The Art of Innovation

Sonia Rodriguez | November 1, 2025

Rethinking How We Learn, Grow, and Coach

My innovation project, the Online Blended Coaching Strategy, was designed to enhance teaching practices and increase learner engagement through active learning and reflective coaching by creating meaningful and sustainable systems.  This project seeks to empower math academic coaches to create interactive, effective learning environments grounded on CSLE + COVA while meaningfully implementing our district’s math curriculum across elementary campuses.

Our measurable goal is ambitious yet attainable:

By the 2026–2027 academic year, we will implement a comprehensive Online Blended Coaching Strategy that enables 100% of academic coaches to participate in “Go and Show” math professional learning, leading to a 30% increase in student achievement.

This initiative represents a shift toward active, blended professional learning that values both collaboration and autonomy, helping coaches and teachers grow together as self-directed learners.

Completed Phases So Far:

• Phase 1: Roadmap – Conducted extensive research on blended learning models, growth mindset theory, and learning methodologies such as COVA (Choice, Ownership, Voice, and Authenticity) and CSLE (Creating Significant Learning Environments).  I wrote a literature review and this phase culminated in a comprehensive plan and theoretical foundation for the project.

• Phase 2: Planning – Focused on logistics, resource allocation, and district data analysis. I also planned and designed initial professional learning sessions, prioritizing the face-to-face component to build engagement and trust.

Progress has been slower than originally anticipated but meaningful!  Coaches are engaged and invested in the process.  They are actively participating, contributing ideas, and collaborating to refine our professional learning practices.  Our culture of professional learning is taking root.  This steady progress reinforces the belief that “slow and steady wins the race.”

Implementation in Action: Bringing the Vision to Life

During the summer, I delivered a Call to Action, officially launching our new professional learning framework built around the Five Principles of Effective Professional Development.  Math Academic Coaches now collaborate in teams to co-design and deliver professional development sessions approximately two weeks before each math module begins.  These sessions are highly targeted and focus on:

• Identifying common misconceptions and strategies to address them

• Modeling best instructional practices to strengthen Tier 1 instruction

• Using module preview videos embedded in the district curriculum to support self-paced online learning

• Incorporating interactive learning activities that encourage discussion, reflection, and application among all participants.  Teachers do some pre-learning on their own prior or with grade level teams to have deeper collaboration. 

Each professional learning session concludes with a feedback and reflection process.  Teachers provide “feedforward” specific, actionable insights for improvement, which coaches and I review together.  We also provide feedforward to each other.  This feedback loop allows us to adjust and refine future sessions quickly and effectively.

This iterative, reflective model has helped create a culture of continuous improvement.  Even though we are still early in the process, we have already observed encouraging growth in teacher confidence and improvements in student achievement in the modules assessed so far.  The excitement and momentum among the coaches are tangible.

Reflection: What I’ve Learned on the Journey

Working through the development and implementation of my innovation project has been one of the most transformative learning experiences of my professional career.  Writing the Literature Review taught me how to conduct meaningful research and translate academic theory into practical action.  I learned to leverage technology as a tool for engagement, collaboration, and reflection, key components of any successful blended learning model.

Creating my learning philosophy clarified my “why.”  Understanding my core beliefs about learning helped align my actions with my purpose.  This clarity influenced every step of my project, from communication and design to implementation and assessment.

Developing an instructional design using Fink’s (2003) Taxonomy of Significant Learning helped me identify significant kinds of learning to consider.   I designed learning experiences that emphasize choice, collaboration, and critical reflection.  Through Fink’s Three-Column Table, I was able to define clear learning goals, activities, and assessments that empower academic coaches to become self-directed leaders on their campuses.

Experiencing COVA and CSLE firsthand through this Applied Digital Learning  program also shaped how I approached my design.  I realized that innovation thrives when learners have ownership of their learning process and when leaders model that same mindset.

What Worked: Fostering a Growth Mindset Culture

One of the most rewarding aspects of this journey has been nurturing a culture rooted in growth mindset principles. As Khan (2014) notes, “Mistakes are something interesting and something to explore.”  This mindset has become one of the guiding philosophies for my work.

By being open about my own learning process and mistakes, I model the belief that errors are not failures but opportunities for growth.  This transparency encourages others to take risks and engage more deeply in learning.

As stated in my Learning Manifesto, our focus is to:

• Create interactive learning environments through active participation and virtual simulations

• Increase content retention through engagement and application

• Provide immediate feedback to strengthen learning outcomes

• Promote collaboration and communication across campuses

• Use technology to remove barriers and expand learning opportunities

These principles serve as the foundation for everything we do and have led to stronger professional relationships, improved collaboration, and greater alignment between coaching and classroom instruction.

Lessons Learned: Leading with Patience, Purpose, and People

The greatest lesson I’ve learned through this process is that meaningful change takes time. Shifting culture and mindsets cannot be rushed.  It requires trust, patience, and consistent support.  Early in the project, I wanted to see quick results, but I now understand that sustainable transformation happens gradually as people trust the process and experience success.

I’ve also learned that reflection and collaboration are essential to growth. Taking time to listen, observe, and adapt has made me a more empathetic and strategic leader.  Collaboration with coaches has reaffirmed that innovation is not a solitary act, it is collective work built on shared vision and mutual respect.

Finally, I’ve become more aware of the power of communication and emotional regulation.  How I speak about change and how I respond to challenges shapes how others engage with it.  Leading with calm confidence and authenticity has proven far more effective than simply pushing for compliance.

It is important to identify vital behaviors that will ensure your goals are met. 

— (Grenny et. al, 2013)

References: 

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzier, A. (2013). Influencer: The new science of learning change. McGraw-Hill Education. 

Harapnuik, D. (2017). CSLE+COVA vs Traditional. Harapnuik.org. https://www.harapnuik.org/?page_id=7143

Khan Academy. (2014, August 19). The Growth Mindset [Video}. YouTube. https://youtu.be/wh0OS4MrN3E?si=I50fGaCn6QUaXxOk

McChesney, C., Covey, S., & Huling, J. (2016). The 4 Disciplines of Execution: Achieving Your Wildly Important Goal. Free Press

S. Sinek, (2009). Start with Why: How great leaders inspire action [Video]. YouTube. 

https://youtu.be/u4ZoJKF_VuA?si=dPMVxySdoRj1ESix