The first assigned reading in EDLE 5304 was Influencer: The New Science of Leading Change. Authors Grenny, Patterson, Maxfield, McMillan and Switzler lay out their six sources of influence, how to identify vital behaviors, and how to establish SMART goals. The book also gives several successful example of various institutions and how they implemented the sources of influence and the results they yielded. Below is my interpretation of the Influencer Model as it relates to my innovation plan, student ePortfolios.
Immediately after establishing my innovation plan I asked myself how I, a rookie teacher, would be able to convince my students, colleagues, and administration to support and join me on this journey. Historically my campus has extremely low turnover rates and the teachers they are set in their ways of doing things. Before entering the ADL program I had already tried my hand at implementing something new. I thought it would be a great idea for the students to start using physical agenda or planners. We are a Google campus and the students have access to manage their assignments and assessments on Google Calendar, but they were not using it. I am a planner by nature and love to organize my time, but digital calendar don't do it for me, and the students seemed to have the same issue. The way that my idea was bulldozed was serious. Teachers complained about yet another task they had to complete in class and administration didn't want to spend the money to purchase planners for all the students. My idea was dead on arrival. However, after reading Influencer I acquired vital skills that would help me better rally the troops.
My innovation plan has already been reviewed and approved by my principal, however, I still have the challenging task of getting my students and colleagues on board. Student buy-in is first, if I can influence the students to lean into the importance and benefits of ePs, it will help me influence the other teachers. All educators want what is best for their students, so if the students show a genuine interest and invest in the opportunities ePs provide, their other teachers will want to support their ePs endeavours.
Part A
Desired Result: Beginning in Spring 2023, all Digital Design students will create an ePortfolio using Wix.com. The ePortfolios will be used to display their best work, share/collaborate with their peers, and engage with their teachers.
Vital Behaviors:
Students will participate in an in-class ePortfolio Bootcamp that will provide them with all the vital information and skills needed to create, maintain and grow their ePs.
Students will contribute their ePortfolios at least once a week by using their blog page to complete daily reflections or journal entries.
Students will share their ePs with their peers, teachers, and community to receive feedback they will use to improve their ePs.
Organizational Influences:
Students
Teachers
DLAC
Administrators
Measurements:
Student and Teacher Surveys
eP Bi-Weekly Checklist
eP Engagement Tracker
Part B
Resources
Grenny, J. (2013). Influencer: The New Science of Leading Change. McGraw-Hill Education.
Harapnuik, D. (n.d.). ADL/EDLD 5304 Tip & Perspectives. Harapnuik.org. Retrieved November 13, 2022, from https://www.harapnuik.org/?page_id=8551
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