Call to Action

What is the Story behind my Story?

I want to create an effective method to present my new ideas and concepts to my colleagues. I am passionate about the growth of our campus and district. I am 100% sure Eportfolios can be used a growth tool. I want to present a Professional Learning that is engaging and beneficial to my audience. During my Professional Learning presentation want to focus on collaboration, innovation and technology. I want everyone to feel valued. I myself have been in Professional Learning sessions that were not effective and did not reach me. I am driven to change the narrative. The Professional Learning sessions that interested me the most were the ones that I were physically involved in. I believe in Collaborating and working together, this will be how we will succeed and meet goals and measurements in Education.

The Why?

My Why for developing a Professional learning presentation for Eportfolios, is because I want my inspiration to come to life. I want my colleagues to view and experience my vision through media. Presenting a professional learning presentation will help me grow in my career. It is important to stand out and get outside of our comfort zones. Having to show my colleagues and administrators new ideas that I have for the campus, will be new to me. However, I think it will increase my leadership skills and help me grow.

The What?

For my Professional Learning I will be including several different technology platforms. For example Google Slides and Google Forms. I will also use Apple iMovie from my iPhone.

The How?

I will be using iMovie for my presentation. I will also be using Final Cut Pro. I want my video to be clear and easy to understand. Collaboration is going to be the key component in Professional Learning.

As an alternative, collaborative action research actively involves teachers in professional reflection, validates educators as producers of knowledge, and recognizes their role in professional development and decision making. (Cochran–Smith & Lytle, Inside outside: teacher research and knowledge, Teachers College Press, New York, 1993) 

My Presentation

This was actually my first tim stepping out of my comfort zone and using iMovie. I can say it went pretty well.

Works Cited

Cochran-Smith, M., & Lytle, S. (1999). The teacher research movement: A decade later.
Educational Researcher, 28(7), 15–25.


Professional Learning Plan Outline

“In terms of teachers’ self-reports of professional development features that increase their knowledge and lead to changes in their instructional practices.” (Guskey 2003)

Professional development should be effective for all the learners in the room. Professional development works best when the facilitators are engaging, energetic, and meeting the needs of the people in the room. They also must have a passion for the information they are teaching.

                                                  5 Principles of Professional Development

Principle 1: The duration of professional development must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.

Principle 2: There must be support for a teacher during the implementation stage that addresses the specific challenges of changing classroom practice.

Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice.

Principle 4: Modeling has been found to be highly effective in helping teachers understand a new practice.

Principle 5: The content presented to teachers shouldn’t be generic, but instead specific to the discipline (for middle school and high school teachers) or grade-level (for elementary school teachers).


I will foster collaboration in the environment by staying true to my value and ethics. Collaboration is one of the keys to success. Teamwork makes the dream work and working together helps everyone. All individuals have special talents and things they can bring to the table.

Firstly, teachers have to become comfortable with the collaboration process. Roles should also be assigned individually. Everyone should have a specific role that should be identified early on. Out of necessity or convenience, individuals coordinate their activities to achieve common goals that, in time, guide future shared actions (Weick, 1995) 

We need to work together and make connections during collaboration as well. If we don’t have healthy relationships with colleagues and staff around us, collaboration can be very difficult.  Ironically, the features that are essential to a strong community, such as a shared identity and perspective, and meaningful relationships, eventually become sources of tension for its members (Westheimer, 1999)

Leadership and Components

A successful professional learning community needs certain components to survive. They need to have time for planning, analyzation of data, communication, and collaboration. They also need to be willing to meet the learning style and needs of each individual in the room. Myself and the Technology Teachers will collaborate together on my innovation plan. Since Eportfolios are my goal, I want to communicate with the Tech group and get their thoughts and input on how we can use Eportfolios campus wide.

I have really became comfortable with the UbD Design and plan on using it to design my Professional Learning Plan. I used it previously when planning my innovation outline. Mrs. Cooper’s UbD Design


The timeline explains when actions will be completed and the objectives and goals achieved. It helps monitor progress over the duration of a plan.

