Who Am I
I am a passionate person, lifelong learner, dedicated educator, creative leader, devoted wife, and proud mom who is always striving to grow for my students, my family, and myself. Through the Master’s of Education in Applied Digital Learning program at Lamar University, I have stepped outside of my comfort zone, and I have learned how to represent with a purpose, create meaningful learning experiences, and use innovation to spark change. As a third grade math and science teacher and now a master’s graduate, I have blended heart and strategy to bring student centered learning to life. My learning philosophy focuses on the belief that students learn best when they are given choice, ownership, voice, and authentic learning opportunities, relating what they have learned to the real world, where the CSLE + COVA approach are embraced (Harapnuik et al., 2018). In the classroom, I strive to model learning environments that connect to everyday life beyond the classroom. I love collaborating with others to build strong partnerships with my colleagues, families, and students. I believe that innovation happens with empathy, and that intentional leadership is key to driving positive change, and lasting learning experiences (Fullan, 2014). I believe that learning is about exploring, connecting, reflecting, and thriving. I have learned how to integrate technology, design thinking, and use authentic projects to empower others. I value a work life balance to find joy in both my work, and the life that I am living, professionally and personally. Basically, I am someone who thinks deeply about what learning and leading should look like for everyone.
Where I Started
When I think back about the beginning of the ADL program, I was so excited, since I was about to pursue my master’s of education, as this is something that I wanted to do for some time now. However, in all honesty, I was a bit unsure of myself. I was very challenged by the Master’s of Education in Applied Digital Learning Program at Lamar University. I knew that I had a passion for change, and making learning better and more meaningful for my students, but I was not certain of how to turn my ideas into real, impactful change. Therefore, I had to rethink what learning should look like, not only for my students, but for myself as an educator and as a leader too (Harapnuik et al., 2018). I certainly needed to embrace change, and allow learning to happen. I definitely had the heart for innovation, yet needed the right tools to move forward (Fullan, 2013). I was eager to learn, but was nervous about how I was going to balance my course load and my teaching responsibilities. When I look back, I feel so proud that I went for it, leaned into the challenges, and trusted the process. I have grown to foster a growth mindset for all learners, and take on challenges as opportunities to learn and improve. I believe in making reflections, encouraging persistence, and having belief that abilities can be developed through dedication, and emphasizing that growth minded learners are more resilient and motivated in times of setbacks (Dweck, 2006). This learning journey was certainly not an easy quest, instead, it may be the hardest thing that I have had to do at this point in time of my life and career so far. Essentially, I consider it one of the most purposeful and meaningful learning experiences that I have had.
Who Was Involved
Most importantly, from the very beginning, I was surrounded by an amazing support system. My professors in this program set the tone for encouragement and high expectations, and my classmates quickly became a team that I relied on for collaboration. They all became inspirational to me, and pushed me to think deeper and work harder. I believe this community made all the difference to me, and reminded me that growth doesn’t happen alone, or in a day. Yet, it happens when you ask questions, share struggles, and celebrate wins (Wenger, 1998). Collaborating with my ADL classmates was one of the most valuable parts of this journey because we were all able to relate to one another in every way imaginable. From our Padlet posts to Zoom calls, from discussion boards to text messages, we shared ideas, challenges, and encouragement. These connections helped me strengthen my work, and reminded me that learning is powerful when done in a learning community that can make connections and relate to one another. Doing it together was what made this journey so much better, and richer!
Highs & Lows of My Learning Process and How I Felt Through It All
I certainly encountered some ups and downs along the way. A high point was seeing my innovation plan come together and feeling so excited about the new ideas taking shape in my own classroom. I definitely felt that it was aligned with what my students needed. Blended learning opens the door to real, personalized growth that meets students where they are and helps them improve tremendously (Horn and Staker, 2015). I found this to be rewarding and made a difference to my students.
At the same time, I had some tough moments like juggling my coursework, family life, and teaching responsibilities. Time management was one of the biggest obstacles, since I had to learn to have balance in my life, and this took a lot of intentional effort. Other times, I felt so in over my head, especially when learning new tech tools or working through assignments late at night. I also encountered inner doubt about trying new things, and welcoming change. These everyday challenges were not easy to face. There were times that I was stretched so thinly and I even questioned if I could keep going or even keep it all together. Essentially, every hurdle made the successes even sweeter and really showed me just how resilient I am. These challenges pushed me to grow and problem solve where I have a sense of accomplishment and pride that I am so grateful to experience.
