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Reflecting on my ADL journey, the insights from Roselinde Torres' video, and the experiences shared by my peers, I realize that this journey has been a transformative experience, both personally and professionally. As a result, my implementation plan aims to incorporate video-based morning announcements in the elementary learning environment. The video's three key questions, combined with those we have consistently examined throughout the program, have steered my progress and evolution as an educational leader and pioneer, shaping my approach to achieving this goal. What worked? As I think about what has worked for me throughout this journey, I recognize the importance of collaboration, open communication, and consistency. Engaging in open and constructive conversations with all of you has allowed me to gain valuable insights and perspectives on various topics. In addition, consistently submitting assignments, participating in discussions, and seeking feedback from colleagues and professors have kept me focused and motivated. Finally, like many of you, I've found that effectively managing time, improving writing skills, and anticipating resistance to change have been crucial to our growth as leaders. What could I do better? However, there's always room for improvement. As I move forward, I recognize the importance of consistently evaluating my strategies and seeking growth opportunities. For example, involving more team members in developing assessment questions, expanding the diversity of stakeholders in the planning process, and focusing on time management can lead to better outcomes. Like my peers, I plan to prioritize and allocate time effectively to engage in meaningful conversations and actively participate in discussions. What lessons have I learned? Throughout this journey, I have learned the importance of resilience, adaptability, and the willingness to evolve as a leader. Embracing change, being open to new ideas and perspectives, and learning from my peers' experiences have allowed me to grow and develop as an educator and innovator. I have learned to abandon past practices that may no longer be effective in today's rapidly changing world and embrace new approaches that better serve the needs of my students and colleagues. Where am I looking to anticipate change? To anticipate change, I actively engage in professional development opportunities, stay informed about emerging trends and technologies in education, and foster a diverse network of connections. Embracing uncertainty and being open to new ideas have allowed me to be more prepared for the rapidly evolving world around us. I can proactively adapt to changes by staying connected and informed and ensuring that my innovation plan remains relevant and impactful. What is the diversity measure of my network? My network comprises individuals from various backgrounds, disciplines, and industries; this diversity has enriched my learning experience and provided me with invaluable insights and perspectives. Expanding and nurturing this diverse network will enable me to stay informed about new ideas, trends, and best practices that could inform and enhance my innovation plan. Am I courageous enough to abandon the past? As I approach the end of my graduate program, I have been courageous enough to abandon past practices and mindsets that were no longer serving me. Instead, I have embraced the challenges and opportunities presented by the rapid pace and scale of the program, finding strength and resilience even in the face of overwhelming workloads and deadlines. This courage has allowed me to let go of old practices and continuously evolve as a leader. I am eager to continue implementing the valuable insights gained into my innovation plan and am excited about the challenges and opportunities. I am grateful for the lessons learned, the support and guidance of my peers and professors, and the chance to contribute to the learning community. As I take the following steps in my career, I am committed to applying these insights and experiences to further my innovation plan and continue making a positive impact in the field of education.

