Final contributions to my learning and the community

EDLD 5320 - 85/100

In EDLD 5320 I have learned a practical plan that helps teachers and administrators bring “An ePortfolio Revolution” to life in their classrooms and across the school. Now that I’ve been selected to serve on my school’s ePortfolio Committee, I’m committed to applying the lessons from every course in this program to ensure a successful rollout at our CTE center. From guiding colleagues through the process, to troubleshooting challenges as they arise, to helping students take true ownership of their learning through meaningful ePortfolio integration, I feel prepared to support a campus-wide implementation grounded in everything I’ve learned.

EDLD 5320

Like many others, I entered the ADL program unsure of what to expect. It didn’t take long, though, to discover the power of the COVA approach and to realize that it described practices I had unknowingly been using in my classroom for nearly a decade. As I near the end of the program, I find myself reflecting deeply on how much I’ve grown—both as a digital learner and as a developing leader. When I look back at the coursework, design projects, discussions, research, and collaboration, I can clearly see how each experience contributed to the educator I am becoming. One of the most meaningful shifts for me has been learning to trust myself as someone capable of training others to confidently integrate ePortfolios into their classrooms. Through the COVA model, I learned to take ownership of my decisions, design authentic work, and move away from rigid instructional expectations. Whether building my own ePortfolio or designing training for my colleagues, I now approach the work with greater confidence, intentionality, and clarity.

Seeing my innovation plan evolve has been especially rewarding. What began as a personal vision—empowering students to build and maintain their own ePortfolios—now aligns perfectly with what my principal, campus leaders, and district hope to implement for all students at our CTE center. Throughout this program, I created a research-driven implementation plan that includes training modules, an asynchronous course, a timeline, and strategies for real-world integration. The CSLE framework reminded me that this kind of change requires consistent support, ongoing communication, and environments where learners feel valued and safe. It also reinforced that meaningful learning happens when people feel empowered to take ownership and then help their students do the same. I built these principles into my training by making it flexible, personalized, and responsive to real teacher needs.

This journey has also expanded my professional network and connected me with educators who share my passion for digital learning—especially through ePortfolios. Through collaboration, research communities, and thoughtful use of AI tools, I’ve found my voice as a leader. I began the ADL program curious and uncertain about my ability to guide digital initiatives on my campus; I’m leaving it confident, self-directed, and prepared to lead meaningful change. This experience has even led me to serve on my school’s ePortfolio selection and implementation team—something I never imagined at the beginning.

What lessons have I learned?

Feedback is crucial.

Gathering early staff feedback on concerns, technical comfort, lesson-planning needs, and alignment with career-readiness goals is essential. Surveys, short interviews, and reflection forms help identify real barriers and guide smoother implementation.

Hands-on practice matters more than demonstrations.

Teachers need to experience building their own ePortfolios before they can support students. Training should begin with a clear “why,” followed by ample hands-on creation time and opportunities for individualized coaching. When teachers understand the student experience firsthand, they become stronger, more empathetic guides.

Plan thoroughly—but stay flexible.

Clear rollout plans are necessary, but so is adaptability. Unexpected issues—like bandwidth limitations or technical breakdowns—will happen. Creating shared resources in Google Drive and building a collaborative curriculum space support consistency even when plans shift.

Celebrate small wins.

Highlighting early successes builds confidence and reinforces a growth mindset. Showcasing different voices, styles, and approaches helps teachers and students see the personalized nature of ePortfolios.

Where am I looking to anticipate change?

As a member of our school’s ePortfolio Committee, I’m focused on advocating for a platform that allows students to highlight their achievements in meaningful, current, and creative ways. I want to ensure our digital tools stay relevant and adaptable.

What is the diversity measure of my network?

My network at the CTE center is highly diverse—spanning STEM, culinary, aviation, cosmetology, and graphic design. This diversity ensures that the platform we choose can serve a wide range of content needs, instructional styles, and student goals.

Am I courageous enough to abandon the past?

I believe strongly in the shift toward ePortfolios as a more effective way to prepare students for future opportunities. At the same time, I know I can be particular about sticking to familiar systems once I find something that works. Recognizing this helps me stay open to new ideas and approaches, especially as I work to model innovation for others.