What Have I Created or Accomplished
Throughout this program, I created a full innovation plan that I am genuinely excited about implementing in my own classroom. And, I built an action research project, created a strong ePortfolio, and looked at how to learn through a student driven perspective. Also, my action research project helped me realize how meaningful data is when it is used with intention and fidelity. My ePortfolio became a creative space where I was able to document, share, and reflect on what I learned overtime. I have grown in leading with purpose, and staying grounded to what matters most, which is, helping my students grow in ways that are real and empowering to them.
I met my course goals by learning how to create a significant learning environment, using CSLE with the COVA model, giving students choice, ownership, voice, and authentic learning opportunities (Harapnuik, D., Thibodeaux, T., & Cummings, C., 2018). Creating Significant Learning Environments (CSLE) is a method to design meaningful, real-world learning experiences where students can explore, connect, and reflect. There is a shift in the teacher’s role from instructor to learning facilitator, to help students take charge of their own growth (Harapnuik et al., 2018). Learners are encouraged to take responsibility, have self expression, and stay actively engaged in ways that truly matter (Harapnuik et al., 2018). CSLE + COVA helped me understand the importance of creativity, growth, and relevance. These models helped me trust my own voice, lean into discomfort to encourage change, and build experiences with purpose. I now see learning as a collaborative journey to reflect on, be student focused, and intentional in the instructional design. In my classroom, students have room to explore, make decisions, encounter mistakes, and connect learning to their own lives. This is a way to foster independence, innovation, and real world readiness with my learners. I have learned how to lead change within an organization, and use data driven results to make better instructional decisions for my students (Kotter, 2012). Each piece of my work felt like a stepping stone to becoming the kind of leader and educator that I have always wanted to be. Every project challenged me to think and reflect deeper. Overall, I felt my confidence level grow while pursuing my master’s degree.
“Becoming is better than being.”
– Carol S. Dweck, Mindset: The New Psychology of Success
What Worked for Me and What Can I Improve On
What helped me the most was staying connected to my learning community. Building relationships, seeking feedback, and being open to more than one perspective made a huge difference in my learning experience (Costa & Kallick, 2008). I learned that making reflections consistently helped me to grow, even when the moments felt overwhelming (Harapnuik et al., 2018). If I could go back and change anything, it would be starting my personal reflections earlier in the learning process, and capturing the “aha” moments along the way. I could have captured my growth and even made it more visible if I journaled more about these times when they occurred. In the end, I am grateful for everything that I was able to accomplish, and all that I have documented through my ePortfolio because those lessons taught me so much, and I will have them to go back to in the future.
Lessons that I Learned
One big thing that this program has taught me is that leadership is not about having all the answers. It is mostly about creating a safe space where others can grow, feel heard, and take ownership of their learning experience (Harapnuik et al., 2018). True leadership is more about collaboration, creativity, and flexibility, especially when things are not going as planned. Fostering trust and encouraging innovation is what matters more than following a strict, unbendable agenda (Fullan, 2014). This shift in my mindset helped me learn to look at leadership differently, and made me feel that I can become a better leader, as well as, a stronger educator too.
I learned how to create an innovation proposal that focuses on implementing a flex blended learning approach using Schoology, project based learning, and small group instruction in my 3rd grade classroom. I then created a literature review to support my research and findings with best practices. I also conducted an action research plan to discuss the use of a digital tool called Progress Learning to enhance learning through student engagement and academic performance. This plan is built on student centered learning and driven by a thoughtful instructional design that incorporates digital technology, collects student outcomes, and analyzes deeper results. Furthermore, I developed a 4DX strategy to guide implementation and focus on lead measures to make real progress. Together, these pieces are all a reflection of my commitment to improving instruction through meaningful, personalized, and innovative experiences for the learner (Horn & Staker, 2015).
“… test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up.”