Throughout the Applied Digital Learning (ADL) program, I have been working on an innovation project to improve the delivery of morning announcements in elementary schools. This project aims to replace the traditional auditory delivery method with a more engaging and inclusive video-based system. In this update, I will reflect on the work done so far, the progress made, and the lessons learned throughout the process. Components and Work Done Since the initial innovation proposal, I have completed several courses and projects that have contributed to the development and implementation of this innovation: Concepts of Educational Technology Disruptive Innovation in Education Creating Significant Learning Environments Leading Organizational Change Resources for Digital Environments Instructional Design in Online Learning Developing Effective Professional Learning Progress and Remaining Work We are presently in the Pilot Implementation stage of the project, where we will test the morning announcement video segments and initiate a pilot launch featuring selected episodes. In this phase, we will make any necessary adjustments to the video segments and implement a marketing and recruitment strategy for the upcoming school year. Please refer to the graphic below for a comprehensive outline of the implementation process. Lessons Learned and Reflections Throughout the innovation project, I have learned valuable lessons about the importance of inclusivity and engagement in educational settings. By incorporating video-based announcements, we can cater to a broader range of learning styles and better support students with hearing disabilities and language barriers. I have also learned the importance of effective communication and collaboration with stakeholders. Through various projects and courses, I have developed strategies for presenting and pitching innovative ideas, garnering support, and overcoming resistance to change. These skills have been crucial in ensuring the successful implementation of the project. Moreover, I have experienced personal growth in embracing a growth mindset, refining my communication and collaboration skills, and learning the value of self-care and work-life balance. These insights have contributed to the success of my innovation project and positively impacted my relationships with colleagues and stakeholders. Promotion and Communication To promote and communicate the innovation project, I will continue to share updates and progress through presentations, articles, and social media. I will also engage with stakeholders, such as educators, administrators, and parents, to gather feedback and refine the system based on their input. Key Takeaways and Future Application This innovation project taught me the importance of adaptability, collaboration, and effective communication in driving meaningful change in educational settings. Moving forward, I will apply these lessons to future innovation projects by: Ensuring a strong focus on inclusivity and engagement Collaborating with stakeholders to gather feedback and support Developing and refining communication strategies for promoting and implementing innovative ideas Embracing a growth mindset and fostering resilience and adaptability Prioritizing self-care and maintaining a healthy work-life balance In conclusion, the innovation project has been a valuable learning experience that has provided insight into the challenges and opportunities of implementing change in educational settings. Reflecting on the progress, personal growth experienced, and insights gained, I am better prepared to embark on future innovation projects and persistently enhance students' learning experiences.

As a student of the ADL program, I was fully immersed in the world of digital portfolios, where I showcased how my academic and professional accomplishments became an essential part of my learning journey. Early on during my journey in the EDLD 5305 (Disruptive Innovation In Education) course, one of my initial attempts at creating a solid digital portfolio involved using an iframe code to display a Google Doc containing my literature review. While this approach served its purpose, I realized it needed the polish and professional appearance I desired for my portfolio. So, when the EDLD 5315 (Assessing Digital Learning and Instruction) course came around, I needed to deliver a second literature review. This time around, I set out to recreate the traditional APA 7 literature review style using HTML and CSS. This blog post will detail my journey from a simple iframe-based embedded literature review to HTML and CSS-based one. The iFrame Experience During the EDLD 5305 course, I used a simple yet effective method: embedding a Google Doc into my website using an iframe code. While this approach allowed me to display my literature review without much hassle, there were some drawbacks: Limited customization options: The iframe code restricted my ability to customize the appearance of the content, leaving me with a somewhat bland and unpolished presentation. Inconsistent formatting: The Google Doc is sometimes translated poorly to different devices or browsers, leading to inconsistent formatting, readability issues, or even failure to display. Dependence on external platforms: Relying on Google Docs meant that I depended on an external platform, potentially leading to accessibility or compatibility issues. Leveraging HTML & CSS To improve my portfolio creation process, I ventured into the world of leveraging HTML and CSS during the EDLD 5315 course to make my portfolio dynamic and self-sufficient. HTML (Hypertext Markup Language) is the standard markup language used to structure content on the web. At the same time, CSS (Cascading Style Sheets) is a stylesheet language used to control the appearance of HTML elements. By harnessing the power of these two languages, I was able to recreate the traditional APA 7 literature review style with greater customization and control. The Benefits of HTML & CSS Transitioning from iframe-based portfolio creation to HTML and CSS offered several advantages: Greater control over formatting and style in relation to the website: HTML and CSS allowed me to create a more polished and professional appearance, closely matching the traditional APA 7 literature review style. Responsive design: Using CSS, I ensured that my content was displayed correctly and consistently across various devices and browsers. Independence from external platforms: By creating my literature review directly in HTML and CSS, I no longer had to rely on Google Docs or any other external platform. The Journey Continues My journey from an iframe-based presentation of the literature review to a full-blown HTML and CSS code-based development of the literature review has been an enlightening and rewarding experience. It has allowed me to improve the professionalism and appearance of my digital portfolio, showcasing my academic and professional accomplishments in a more polished and visually appealing manner. As I continue to learn and grow in the world of web development, I look forward to further refining my skills and discovering new ways to enhance my digital portfolio.