  • Educate staff on the 5 Principles of Effective Professional Development. CTE and Tech teachers

  • Communicate and Collaborate

  • Create a Professional Learning group or create a course and add teachers. We usually use Schoology Google Drive for the this.

  • Add information and instructional materials.

  • Create a Sign in Sheet on a Google Doc.

  • Add exemplars and references to assist with the learning.

Resources Needed

Resources needed. Resources include the staff, technology, funding, materials, and time necessary to accomplish the objectives and goals.

Works Cited

Guskey TR. What Makes Professional Development Effective? Phi Delta Kappan. 2003;84(10):748-750. doi:10.1177/003172170308401007

Weick, K. E. (1995). Sensemaking in organizations. London, UK: Sage Publications

Westheimer, J. (1999). Communities and consequences: An inquiry into ideology and practice in teachers’     professional work. Education Administration Quarterly, 35(1), 71–105.

Leading Change

Teaching is a profession that has always and will always experience change. Although Change can be a difficult task it is necessary in order to grow and learn. Educators change and influence the minds of young people on the daily basis. They do this through measuring their growth and increasing their skills. If students need growth and development it is evident that educators, campuses and districts will require the same thing.


To enforce change and effectiveness of professional development on campus their has to be good leadership. Certain individuals will have to come together to plan, organize and compare and contrast the best methods to present information. They will also need to be fully committed and dedicated to changing things for the best interest of the campus, district or even student.

It is essential for leaders to understand the change process. Moral purpose without an understanding of change will lead to moral martyrdom. Moreover, leaders who combine a commitment to moral purpose with a healthy respect for the complexities of the change process not only will be more successful but also will unearth deeper moral purpose. Understanding the change process is exceedingly elusive. (Fullan 5).

Commitment to change will be the most important item the leaders will have to have in order to get their message across. I can relate to this as a high school teacher. Whenever I am dedicated and have passion in the lesson that I am teaching, the delivery is better. The students are also more engaged, because they can feel my excitement. If leaders campus and district level showed the same energy, it may be received differently.


Technology is one of the biggest changes that have hit school districts have been facing since the Pandemic occurred. Integrating technology on campuses are a challenge that is still undergoing constant changes. laptops, tablets, wifi, social media and learning platforms are all something that schools have had to learn quickly. If Schools had already been learning these things beforehand, we would have all been better suited and prepared for disaster situations. The effects of the pandemic have left many campuses struggling on how to use technology effectively. Although its being taught, sometimes the message is not clear and concise. Professional developments seem to be defined as Zoom meetings and Google Slides. While these are effective tools, the way they are used matters tremendously. Professional Learning Leaders have to have passion and effort in the lessons they are trying to teach the educators. They also have to communicate properly and stay true to their morals and true purpose.

Leaders will increase their effectiveness if they continually work on the five components of leadership if they pursue moral purpose, understand the
change process, develop relationships, foster knowledge building, and strive for coherence with energy, enthusiasm, and hopefulness. If leaders do so, the rewards and benefits will be enormous. It is an exciting proposition. The culture of
change beckons. (Fullan 11).

Kristina Daniels stated a real message. Teachers who can integrate technology in their classroom will be beneficial to not only the students but the overall campus. Changes have to happen. As the world becomes more innovative, the education field should follow. Students will be more prepared for careers and we will be able to educate based on their needs. Daniels was very inspiring.

The Evolution of Technology Before and After the Pandemic

As I can remember before the pandemic working in the School was less stress induced. Professional Developments were also fun and engaging. They were also filled with meaningful activities and a wholesome togetherness. They focused on topics like classroom management, data, lesson planning and making connections. After the pandemic, we have been trying to dive deep in technology and how it will make learning more convenient and innovative. Also technology keeps the learning continuing and allows students to build more background data.

It is seen as a necessity that teachers be open to development and constantly renew themselves.(Sahad)

Making sure that we as educators stay updated with the best classroom practices, methods, and information that will help my students and staff . This is why advocating for more education on Ed.Tech in all districts. Campuses, districts and students should be educated in Digital Learning. There are an unlimited number of benefits that are possible if more districts adopted and gained knowledge on digital platforms that would help students learn. They also are made to be convenient for educators.

