COVA Reflection & Application
Part A: A Reflection of My Learning Journey
Q: Where or when did you first realize that you genuinely had choice, ownership, and voice through authentic assignments?
A: My first set of courses were EDLD 5305 and 5303 with Dr. Johnson, who celebrated creativity and encouraged us to pick topics that spoke to us as educational leaders. It was through these courses that I first realized I had real choice, ownership, and voice. The freedom to design work around something meaningful to me made learning feel exciting and personal.
Q: What was your initial reaction when given the freedom and
responsibility to take ownership of your learning? Were you ready for this?
A: At first, I was excited because I had chosen a project that was new
to me and very intriguing. But as I moved deeper into the program, I
sometimes felt overwhelmed. Without step-by-step directions, I worried about submitting something “wrong” and failing. That fear pushed me to research exemplars, lean on classmates, and, most importantly, start trusting my own instincts as a self-directed learner.
I truly felt I put COVA to the test in EDLD 5317 when we created our own podcast. This was extremely daunting for me for a few reasons. For starters, I had no idea how I'd record, export, then import the media. It's not something I've ever had to do, but it ended up being so much fun! My group and I were worried we wouldn't be able to meet the ten minute length requirement, but before we knew it we'd been talking for almost thirty minutes! The best part is our conversation felt extremely authentic and true to who we are as educators!
Q: What did you do to adjust to this style of learning? Looking back, what would you do differently? A: The adjustment required me to let go of the idea of perfectionism. The COVA framework puts the learner first and encourages critical thinking (Harapnuik, et al., 2018). Over time, I realized the goal was to grow as a learner and leader in my role not just to complete assignments. Feedback also became central in that process, especially from my peers. I learned through these courses that when students use feedback effectively, it deepens learning and builds ownership (Thibodeaux & Harapnuik, 2020). In EDLD 5317 we actually created our own rubric to grade each other on an assignment! I realized feedback from my professors and peers became less about fixing mistakes and more about guiding me to create meaningful work.
Q: How authentic is your innovation plan; did you just create it to get through the course work or did you really hope to change your organization. A: To be honest, when I came up with my innovation plan, I had no plans to actually carry it our, nor did I think I'd care to. However, as I wrap up this program, my plan is completely authentic. It is a response to a very real problem with a very real solution that I want my colleagues to benefit from. I have even started collecting feedback on an initial survey that will truly give me a starting point.
Q: How does the COVA approach and Creating Significant Learning Environments (CSLE) align or not align with your learning philosophy? A: COVA and CSLE align perfectly with my belief that learning should be relevant, flexible, and empowering. I've learned that authentic learning happens when learners are given choice, ownership, and voice, which allows them to construct knowledge in ways that are meaningful to their own context (Harapnuik, et al., 2018). This matches my philosophy that learning should encourage risk-taking, exploration, and creativity. Additionally, deeper learning occurs when feedback is at the center of the learning process (Thibodeaux & Harapnuik, 2020). My innovation plan is full of opportunities to take risks while also prioritizing opportunities for feedback.
Q: How difficult was it to take control of your own voice and focus on your organization as the audience for your work? For me, this part felt natural. My organization is small and very niche, and it was clear to me that improvements were needed. Knowing that my work could make a real difference gave me confidence. Writing with my organization as the audience kept me going, and I started to see leadership not as “extra work,” but as a chance to model resilience, growth, and creativity.
Q: How has your attitude toward leading change grown throughout the program? A: At first, leading change felt like a big responsibility. I was pretty new in my role and wasn't sure my voice mattered. Now, I see it as an opportunity to make things better. This program has given me the confidence to influence change in a way that feels authentic and aligned with my values.
Q: How has your perspective on learning and your learning philosophy changed? If there haven’t been any changes explain why. A: My perspective on learning has changed significantly. I no longer expect neat, step-by-step instructions. Instead, I’ve embraced a learner’s mindset that welcomes exploration and even mistakes as part of authentic growth. I now see learning as less about achieving perfection and more about building confidence, resilience, and adaptability.
References:
Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018). Choice, ownership, and voice through
authentic learning opportunities [Kindle edition]. https://www.harapnuik.org/?page_id=7291
Thibodeaux, T. N., & Harapnuik, D. K. (2020). Exploring students’ use of feedback to take ownership and
deepen learning. International Journal of e-Learning. https://www.learntechlib.org/primary/j/IJEL/
Part B: Applying COVA + CSLE
This infographic illustrates how I plan to apply the COVA (Choice, Ownership, Voice, and Authentic Learning) framework and Creating Significant Learning Environments (CSLE) within my organization. Each section highlights a key component of my professional learning approach.
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My Plan for COVA
I plan to use the COVA framework to create learning environments that are flexible and relevant to coordinators’ daily work. By focusing on real challenges, such as reducing administrative workload with AI tools, professional learning will feel practical and valuable. -
Choice, Ownership, & Voice in Practice
Coordinators will have the choice to explore AI tools that matter most to their responsibilities. This ensures ownership of their growth and allows them to share their voice by contributing reflections and strategies with their colleagues. -
Preparing My Colleagues
I will prepare staff by meeting them where they need me. Modeling AI use in real-time and encouraging low-stakes experimentation will help build confidence and normalize exploration. -
Challenges Ahead
I anticipate challenges, including differences in tech confidence, misconceptions about AI replacing staff, and resistance to new ways of working. Addressing these openly, while showing AI as a supportive tool, will be critical for long-term success. -
The Learner’s Mindset
Central to my approach is encouraging a learner’s mindset. By sharing my own successes and struggles, I hope to show colleagues that growth comes from curiosity, reflection, and adaptability.