Influence is essential to creating change, but influence must be wielded effectively to create lasting and effective change.Implementation of my innovation plan means I will have to focus on three vital behaviors on my campus. Starting with speaking to the heart, communicating our collaborative desired outcome and utilizing all six sources of influence to increase likelihood of success of achieving the desired goal.
If we want to make a lasting and widespread change, we need to start with one goal and 2-3 vital behaviors that need to change to reach our goal. Having my campus buy into my plan and want to make the change together is what will make all of the difference. I have noticed the obvious, looked for those crucial moments, and identified the culture busters within my campus. My planned out strategy to create change and influence within targets the personal, social and structural levels of both the motivation and ability aspects.
The change will first start with me modeling ePortfolio implementation in the classroom. My grade level will join as early adopters and modelers, as well. The organizational influencers I target will be the grade level lead teachers, administration, technology specialists, and others identified as opinion leaders or key influencers. After the 5th grade science department has piloted ePortfolio implementation, the next step would be to include the key influencers, and all 3rd through 5th grade classrooms on campus.
Six Sources of Influence
Along with in class modeling, my goal is to use each element of the Influencer Matrix to influence the three desired vital behaviors. Research has shown that if you include at least four sources, your chance of success increases ten times. For best results, combine a minimum of four sources; the more, the better. By ensuring the necessary behaviors are met through the sources of influence, we will achieve our goal of integrating ePortfolios into the classroom thinking and robotics into the 3rd through 5th grade classrooms by the end of the 2023 school year.
By the end of the 2022-2023 school year, at least 75% of our 3rd-5th grade students will create and use an ePortfolio during core subject areas to express their choice, ownership, and voice and reflect on their learning.
Participation–Teachers will create their own ePortfolio and implement student usage of ePortfolios in the classroom.
Commitment–Hold each other accountable by sharing resources, experiences, and problems, reflecting on the commitments they made and sharing new ones.
Integration– By the end of the second semester of 2022-2023 school year, the ePortfolio will be integrated in the science curriculum for grades 3-5.
Grade Level Lead Teachers
IT Department Leader
Evaluate how well vital behaviors of integrating and participating in ePortfolios are being accomplished. Determine if our goal of student ePortfolio usage is being met for the school year through weekly grade level meetings and monthly staff check ins. It is during these weekly meetings that we will review progress and make adjustments.
Upon complete integration of ePortfolios, students will begin receiving a grade for each 9 week grading period. This will be based on the ePortfolio development and participation.
Cross, J. (2013, March 20). Three myths of behavior change – what you think you know that you don’t. Retrieved from TEDxCSU: https://youtu.be/l5d8GW6GdR0
Grenny, D. Maxfield, A. Shimberg. (2013). How to 10X your influence. Vital Smarts, 1-13. Retrieved from https://www.vitalsmarts.com/resource/10x-your-influence/
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). New York: McGraw-Hill Education