influencer Model focuses on different vital behaviors that are crucial for implementing a goal, and 4DX uses different disciplines that, when followed consistently by all team members, lead to high performance and execution of a goal.

 

The Influencer Model is especially specific as it focuses on personal, social, and structural motivations and abilities. These influences certainly supplement 4DX as its approach is holistic but does not break down these influences as specifically. The Influencer Model seems to address more psychological aspects of change and goal setting, whereas the 4DX approach focuses on the actual implementation and logistics. Because of this, they should be used together, not in place of one another. In order to complete a goal successfully, we will need to have both psychological and emotional support in addition to the logistical plan to carry it all out.

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The Four Disciplines

The four disciplines are clearly integrated within our 5 stages of change. There is a clear focus on the wildly important, which is discipline one. Every aspect of our plan revolves around achieving our WIG, which is an essential, measurable goal that leads to the accomplishment of our BHAG. We then also have clear, focused lead measures that directly impact our lag measure or WIG. Acting on these lead measures if discipline two. Discipline three asks that all of these measures are collected on a compelling scoreboard to enhance morale during the adoption and optimization stages, which we have in our plan. Finally, all of these disciplines (focus, lead measures, and a scoreboard) along with weekly WIG meetings lead to creating a cadence of accountability. Keeping the lines of communication open and our focus on realistic goals will help us as in learning ePortfolio implementation and the development of life-long learners.

 

 

Applying the Influencer Model to Learning ePortfolios

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It can be very difficult for change to take place within a school. We as teachers, educators and administrator’s become comfortable with the old way of doing things. However, change is often a necessary aspect of most important areas of our lives, and it can often times lead to many positive outcomes. At Monte Alto ISD, the learning ePortfolio initiative will create a positive change in our learning environment. Students will be taking ownership of their personal learning goals, the changes will occur throughout our campus, which will lead to a positive impact in our schools. The results we desire are that the counseling department at Monte Alto High School are to adopt and consistently use the learning ePortfolios in their instruction over the next school year. And finally the goal is for all teachers and students to adopt and consistently use the learning ePortfolios as a vital integrated part of the curriculum.

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Measuring Results

The goal is to move forward and make progress. We will use digital tools such as Google Forms or Survey Monkey to poll both teachers and students. In the teacher polls, we will ask them who is using the learning ePortfolios and how. For students, we will ask for students to provide essential feedback on the process so that we can better train teachers in the facilitation of learning ePortfolios. We will also collect examples of ePortfolios from teachers, so we can see how the learning ePortfolio has been used and how it can be improved. We will help to initiate the plan in school by working closely with department chairs and other tech-savvy teachers in the building. We will also collaborate with every student and our colleagues so that we can see the process evolve.

 

Vital Behaviors

So that we can achieve our desired result, we must implement vital behaviors that will lead to that ultimate goal. Administration will be strongly encouraged to support and use ePorfolios. It is also necessary for all staff to positively advocate for ePortfolios’, so each teacher will need to have students add consistently to their learning ePortfolios. All classrooms will us the ePortfolio course and will be asked to collaborate with other teachers and oversee and support the use of the learning ePortfolio. These vital behaviors all address social motivation, and the importance of urgency. With these expectations we will reach our audience and our desired result will become a reality.

 

Organizational Influencers

There are a variety of organizational influencers at Monte Alto ISD. The School Board is new this year, they are more open minded and supportive of new ideas. The Superintendent is also new, he is a “Ole’School” man that is looking out for his school, it is not about politics with him. In order for organizational change to happen, these two influencers must be supportive of the change. The School Board and Superintendent are essential to get the ball rolling, in turn I believe that principals will also encourage and support the use of learning ePortfolios. With all of their support, they can empower the department chairs who can work with the teachers in their individual departments to find ways to authentically integrate the learning ePortfolio within all of the different courses that are offered in our schools. At this point the teachers will embrace and use the learning ePortfolio in their classes while helping students see the benefits of the learning ePortfolio. Students will be intrinsically motivated to use it in other classes and outside of class as well.

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Personal Motivation and Ability

The desired vital behavior for personal motivation and ability is for staff to advocate for the learning ePortfolio. We must ask ourselves, how can we help teachers value the learning of ePortfolios and how will teachers approach change initiatives? We have created some strategies to address these concerns; by showing teachers various videos, to express why and how urgent a change is needed in our system. We would also employ multiple surveys to both teachers and students that would ask them about their experiences with the ePortfolios. We must ask, how will teachers authentically integrate the learning ePortfolio in their classrooms? Also, do the teachers’ have the technological skills necessary to implement the ePortfolio?  It is important that appropriate training is offered to all teachers. There are several programs that can be used, we would let the student choose what they feel comfortable with. The WordPress, Wix are great programs that can be used. When teachers are trained on such programs they will be able to easily implement the use of the ePortfolios’ in their classrooms.

