From Compliance to Ownership: My COVA Journey and Leadership Transformation

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Introduction

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When I began the Applied Digital Learning (ADL) program at Lamar University, I believed I had a solid understanding of teaching, learning, and leadership. As a special education teacher, I had spent years designing lessons, supporting diverse learners, and seeking ways to improve student outcomes. However, the ADL program challenged me to think differently about what it means to learn, lead, and create meaningful change. Through the Choice, Ownership, Voice, and Authentic Learning (COVA) framework and the development of Creating Significant Learning Environments (CSLE), I experienced a transformation that extended far beyond coursework. I learned to take ownership of my learning, embrace my voice as a leader, and develop solutions to authentic problems within my organization.

This reflection captures my journey through the ADL program, the evolution of my innovation plan, and the ways COVA and CSLE have influenced my leadership philosophy and future practice. More importantly, it reflects how becoming a learner again has changed the way I view my students, my colleagues, and my responsibility as an educational leader.

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Discovering Choice, Ownership, and Voice

One of the first times I genuinely realized I had choice, ownership, and voice was during the development of my innovation plan. Like many educators, I entered the program expecting detailed directions, prescribed assignments, and clear examples of what success should look like. Instead, I was asked to identify a problem that mattered to me, create a vision for change, and develop solutions that could make a meaningful impact within my organization.

My initial reaction was uncertainty. I wanted a checklist. I wanted reassurance that I was doing things correctly. I was accustomed to educational environments where the instructor determined the destination and students followed a predetermined path. The freedom associated with the COVA approach was both exciting and uncomfortable. Looking back, I realize that years of traditional educational experiences had conditioned me to seek compliance rather than ownership.

As I continued through the program, I gradually shifted my mindset. Rather than asking what the professor wanted, I began asking what my students needed. Rather than viewing assignments as tasks to complete, I began viewing them as opportunities to build something meaningful. This shift marked the beginning of my transition from a compliant learner to a self-directed learner.

Harapnuik, Thibodeaux, and Cummings (2018) explain that learners become more engaged when they are given authentic opportunities to make choices, take ownership, and use their voice. Experiencing COVA firsthand helped me understand why these principles are so powerful. The work mattered because it belonged to me.

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From Learner to Change Agent

One of the most significant lessons I learned throughout the ADL program was that ownership requires responsibility. Initially, I struggled with the level of independence expected of me. There was no single right answer, no perfect template, and no guarantee that my ideas would work exactly as planned. Instead, I was expected to think critically, reflect continuously, and refine my ideas based on feedback and experience.

Over time, I learned to embrace this process. I became more comfortable with ambiguity and more confident in my ability to develop solutions to authentic problems. I stopped focusing solely on grades and began focusing on impact. This shift fundamentally changed how I approached both my coursework and my professional practice.

My innovation plan became the centerpiece of this transformation. What began as an assignment evolved into a vision for improving educational experiences for students receiving special education services through virtual reality (VR). Throughout the program, I continued refining and expanding this vision through various artifacts and learning experiences.

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Building an Authentic Innovation Plan

My innovation plan focused on expanding the use of virtual reality learning experiences to provide students receiving special education services with greater access to authentic, immersive learning opportunities. As a special education teacher, I have witnessed how limited background knowledge and limited access to experiences can create barriers to learning. Students are often asked to understand concepts, places, careers, and events they have never experienced firsthand.

Virtual reality offers a potential solution by creating immersive experiences that bring learning to life. Through VR, students can explore historical landmarks, investigate ecosystems, experience career pathways, and engage with content in ways that traditional instruction cannot always provide.

What made this innovation plan authentic was that it addressed a genuine problem within my educational setting. I was not creating a project simply to satisfy course requirements. I was developing a vision that could positively impact students. This authenticity fueled my motivation throughout the program and helped me see the value of every assignment as another step toward achieving a larger goal.

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Connecting Coursework to Purpose

One of the greatest strengths of the ADL program was its ability to connect coursework to authentic practice. Rather than creating isolated assignments, I developed a collection of interconnected artifacts that supported my innovation plan.

In EDLD 5317, I published the article From Vision to Immersion: Using Virtual Reality to Expand Equity and Access in STEM and Special Education. This experience helped me articulate the rationale behind my innovation plan and communicate its potential impact to a broader audience.

In EDLD 5389, I developed a Professional Learning Plan designed to support educators in implementing innovative instructional practices. This project helped me recognize that meaningful change requires ongoing support, collaboration, and professional growth.