During the Summer of 2022, I began my journey in the ADL program, where I was introduced to the COVA approach and Creating Significant Learning Environments (CSLE) concept. Initially, I felt both excited and apprehensive, but as I started to take ownership of my learning, I realized the immense potential of these approaches in transforming education. The Journey: Embracing COVA and CSLE My first experience with the COVA approach and CSLE was during our initial Summer 2022 course sessions. We were tasked with creating an eportfolio without prior knowledge or research on the right platform to benefit our intended innovation plans. This challenge was a turning point in my educational journey, as it forced me to rely on guidance from mentors and peers, ultimately leading me to embrace the autonomy of the COVA approach. Throughout my journey in the ADL program, I have learned to appreciate the significant impact the COVA approach and CSLE have had on my learning process. By actively engaging with online communities, dedicating time to creative exploration, and reflecting on my learning experiences, I have shifted my perspective on learning to focus on providing opportunities for students to interact with the assigned material, engage in real-world problem-solving, and develop their creativity and collaboration skills. My Innovation Plan: Video-Based Morning Announcements My innovation plan aims to implement engaging video-based morning announcements to create significant learning environments that promote active learning, collaboration, communication, and community building. Over the last two sessions, I also learned that my innovation plan is two-fold, as I need to focus just as much on the educators and their professional development as I set out to devote to the students. Preparing for Challenges: Professional Development and Stakeholder Buy-In To prepare for the challenges associated with implementing the COVA approach and CSLE in my organization, such as obtaining buy-in from stakeholders and addressing technical difficulties, I will provide professional development opportunities for educators involved in the implementation plan, facilitate discussions on the benefits and challenges of the approach, and effectively model the implementation in a pilot classroom. Conclusion: Commitment to Creating Significant Learning Environments By remaining committed to creating significant learning environments and fostering a culture of learning that emphasizes creativity, collaboration, and global citizenship, I am confident that we can overcome any challenges and create transformative educational experiences for all students and educators. My journey through the ADL program has been emotional and challenging, but it has allowed me to grow and witness the incredible potential of the COVA approach and CSLE in shaping the future of education.

In today's digital age, incorporating technology and multimedia into the classroom has become essential. As an instructional designer, I am in the process of building a multimedia course to support video-based morning announcements in an elementary learning environment. In this blog post, I will discuss how my course uses a student-centered approach with blended instruction, knowledge management, and video production skills to create a valuable learning experience for students. Learning Management System (LMS) or other digital sharing platforms like Google Docs are essential for effective course delivery. I opted to build my LMS into my portfolio website to provide seamless communication and collaboration between students, instructors, and parents. The course's Overview/Introduction/Start Here Module will serve as students' first point of contact, providing an engaging welcome video and text outlining the course objectives, expectations, and grading system. The course's first 1-2 modules will use a blended instructional approach, with videos, documents, and other resources provided to support students' learning. Media is a crucial course component, given its focus on video production equipment, techniques, and editing software. Students will create their videos, gaining practical experience in these areas. The course media will offer visual aids, step-by-step guides, and real-world examples to support students' learning. In addition, apprenticeships could provide hands-on learning and skill development opportunities in a real-world setting. To minimize cognitive overload, the course will break down the information into small, manageable chunks, using clear and concise language and examples. Through small group work and collaboration, experiential learning will also be incorporated, emphasizing active, hands-on learning. I must address professional learning standards related to educational technology, video production, and multimedia design when developing the course. The course meets the International Society for Technology in Education (ISTE) standards for student learning, digital citizenship, educator preparation, and TEKS standards. Teaching an online or blended course independently may seem intimidating. Still, effective teaching principles remain the same regardless of the learning environment. I can create a supportive learning environment that encourages collaboration, creativity, and growth. In conclusion, a multimedia course utilizing student-centered approaches, blended instruction, and multimedia provides a comprehensive approach to equip students with valuable skills for the future. The effective use of multimedia, knowledge management, and video production skills prepares students for success in today's digital world. References Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/ Design quality online course. (2019). UBC Wiki. https://wiki.ubc.ca/Design_Quality_OnlineCourse Iterative Design Models: ADDIE vs SAM. (2020) https://elmlearning.com/iterative-design-models-addie-vs-sam/ eLearning Toolkit. (2020). https://elearningtoolkit.uwo.ca/ McTighe, J. & Seif, E. Teaching for Meaning and Understanding – A Summary of Underlying Research. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.554.5606&rep=rep1&type=pdf National Standards for Quality Online Learning. (2019). - https://www.nsqol.org/the-standards/quality-online-courses/ Online course design guide. (2017). MIT Digital learning toolkit. http://dltoolkit.mit.edu/online-course-design-guide/ OSCQR Course Design Review scorecard from SUNY Online (2021) - https://onlinelearningconsortium.org/consult/oscqr-course-design-review/ Quality Assurance Begins with a Set of Standards. (n.d.) https://www.qualitymatters.org/qa-resources/rubric-standards Select a QM Rubric that matches your learning context. Standards for Professional Learning. (2015) Retrieved from https://learningforward.org/standards/learning-designs#.VzHxq2MWVlI

