I entered the Digital Learning and Leading Program back in the Fall of 2019 because I was looking to further my education in an area that I was weak in and wanted to strengthen. Being a PE/Swim teacher, the use of technology used throughout my day was slim to none. Little did I know at the time this program was not what I was expecting but what I was going to need in the long run. I initially thought we would be learning about different digital resources or tools that I could use in my everyday classroom, like Kahoot, GimKit, Loom, and also how to actually use these resources while learning how to create an online eportfolio in the process. It was also a much-added bonus that this program was also 36 credits and would help me be another step closer to reaching the top of my pay scale at school. However, I was definitely unprepared for what was to come. 

 

          When we first started on day one we talked about having a growth mindset and that anything is possible if you are willing to put in the work. We also created our Learning Manifesto which allowed me to dig deep into my passions as an educator and think about the type of educator I wish to be. Honestly, this class was what kept me going throughout this program. I learned that it is ok to fail but that you have to learn to fail forward, use failure to find success, to try something new we are afraid to do. I learned that even though I may have weaknesses it doesn’t mean I can’t learn how to improve those skills, like reading, writing, or pretty much anything virtual. I also learned through this process the importance of Choice, Ownership, Voice, and Authentic Learning (Harapnuik, Thibodeaux, & Cummings, 2018). This is actually an area I struggle with the most and would say was my low point. Throughout the program, we were told assignments were to be focused and formed towards our audience, yet many times lost points because we did just that and the grading professor didn’t find it up to their standards even though all of the areas were covered and then some. This made me confused and frustrated because it felt as though our Voice and Choice were being taken away which lead to defeat. Throughout my career as a student, I was able to be successful by following step-by-step directions given by my teachers. I knew their expectations and was able to do exactly what was needed. However, in this course, it felt like a guessing game each week to see if what you turned in was good enough for a good grade. I personally was not a fan of this way of learning as it leads me to be more frustrated and stressed out, always guessing if what I turned in was good enough. With that being said, I still tried to maintain a growth mindset and embrace COVA.

 

          As we entered our next couple of courses we were told to create a disruptive innovation plan and let me tell you, I was not ready for that at all. I was in a full panic wondering what I was going to do. Thankfully after talking over some of my ideas with Dr. Harpnuik and my coworkers, I was able to come up with a plan! Little did I know this was actually the easiest part of the entire project. Disrupting the culture of my department for starters and advocating a need for change was something I was not good at and have never done. I am the low man on the totem pole and I usually just keep my mouth shut and do what is asked of me. Now, things were about to change and I was nervous it wouldn’t go over well with my team. Thankfully they took to the idea and it was honestly just in the nick of time as we were shut down due to COVID shortly after bringing this plan to the surface. With this innovation plan, I created a proposal and a timeline, wrote a literature review and refined it (2.0 version), made a promotional video, established learning outcomes with UbD and 4DX, used the influencer Strategy, and made an action reach plan. By doing all of this I really think it allowed my department, administrators, and supervisors to see that I had a well-thought-out plan and that I thought about all of the things that could go well and things that might go wrong. They could see I was prepared for failure but expecting success as the final outcome. I truly feel this is why they were all on board so quickly. 

 

          In EDLD 5320, I reflected on COVA, CSLE, and my disruptive innovation plan while also updating my plan. Although these assignments were challenging throughout the program, they were extremely rewarding to look back on and see how far I have come and how much I have accomplished over the last year and a half. Now that I am coming to the end of the program, I can see that all of these tasks were not stand-alone assignments. They all connected and worked together to make a well, thought-out disruptive innovation plan. 

 

          Throughout this process, what worked best for me was that I took risks that led me to grow as a person and a teacher. Normally, I follow the pack and only step up when I need to but this program didn’t allow me to sit back and let others do the work. I had to try new things and see if they would work as I had planned, which wasn’t always the case but it challenged me to work harder and try the next best thing. I learned so much about myself and that I am capable of so much more than I give myself credit for. Once I accepted that I could actually do more than I thought, I was able to open up my mind to more opportunities. I was able to create a better program for my students that allows them to learn skills online prior to coming to class. Which opened up more time for practicing skill sets during class. I believe this form of blended learning will be the next best thing for people who want to become the best Lifeguard they can be. 

 

          Although, with any new plan there are always going to be things that still need work. I believe there are still some bumps in this course that need to be worked out. For example, what happens if a student is sick and can’t make it to the class that day? As of now, I don’t have the best backup plan and would like to work on a better solution to this situation, than coming after school and finding a friend to join you because now this puts more work on me and less responsibility on the student. I have also tried working out what to do if a student comes to class unprepared and not having completed the course material from the night before. These are two areas that need more focus and I feel need to still be improved on. 

 

          Some of my highs throughout this process were the teamwork and support I received not only from those I worked with but also from my classmates in this program. I met some amazing people throughout this program that have helped guide me and keep me motivated to be better. They were my sounding boards when I was stuck and my support system when trying something new. They helped me organize my vision for my online Lifeguarding Course using Google Classroom and I would not have made it through this program without their support. Some of my lows consisted of feeling burned-out and overwhelmed by some of the course expectations. Especially with all the changes, we were going through this year with COVID and virtual learning. I felt like I was drowning sometimes and like I was never going to be able to accomplish my goals or assignments in time. However, this was also connected to some of my highs because I found that even when I thought I couldn’t do something, I proved myself wrong and got it accomplished. 

 

          Currently, I am in the process of getting the innovation plan running again for next school year and I think this time it will work, as long as the restrictions on close contact rise. We are currently working on a plan for if things don’t change and we still have to keep masks on and stay 6 feet apart. As of now, we have a majority of the course online for students to participate in if we can’t be in person but we can’t quite figure out what to do if we can’t have them in person at all. Being an American Red Cross Certification there needs to be some in-person time to become a certified Lifeguard. So we are still working out some kinks but overall the online portion of the class seems to be very well put together and organized so that anyone could join the class and know exactly what to do with little to no instructions. 

 

         Overall throughout my time in this program, I have learned many lessons. For starters, I am capable of so much more than I ever thought possible or gave myself credit for. Just looking back through my ePortfolio to write this reflection, I was able to see just how much I was able to accomplish throughout my time in this program. I learned that not everything is going to work on the first try but not to give up and to use my failures to learn and grow. My next step is to finalize the current lifeguarding program I am working on and improve my current middle school swim class. As of now many of my students who can’t swim just sit there and watch the students in the pool and look bored out of their minds. I want to find a way to have them participate as well even if they are sitting out. Finally, I learned that innovation takes time and to never give up on your goals and dreams. We can be the difference we want to see in the world!

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References

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Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018). Choice, Ownership, and Voice through Authentic Learning Opportunities. Retrieved from http://www.harapnuik.org/?page_id=7291

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Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons. ISBN 1118955153

 

Lamar University. (n.d.). Online M.Ed. Digital Learning and Leading. Retrieved from https://www.lamar.edu/education/educational-leadership/online-master-of-education-degrees/med-digital-learning-and-leading/index.html

 

McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. New York, NY: Free Press.

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