For my innovation project, I have designed a proposal to implement a blended learning model in Mansfield ISD elementary schools, specifically focusing on the Enriched Virtual Model. This amazing blended model will allow students to take control of their education by giving them personalized learning that supports their individual needs and learning styles. My project aims to improve challenges within the district’s education system such as overcrowded classrooms, lack of student engagement, and early start times by shifting to a more flexible and student-centered approach. This model supports students by creating a significant learning environment (CSLE) that leverages the COVA model—providing students with choice, ownership, voice, and authentic learning opportunities.

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At the start of this project, I really had to confront some of my own assumptions about how learning "should" look. I realized I had previously leaned into a fixed mindset, assuming young students couldn’t handle autonomy or digital learning. But through the ADL program, I experienced a shift toward a growth mindset, realizing that with the right support, even our youngest learners can thrive in a blended environment. That shift helped me clarify my vision: a model where flexibility and personalization open new doors for student success.

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My focus at the beginning was on identifying the key challenges in our schools, such as negative behaviors caused by early mornings and long school days, overcrowded classrooms, and varying levels of student support. Through this research, I proposed the Enriched Virtual Model, which blends in-person and remote learning to create a dynamic, student-centered structure rooted in flexibility and support.

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Before starting the process I used tools to guide me like Fink's 3 Column Table and Understanding by Design so my learning outcomes, activities, and assessments were align from the beginning.  These frameworks helped ensure that the program design is not only engaging but also academically rigorous and intentional.  I also considered how to structure the rollout using principles from the 4DX (Four Disciplines of Execution) model, focusing on setting wildly important goals, acting on lead measures.  

 

The proposal begins with a survey for students and parents, designed to assess key needs like technology access, transportation, and nutrition. From there, we plan to pilot the program at one of our elementary campuses, ideally one that is not currently a choice campus, such as a Fine Arts or STEM academy, so we can get a strong baseline for implementation across a more typical school environment. Students will have the choice to opt into the model or remain in a traditional classroom setting. To ensure the model’s success, teachers will receive continuous professional learning and support throughout the process.

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The model also includes a robust learning management system (LMS) that will serve as the hub for instructional delivery and student-teacher communication. Students will be issued district-owned devices (iPads for PK–1st and Chromebooks for 2nd–4th) and mobile hotspots will be provided for families without home internet access. These details help ensure equity in access and engagement.

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I’ve also mapped out key logistics, such as students attending in-person classes two days per week while engaging in remote learning the remaining days. During remote days, teachers will host virtual office hours, maintaining meaningful connections and real-time academic support. And because the district already owns much of the required technology, the model is financially sustainable—only requiring additional investment in mobile hotspots where needed.

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A major milestone in this journey was developing a formal proposal letter for our school board and administration. It highlights the benefits of the model, outlines our step-by-step implementation strategy, and explains how we will measure success. This has led me to establish a clear measurement strategy with both qualitative and quantitative data to evaluate impact.  Through this work, I’ve grown in both clarity and confidence around my why—the belief that students deserve learning environments that are flexible, inclusive, and empowering.

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Currently, I’m in the final stages of project planning. I’ve completed the proposal letter, the literature review, and the implementation outline, which all draw from real-world models and research. These components are also part of my action research plan, which will provide insight into what works, what needs adjustment, and how student outcomes are being affected.  Now, I’m preparing to distribute the student and parent surveys to collect the data needed to move forward with selecting the pilot school. Based on survey results, we’ll identify students and teachers to participate. Teachers will be offered structured professional learning aligned with blended learning best practices. Throughout the pilot, we’ll be collecting feedback and making ongoing adjustments based on data and reflection.

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This entire experience has been eye-opening and deeply meaningful. When I began exploring the Enriched Virtual Model, I only had a vague idea of what it would require. But as I immersed myself in the ADL program and began to apply my learning, I discovered the layers involved in leading change, from research and planning to stakeholder communication and systems thinking. I came to understand how all the components of COVA and a significant learning environment come together to build something sustainable and student-centered.

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One of the key strategies that helped guide stakeholder involvement and communication was the Influencer Strategy. By identifying key opinion leaders within the district—teachers, campus leaders, and even parents—I was able to gain early feedback and encourage buy-in across different levels. And as a Self Differentiated Leader, I’ve learned the importance of staying grounded in purpose while allowing others to express concerns and ideas freely, fostering collaboration and trust even when navigating resistance to change.

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My experience teaching in a hybrid classroom during COVID really helped anchor the project in reality. I saw firsthand what worked and what didn’t for virtual learners. This made it easier to design a plan that feels not only innovative but realistic. The Enriched Virtual Model brings the best of both worlds—structure and flexibility, independence and support.

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Of course, no project is without challenges. If I could do anything differently, I would have involved families and students even earlier. While they were considered in the planning process, having a formal parent committee or a series of student roundtables would have added valuable perspective. Teachers, too, need ample time and safe spaces to express their concerns and collaborate in meaningful ways. A shared platform or digital hub where they could post questions, access resources, and connect with peers would have been helpful even during the planning stage.

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One of the biggest lessons I’ve learned is that innovation doesn’t have to come from brand-new ideas. Sometimes, it’s about taking what’s already in place—devices, funding streams, tech support—and rethinking how to use those tools more effectively. It’s about reimagining what learning can look like and trusting students to rise to the occasion when given support and ownership over their learning.

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To promote this project, I’ll be using my ePortfolio as a home base for all related materials. I’ll share video walkthroughs, digital flyers, and FAQ sheets to help inform and inspire families, staff, and decision-makers. Transparency and clear communication are key to building trust and momentum. I’m also drafting an article for publication to share this journey with a broader educational audience—highlighting both the process and the powerful results we anticipate. The rollout will include regular updates during the pilot, so our community sees not just what we’re doing but why we’re doing it—and how it’s evolving based on feedback.

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Knowing what I know now, I would absolutely begin my next project by building buy-in earlier across all levels—admin, teachers, students, and families. I’d also lean even more into student voice during the design process. When students are at the table from the beginning, the solutions are always stronger. This reflection has helped me realize how much I’ve grown—not just as an educator, but as a designer of learning experiences. I now feel better equipped to handle complexity, lead with empathy, and push for lasting change.

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This journey has reminded me that even small shifts—like two days of in-person learning instead of five—can create ripple effects that transform the student experience. I’m excited to continue this work, build on what I’ve learned, and help shape a future where all students are empowered to thrive in learning environments built just for them.

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References

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Bailey, J., Schneider, C., & Vander Ark, T. (2013). Blended learning implementation guide. Digital Learning Now.
https://files.eric.ed.gov/fulltext/ED560788.pdf

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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

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Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.

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Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

International Association for K–12 Online Learning (iNACOL). (2011). The rise of K–12 blended learning: Profiles of emerging models. https://files.eric.ed.gov/fulltext/ED535181.pdf

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Lemke, C. (2010). Innovation through technology. In L. Darling-Hammond et al. (Eds.), Preparing teachers for a changing world (pp. 167–193). Jossey-Bass.

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Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace.

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Thibodeaux, T., Harapnuik, D., & Cummings, C. (2017). Student perceptions of the influence of choice, ownership, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education, 29(2), 257–271. https://files.eric.ed.gov/fulltext/EJ1146191.pdf

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Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2014). Keeping pace with K–12 digital learning: An annual review of policy and practice. Evergreen Education Group. https://www.evergreenedgroup.com/keeping-pace-reports/