Professional learning is essential in today's fast-paced digital world, especially for deo-based multimedia content creation courses. So, as an instructor, how can you create a more engaging and effective learning experience for your learners? One answer: shorter self-paced video content. Self-paced video content has several advantages in professional learning environments. Firstly, it allows learners to consume information at their own pace, promoting better comprehension and retention of information. With the ability to pause, rewind, or replay videos they find challenging, learners can fully understand the concepts before moving on to the next topic. Moreover, this approach minimizes the interruption of the learning process of others, as is often seen in traditional learning environments. This approach also provides learners with flexibility and customization of the learning experience, allowing them to focus on specific topics that they find challenging without having to follow a predetermined schedule. Secondly, shorter self-paced video content is more cost-effective and efficient than traditional classroom training. It eliminates the need for physical resources such as classrooms or textbooks, allowing learners to access the content anytime and anywhere with an internet connection. The videos are also scalable, meaning they can train many learners simultaneously. By using engaging and interactive visuals, clear and concise narration, and relevant and relatable examples, instructors can create compelling videos aligned with the learning objectives, easy to navigate and access, and promote a more dynamic and innovative learning environment. Modeling shorter self-paced video content is also critical in professional learning environments. As an instructor, it is essential to model this approach to provide learners with a clear understanding of creating effective multimedia content. Shorter self-paced video content creates a more engaging and effective learning experience that promotes lifelong learning and growth. Incorporating these techniques into professional learning courses covering video-based multimedia content creation is essential for instructors seeking to create a more engaging, practical, and dynamic learning environment. In conclusion, self-paced video content can provide learners with the flexibility, customization, and convenience needed to comprehend the concepts presented fully. In addition, shorter self-paced video content can minimize interruptions, reduce costs, and allow learners to access content anytime, anywhere. By modeling this approach, instructors can help learners create compelling videos that are easy to navigate and access, aligned with learning objectives, and promote a more dynamic and innovative learning environment. References McCammon, L. (2015, April 15). Modeling-Based (Flipped) Professional Development at Rutgers University [Video]. YouTube. https://youtu.be/PBAmcveOnIM Gray, P. (2015, December 4). Self-Directed Learning Fundamentals [Video]. YouTube. https://youtu.be/YoE480mzrk0

Designing a significant learning environment that aligns outcomes/goals, activities, and assessment is no small task. As educators, we must be intentional and purposeful in our planning and approach to ensure that we create an effective and meaningful learning experience for our students. One of the first considerations when designing a learning environment is whether it will be student-centered or teacher-led. A student-centered approach allows for more individualized learning and focuses on the needs and interests of the learner. A teacher-led approach is more structured and follows a predetermined set of learning objectives. Both approaches have their merits and can be effective depending on the context and goals of the course. Teaching roles are also a critical aspect of designing a significant learning environment. As instructors, we must be prepared to take on different roles, such as presenter, facilitator, coach, and mentor, to support our learners in their journey. The choice of the role will depend on the specific needs of the learners and the course objectives. The use of ubiquitous access and social networking is becoming increasingly important in modern education. It allows students to connect with each other and access learning resources from anywhere, anytime. This approach is particularly relevant in blended and online courses, where face-to-face interaction may be limited. Instructional design is another critical factor in creating a significant learning environment. Competency-based education (CBE) and outcome-based education (OBE) are two popular approaches. CBE focuses on mastering specific skills and competencies, while OBE emphasizes achieving specific learning outcomes. Alignment of outcomes/goals, activities, and assessment is essential for a successful learning environment. All components should be designed to work together to achieve the desired learning outcomes. Academic quality and standards should also be considered when designing a significant learning environment. It's crucial to adhere to established standards and guidelines to ensure that the course meets the expectations of students, institutions, and accrediting bodies. Professional development and quality standards must be included to ensure success for participants in an online course. This could include training on the learning management system, digital literacy, and accessibility standards. Tony Bates has suggested that knowledge management is one of the most important skills required in a knowledge-based society. This skill involves finding, evaluating, and using information effectively. As educators, we must help our learners develop this critical skill by teaching them how to manage knowledge effectively. As instructors, we must know the learning theories and epistemologies underpinning our teaching practices. We should be prepared to make changes to our teaching approach if necessary to ensure the success of our online courses. Combining theories can effectively provide a more diverse and inclusive learning experience for our students. By starting with a student-centered approach and purposefully assembling all the key components of effective learning, we can create a significant learning environment that helps our students learn how to learn and grow into the people we hope they will become.

