Fall of 2025

I believe this program has truly equipped me with the knowledge and confidence to bring my innovation plan to life. Each course and project has helped me connect the pieces of what it takes to design and implement meaningful change. Through this process, I have developed a much deeper understanding of how to successfully introduce my innovation plan across Crowley ISD. What once felt like an ambitious idea now feels achievable because I can clearly see the steps and supports needed to make it sustainable.

​

My innovation plan, “An ePortfolio Revolution,” is designed to encourage all students, 3rd through 12th grade, to create their own ePortfolio to showcase and take ownership of their learning. Because I teach students from both high schools in the district, it has become clear that consistency across campuses is essential. My studies in EDLD 5305 (Literature Review) and EDLD 5315 (Review of the Literature) reinforced the importance of creating a unified system that supports a holistic view of each student’s learning journey. Without that consistency, an ePortfolio risks becoming just a snapshot of one class—something quickly forgotten after the course ends—instead of an evolving record of growth that fosters genuine ownership and reflection. I have already begun implementing ePortfolios in my classroom, and below are a few examples from last year’s students, as well as a few from this year. This hands-on experience has allowed me to refine my approach and see firsthand how ePortfolios can empower students to take ownership of their learning. 

​​

This experience reminds me of my time as a Digital Learning coach for Garland ISD. At my school, my team and I had to provide digital tools for education training after school and on weekends.  In addition to the training held at my school, I provided digital tools for education training at my district's annual technology conference. These experiences gave me a glimpse into the effort involved in showing experienced and new teachers why and how digital tools would save them time and allow each student to show his/her learning.  I had to show the tool and how it works, then give them time to create or experiment with it to internalize the benefit of incorporating it into their current teaching.

In many ways, I find myself in a similar position now as I navigate the challenges of implementing my innovation project. Just as I once led my team through adversity, I am now working to sustain momentum, demonstrate the value of my initiative, and continue learning from each obstacle. The journey has reinforced my resilience and strengthened my commitment to achieving lasting, meaningful change within my educational community.

​​​

To my surprise, my administration has already expressed a desire to incorporate ePortfolios in all CTE classes next year.  In preparation for the 2026-2027 school year, I was recently selected to serve on the ePortfolio Committee for our CTE Center, where I teach. Starting the planning process early gives us valuable time to choose the right platform and design professional learning opportunities that will help all teachers successfully join this “ePortfolio Revolution.”  My hope is that this advanced training will keep teachers on track amid the whirlwind of normal teaching responsibilities (McChesney, Covey, & Huling, 2016).  On this team, I hope to utilize the material I created for an effective Professional Development and, with the ePortfolio Committee, create effective trainings, timelines, and check-ins with department heads, while having crucial conversations (Patterson, Grenny, McMillian, & Switzler, 2012) to support individual teachers to ensure proper implementation occurs.​

​

This journey has also strengthened my identity as a digital learning leader. I have learned to approach innovation with both vision and practicality—balancing creativity with structure, and individual empowerment with collective collaboration. I now recognize that meaningful change begins with modeling the practices I hope to see in others. Through this experience, I have grown not only as an educator but as a leader capable of guiding others toward a shared vision of authentic, connected, and reflective learning.