What can Leaders do to make Professional Learning Work

Step 1: Confide and consult with all staff on campus about the main goal

Step 2: Encourage Collaboration amongst staff and team member. Be open to new ideas and concepts, by staff and even students.

Step 3: Encourage teacher involvement in the planning an organizing of things. Reach out to new staff, you never know their strengths.

Step 4: Establish positive learning communities.

Step 5: Empower teachers and encourage them to take control of their classroom. Teachers know their students and their needs. Trust in your teachers.

Step 6: Professional learning should be about growth, structure and building the learning environment. Make sure everyone feels safe and valued. Listen to every perspective.

Step 7: Know how to read the room. Acknowledge each perspective and point of view from everyone around you.

Cited Sources

1 Fullan, M. (2007). Leading in a culture of change (Rev. ed.). San Francisco: Jossey-Bass, p. 9.

Şahan, H. H. (2020). The relationship of prospective teachers’ educational philosophy and life-long learning tendencies to their teaching-learning process competencies. Pegem Eğitimve Ö

EDLD 5318 Final Reflection


I will be designing and teaching an English I course for 9th grade students. This is a year-long course designed to provide 9th graders with an overview of literary genres. The students will read poems, short stories, and novels. They will learn to appreciate the distinctive qualities of literature. They will also be expected to write and practice grammatical skills. To become better writers, students will write a variety of compositions including paragraphs, discussions, and a research project. Vocabulary development will increase based on reading selections. Speaking/listening standards will be assessed through various presentations, discussions, and self-reflections.

Instructional Design Theories 

Instructional design is the process of creating effective materials that help students learn what those materials are meant to teach. At base, instructional design is “a set of rules—or procedures, you could say—for creating [learning] that does what it is supposed to do” (Piskurich, 2005, p. 3).

The core elements of instructional design are analysis, design, development, evaluation, and implementation. This is the ADDIE model that Bates (2015) references. I will be using a mixture of theories to teach my digital learners. Digital learning is very unique because the same way we cater to our students in person, we have to do it even more when teaching digitally. We have to carefully design a course that is accessible to each learning style. Scaffolding is going to the one of the key factors in this journey.


Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Retrieved from

Piskurich, G. M. (2005).  Rapid instructional design: Learning ID fast and right.  San Francisco, CA: John Wiley & Sons, Inc.

UbD Plan Implementation 

I implemented the UbD plan in my learning environment to help me plan and roll out new activities and concepts for my students. It is more straight to the point and easier to follow for other teachers and even students. The UbD design has helped me plan, outline and focus on the key points I want to target. 

In Understanding by Design, Wiggins and Mctighe discusses backwards design focusing on how the students are able to understand the context. The main goal for the teachers’ is to plan and organize the lessons for students to get the most out of their learning. At times teachers just focus on the lesson/objective and not what students’ are actually suppose to get out of the activity. The UbD design helps teachers really focus on what will really grow the student.


Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.

Importance of Online Learning 

Online learning is very important for students especially in the state that we are in. Because of the pandemic, learning has already been evolving. Teachers and students have had to adapt to the world of Educational Technology. I believe that being able to teach and provide education and courses online, will provide students more accessibility to instruction. Students will have more opportunity to take learning into their own hands, which will help them take accountability. This is another reason why I want to utilize Eportfolios in the classroom, so that students can take their learning into their own hands.

Segaran, M.K. & Hasim Z (2021). Reflection enables a learner to evaluate his or her learning strategies which, in the case of the ePortfolio, are captured in an online platform. Student-centered learning is seen as a powerful medium for achieving the goal of students becoming active. Participants in learning, who can deal with complex phenomena and solving problems in the most innovative and imaginative ways. At the same time, technology plays an important role in promoting this change.

Technology is how we will continue to increase innovation within education.


Segaran, M. K., & Hasim, Z. (2021). Self-Regulated Learning through ePortfolio: A Meta-Analysis. Malaysian Journal of Learning and Instruction18(1), 131–156.

