Leading Organizational Change
Why, How, What
To empower students in grades PK-12th to take control of their own learning journey and become lifelong learners who are well-prepared for the challenges of the future.
Implementing ePortfolios as a transformative tool for documentation, reflection, and assessment in Crosby ISD
Students will become not just knowledgeable but also self-aware and reflective.
In my educational journey, my core belief and driving purpose revolve around empowering students from PK-12th grades to take charge of their unique learning paths, transforming them into lifelong learners who are exceptionally equipped to navigate the challenges of the future.
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To translate this vision into reality, I have chosen to implement ePortfolios as a transformative educational tool within Crosby ISD. This approach sets my educational approach apart from traditional systems by placing a strong emphasis on self-directed learning, fostering creativity, and providing a comprehensive view of each student's growth and development.
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The culmination of these efforts is most evident in the students themselves. They emerge not only with a wealth of knowledge but also possess invaluable traits such as self-awareness and deep reflection. Through ePortfolios, students have the opportunity to not only showcase their achievements but also to expertly document their learning journeys. This process encourages them to engage in meaningful introspection.
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Reflecting on Kotter's videos, particularly "Heart of Change" and "Leading Change: Establish a Sense of Urgency," it is abundantly clear that instilling a sense of urgency is a critical first step in effecting change within an educational system. To effectively utilize my "Why, How, and What" statements to speak to the heart, ignite urgency, and reduce complacency among stakeholders, I can consider the following:
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Firstly, my "Why" statement serves as the emotional heart of my mission. By consistently emphasizing that my mission revolves around empowering students to control their learning journey and become lifelong learners, I tap into the emotions and values of all stakeholders, including administrators, educators, parents, and students. This emotional connection forms the foundation for enthusiasm and unwavering commitment to change.
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Secondly, to instill a sense of urgency, I can underscore the importance of preparing students for the future. The ever-evolving educational and employment landscape demands that we act swiftly to equip our students with the skills they need. I can highlight trends in education and the job market to underscore the reality that our current practices may fall short.
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Lastly, to reduce complacency, I can employ my "How" and "What" statements to provide concrete steps and evidence of transformation. By showcasing my plan to implement ePortfolios and elucidating the benefits they bring, I provide a clear path for stakeholders to follow. Additionally, sharing early successes and the positive impact of ePortfolios on student engagement and learning can further reduce complacency by presenting tangible results.
By weaving together these elements, I can craft a compelling narrative that not only speaks to the heart but also engenders a sense of urgency. This narrative encourages stakeholders to wholeheartedly embrace change, aligning our shared purpose with the urgent need for action and progress through my "How" and "What" statements.
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References:
Kotter, J. (2011, March, 23). The heart of change. [video file]. Retrieved from https://www.youtube.com/watch?v=1NKti9MyAAw
Kotter, J. (2013, August, 15). Leading change: Establish a sense of urgency. [video file]. Retrieved from https://www.youtube.com/watch?v=2Yfrj2Y9IlI