Have you ever thought about how much you've grown and improved over time? The ePortfolio is an excellent way to reflect on your learning process and showcase your progress. I'm excited to continue improving my ePortfolio and blog content, and I invite you to join me on this journey. As I look back, I've come to realize that the course readings and theories of my professors have helped me learn a lot about myself and what I'm capable of. But building an ePortfolio takes more than just theory - it takes action. As educators, we're constantly looking to improve ourselves, grow professionally, and enhance our teaching practice. ePortfolios have proven to be a valuable tool for the learning process, allowing us to showcase our work, reflect on our growth, and share our knowledge and experience with others. Reflecting on our learning journey is key to unleashing our potential. It's essential to make sure that our ePortfolio is an accurate and up-to-date reflection of who we are, where we've been, and where we're going. We can personalize our ePortfolio with a profile picture and personal details, making it more engaging and accessible for visitors. As we update our ePortfolio regularly, we demonstrate our commitment to our growth and development, and we show visitors that we're always seeking new learning opportunities. Through the regular addition of new content, we can showcase our work and provide evidence of our growth, demonstrating that we're continuously working to improve our skills, knowledge, and understanding. Looking back on our learning journey, we can see how far we've come, and how much we've grown. We can celebrate our accomplishments and look forward to what's next. With an ePortfolio, the sky's the limit, and we can showcase our full potential, opening up new opportunities for growth and development. In conclusion, an ePortfolio is an essential tool for the learning process. As we reflect on our journey, personalize our ePortfolio, and update it regularly with new content, we demonstrate our commitment to growth and development. With an ePortfolio, we can unleash our full potential and showcase our achievements, opening up new opportunities for professional and personal growth.

Professional Learning (PL) is a critical aspect of education. It provides opportunities for teachers to improve their practice, learn new skills, and ultimately benefit their students. However, much of the PL available could be more effective. As a result, many teachers sit through hours of professional development that doesn't apply to their practice or that they need to find engaging. So, why is most professional learning so ineffective? One reason is that much of the available professional learning is irrelevant to teachers. Professional development and professional learning must be tailored to the specific needs of each participant. To be effective, professional learning must align with teachers' daily challenges. It will only be seen as valuable and necessary if it does. Another reason is that there is often a need for more buy-in among teachers. Teachers must believe in what is being offered, or better yet, be involved in the planning of it. Real change is likely to occur if teachers have the opportunity to voice their needs and concerns. So, which type of teacher are you? Do you identify as a lifelong learner, an innovator, or a traditionalist? What about your colleagues at your organization? Identifying these types can help to tailor PD/PL to meet the specific needs of each teacher. The Mirage report indicates that plenty of money is being spent on professional learning, but where is that money being spent? Is it spent on relevant and effective professional learning, or is it wasted on ineffective PD/PL? The five principles of professional learning - learning communities, leadership, resources, data, and learning designs - can make a significant difference when effectively implemented. However, these principles must be grounded in research and designed for the specific needs of each participant. The duration of the PL must also be considered, and enough time must be allotted for real learning to occur. How open is your organization to alternative approaches to development? Many alternative development methods may be more effective and engaging than traditional PD/PL. These include online learning, job-embedded learning, and coaching. Therefore, promoting these alternative forms of PL to your organization is essential. Promoting alternative