For many educators, our time is precious. Therefore, when I think of new initiatives, my focus centers on the educators' time. My innovation proposal aims to integrate e-portfolios in all grade levels on my campus by 2024. However, it may be challenging for some on campus due to time constraints. Therefore, I decided to focus on three key areas to create early acceptance and usage of e-portfolios on campus. These include approval by influencers, incentivizing the behavior, and creating a culture of positive celebrations. In creating my plan, I used all positive reinforcements because I believed this could benefit teachers and students throughout life. Using negative reinforces would only support the idea of this being another top-down incentive with little user input. In early adoption, connecting with e-portfolios and our broader campus goal was also essential in answering the "why" question for our campus. Our campus goal is creating academic excellence and student success while preparing students to be lifelong learners is essential. E-portfolios easily align with our mission statement.
But first, I have to have adoption of my idea by the early adopters and influencers on our campus. So, for my project, I have decided to focus not only on the department and grade level chairs but also on the "goto" people on campus to create buy-in and comfort with e-portfolios.
In the Influencer, it was recommended that the goals be focused, measured, precise, and measurable (Maxfield et al., 2014, 114) Therefore, the second phase of the implementation would be driving focused and calculated purposes directly connected to the use of e-portfolio by posting and sharing weekly progress of the usage of e-portfolios on campus. With these key ideas in mind and the proposals in the influencer strategy, we can achieve our goal.
Maxfield, D., Switzler, A., Patterson, K., Grenny, J., & McMillan, R. (2014). Influencer: The New Science of Leading Change, Second Edition. McGraw Hill LLC
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