Enduring Understanding 

EDLD 5318 has taught me how to create a course. This past 5 weeks I have designed an actual English I course for my class. I have planned outlines, studied scholars and their articles. I feel confident about course design. I also am aware of the importance of catering my course to my students and making my instructions extremely explicit and detailed. This semester I am planning on creating a course that holds all our work and assignments. This could also be used unless we have to return to our homes, because of the Pandemic. It is better to be over prepared in most cases. I want students to have access and unlimited opportunities to succeed. This has been a tough few years for all of us in Houston, Tx. First it was Hurricane Harvey, then the Pandemic, then the Freeze. I believe we all could use some extra time and opportunity.

From In Person to Digital

Transferring courses from face 2 face to online is going to be a tough challenge, but with time, planning and patience it can be done effectively. Since I teach 9th grade English I am wanting to create an online course for my class. I also would like to make an online course for my PACE class. PACE is a college readiness program for high school students. It prepares them for jobs, college and life. 





Making courses digital will help me to create a hybrid class, where learning can be maximized effectively from at home or at school.

Action Research Plan

   Gaining College and Career Readiness skills by utilizing Eportfolios

ePortfolios are student-owned, dynamic digital workspaces wherein students can capture their learning and their ideas, access their collection of work, reflect on their learning, share it, set goals, seek feedback and showcase their learning and achievements. (1)

I. Focus Topic of Action Research

My action research topic is how the use of these eportfolios can help our students with college and career readiness. The High School campus that I work at focuses heavily on college readiness. These eportfolios will give the students endless opportunities. Eportfolios would benefit my campus specifically, because they will help students take accountability and ownership of their education. Learners will also be able to build useful connections and participate in communicating more effectively. They are also used as evidence of learning and ways to measure growth.  

A. Context

Educators are responsible for preparing students with knowledge and skills that will help them excel in the real world and in their future. These Eportfolios can assist students with executing their personal and educational goals. They will be able to manage and reflect upon their learning and growth with an eportfolio. I am a 9th grade English I teacher, and my plan is to incorporate the Eportfolios into my classroom. My students will develop, create and update their Eportfolios throughout the school year.

B. Key Concepts

1.  Technology Education/Training

2. Student Growth and Achievement

3. Critical Thinking Skills

4.Reflecting upon work

5. Building Connections

II. Purpose of Study

  1. Student Achievement

Incorporating Eportfolios in the classroom will benefit my students. This will be a beneficial resource for my 10th graders, and other high school students on my campus. Students will be able to use the E-Portfolios to monitor their growth and progress over time in all of their classes. The E-portfolios are easily accessible through computers, tablets or smartphones. E- portfolios will also help students gain a deeper understanding of learning and critical thinking skills. The E-portfolios are an innovative tool, because they help create a student-centered learning environment. It also  keeps students engaged and helps teachers meet the students’ needs in real time. The evidence of learning is visible and students are able to access their accomplishments and assess the areas they need to improve in. E-portfolios allow teachers to gain a holistic view of  how students are learning over time in school, they also encourage communication, track performance, and they can use them as a tool for planning. 

2. College and Career Readiness

College and Career Readiness is an essential tool for  high school students. 

III. Fundamental Research Question

  1. Primary Question

 Q1: To what degree will Eportfolios help prepare students for college and their future careers?

Eportfolios are made to increase potential. “Tell me about yourself” is one of the most common first questions in a job interview, especially for those who are new college graduates. When potential employers ask this question, it generally means, “Give me an overview of who you are, professionally speaking.” In the modern employment environment, being able to direct the interviewer to an efficiently curated, online resume as part of the answer can mean the difference between the short or long resume stack. An ePortfolio provides a highly successful approach to creating such a professional presence, and thereby higher selection potential for an employment interview. For college graduates, ePortfolios have proven to be effective vehicles when used to showcase higher education experiences and skills to outside audiences. In doing so, they provide a professional presence for the new graduate who is seeking not only a job, but also a career (Cambridge, 2010). 

Q2: To what extent will Eportfolios connect academics with actual work place experience and growth?

 A common challenge faced by most undergraduates, however, is creating a personal narrative that effectively connects their academic experiences with their post-graduation goals (Graves & Epstein, 2011).

