Contribution to Your Learning and the Learning Community

This course taught me about organizational change and that to lead it, I must connect with myself, with my purpose, and understand that authentic leadership does not begin with a strategy, but with a committed heart. It was more than just a course. It was a space to pause, reconnect with what matters, and remember why I chose to be a teacher and educational advisor. Every reading, every conversation, and every reflection helped me grow, not only as a professional but also as a person.

From the first module, I embraced the challenge of becoming a self-directed learner with seriousness and enthusiasm. I actively participated in all activities, completed every reading and resource, reflected deeply in the discussions, and submitted my assignments with dedication and purpose. I did not engage to comply, but to grow. That growth manifested in how I connected the course content to my role as a second-grade teacher and educational advisor. Every tool, model, and theory led me to ask: How can I apply this in practice? How can I inspire others through who I am and what I do?

I learned that leading with authenticity means staying firm in one’s purpose, even when the environment is noisy or resistant. It means learning to regulate collective anxiety without losing sight of the vision. Above all, it means being brave enough to engage in the conversations that transform.

I selected a score of 100/100 because I experienced this course with genuine commitment, constant curiosity, open-mindedness, and a clear intention to impact both my environment and my inner growth as an educator and leader. This was not just an academic exercise but an experience that reaffirmed my calling to guide educational processes with empathy, strategy, and purpose while leading from the heart.

1. Reflection on What Is Working and What You Can Do Better (100/100):

My authentic level of engagement worked best throughout the process. I immersed myself intentionally in each module, connecting theory and practice through a reflective and honest lens. I learned that leading change begins with my "why," and that understanding allows me to make clear decisions and support processes with passion and empathy.

I wish to continue improving my ability to revisit course texts more deeply. I will not just re-read them but analyze them critically and link them to real-life situations in my daily practice as a teacher and advisor. Although I completed all readings, I acknowledge that revisiting key concepts through lived experience will help me uncover new insights and continue growing as a transformational leader.

2. Contributed to, Helped Build, and Provided Feedback to My Core Collaboration Group (100/100):

My participation in discussions was intentional and meaningful. I contributed to weekly talks by sharing insights from my professional experience, while remaining open to the perspectives and experiences of my peers. Each post became an opportunity to build shared knowledge, connect course concepts to my professional context, and reflect on how to lead authentic change from the classroom and within learning communities.

Building learning communities was one of the course's most valuable takeaways. It went beyond completing tasks; it required acknowledging and appreciating my classmates' experiences, reflections, and knowledge. When we share from experience, mistakes, hope, and through active listening, something powerful happens knowledge comes alive, and change becomes possible. Today, I understand that leading change is about implementing models and connecting with people, their emotions, stories, and potential.

I had the opportunity to engage with many participants throughout the course. Still, my most consistent and meaningful collaboration was with Tasha Brown, Yusmila De Nicolo De Ocando, Ayla Rightenour, and Elizabeth Goffney. We shared reflections and feedback that became a source of learning and mutual validation. This community reaffirmed that authentic leadership is built in relationships, not in isolation.

3. Revised All Assignments and Reflected on Revisions (100/100):

My submissions were intentionally constructed and aligned with my roles as a teacher and advisor. Every assignment was reviewed thoroughly before submission, ensuring alignment with all required and suggested elements. I also carefully revisited the rubric criteria and integrated feedback, improving my reflections' clarity and depth. These revisions significantly strengthened my final products and demonstrated growth throughout my portfolio.

4. Completed All Course Readings, Videos, and Supporting Resources (100/100):

Throughout the course, I completed every reading, video, and resource with intentionality and attention. Each task was grounded in theoretical understanding and thoughtful analysis. The readings by Friedman, Sinek, Covey, Patterson, and Grenny were particularly impactful, offering essential insights for connecting leadership with educational practice. This learning process was guided by inquiry, adaptation, and a desire to elevate the quality of my work while aligning form and substance. These theoretical foundations helped me stay connected to current trends in organizational leadership and enriched my educational vision.

My digital portfolio documents all my learning:

My assignments, reflections on self-differentiated leadership, crucial conversations, and concrete proposals are tied to my innovation plan and leadership strategy there. Each entry was built with intentionality, connection, and a clear sense of impact.

6. Integrated Reflection – Accelerated ADL Option (100/100):

EDLD 5304 – Leading Organizational Change and EDLD 5302 – Concepts of Educational Technology concurrently was a powerful and transformative journey. EDLD 5304 gave me a strong framework for understanding change, from its purpose to the conversations that sustain it. EDLD 5302, in turn, deepened that learning by generating personal, reflective insights about my role as a leader and learning designer. It was not just about technology; it was about me. A pivotal moment was analyzing my leadership profile using tools like DISC, True Colors, and the Enneagram. These reflections allowed me to understand better how my leadership style, grounded in influence, support, ethics, and empathy, directly shapes the change processes I lead.

Exploring the COVA model (Choice, Ownership, Voice, and Authenticity) marked a turning point. It helped me connect with the core of who I am as an educator and reaffirmed that change cannot be imposed; it must be built authentically. COVA profoundly influenced how I designed my innovation plan for second-grade literacy and envisioned its implementation through a leadership model that is conscious, human, and aligned with my values.

Thanks to integrating both courses, I developed a proposal that unites strategy and purpose: the 4DX model clarified executing change. COVA and CSLE provided the framework for designing student-centered and transformative learning environments. I moved beyond simply applying technology; I intentionally chose tools, prioritizing students' voices, autonomy, and authenticity.

In summary, EDLD 5302 profoundly enriched my process in EDLD 5304 by weaving together technical knowledge and personal reflection. It reminded me that leading change is not just a professional responsibility but an act of courage and self-awareness. I recognize that effective leadership is born from the balance between strategy and humanity, vision and presence, and technology and purpose.

I close this course with gratitude. Yes, I take with me valuable tools. Still, more importantly, I bring clarity about the kind of leader I want to be: one who inspires through coherence, embraces change as an opportunity to serve better, and walks with others toward a more human, inclusive, and meaningful future in education.