In EDLD 5315, I designed an action research study focused on exploring how virtual reality learning experiences impact the ability of students receiving special education services to describe real-world connections to academic content. This project reinforced the importance of measuring innovation rather than simply implementing it.

Each artifact contributed to a larger vision and strengthened my understanding of how innovation, professional learning, and research work together to create meaningful change.

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Growing as a Leader

Perhaps the most transformative aspect of the ADL program was the way it expanded my understanding of leadership. Prior to entering the program, I viewed leadership primarily through the lens of positions and responsibilities. Today, I view leadership as influence, service, and the ability to create conditions that support growth and innovation.

The ADL program helped me become a more reflective and intentional leader. I learned that successful change initiatives require more than enthusiasm and good ideas. They require communication, collaboration, trust, and stakeholder buy-in. Through my innovation plan, professional learning initiatives, and action research, I gained a deeper understanding of how change occurs within organizations.

I also became more aware of the importance of empathy in leadership. Becoming a learner again reminded me how challenging learning can be. I experienced uncertainty, frustration, growth, and success. These experiences strengthened my ability to understand the perspectives of both students and colleagues as they navigate new learning experiences.

Most importantly, I learned that leadership is not about having all the answers. It is about creating opportunities for others to learn, grow, and contribute.

How COVA and CSLE Align With My Philosophy

The COVA approach and Creating Significant Learning Environments align closely with my educational philosophy because both emphasize learner agency, authentic experiences, and meaningful engagement. Fink (2013) argues that significant learning occurs when learners are actively engaged in experiences that promote application, integration, and personal growth. My experiences throughout the ADL program confirmed this belief.

As an educator, I believe learning should be relevant, meaningful, and connected to the real world. Students learn best when they understand why learning matters and when they have opportunities to actively participate in the learning process. COVA provides a framework for empowering learners, while CSLE provides the structure necessary to support meaningful learning experiences.

My perspective on learning has evolved significantly throughout the program. Previously, I focused heavily on content delivery and instructional strategies. While those elements remain important, I now place greater emphasis on learner ownership, authentic experiences, and purposeful design. I recognize that meaningful learning occurs when students are given opportunities to create, reflect, collaborate, and connect learning to their own lives.

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Applying COVA and CSLE in My Practice

Moving forward, I plan to intentionally apply the principles of COVA and CSLE within my classroom, professional learning initiatives, and leadership practices.

For students, this means creating opportunities for choice in learning pathways, products, and demonstrations of understanding. It means encouraging ownership through goal setting, self-reflection, and student-led learning experiences. It means amplifying student voice by providing opportunities for learners to share their perspectives, interests, and ideas. Most importantly, it means designing authentic learning experiences that connect academic content to real-world applications.

My virtual reality innovation plan provides an ideal opportunity to implement these principles. Students will have opportunities to explore immersive learning environments, reflect on their experiences, and make meaningful connections between academic content and real-world contexts.

For educators, I plan to apply COVA through professional learning opportunities that respect teacher expertise and encourage collaboration. Rather than relying solely on traditional professional development models, I hope to facilitate learning experiences that allow educators to pursue meaningful goals, share their voices, and take ownership of their growth.

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Challenges and Opportunities

Implementing COVA and CSLE is not without challenges. Many students and educators are accustomed to traditional learning environments where the teacher controls most aspects of the learning process. Transitioning to learner-centered approaches requires a shift in mindset that may initially create discomfort.

Additionally, implementing innovative technologies such as virtual reality requires resources, training, and ongoing support. Resistance to change, limited funding, and competing priorities may create obstacles along the way.

However, my experiences throughout the ADL program have taught me that meaningful change is possible when leaders remain focused on purpose and committed to continuous improvement. By building relationships, providing support, celebrating successes, and maintaining a clear vision, I believe these challenges can be successfully addressed.

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Conclusion

The Applied Digital Learning program transformed far more than my instructional practices. It transformed my understanding of learning, leadership, and change. Through the COVA framework and the creation of significant learning environments, I learned the value of ownership, authentic work, and purposeful innovation. I entered the program seeking new instructional strategies. I leave the program as a more reflective educator, a more intentional leader, and a stronger advocate for meaningful learning experiences.

Most importantly, I leave with a renewed commitment to empowering learners. My experiences throughout the ADL program have shown me that learning is most powerful when individuals are given the opportunity to choose, create, contribute, and grow. These lessons will continue to influence my work as an educator and leader long after this program concludes.

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References

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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. ed.). Jossey-Bass.

Harapnuik, D., & Thibodeaux, T. (2017). It's about the learning: How to free your mind from the status quo. Kindle Direct Publishing.

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning. Pressbooks. https://www.covaluecreations.com