Reflection & Implementation

​The ADL program quickly introduced me to the concept of the COVA approach (Choice, Ownership, Voice, and Authentic Learning) developed by Dr. Harapnuik and colleagues at Lamar University (Harapnuik, Thibodeaux, & Cummings, 2018), which was a game-changer for me.

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At first, the idea of giving students more freedom in their learning felt a little unsettling. I wasn’t sure how I would balance the need for structure with allowing students more control. I worried that too much freedom might lead to confusion, off-task behavior, or uneven outcomes. But as I learned more about the COVA (Choice, Ownership, Voice, and Authentic learning) approach, I began to see the value in creating a learning environment that supports both independence and accountability.

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COVA challenged me to rethink the way I approach instruction. Instead of centering the classroom around my plans and my voice, I started to consider what it would look like to center learning around the students—their interests, their goals, and their unique ways of understanding the world. It’s not about stepping back entirely; it’s about stepping beside them, guiding and supporting them as they make choices and take responsibility for their learning. That shift was eye-opening.

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I started testing this with my students by giving more voice in how they demonstrate their understanding—offering options for projects and topics. At first, it felt uncomfortable to let go of some control, but the results were worth it. Students were more engaged, more thoughtful, and more invested in their work. They began to take pride in what they were creating, not just completing assignments to earn a grade. 

This approach has not only changed how I teach, but also how I view my role as an educator. I’m no longer just delivering content—I’m creating opportunities for students to explore, reflect, and grow. And that’s made teaching more meaningful for me too.

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One of the first assignments I worked on was developing an innovation plan. At first, I had no idea where to start, and the task seemed overwhelming. However, we were placed into small groups, and the class voluntarily started a large group to stay connected and support one another. This collaboration helped me build confidence as I worked through the assignment and provided valuable insights from my classmates. It showed me that learning doesn't have to be a solo endeavor—it’s about community and support. As I moved into the fall semester, I began to see the potential of integrating what I had learned into my own teaching practices and also within my organization.

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In my Creating Significant Learning Environments (EDLD-5313) course, I learned that meaningful learning isn’t just about absorbing information but creating an environment that encourages curiosity and engagement. This course reinforced my understanding of COVA by showing me how to design learning spaces where students feel empowered to explore, reflect, and take ownership of their learning. It was an eye-opening experience to see how important it is to integrate passion, imagination, and meaningful constraints into lesson plans. I now have the tools to create an environment where students don't just learn for the test but develop skills that will serve them in real-world scenarios. This aligns perfectly with my innovation plan, where I plan to use these principles to enhance student engagement and growth.

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Alongside COVA, I also spent time exploring Growth Mindset, especially the research of Dr. Carol Dweck (2006). One of the most meaningful takeaways for me was the idea that challenges aren’t something to avoid—they’re opportunities to grow. That concept really stuck with me. It made me think differently about my own learning and how I respond when things get tough. In the past, I’ve sometimes backed away from things that felt too difficult or frustrating. But learning about Growth Mindset helped me realize that struggle is actually part of the process—not a sign of failure, but a step toward growth (Dweck, 2006).

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This shift in thinking has also shaped how I support my students. I’ve started talking more openly with them about effort, mistakes, and resilience. I encourage them to keep going when things get hard, and to see progress as something that comes from persistence, not just natural ability. I’m working on creating a classroom environment where it’s okay to not get it right the first time, and where growth is celebrated just as much as success.

Embracing a Growth Mindset has helped me grow not only as a teacher, but also as a learner. It’s a mindset I now try to carry into every part of my practice—and one I hope to continue developing alongside my students. If you’re interested in how I’m applying these ideas in my teaching, feel free to check out my Growth Mindset Plan.

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As I move forward with my innovation plan, I’m excited to continue exploring the practical applications of the COVA framework. The next steps involve working closely with colleagues to share these concepts and strategies, ensuring that the benefits of student choice, ownership, voice, and authentic learning are realized throughout our organization. I plan to host professional development sessions where teachers can learn about the COVA approach and how they can integrate it into their own classrooms. In fact, in my Effective Professional Development course (EDLD-5389), I shared strategies for designing impactful professional development programs. You can explore the details of this work here. By collaborating with others and providing the resources they need, I hope to foster a culture of innovation and continuous learning that extends beyond my own practice.

 

While I am optimistic about the potential of this approach, I understand that implementing it will come with challenges. Some colleagues may be hesitant about shifting away from traditional methods, and some students may struggle with the increased autonomy. However, I’m confident that through ongoing support, open dialogue, and modeling the effectiveness of COVA, we can overcome these challenges together. By continuing to invest in both my professional development and the growth of my colleagues, I believe we can create a more dynamic and student-centered learning environment. 

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Ultimately, my goal is to make a meaningful and lasting impact on how we approach teaching and learning—not just in my own classroom, but across my school community. I’m excited to take what I’ve learned and put it into action in ways that truly support both students and fellow educators. The principles I’ve explored throughout this journey have given me a clearer vision of what education can be: learner-centered, purpose-driven, and grounded in growth. I’m ready to be part of that shift—to help create a culture that encourages curiosity, embraces challenges, and inspires lifelong learning for everyone involved.​

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