forms of PL can be challenging, but it's critical to the growth and development of our educators. One way to promote these alternative forms is to provide examples of how they have worked in other organizations. It's also essential to demonstrate how these approaches can save time and money while delivering more engaging and effective PD/PL. It is crucial to be familiar with the Standards for Professional Learning and their Quick Reference Guide. These standards set expectations for the quality of PL and ensure that it's effective, engaging, and relevant. Knowing these standards can help us ensure that the provided PL meets the quality and effectiveness requirements. In conclusion, effective PL is essential for the growth and development of our educators. We must ensure that the professional learning provided is relevant, engaging, and effective. We must identify the specific needs of each participant and tailor the PD/PL to meet those needs. We must be open to alternative forms of development and promote those forms in our organizations. Finally, we must be familiar with the Standards for Professional Learning and their Quick Reference Guide to ensure that the provided PL meets the requirements for quality and effectiveness. References Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf Standards for Professional Learning. (2011). Retrieved from https://learningforward.org/standards Standards for Professional Learning: Quick Reference Guide. (2011). Retrieved from https://learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0 TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

The Importance Planning to implement organizational change in an educational learning environment can be a daunting task. Crucial conversations must be held among stakeholders to ensure that the organizational change will be successful. Important conversations are essential as they allow stakeholders to openly discuss their opinions, views, and feelings about the potential change. This opportunity increases awareness of any possible issues or challenges arising from such changes. Crucial conversations also allow all parties involved with the organizational change to develop solutions and create achievable goals for the foreseeable future. In addition, these open discussions allow stakeholders to understand each other's perspectives better and work together to create a solid plan moving forward. My Perspective It is vital to recognize the importance of having open and honest conversations during any innovative change in an elementary learning environment. Crucial conversation processes allow for a platform where teachers, parents, students, and administrators can all come together on the common ground after difficult discussions without negative repercussions or inflamed emotions. This process helps foster collaboration throughout school communities while also helping stakeholders better understand various points of view so that meaningful decisions are made based on data-driven feedback and different perspectives presented by each involved party. My Strategy When implementing video-based morning announcements into an elementary learning environment, it is essential to have a solid strategy to obtain buy-in and ensure future success. My strategy is to create an open, supportive, and direct environment. It's vital for everyone at the table (or involved) to feel safe enough to express their feelings while still keeping the discussion focused on future action plans or possible solutions. All parties must be respected in any conversation, regardless of their thoughts, opinions, or feelings. Even if an individual does not agree with or like what someone else has said or done, bringing everyone into discussion and finding a compromise is key, rather than taking things apart and moving further. The task of planning organizational change within an educational learning environment can be both daunting and challenging. When stakeholders embrace open conversations, our collaborative efforts will lead to meaningful conversations that strengthen the foundation behind informed decisions. Such discussions greatly benefit those at the table by offering each person the equal chance to understand diverse perspectives while balancing respect for all parties with healthy dialogue through actions along pathways that are difficult to halt our emotions. Crucial Conversations Explained in 2 Minutes References Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw Hill.

