COVA Reflection & Application
COVA Reflection throughout the ADL Program
I first realized I was engaging with the COVA (Choice, Ownership, Voice, and Authentic Learning) model during my initial courses in the ADL program. From the very beginning, our professors provided clear expectations but gave us the freedom to shape our assignments into something meaningful and personal. The opportunity to revise and resubmit work after receiving constructive feedback fostered a deeper sense of growth, self-reflection, and ownership over my learning—something I hadn’t experienced in traditional coursework.
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At first, I felt shocked, confused, and honestly a bit intimidated. This approach was a huge contrast to the structured, teacher-led instruction I was used to. The open-ended nature of the assignments made me question whether I was “doing it right.” However, that uncertainty pushed me to seek clarity through communication with professors, reviewing examples, and engaging in discussions with my peers. I frequently turned to Harapnuik’s “It’s About Learning” website for additional resources, perspectives, and guidance on implementing COVA and CSLE principles, along with examples of assignments. All the professors who provided feedback were incredibly helpful, but in all honesty, the ones who pushed me the most were Dr. Johnson and Dr. Grogan. Dr. Johnson’s feedback didn’t just prompt me to revise my work—it motivated me to ask English teachers to double-check everything from punctuation to formatting. Dr. Grogan, on the other hand, challenged me to completely restructure my portfolio—from the tone and content to the overall design. I truly felt I experienced the most growth during her class.
This type of meaningful communication became a vital part of my learning journey.
I’ve stayed in contact with many of the same peers throughout the program, which has created a strong sense of community. Through this support system, I learned how to give and receive feedback, built confidence, and even discovered a new interest in graphic design—something I now see as a potential career path. Overall, the COVA model helped me grow not only as a learner but also as a collaborator and professional. My initial reaction when given the freedom to choose ownership of my learning through a project was confusion—extreme confusion. I was not ready for this type of learning. I felt like I would get everything wrong. But that’s the beauty of the COVA model: it’s not about being “right” or “wrong”—it’s about understanding the subject deeply and creating something meaningful from that understanding. It’s a learning process, not a checklist.
To adapt, I sought feedback from my peers. I’ve communicated with many people throughout this program, but the ones I connected with most—and who helped me grow the most—were Kelsie and Leah. We exchanged ideas, supported each other, and made the learning experience more manageable and enjoyable.
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In all honesty, I’m still adjusting to the COVA style of learning, but I’ve come a long way. I have now developed more of a Growth Mindset. I’m now more open and quicker to start projects compared to when I first began. I've learned that once you begin working and focus on your core message—and pair that with proper research—things naturally start to come together. If I could go back and do anything differently, I would have embraced the uncertainty earlier. I would have trusted the process sooner and leaned into the discomfort instead of resisting it at first.
Openess to Change
At first, I was nervous to speak with my principal about promoting change in the organization. I’ve only been working at this school for three years, and I was afraid I’d be viewed as inexperienced or overstepping. However, this program gave me the tools and the confidence to speak up. I’m glad I did—because my principal supported me and allowed me to lead the implementation of technology at my grade level. That experience was empowering and validating. My attitude toward leading change has shifted significantly. In the beginning, I doubted myself—I wasn’t sure I had the authority or credibility to suggest a change, let alone lead one. But the support I received through this program helped me realize that leadership isn’t about titles or years in a role—it’s about action, communication, and the willingness to step forward with purpose. I now feel more prepared and confident to advocate for innovation and improvement in any educational setting.
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My innovation plan—introducing technology into Pre-K classrooms—was not just created to fulfill course requirements. It was a genuine initiative I believed in and actively pursued. I shared the idea with my principal, participated in planning meetings, and was given the opportunity to lead the integration of technology at my grade level. Although the initiative eventually stalled and I’ve since learned I’ll be moving to a different grade level, the work I put into the plan was meaningful. It was authentic and driven by real goals—not just a school project. While I may not be able to continue the project in the same capacity, it remains a valuable part of my professional growth.
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My learning philosophy emphasizes hands-on, interactive experiences and the importance of overcoming challenges—and in that sense, it aligns strongly with both COVA and CSLE. These frameworks support learner autonomy, authentic engagement, and reflection, which are all critical components of how I believe learning should occur.
At the beginning of this program, I wrote a learning manifesto. Later, I created a Learning Philosophy page. While the core beliefs remain, I’ve grown more open to embracing challenges and accepting mistakes as a natural part of the learning process. In the past, I might have avoided challenges unless there was a clear payoff. Now, I approach them head-on, knowing they offer valuable opportunities for growth. I’ve also become more forgiving of my mistakes—they no longer discourage me, because I understand they are part of the learning journey.
COVA & CSLE in the Classroom
Since I am switching grade levels for the upcoming school year, I am currently unsure of what to fully expect. However, I will be attending a training the week of June 23–27, which I hope will provide more clarity on the curriculum, expectations, and materials I’ll be working with. Once I gain a better understanding of the structure and resources available, I plan to begin identifying opportunities to incorporate the COVA approach into my new classroom. My goal is to give students more meaningful learning environment by allowing them to explore topics in ways that connect to their interests and backgrounds while still meeting learning objectives.
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Regardless of the grade level I end up teaching, I plan to introduce small, age-appropriate choices to empower my students. For example, I can offer multiple options for how students demonstrate their learning—such as through drawing, storytelling, digital tools, or hands-on activities. I will also create assignments that connect to their everyday lives and interests, allowing them to take ownership of their learning process. Even young learners can be given voice by letting them express their thoughts, opinions, and reflections through guided discussions, peer collaboration, and creative expression. My goal is to design learning experiences that are not only engaging but also meaningful and relevant to each child. Giving the students a chance at COVA by creating a significant learning environment will also push students to develop a growth mindset on their own.
Preparing for COVA
Preparing learners for the COVA approach starts with building a classroom culture where exploration, creativity, and mistakes are embraced. I plan to model curiosity, encourage open-ended thinking, and celebrate student effort and growth. I’ll use tools like reflection journals, collaborative projects, and student check-ins to help students track their learning and build confidence. I will guide the students to develop a growth mindset through guidance and modeling.
As for colleagues, I recognize that not everyone may be familiar or comfortable with this model. I plan to share my experiences from the ADL program, offer examples of student success, and invite collaboration through small conversations, modeling, and idea-sharing. If appropriate, I’ll also suggest professional development resources—such as Harapnuik’s It’s About Learning page—to support their understanding of the COVA and CSLE frameworks.
Possible Challanges
One challenge will be adjusting the COVA approach to fit the structure and pacing of the new grade-level curriculum, especially if it’s heavily scripted or standardized. I am unsure of how much freedom I will have in this new grade level. Another challenge may be resistance—whether from students, or colleagues—who are more accustomed to traditional instruction. Additionally, implementing authentic assignments that still align with required standards can be time-consuming and require extra planning, which I am unsure I will have.
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However, I believe these challenges can be overcome through flexibility, creativity, and collaboration. I hope that my new team is open to ideas and creativity the way my previous team was. With the right support system and mindset, I can adapt the COVA and CSLE principles to create a classroom where students feel empowered to learn in meaningful and lasting ways.
References
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through
authentic learning. http://www.harapnuik.org/?page_id=7545
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Harapnuik, D. (2018). It’s all about learning. https://www.harapnuik.org