Without an effective personal narrative, students are limited in their ability to communicate with a professional audience and their preparedness for assuming the responsibilities of the position they desire to obtain. The discrepancy between the learning provided for students, and their ability to make connections between their experiences and goals, led HDFS to adopt the ePortfolio as a tool for guiding students’ professional development.( Cordie,Sailors, Barlow, and Kush 2019).

 IV.  Research Design and Data Collection (Qualitative)

  1. Overview

Most of the information that I will collect will be researched using qualitative because the work and assignments that our students take part in requires their voice. They have to explain concepts and reflect upon their work. Students will have to explain in detail, their thoughts and “why” they responded as such.Students work is also very authentic and their individualized responses can be used as a tool for growth.

I will be collecting data in the form of:

A. Surveys (done on Google Forms)

B. Observations

C. Google Docs for tracking data

  1. I will also be organizing and conducting individual and  small group interviews. Small groups will provide me the opportunity to hear authentic feedback from my students. It will also allow me to thoroughly describe the benefits of eportfolios to my students. It will be important for me to get their “buy in” and “trust” during the eportfolio process.
  2. I will also use Google Forms. Google forms is always a valid resource to collect information and data from people. I will also be creating quizzes on Google Forms to collect data.

V. Literature Review Focus

          My literature review will be centered around the success and benefits of Eportfolios. I will include data, journal articles, and personal experiences. I will also include my plan and goals.

Here is the link to my Literature Review


  • September 2021

    Phase I

    Share my plan and proposal with my team. Allow input and suggestions from my fellow English Department colleagues. Make room for questions, discussions and feedback. 

    • Share my Folder with my team and encourage them to share any ideas they may have that would benefit my proposal.
    • Ensure that there is enough technology available on campus.
  • November  2021

    Phase II

    Schedule a good time and day to present my plan and my proposal with the administrators on my campus. I will Present my plan to them the same month. 

    • Get permission from admin to Implement my “Pilot” plan with my students and colleagues
    • Discuss my schedule and timeline with administrators.
  • January  2022

    Implement the “Pilot” version of my plan on my students. This will be great practice and a great way to get student feedback. We will create our portfolios together. 

    • Review Online Etiquette
    • Create and review norms 
    • Choose our templates, themes and layouts
    • Discuss the What, Why and How? (Benefits of having an E–portfolio)
    • Begin blogging, uploading assignments and creating a student centered environment
    • Create Twitter Accounts that give us a space to communicate and collaborate
  • March 2022  through June 2022

    Phase III

    Involve other contents in my grade level with the E-portfolio process. Share links and collaborate with team members and show them the benefits of E-portfolios. Allow students to upload assignments from other contents on their E-portfolio. Encourage them to use them on a daily basis. Utilize the E-portfolios for performance tracking, lesson planning and evidence of growth.

    • Choose days to train colleagues on my team 
    • Seek funding from Dept Chair for after school trainings that would have to take place
    • Have students adding assignment and reflecting on past and current work
    • Students will share their accomplishments
    • Create assignments for students on their E-portfolio (Journals, Blogs and Reflections)
    • Create expectations for Students on E-portfolios ( Responding to other students’ posts, uploading photos and etc…
  • June- July 2022

    Share E-portfolio journey with the Director of Instruction on campus. Ask for approval to incorporate E-portfolios into lesson plans across curriculums at our campus.

    • Plan to have a unit embedded in the lesson plan that collaborates English coursework with E-Portfolios
    • Ensure that the appropriate  amount of technology will be available on campus
    • Check the laptop availability for the upcoming school year, to ensure students will have the resources they need to create E-portfolios.
  • August and September 2022

    Phase IV

    E-portfolio plans should be approved and utilized on campus


While my Action Research Plan is complete, I am still aware that my planning for eportfolios in the classroom is not “yet” finished. In order to be innovative and proactive, I have to make sure every small detail is planned and organized. I am constantly preparing myself to show my campus, the benefits of eportfolios in the classroom. I currently teach high school students. If students are able to obtain a growth mindset in their high school career, they will be more prepared for the real world.

