Reflection: I'm still fighting the need to be "right" while living COVA-Choice, Ownership, Voice & Authentic Learning (Harapnuik, n.d.) professionally, but thanks to our focus on growth mindset, I'm jumping in feet first!
The Applied Digital Learning program has given me the freedom to explore, experiment, experience, and reset. The first realization of this freedom was after my first
one-to-one Zoom chat with Dr. H. I shared what I do and how I'd like to improve
through the ADL process. We brainstormed ideas and ultimately came to a plan that would
impact my thinking and processes and also prove positive for my organization.
Once I had the confidence to explore my options, the sky was the limit, and
after several iterations, my Implementation Plan was born.
My plan involved helping teachers implement Waterford programs and products in their classrooms. It didn’t take long for me to realize to support our external partners best, I had to help develop capacity in my colleagues and internal partners, first, as I describe in my Growth Mindset Plan and Alternate PL Video.
My focus is improving project ownership and developing confidence and independence in all members of Waterford's consulting team. With this in mind, I've leaned into the CSLA + COVA learning approach (Harapnuik, n.d.). Through this model- Creating Significant Learning Environments (CSLA) + COVA (Choice, Ownership, Voice, and Authentic Learning Environments), each member of our team has a say in what they need to know, how they want to learn, and also how they want to share their knowledge. I used the CSLE + COVA model when coaching two first-year consultants on my team. They, too, wanted a step-by-step guide for a successful year. As I emphasize in my Learning Manifesto, being present, embracing new experiences, and doing the work is what I find helps me to learn. Our job as Professional Learning Consultants is to learn the environments of our partners and help them figure out their best approach to learning and implementation.
Just as no two students are the same, my colleagues had to learn that no
two districts, schools, classrooms, or educators are the same. While we follow
a basic framework, the implementation will look different, and evolve
differently for each partner we support. As we explored ways to approach each
learning event, they shared their successes and we saw a ripple effect on the
team. It was quite gratifying to see so much of my coursework and professional
work overlapped as I mention in blog posts like this one.
Application: My classmates and I have been asked to reflect on how, or if, we’ll incorporative CSLE, Creating Significant Learning Events + COVA (Harapnuik, n.d) in our organization, and to consider roadblocks we may encounter. I’m excited to have been able to share my new mindset and approach to learning with a very supportive leadership team, and so far, this shift is being met with approval all around. Here is one example of how I'll apply CSLE + COVA in my organization.
Out with the Old…
In previous years, our team leaders designated several (long) days when our team would meet virtually. Various colleagues would be voluntold what to present and for how long. The agenda was set and our names would be plugged into the presenter section. We were all expected to attend, even for presentations and topics with which we were well-versed.
In with the New…
This year, our Professional Learning leadership team has done a
great job of listening to the needs of our team, while also elevating their
strengths. With CSLE + COVA in mind, I proposed the PL Summer Learning Series
for our 30-member team. Each person, pair, or team will choose a topic in which
they can share and shine. Our team members have proposed topics we never would
have thought of and I'll compose our main schedule next week. One colleague
will present how she develops and prepares for state-wide virtual pep rallies
to recognize outstanding educators in New Mexico. It's fun to think that this
will be replicated for more states or districts this coming year. We have a
team of 4 who recently attended a learning event at Harvard that will teach our
greater team how to better support the families we serve. One of our newest
specialists has become our go-to person for all things Canva, so he's going to
give a Canva 101 presentation. I've given them the choice of a topic, time, and
presentation platform. All learning events will be optional and those who would
like to join and learn, can, and all sessions will be recorded to accommodate
summer schedules and allow all to view as often as needed. The goal is for our
team to have a bank of topics from which to learn by the end of July, just in
time to implement some wonderful, new ideas for our school and family partners.
Our team has embraced the COVA approach to supporting each other. In the two weeks since I originally posted, I've found our team's approach to significant learning environments is continuing to shift. What I expected to be a series of Zoom, Vimeo, or Canva created lessons has morphed into 3 buckets: Projects, Summer Learning Series, and Conferences. Colleagues meet and learn virtually, but they've extented project work beyond the intro classes. This further proves the best professional development is ongoing and meaningful outined by Gulamhussein et al. (2013b).
For example, team members met via Zoom to learn more about Padlets, a virtual bulletin board, that allows for collaborative productions by adding documents, images, videos, links, and color customization. Once they learned the basic how-tos and had the click-training, they were able to brainstorm ways to use Padlets with our partners. A team is now working on a Math & Science themed Padlet for Kindergarten teachers. They not only gained the knowledge, but looked for ways to apply it in our work. Had we assigned this topic and follow up work, would my colleages have been so eager to learn and produce? Possibly, but probably not. By allowing this topic and project to happen organically, and in a low-risk environment, we have a team of highly engaged and excited colleagues eager to produce a high-level product to share with our school partners in the fall. They are learning new tools and skills, diving deeper into Waterford's offline materials and books, and collaborating in a way I didn't plan or expect.
Up next, we have Learning Sessions on Canva, HighSpot, Salesforce, and utilizing our demo sites. The Padlet outcome has developed in such a positive way and I hope the next sessions will produce the same level of engagement and applicable knowledge. Another unexpected point is colleage collaboration. My 30-member team works across the country. It's very easy to get caught up in the busy-ness of supporting school partners during the school year. The somewhat slower months of June and July have allowed more colleagues to meet and collaborate in ways time and budget don't allow during the school year. The interpersonal and team building implications of this are huge and another unexpected outcome.
While there might not be a "right" way to build skills and confidence on my team, I am definitely aware of ways that have not had the same impact in previous years. In our old approach, we were ready to leave the Zoom session after a long virtual learning day, and often left the knowledge shared locked behind the dark screen. This summer feels more intentional and impactful. I'm grateful that my team has embraced the CSLE+COVA approach to learning and teaching. I'm grateful my VP has allowed us to try something new this year, and I'm especially grateful to Lamar's ADL program for bringing this learning approach to my organization.
References:
Gulamhussein, A., Center for Public Education, & National School Boards Association. (2013b). Teaching the teachers. In Center for Public Education.
Harapnuik, D. (n.d.). Learner's Mindset – It's about learning. COVA. Retrieved June 26, 2024, from https://www.harapnuik.org/?page_id=6991
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
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