Innovation Project Update

As I reflect on the work I will do for my innovation project, Tech-ing TEKS: Blended Learning Initiative, I am proud of the many layers of planning, research, and design I have already completed. My journey began with a comprehensive literature review that grounds my ideas in research-based best practices. I explored studies on blended learning environments, student engagement, digital literacy development, and the impact of technology integration in middle school classrooms. This research foundation was be essential in shaping my innovation plan, allowing me to design learning experiences that are both pedagogically sound and responsive to the needs of my students. My implementation wil be built around the COVA model—Choice, Ownership, Voice, and Authentic learning—as defined by Harapnuik. This learner-centered approach will help students take control of their learning by giving them meaningful choices in how they demonstrate their understanding. It will encourage them to share their learning authentically with peers, teachers, and families while building space for self-reflection and growth.

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Currently, I am in the preparation phase of the project. Most of the planning is complete, and the next step will be to implement my ideas with students and gather feedback. I will also begin preparing the presentation materials for the upcoming Digital Learning Conference, including a promotional video, proposal letter, and highlights of anticipated student work and outcomes. As part of the planning process, I have developed a Growth Mindset Plan that I will embed throughout my curriculum. Inspired by Carol Dweck’s concept of the "power of yet," I will help students adopt a growth mindset as they approach academic content and digital tools. I plan to create visual reminders, digital badges, and reflection prompts in Schoology to reinforce this language. I expect this will support student confidence and resilience, especially when facing unfamiliar technology.

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To ensure my curriculum design supports deeper learning, I used Fink’s 3-Column Table to align learning outcomes, classroom activities, and assessments. My significant learning outcomes will go beyond mastering ELA standards to include goals related to collaboration, self-identity, and digital fluency. I want my students to grow not just as readers and writers, but as confident, self-aware learners in both physical and digital environments. To track progress, I will create and implement an Action Research Design with clear, measurable outcomes. I will collect data through formative assessments, student reflections, and engagement observations, which will help me adjust my instruction throughout the implementation. I will also apply the 4DX framework (The 4 Disciplines of Execution) by establishing a Wildly Important Goal of enhancing student engagement through blended learning. I will track lead measures such as participation in digital tools and student voice activities, and create systems for student reflection and accountability.

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Through this process, I expect to grow as both a curriculum designer and educator. I believe the use of interactive tools like Padlet, Google Docs, and Schoology will foster student engagement and provide multiple pathways for students to express what they know. I anticipate that giving students voice and choice will lead to more investment in their learning and help foster a classroom culture where students feel seen, heard, and empowered. At the same time, I understand that there will be challenges. I expect that introducing new technology tools will take time, and I will need to be intentional about supporting students with different levels of digital fluency. I also realize that gathering feedback from colleagues early in the process will help me refine my ideas and provide better support for students. I plan to involve my district curriculum coordinator and fellow language arts teachers early on to gain their input on both instructional design and professional development needs.

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One of the most important lessons I expect to learn is the importance of flexibility in curriculum design. While I will carefully align my plan with research and best practices, I understand that real classrooms are dynamic, and I will need to adapt based on student feedback and needs. This project will push me to let go of rigid structures and be open to trial, error, and ongoing refinement. I also want to apply the principles of my innovation to professional learning for teachers. That’s why I have created an alternative professional learning plan based on the COVA model. Teachers should also experience voice and choice in their growth. My vision includes collaborative sessions, tech tool modeling, and time for authentic feedback, all grounded in real classroom needs and outcomes.

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To communicate and promote my innovation, I will use a variety of formats and platforms. I will share a well-written proposal letter that explains the rationale and research behind my blended learning plan, a promotional video that captures student voice and engagement, and a digital portfolio that showcases curriculum materials, expected outcomes, and reflections. I will present my innovation at the Digital Learning Conference this summer and share how the COVA model, growth mindset, and blended learning can be implemented in district-level curriculum planning. I will also collaborate with my campus curriculum coach and the 6th grade district coordinator to explore opportunities for piloting the initiative more broadly.

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If I could do anything differently during the planning phase, I would make sure to incorporate more culturally relevant content from the very beginning. While technology and mindset are key components of this project, I recognize that meaningful learning also depends on connecting to students’ diverse experiences, backgrounds, and identities. I will also prioritize building a feedback system that involves students, families, and colleagues throughout the process. Looking ahead to future innovation projects, I plan to begin with student-led questions, embed equity and access from the start, and build in reflection checkpoints to ensure I remain responsive to student needs.

Although I have not yet implemented this project with students, the experience of designing it has already shaped my understanding of what innovation looks like in education. It has shown me the importance of learner-centered practices, intentional technology integration, and ongoing reflection. Most of all, it has reaffirmed my belief that when students are given ownership, voice, and the tools to succeed, they rise to the challenge and so will I as their teacher.