The only was that I will see if my plan is effective is by researching and pulling active data from my students. I am prepared to do this with Google Forms and Google Docs. I will also by interviewing my students. Tracking data is extremely important in my plan

After each course, I always find myself reflecting on my growth and how far I have come since I began the DLL program. I have been able to implement some of my learning in my own classroom. I have utilized so many different digital platforms in my class to engage and support the growth of my students this past year. I have also shared information with my colleagues on new concepts and ways to incorporate more technology in the classroom. I aspire to have a technology driven and innovative classroom. Being born in the Millenial age, I was raised in the dawn of technology, right when it began to flourish. We experienced the beginning of technology all the way to where it is now. I want to take my classroom to a higher level, where their are no limits to what we can do.


Borko H., Michalec P., Timmons M., Siddle J. Student teaching portfolios: a tool for    promoting reflective practice. J. Teach. Educ. 1997;48(5):345–357. [Google Scholar

Cambridge, D. (2010). ePortfolios for lifelong learning and assessment. Hoboken, NJ: John Wiley & Sons.

Graves, N., & Epstein, M. (2011). ePortfolio: A tool for constructing a narrative professional identity. 

Business Communication Quarterly, 74(3), 342- 346. doi:10.1177/1080569911414555

Leslie Cordie, Jamie Sailors, Becky Barlow, and John S. Kush (2019.) Constructing a Professional 

         Identity: Connecting College and Career Through ePortfolios

Self Differentiation and Transformation

Sometimes we have to create new paths and destinations.

The Beauty of Change

Change can be a difficult task, but it is very necessary. Change is important in life in all aspects. To become a better person sometimes we have to change some of our behaviors. Also, if we want our workplace, organization or business to become more efficient and innovative we have to apply change to them. Change can be executed by strategic planning and modifying certain things. This requires analyzing the things that are not working the best. Change also requires us to discover answers to tough questions. For example, we have to ask ourselves what and how?

Change is significant to me and my Innovation Plan and my Implementation Outline. Change is what I need to grow and execute my plan of eportfolios being used campus wide.  I have researched the benefits of eportfolios and I am fully aware that they will positively impact our staff and students. To make my innovation plan work we will have to change things in our organization. This can be done through training, a timeline, an outline, and collaboration. We also need to discuss vital behviors that need to be changed.

The Vital Behaviors that I will need to adopt in order to achieve my goals and bring change are:

  1. Prioritize and Plan
    • End procrastination
    • Check off my daily goal list
  2. Continuously build connections 
  3. Model and Lead
    • Model behaviors i want to see from colleagues and students
  4. Keep my vision and always remember my “Why”
  5. Keep an active goal sheet and updated calendar

Crucial Conversations will need to held. “Crucial Conversations are those tough, day-to-day interactions in which the stakes are high, people have conflicting views, and emotions run strong,” according to Patterson, Switzler, Grenny and McMillan. Although, crucial conversations are uncomfortable they are needed to make a transformation. I know you are probably thinking, “Why do I need these crucial conversations?” The answer is that you need these discussions and talks to move forward. A true conversation that requires sitting down and being face to face.

When starting with crucial conversations we have to remember the importance of dialogue and making sure that any task that we are involved in starts with our heart. Also make sure that we are giving mutual respect, mutual purpose, and an action plan. I know that I will be able to execute this mission by including my leadership skills as well. The 6 sources of influence has helped me to stay focused on my plan. In my Installing 4DX slideshow below you will understand the:

  1. 4 Disciplines of Execution
  2. 6 Sources of Influence
  3. 5 Stages of Change
  4. My Innovation Plan and “The Whirlwind”

I am on my way to becoming a self differentiated leader. Throughout my journey in the DLL program I have been reaching new heights. I have been actually sharing my skills and strengths with my campus. Being a fairly new teacher of six years, I have always felt less important at my work places. Most of my campuses have had the same teachers for over 20 years. I felt like my voice was not valued and people would not care what I said, but this is untrue. Lately, I have began throwing out ideas, concepts, and plan on the table during meetings. I have also been sharing my ideas with other content and grade level teachers. This has truly been helping me find my voice and niche. Other educators and administration have recently come to my classroom to compliment some of the work I am doing with my students. I have really been focused on making learning engaging and fun by using more educational technology. I will make a post that includes some of my lessons in the near future. To become a self differentiated leader I have to use my voice and have crucial conversations. I am realizing that all of these small components like my innovation plan, my “Why” statement, the 4DX plan, the influencer strategy and being able to have and hold crucial conversations will help me become a self differentiated. My personal goal is to become a leader who can successfully roll out any plan or initiative.


