Choice, Ownership, and Voice: Learning That
Changed How I Lead
Introduction
Throughout the Applied Digital Learning (ADL) program, I was consistently given choice, ownership, and voice through authentic assignments. At first, I did not fully realize how different this approach was from traditional coursework. Like many educators, I was accustomed to clear directions, defined products, and knowing exactly what my instructor wanted. That structure had always felt safe and familiar. The shift in ADL did not happen all at once, but there was a moment when I realized that the work I was creating was no longer just for a class, it was for my organization (Hillcrest School) and for my own professional growth.
​That realization came when I understood that I was not being asked to complete assignments about innovation, but to actively design and implement learning experiences that mattered to my context. The freedom to choose my focus, paired with the responsibility of owning the outcomes, forced me to think differently about learning. Instead of asking, Is this what the professor wants? I began asking, Is this meaningful, useful, and authentic for my school? That shift changed how I approached my work, how deeply I invested in it, and how willing I was to revise, reflect, and improve, particularly through the innovation plan I developed to address real instructional and organizational needs.
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Innovation Plan / EDLD 5305 / GoGuardian Project
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Over time, this way of learning began to influence more than just my coursework. It changed how I think about my classroom, my students, and even myself as a learner. I became more comfortable with uncertainty, more reflective in my practice, and more intentional about designing learning experiences that value purpose over compliance. Personally, it challenged me to let go of control, trust the process, and embrace growth rather than perfection. What began as a shift in how I completed assignments ultimately reshaped how I view teaching, learning, and leadership in both my professional and personal life.
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When Ownership Became Real
My initial reaction to having that level of freedom was mixed. On one hand, I appreciated the trust placed in me. On the other hand, I was uncomfortable. I was not fully ready to take complete ownership of my learning because it required me to sit with uncertainty. There were no step-by-step instructions to follow and no single “right” answer to aim for.
To adjust, I had to shift my mindset. I began revisiting my purpose as an educator and reminding myself why I was in this program in the first place. I leaned into reflection, iteration, and feedback instead of perfection. Over time, I realized that struggling through ambiguity was not a weakness—it was a necessary part of learning deeply.
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From Compliance to Confidence
One of the most challenging aspects of the ADL program was fully owning my voice and writing with my organization as the audience. Early on, it was tempting to play it safe and frame ideas cautiously. However, the COVA approach pushed me to think beyond compliance and toward leadership. Through reflection and authentic application, I began to see myself not just as a classroom teacher, but as a leader capable of influencing learning beyond my own students, a shift that is reflected in my leadership reflections on growth, change, and professional learning.
EDLD 5302-Leadership Reflection/ Growth Mindset/ Leading Change
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Authentic Work That Extended Beyond the Course
My innovation plan was not a project created simply to complete an assignment, but part of a broader effort that later evolved into ongoing action research and implementation focused on classroom practice and instructional technology.​(EDLD 5317)
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Alignment With My Learning Philosophy
The COVA approach and the creation of significant learning environments align closely with my learning philosophy. I believe that meaningful learning happens when learners are trusted, supported, and challenged to take ownership of their growth, a philosophy that guides how I now design significant learning environments centered on learner agency and reflection. EDLD 5313
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Applying COVA and CSLE in My Organization
Knowing what I know now, I plan to intentionally apply the COVA approach to create significant learning environments in my organization. This means designing learning experiences that give students and colleagues meaningful choices, clear ownership of outcomes, and opportunities to develop their own voice through authentic work.
As my understanding of COVA and significant learning environments deepened, it began to influence the instructional decisions I made in my own classroom. One of the most visible shifts was my use of student ePortfolios, which allowed learners to take ownership of their work, reflect on their growth, and share learning in ways that felt meaningful rather than transactional. I also began using short video feedback to respond to student assignments, which changed assessment from a one-way exchange into an ongoing conversation. These practices reinforced voice, reflection, and authenticity, while also helping students see learning as a process rather than a product. What started as experimentation gradually became part of how I design learning experiences that prioritize growth, clarity, and purpose over compliance. (EDLD-5318)​
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Anticipated Challenges and Growth Ahead
Implementing COVA and CSLE is not without challenges. Time, comfort with ambiguity, and resistance to change are real obstacles. However, the ADL program has helped me develop the confidence and resilience needed to navigate those challenges.
Looking Forward
The ADL program did more than teach me new strategies or tools. It fundamentally changed how I view learning, leadership, and my role within my organization. By experiencing choice, ownership, and voice firsthand, I am better prepared to create learning environments that empower others to do the same.
References:
Harapnuik, D. (2021). CSLE + COVA. It’s About Learning: Creating Significant Learning Environments. https://www.harapnuik.org/?page_id=6988
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