― Carol S. Dweck, Mindset: The New Psychology of Success
Where Am I Now
Now, I actually feel excited, confident, and equipped to lead learning in a way that is truly centered on my students, and their abilities to demonstrate real world success. I plan to create meaningful learning environments where choice, ownership, voice, and authentic learning is the heart of everything that we do (Harapnuik et al., 2018). In the future, I will continue to build blended learning models, mentor others, and lead innovation where I can. I want to grow, share, and find new ways to help others thrive, such as my students and co-teachers. I am also especially interested in becoming an instructional designer, working with university professors, or educational technology companies to help create student centered environments that promote authentic learning environments to ensure a deeper level of learning. While my Master’s of Education in Applied Digital Learning at Lamar University is ending, since I am graduating now, my journey as a lifelong learner, collaborator, and leader is just getting started.
What Am I Interested In Doing
I am very interested in pursuing a career as an instructional designer or digital content creator, particularly where I can support university professors or ed tech companies in building student centered learning environments. I enjoy creating digital content that communicates clearly and engages learners in authentic ways. I will apply instructional design principles, integrate technology, and lead with change. Some of my main interests also include digital learning that empowers both teachers and students to thrive in meaningful, connected learning environments. My passion is in student centered education, where learners explore, create, and grow. I am also committed to educational leadership, where purpose, vision, and collaboration are the driving forces behind real change.
I would find ways to incorporate my innovation plan that I have developed to think creatively, communicate empathetically, and balance strategically. This would make me a great fit for teams looking to redesign learning experiences with purpose and impact. Learning should be relevant, empowering, and transformational, and helping others to build a learning environment to do just that (Harapnuik et al., 2018).
What Are My Next Steps and How Will I Change the Future
As I close this chapter of my ADL journey, I have a deep sense of gratitude and excitement for what is up ahead for me. This experience has helped me understand that learning should be meaningful, personal, and transformative. Lasting change starts with modeling, and making learning meaningful for students and educators. Therefore, I will remember this in the future as I create learning environments that bring empowerment to grow with confidence, purpose, and curiosity. I will carry forth the lessons, skills, and mindset that I have gained from this learning experience. I plan to create learning environments where my students and fellow teachers want to actively explore, take risks, and grow deeper in the learning process. I will be able to apply what I have learned to my surroundings, and that the work that I have done will continue into my future because I want to make a difference and lasting change in my learning community, in which I am an active member. Conclusively, my goal is to lead with intention and encouragement so that others will embrace change as a positive force for growth. By integrating digital tools, authentic learning, and growth mindset, I will strive to make a difference. Real leadership is about inspiring others to act on what matters (Fullan, 2014). My plan is to help others thrive in their learning journey. I have discovered that change can start with one person willing to try something new, and that person will be me. I have a strong desire to make a lasting impact, one learner, and one classroom at a time (Harapnuik, Thibodeaux, & Cummings, 2018).
Stay Connected at: jbittner@lamar.edu
My LinkedIn Profile and URL: www.linkedin.com/in/jackie-bittner-094958240
Reading Books or Lists: Resources
Blogs for Learning and Learning Community in other courses: Blog Posts
References
Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. ASCD.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Fullan, M. (2013). The new meaning of educational change (4th ed.). Teachers College Press.
Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing significant learning environments. Lulu.
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.
Kotter, J. P. (2012). Leading change (Rev. ed.). Harvard Business Review Press. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Peer Review – Feedback/Feedforward
Melissa Richards
18 hours ago, at 1:44 PM NEW
I love how you say this program has helped you to “represent with a purpose.” That is so impactful! I also agree that being able to participate in a program that prioritizes applied learning and COVA principles has been such an effective way to communicate the importance of changing our practices to benefit our students. We have been able to experience first hand how this environment has helped not only grow our knowledge but also in the way we learn and attach meaning to what we have learned. Congratulations on your accomplishment!
Leah Griggs
2 hours ago, at 6:36 PM NEW
Aw..this reflection is full of heart! Your passion for creating meaningful, student-centered learning really comes through, and it’s inspiring to see how you have blended CSLE+COVA, flex models, and tech tools in such a thoughtful way. Congrats on earing your M.Ed.!
Jackie Bittner M.Ed. 