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Social Motivators and Ability

The desired vital behavior for the social motivation and social ability sources of influence is for all teachers to advocate positively about the ePortfolio course and for those who are teaching the ePortfolio course to regularly collaborate with other teachers and to oversee and support the use of the learning ePortfolio. In social motivation, we must ask what our detractors are and how can we get them to become advocates? There are always distractors in a campus.  We need to nip the detractors’ negative attitudes towards ePortfolio practices in the bud real quick. If we encourage involvement and make them feel like they are a part of the change we can real them in. By doing this, they feel like they are a part of the planning from the start and are more likely to be motivated to positively advocate for the course with administration, colleagues, parents, and students. We would also ask ourselves, how do the relationships between different groups of colleagues impact the staff’s approach toward the ePortfolio? It is important to include administration in every aspect of development so they can take ownership. A great way to do this is to have teachers, from a variety of groups, teach the learning ePortfolio course and pair them up with an ePortfolio mentor to help them use the ePortfolio. There should be meetings with the mentor for support, collaboration, and troubleshooting. Not only is social motivation important, but social ability is also crucial if we want the learning ePortfolio course to be accepted and effective.

 

Structural Motivation and Ability

It is vital that we lay a foundation in which our administration consistently encourages the use of learning ePortfolios’. Structural motivation includes how we can create an environment that encourages the use of ePortfolios. We must use positive techniques that have worked in the past at our school by providing certain technological tools to be used in the classrooms. Our biggest issue is lack of time and supplies. We also ask ourselves how can we market ePortfolios as a profitable tool in education? We believe that reminders through email, faculty meetings, department meetings, and individual observations will emphasis the connection between learning ePortfolios and lifelong learning. By doing these things to motivate teachers, we will at the same time enhance their ability to effectively implement the learning ePortfolios.

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INFLUENCER

​1.         Result (goal) you want to achieve: Students can benefit from what we have created in our classrooms and in their other classes by using ePortfolios’. The goal is to get all staff, teachers’ counselors and administrators on board in creating ePortfolios’ for all students. Students will create, develop tangible ePortfolios through their high school years, 9th thru 12the grade. The ePortfolios’ will benefit all students in their learning, classes, career choices and future endeavors. In order to do so, I need the support and implementation from staff, teacher, administrators and technology guru’s.

2.         How you will measure it: I will measure it by the progress of ePortfolios, staff involvement, administration involvement and support and counselors support and involvement.

3.         Vital behavior(s) you are trying to change: Getting teachers on board and supporting ePortfolios. Encouraging, Counselors and Administration use of the ePortfolios’ and digital content in interactions with staff and students’. Focus on ePortfolios’ use of increasing student higher order thinking, reflection, and creativity.

4.         Who are you organizational influencers / your six sources of influence:

Adopting each of these sources of influence, the use of ePortfolios’ in the classroom will change the learning environment increasing student success and engagement. Changing the vital behaviors to change the outcome of the learner. My influencers will be technology teachers, administrators, counselors and students who will encourage others to get on board. I plan to recruit influencers who believe in ePortfolios’ and know what they can do and how they can be a benefit. I will be considering how I can get my colleagues to get on board with ePortfolios’.

 

VITAL BEHAVIORS

1.         Teachers will develop lessons that will access the ePortfolios’ each day.

2.         Counselors and Administration use of the ePortfolios’ and digital content in interactions   with staff and students’.

3.         Focus on ePortfolios’ use of increasing student higher order thinking, reflection, and creativity.

 

NOTICE THE OBVIOUS

The development and implementation of technology use in the classroom is vital behavior. The focus is for the students to utilize ePortfolios’ in each classroom.  There will be an expectation of the students to have interactions with their ePortfolios’ in class, but this will be focused as a source of influence and not a vital behavior.  To achieve this vital behavior it is obvious, teachers must know how to incorporate the ePortfolios’ into their lessons and students degree plans.  As described in my innovation plan, a community of teachers is created to support each other in this. It will also be beneficial to have instructional technology support staff to have lessons available, model in the classroom, and provide in class support as. To make teachers accountable for this goal, they will make note when technology is occurring in both lesson plans and during walk-throughs and observations.

 

CRUCIAL MOMENTS

Students’ will show that they understand the concept by creating artifacts that will show their understanding.  We will focus on hands on activities and demonstration of the learning the objective, which will change the focus on how the instruction is delivered. The focus is put toward giving students time to explore, discover, and create, which will be the more student-focused constructivist model (Brooks, J. G., & Brooks, M.G. 1993). Digitally enhanced, ePortfolios’ focused lessons will create an engaging and effective learning environment.

