I am currently at the final stage of my innovation project. I have developed a comprehensive implementation plan for integrating AI as a writing resource in a 9th-grade English classroom. This includes research through a literature review, the creation of an actionable plan, and a clear proposal for presenting it to my leadership team. The core materials are compiled and ready for review, and the next major step is to formally present the plan to my supervisors and, ultimately, to the executive director for consideration within the next school year.

Throughout this process, I discovered how theory and practice can merge to create meaningful change. Courses on disruptive innovation, instructional design, professional learning, and organizational leadership gave me the tools to refine my ideas, test them in authentic settings, and evaluate their impact with rigor. I structured learning experiences that prioritize authentic engagement and empower (Harapunik, 2024) both students and teachers to take ownership of new technologies.

I intentionally fostered an environment where both teachers and students view abilities as developable through effort and feedback. “Why waste time proving over and over how great you are when you could be getting better?” (Dweck, 2021) serves as a guiding principle for our AI integration: the willingness to experiment, reflect, and iterate is central to sustainable improvement. The focus on growth mindset has shaped not just student learning, but also how I approach professional learning for teachers, emphasizing reflective practice and embracing new learning methods as opportunities rather than obstacles.

At this stage, the main element left to complete is refining the professional learning component. I recognize how essential it is to ensure teachers understand and feel confident using AI tools both ethically and effectively. In line with Dweck and Harapnuik’s philosophies, I aim to design PD that encourages hands-on exploration and values gradual mastery over immediate perfection.
 

However, some areas require further enhancement. My professional learning plan could benefit from more opportunities for hands-on exploration and deeper reflection on the teacher's part. Additionally, I aim to improve how I communicate the “why” behind this innovation, ensuring that my leadership team and colleagues connect emotionally as well as intellectually with its purpose, echoing that the head won’t go where the heart hasn’t been (Sinek, 2009). Refining the professional development component is crucial. I recognize the importance of ensuring that teachers understand and feel confident in using AI tools both ethically and effectively. By enhancing this section, I hope to inspire engagement and long-term buy-in throughout the organization.

Through this process, I’ve grown tremendously as both an educator and a learner. The design of the Applied Digital Learning (ADL) program, particularly how the courses were intentionally structured, helped me move step-by-step from conception to implementation in a practical, accessible way. The iterative nature of the program encouraged continuous improvement instead of perfectionism.

What worked especially well was how the project integrated reflective leadership and growth mindset principles. Self-differentiated leadership reminded me that meaningful change is not one-size-fits-all; effective AI integration must adapt to students’ unique learning needs. Similarly, embracing a growth mindset became transformative. I learned that adopting generative AI requires the belief that both students' and teachers’ capabilities can expand through effort and curiosity.
Still, there are areas for improvement. I could strengthen my professional development plan to include more opportunities for hands-on exploration and teacher reflection. I also want to improve how I communicate the “why” behind the innovation, to ensure colleagues connect emotionally as well as intellectually to the purpose (Sinek, 2010).

The key lesson I’ve learned is that successful innovation requires both strategic planning and emotional engagement. Promoting change in education means reaching the mind and the heart. My plan to communicate this project focuses on presenting it first to immediate supervisors for feedback, then co-presenting with leadership to the broader organization. I will highlight the project’s alignment with our mission and its potential to enrich both teaching and student learning.
If I could do anything differently, I would begin by integrating teacher voices earlier in the process. Engaging them from the outset could create greater buy-in and deeper insight into possible challenges.

Looking ahead, I plan to apply everything I’ve learned, especially the emphasis on iterative growth and authentic engagement, to future innovation projects. I now understand that innovation is less about having a perfect plan and more about maintaining a flexible, learning-oriented mindset. I will continue to approach future initiatives with curiosity, collaboration, and the conviction that meaningful change begins with a belief in human potential.

​

References

​

Dweck, C. S. (2021, February 4). A summary of growth and fixed mindsets. Farnam Street Media.

          https://fs.blog/carol-dweck-mindset/

Harapnuik, D. (2024, August 19). Innovation—It’s about learning. Harapnuik.org. https://www.harapnuik.org/?page_id=8876 

​Sinek, S. (2009, September 28). Start with why: How great leaders inspire action. TEDx.

          https://www.youtube.com/watch?v=u4ZoJKF_VuA.  

 

Sinek, S. (2010, May 4). How great leaders inspire action. TEDx. https://www.youtube.com/watch?v=qp0HIF3SfI4