Reflection: Leading Change Through E-Portfolios at Crosby High School

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As an educator and advocate, I’ve come to believe that real change begins when we acknowledge the gaps in our system and commit to filling them with purpose, creativity, and collaboration. One such gap I’ve recognized at Crosby High School is our students’ limited ability to showcase their learning in ways that reflect the depth of their academic and personal growth. This reflection captures my journey in designing an organizational change strategy that addresses that gap through the implementation of student e-portfolios, a powerful tool for both personal development and future readiness.

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My Why: Purpose and Vision

My purpose has always been rooted in empowerment.

I want students to walk away from high school with more than just

transcripts, they deserve a platform to share their voices, their creativity,

and their growth. E-portfolios offer that opportunity. They allow students

to reflect on their learning, track achievements, and prepare for life after

graduation with confidence. Recognizing this, I knew my “why” had to drive

the process. This wasn't just a new initiative, it was a call to shift how we

view student potential and how we equip them to tell their own stories.

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The Process: Building a Pathway

The journey started with a clear objective: to integrate e-portfolio

development across our school culture. The strategy included professional

development, stakeholder engagement, and curriculum alignment. I

leaned into the Influencer Model, identifying key behaviors and motivation

factors that would drive success, from teacher training to student

engagement to system-wide supports.

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Using the 4DX framework, I established a Wildly Important Goal: by

June 2027, 100% of juniors and seniors would publish a professional

e-portfolio. We created lead measures, structured timelines, and student

feedback loops, building a cycle of accountability and adaptation.

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But the process wasn’t just technical, it was relational. Real change came through crucial conversations, small wins, and the willingness to listen and adjust.

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The Result: Growth in Students and Educators

Already, the impact is visible. Students are beginning to see themselves differently, as professionals, creators, and leaders. The act of assembling an e-portfolio encourages them to reflect on who they are and where they’re headed. Teachers, too, are evolving, becoming facilitators of digital learning and reflection.

This initiative is doing more than preparing students for college or careers, it’s creating a culture of ownership, pride, and visibility.

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Personal Growth: Self-Differentiated Leadership

This journey has also deepened my identity as a self-differentiated leader. I’ve learned to stay grounded in my purpose even when faced with resistance or discomfort. I’ve practiced separating myself from the anxiety of the system, while staying deeply connected to my students, colleagues, and community.

Working with students who have dyslexia has taught me the power of advocacy and patience. My leadership is no longer about just making decisions but it’s about modeling resilience, empathy, and clarity in difficult spaces. Whether in IEP meetings or team planning sessions, I’ve used Crucial Conversations strategies to ensure all voices are heard and to lead with both honesty and heart.

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The Bigger Picture: Cultural Transformation

Ultimately, this isn’t just about e-portfolios. It’s about redefining what it means to prepare students for the future. It’s about equipping them to own their narratives and show the world what they’re capable of. It’s about shifting our school culture toward reflection, innovation, and inclusion.

This initiative has reminded me that leadership isn’t always loud, it’s often in the quiet work of systems-building, listening, and staying steady. I believe that Crosby High School is ready for this change, and I am honored to be part of the team helping to lead it.

 

 

Organizational Change Plan: E-Portfolios for Future Readiness at Crosby High School

Vision & Why (The Purpose)

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To empower students, especially those traditionally underrepresented or underserved—to showcase their unique skills, growth, and accomplishments through personalized digital e-portfolios that support college, career, and life readiness.

“My purpose is to assist students in preparing for their futures by equipping them with the tools needed to effectively showcase their skills and experiences.”

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Strategic Anchor: The Self-Differentiated Leader

I will lead not only through systems and plans, but also through clarity, empathy, and resilience. My leadership is centered on:

• Advocacy for equity

• Emotional intelligence in high-pressure environments

• Courageous conversations using Crucial Conversations strategies

• Modeling grounded, values-driven leadership
   

Core Initiative: E-Portfolio Development

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The Process

• Encourage students to build digital portfolios using tools like Canva or Wix.

• Include: academic work, essays, artwork, videos, service learning, resumes, and more.

• Leverage advisory periods, elective courses, and college/career readiness programs.
   

The Result

• Students graduate with a comprehensive, personalized portfolio reflecting their learning journey.

• Teachers and counselors grow in digital integration and student-centered instruction.
   

Influencer Strategy: Motivation + Ability

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Vital Behaviors (Key Leverage Actions)

1. Teachers engage in PD and portfolio creation alongside students.

2. Students consistently contribute to and revise their e-portfolios.

3. School structures provide ongoing feedback and showcase opportunities.
    

4DX Implementation Strategy: Wildly Important Goal (WIG)

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“By June 2027, 100% of juniors and seniors will publish a professional e-portfolio demonstrating academic, extracurricular, and personal growth”.

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Lag Measure

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• 50% published by Year 1

• All portfolios aligned to college/career readiness​

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Stage-Based Implementation Plan (4DX + 5 Stages of Change)

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STAGE 1: Getting Clear

• Align initiative with school mission (e.g., Portrait of a Graduate)

• Gather leadership team: counselors, tech staff, elective teachers

• Present case for change (data, success stories)
   

STAGE 2: Launching

• Use staff meetings and student videos to build buy-in

• Act on lead measures:

  • 90% of students complete a section every 2–3 weeks

  • 75% of staff integrate it quarterly
     

STAGE 3: Adoption

• Use visuals to track progress (dashboards, scoreboards)

• Encourage peer feedback, celebrate small wins

• Build momentum with class and school-wide recognition
   

STAGE 4: Optimization

• Use surveys to tweak structure and supports

• Highlight “bright spots” in faculty meetings

• Elevate student voice via presentations
   

STAGE 5: Habits

• Embed e-portfolios into yearly course maps

• Establish capstone events (showcases, defenses)

• Link to student-led conferences, IEP reviews, career planning
   

 

Tracking Progress (Measures)

• % of completed student e-portfolios

• Teacher PD attendance and integration

• Student, teacher, and parent feedback

• Increased college and job placements

• Parent and community involvement metrics
   

 

Change Leadership in Action: Crucial Conversations + Equity

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My leadership style transforms resistance into momentum by:

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• Staying grounded in identity and purpose

• Navigating emotionally charged conversations with clarity and compassion

• Advocating relentlessly for my students, especially those with learning differences

• Using feedback and collaboration to shift mindsets and systems
   

 

How It All Connects

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