Patterson, K., Grenny, J., & Swizler, A. (2012). Crucial conversations: tools for talking when stakes are high. (2nd ed.).

Installing 4DX

The 4DX design and the 5 steps work together to help us reach our career goals and our independent goals. They can assist me in my innovation plan of rolling out eportfolios at my campus. The most significant piece of information I learned this week is the importance of execution. Of course the key to leadership is being able to execute our goals. Sometimes I find that I set goals in my head, that stay there and never take off. I need to personally plan more to execute my personal goals. I actually applied the 6 sources of influence to my goals the week and I must say it was successful. I have been trying to take advantage of more leadership opportunities in my career. It is not exactly easy, because it require me stepping out of my comfort zone, but I feel like this program has already begun to take me to new places.

Influencing Change

My Influencer Strategy

  • My innovation change strategy is to put all of my focus into becoming an effective leader so that I can successfully roll out my plan for eportfolios in the classroom. Effective leaders play a very significant role in the culture, success, and recognition of their school. I have been fortunate to have worked with some very positive and driven administrators. With these leadership skills, I will be able to execute my innovation plan. Being an effective leader will help me implement my innovation plan. I will need structure, tools and drive to create a positive learning environment where eportfolios are being utilized for student success.
  • I will measure my results by being reflective of the feedback that I receive from the administration and my colleagues. I am aware that collaboration is extremely important for people with leadership positions.  I will also measure how clearly I communicate and get my vision across. I will continue to drive instruction and collaboration through my Professional Developments. I will also request feedback. I will also review my student performance after assessments, assignments and discussions. I will measure my student’s and their improvement over time. I am dedicated to teaching them how to obtain and appreciate the beauty of having a growth mindset. I will also measure the results of my effectiveness by checking and monitoring my classroom culture. I want my students to be comfortable and feel safe in our environment. Especially while we are learning new concepts together as a whole.

Vital Behaviors

Harapnuik defined vital behaviors as “ repeatable high-leverage actions performed crucial moments that will lead to the results that you want.” Without creating and following vital behaviors the change that I am desiring will have a high possibility of not being successful. We have to change our behaviors and our attitude will follow. The Vital Behaviors that I will need to adopt in order to achieve my goals and bring change are:

  1. Prioritize and Plan
    • End procrastination
    • Check off my daily goal list
  2. Continuously build connections 
  3. Model and Lead
    • Model behaviors i want to see from colleagues and students
  4. Keep my vision and always remember my “Why”
  5. Keep an active goal sheet and updated calendar

Organizational Involvement

My major organizational influencers that will help me to elevate are administration, my English Team, teacher leaders, my mentor and our technology specialist. I believe these groups of people will buy into my vision and help me grow.

Influencer Strategy implementing the use Eportfolios on my campus by using leadership

Personal1. Introduce staff and colleagues to my vision. Show them a presentation on my “why”.
2. Explain to them the benefits of eportfolios and how they will increase college readiness for our students.
3. I will also request feedback from them.
1. I will hold professional developments and trainings on how to incorporate eportfolios in the classroom.
2. I will also host zoom meetings, workshops, and online trainings.
3. I will also have tutoring sessions where staff and students can seek assistance if needed.  
 Social1. Influence people who are affiliated with leadership and technology to take interest in my innovation plan.
2. Ensure that administration supports my plan and my vision.
3. Inspire students and colleagues on the “change” we can make if we work together.
4. Host socials, drop notes in their boxes, send emails and continue influencing by being a leader.
1. Hold online sessions
2. Host team meetings
3. Lead instructional videos on how to build eportfolios
4. Create presentations and videos that inform staff on how to utilize eportfolios in their classroom
5.Create blog posts
6. Always get feedback from others  
Structural1. Update my goal check list
2.Stay connected with my appraiser and let them know what my personal goals are
3. Continue to host team meetings and get responses from my colleagues
4. Keep visuals and vision boards to monitor my own personal progress.
1. Teachers will continue to utilize all technology that we use on the daily basis. For example, laptops, video cameras, Promethean boards, tablets and projectors.
2. Keep and maintain technology checklist in all classrooms
3.Parent permission slips for students to create eportfolios
4. Stay connected with the IT department