Administration must also support ePortfolios, and encourage the use of them to students’. By doing so this will make a movement of change and the culture within the school. Administrators can model the use of ePortfolios’ also, if they have created their own, they can be shared in meetings and with students.  If we encourage staff to use meetings as effective tools to support ePortfolios and the difference they make, we will see growth and understanding.

 

POSITIVE DEVIANTS

My “Positive deviants”, will be co-workers, teachers and administrators that already have experienced the benefits of ePortfolios and witnessed student success in their class due to adoption of ePortfolios’. When we see that these classrooms are active, student-engaged, and creative, others will get on board. When students realize the ePortfolios’ are beneficial to them, that they can enhance their learning and future they will create their own discovery of ePortfolios’. Students’ will find enjoyment, discovery, excitement, exploration and achievement in using and creating ePortfolios’, they will experience a strong sense of collaboration and the ability learn. Positive deviants can also be other students and peers’ that use their ePortfolios’ and find that they are essential in their education and learning.  Students will see that by using their ePortfolios’ they will be more organized, structured, on track and excited about learning.  Students’ will see that they can experience a deeper understanding of what classes are required, what degree plan they are working on and why and what motivates them to continue on. Students as a whole will become more self-directed in their learning. These students who get on board quickly and praise the ePortfolios’ will be the leaders who offer their opinions to their peers, which in turn will be social motivator’s.

 

CULTURE BUSTERS

We must create a culture of communication between teachers, students and administration on the topic of technology integration in the classrooms. If we encourage this shift we can move on to a more consistent and effective use of ePortfolios’ in the classroom.  The use ePortfolios and the reason that they are effective, can and will create a deeper understanding of why students will increase student-centered learning, and get involved in cognitive lessons and activities.  We need to involve students in the process and ask what they want from the use of ePortfolios’, this will also be effective in guiding teachers’ as they create their lessons. As teachers and administrators get on board, this will also support the students. That being said we will have created a culture that supports in ePortfolios’ and innovation.

 

MOTIVATORS AND CHANGE AGENTS

We have many experienced, teachers in our school.  They know what each student needs to be motivated, and they have a deep understanding of pedagogy and learning. We would use these teachers to pair up with others who need a deeper understanding.  They would help to guide and  mentor others’. Many teachers are already into ePortfolio integration and have seen the benefits of the ePortfolios’ in the classroom. These teachers will help to provide motivation, personal ability, and encouragement to others. These social motivators are a source of organizational influencers through social motivation and personal ability coaching. 

 

MEASUREMENT OF CHANGE

I will complete a survey with all students, teachers and administration.  This survey will not only find those behaviors that are the cultural norms, but also find levels of engagement with ePorfolios’ in the classroom.

The following questions will be asked, to determine the feelings and expectations of ePortfolios in the classroom.

The questions are scored 1 (lowest level) to 5 (highest level)

1.         Do you believe there is an educational benefit of having ePortfolios in the classroom?

2.         Do ePorfolios help students show a deeper understanding of the topic being learned?

3.         Do ePortfolios in the classroom shift classwork to a collaborative learning environment?

4.         Do ePortfolios increase the creativity and student expression in showing their learning?

5.         Will ePortfolios’ help students’ to prepare academically?

6.          Will ePortfolios’ help students in their degree plans and for graduation & future?

Personal inventory questions

1.         Do you consistently, you use ePortfolios’ in class?

2.         Would you regularly use an ePortfolios in class?

3.         Are ePortfolios an essential component of classroom learning?

The results will be compared to the same questions at the end of the second semester.  With the implementation of the innovation plan I look to increase student engagement scale scores by 4 points.

I must creat a strong influence and motivation concerning ePortfolios’. I must instill in everyone that hard work will connect with bright futures for our students. I will encourage that ePortfolios’ will be a success in time. Students will learn to associate hard work, good grades, and the process of ePortfolios’. Students’ will see a tangible artifact throughout the process, so they will in fact enjoy the act of learning. The learning process will become connected with success. The teachers and counselors will assist in a classroom that actually makes learning enjoyable and fun.

All individuals succeed differently, students’ have to have the skills, talent and understanding required to enact each vital behavior or they’ll fail. The design of the ePortfolios’ is a learning process to create a feeling of competence and mastery. Educators achieve this by providing students with informative and engaging deliberate practice experiences and feedback. When students are seeing that they are succeeding, they want to repeat their success. In turn the goal is to help them experience success and create an artifact that they can create, use and take with them in their futures. Peers will see the achievement, other students will be encouraged to join. As new students meet and interact with peers who value learning, try hard, aim for college, and achieve, they want to follow a similar path.