Starting the ADL program and creating my innovation project gave me such excitement, regardless of how little I  understood what would go into it. My goals were grand, truly wanting to transform not only a department, but the mindset and make-up of the entire school. While I still believe that this can be done, I now have the realization of the time, and influence it takes to achieve such goals. Each phase in the process has taken longer than I initially anticipated, and the levels of support needed for the plan to be fully implemented is much more in-depth than I originally focused on. It reminds me a lot of my time  as a Head Coach and Program Coordinator at a large 6A school. While year one and two were spent rebuilding morale in the staff and the athletes, and developing stronger fundraising efforts, year three took as all by surprise and began unlike any could have imagined. Coming off of a global shut down, sports transitioned back into play in a number of ways. While other districts were opening back up and holding preseason matches, my district hadn’t opened its doors, meaning no activity could occur. After two years of building up teams, I had to figure out a way to keep everyone motivated during a time of complete uncertainty. By the time we were allowed to return we were a month behind everyone else in our district. We had to fight harder than anyone to get back into shape, and prove to everyone else that we could still compete. In a way I feel much as I did then, now as I navigate through the setbacks that have arisen while implementing this innovation project. I am still fighting to prove the benefits, and have plenty to learn over the next school year. 

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My innovation plan “ ePortfolios for the High School Classroom” is an Eportfolio innovation plan that was designed to encourage High School students to take ownership of their learning, by making meaningful connections through reflection. This plan was implemented in two pilot classrooms, within the Entrepreneurship Department during the 2021-2022 school year. Working with the department head and one other teacher, I was able to train each of them and their classes on the benefits of EPortfolios, while also creating time to come into the classroom for the initial set up. I created timelines and check in points, and in the first few months saw real progress in the development! However, holiday breaks began and then Spring semester started , a time that is overloaded with testing, and accountability declined. Additionally, teacher responsibilities increased, and as these were not my classes, reaching the students on a consistent basis presented a challenge. As I prepare for the 2022-2023 school year, I have created a professional development course for the teachers with our LMS to give them the opportunity to create their own eP prior to implementing the practice into their classrooms. I will be giving this PD to all department heads and team leads at the beginning of the school year, giving me a better handle on the needs of the teachers and the layers of support most effective to ensure proper implementation occurs.

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In my path to innovation, I was able to reach the “pilot” step by the end of last year, and while I was able to roll it out in two classrooms, much was learned during my reflection. This upcoming school year, I will be starting back at the “PD step,” devoting more time to ensuring teachers have what they need for implementation. The whirlwind (McChesney, Covey, & Huling, 2016)  of my daily responsibilities and a lack of consistent and crucial follow up on my part inability to really develop as I  had hoped, so those are two things I will take into consideration moving forward. Remembering that the whirlwind will always be there, but having those crucial conversations (Patterson, Grenny, McMillian, & Switzler, 2012)  is vital to keeping the process going and building lasting  success. AS a valuable tool, ePortfolios are critical for 21st century learners, and it is my job as an Educator to ensure they develop in this area.
 
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References
McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: Achieving your wildly important goals. New York: Free Press.

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Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.