My “Why” as an Educator


  • My purpose is to keep and maintain a “Whatever It Takes” mindset. I will be fair-minded, compassionate,  patient, and empathetic with students, staff, and parents. I will be a visible presence to all around me and always be available to handle concerns with respect, kindness, and a spirit of understanding of other people’s perspectives. I will also embrace “courageous conversations” that are necessary for the improvement of student performance, professional relationships, and classroom culture.
  • I do what I do because I believe that each student has the ability to learn. It may not be the same way or the same day, but with love, uplifting, and positive space, they are all able.  I am completely invested in creating a comfortable, respectable, loving, and engaging space for my students. I also want a student-centered learning environment in my classroom. I want my classroom to be a place where my students and I will grow. I want us to obtain a growth mindset.


  • Each day I wake up knowing the impact that I want to make on my students. I want them to be lifelong learners. I want us to be fearless and take chances when it comes to our learning. Together we can achieve our personal and planned goals by having a growth mindset. In order to make my plan work, I make sure that I try my best to capture my students’ hearts each and every day. I do this by having charisma and trying my best to reach them each and every day.


  • I encourage my students to take ownership of their own futures by being innovative in the classroom. I use innovative practices in my classroom daily. My students also use technology to help promote their learning. I have also adopted the COVA framework to transform and impact our learning environment. Being able to have choice, ownership, voice and authentic learning opportunities helps my students take charge of their own academic journey. My main goal is to prepare them for their future and instill in them to have a mindset that there are “endless possibilities” when it comes to their future. There is no “glass ceiling” that will prohibit them from reaching their goals. I am extremely passionate and dedicated to prepare my students for the “real world”. My goal is for them to be academically prepared and not be afraid to make mistakes during their growth process. I want them to recognize all of their small and large milestones, and appreciate all of their growth. My students will be to creating  E-portfolios that will help them measure their growth. E-portfolios will give them the opportunity to look and reflect on their progress. This will be beneficial to my students as they enter higher education.

I refer to this video often to remember my “Why”. Teachers like Mr. Jensen are as precious as diamonds. He influenced his student to pursue his own goals and not feel pressured. His student eventually followed his dreams to become a successful drummer in a band.

I can relate to Mr. Jenson, because I have student like his that have come through my classroom each year. There is no such thing as a student who can not learn. You simply have to find ways to connect with their likes, backgrounds and interests. I take time to find out their interests at the beginning of each year with a small activity or icebreaker. Mr. Jensen was observant and captured his students heart, by letting him know he has been acknowledging him and that he truly cares about him and his future.

The Importance of my Why, What and How

While reflecting I have been thinking about why my personal “Why, What and How” is important to me. It is significant because it helps me to remember what my mission is. As an educator my mission is to help my students become the best versions of themselves. I also want them to recognize and appreciate their small and large gains. They need to know the “Importance of Yet” and how it will help them get to where they want to be eventually. By referring back to my “why” it can help me reach my students and colleagues hearts. This is important because the heart is where change actually begins. If I can capture their hearts first I know I will be able to influence their thought process and help them learn.

Simon Sinek stated, “People don’t buy what you do; they buy why you do it,” in his How Great Leaders Inspire Action Ted Talks. This is statement is valuable because as a leader or innovator of change we have to be aware of our purpose and our why. We have to reach our students and people around us by staying our authentic selves and being true to our full purpose. As educators we all invested in a higher purpose as a career choice. We shape, mold and encourage our students everyday while giving 100% our hearts and souls. This is not an easy task, but it is so worth it. At the end of the day I fall asleep happy knowing that I am pouring my heart into what I love to do each and everyday.

My Goals

My Goals

  1. Passion
  2. Vision
  3. Compassion
  4. Innovation
  5. Inspiration
  6. Determination