In public education, the "whirlwind" is the day-to-day work that keeps educators busy with immediate tasks and concerns. This can include everything from responding to student behavior issues to attending department meetings. The whirlwind can significantly limit strategy execution because it leaves little time for reflection or planning. When educators constantly react to the demands of the moment, they may need help seeing the big picture or making long-term plans. This can lead to a lack of focus and direction in their work. Additionally, the whirlwind can create a sense of urgency that makes it difficult to make thoughtful decisions about important issues. To execute strategies effectively, public educators must find ways to slow down the whirlwind and take time for reflection and planning. The 4 Disciplines of Execution (4DX) is a framework for achieving success. According to the 4DX framework, focusing on lead and lag measures will compensate for the whirlwind. Lead measures directly impact your ability to achieve your goal, while lag measures reflect whether or not you have reached your goal. The 4DX framework recommends creating a "WIG" - a Wildly Important Goal - to focus our attention and efforts. The WIG or Wildly Important Goal can be a valuable component to implementing innovative ideas in an elementary school setting because it provides teachers and administrators with a clear focus for their efforts. The 4DX framework also recommends investing more time and energy in lead measures than lag measures because lead measures are more predictive of success. To be successful in our implementation, 4DX states that we must follow the four disciplines. Focus on the Wildly Important: We must identify and prioritize the fewest, most important goals impacting our elementary campuses. In our case, we need to decide who will be responsible for creating the videos, how often they will be created, and what format they will take. The team tasked with this project would also need to create a schedule for filming and editing the videos so they are ready for the day's morning announcements. Finally, they would need to communicate with teachers and staff about the new system so that everyone is on board and knows what is expected of them. Act on Lead Measures: We must keep track of metrics to help us achieve our goals. It's essential to choose lead measures closely related to our overall goal so we can see progress. We would need to accomplish the following: Set a goal for how many morning announcements the campus would like to make each week, and then track progress against that goal. Designate a team to be responsible for creating the morning announcements each day and hold them accountable for doing so. Provide training for staff members on creating effective morning announcements, and measure whether or not they are following best practices. Ensure access to quality equipment and materials is needed to produce high-quality morning announcements daily. Create a Compelling Scoreboard: We must clearly and accurately track progress toward our goals. It is crucial to ensure everyone on our team can see the scoreboard and understand how their actions contribute to it. The questions below will determine our success: Increased student engagement? Improved academic performance? Decreased tardiness rates? The metrics questions below will accurately reflect progress toward our goal: What is the total amount of schools using video-based morning announcements? How often are video-based morning announcements being used, and by whom? What do surveys say about students' attitudes toward the announcements? Create and implement a real-time visual scoreboard to track progress: This could be as simple as creating a table with columns for each metric and rows for each week or month, or it could be more elaborate (e.g., an online dashboard). Create a Cadence of Accountability: We must set up regular check-ins with our team to review progress, give feedback, and course correct as needed. Holding each other accountable will help ensure that everyone is always moving toward the same goal. School administrators must meet weekly to review the previous week's video morning announcements and identify areas for improvement. Classroom teachers must view the video morning announcements each day with their students and discuss any questions or comments afterward. A student committee will be responsible for creating, filming, and editing the videos each week under the guidance of a faculty advisor. We must continue to improve upon the model by making adjustments (based on the feedback collected). By aligning all of our activities around a single goal, we can ensure everyone is working towards the same outcome. Everyone working towards a common goal will help improve student performance and increase overall efficiency within the school. The 4 Disciplines of Execution in a Nutshell Move Your Middle 4DX OS (Operating System) Overview

In Dr. Harapnuik's article, The Head Won’t Go Where the Heart Hasn’t Been; he states, "If you really want to bring about change in people then you need to appeal their hearts and not to their heads" (Harapnuik, 2015). In the educational setting, the mind is considered the seat of rational thought, while the heart is the seat of emotions. As a result, our culture places a high value on intellectual achievement and thinking things through carefully before taking action. This thinking has led society to believe that targeting the mind is more important than targeting the heart. Academically speaking, the merits of hard work and dedication to learning are often championed as the primary drivers of good grades and test scores. However, this social perspective downplays motivation and desire's role in academic success. When I was younger, I was always told that I could be anything I wanted to be if I just tried hard enough. And while that may be true to some extent, over the course of my life, I have found that other factors play a huge role in success. Of course, natural ability, IQ, and hard work are essential for academic success, but I also think some variables of emotion significantly contribute to a student's passion for working hard. For many students, it is the intrinsic motivation to do well and the desire to learn. These factors are often more important than IQ or natural ability in predicting academic achievement. While reflecting on this, I'm reminded of the saying, "Where there is a will, there is a way!" For students who lack intrinsic motivation and desire, achieving academic success can be more difficult, no matter how much effort they put in. It's important to remember that everyone has different strengths and weaknesses and that it is okay. References Harapnuik, D. (2015, January 9). The Head Won’t Go Where the Heart Hasn’t Been. Harapnuik.org. Retrieved October 22, 2022, from https://www.harapnuik.org/?p=5461