Lindsay Krueger

In the field of education, we frequently find ourselves deeply immersed in the daily responsibilities of designing curriculum, delivering lessons, providing feedback, and managing other responsibilities.  However, this focus on the immediate tasks can cause us to lose sight of the broader purpose behind educating our students. As we become entangled in the whirlwind of our daily routines, we may struggle to create an environment that truly advances the fundamental objectives of our professional roles. This can hinder our ability to implement innovative teaching and learning strategies. 

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The 4 Disciplines of Execution (4DX) allow us to focus on the goal of making changes. This model teaches us how to handle all the everyday tasks while still focusing on our goals. Setting smaller, easier-to-achieve goals can motivate people to make bigger changes. Using these smaller goals will help us stick to our timeline in the end.

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Using the 4DX framework in high school Career and Technical Education (CTE) classrooms to implement ePortfolios can greatly enhance the effectiveness of this educational approach. Listed is an explanation of how each discipline can be applied in this context:

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The 4 Disciplines of Execution:

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Discipline 1 - Focus on the Wildly Important: 

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The "Wildly Important Goals" (WIGs) can be defined as specific educational outcomes related to using ePortfolios in CTE classrooms. These include improving student engagement, enhancing assessment methods, and fostering digital literacy skills. It's crucial to identify these WIGs collaboratively with teachers, students, and administrators, ensuring that they align with the objectives.

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WIG: Increase the number of students actively using ePortfolios for project documentation, authentic assessment, and reflection. By focusing on this crucial goal, educators can channel their efforts and resources toward achieving it, which can have a positive effect on other aspects of the CTE curriculum.

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Discipline 2 - Act on the Lead Measures:

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Lead measures are those actions or activities that directly influence the achievement of WIGs. When implementing ePortfolios, identifying and acting on lead measures is pivotal. 

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These lead measures include:

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• Teacher Training: Ensure that educators are proficient in using ePortfolios and understand how to incorporate them effectively into the curriculum. Set specific targets for the number of teachers trained.

• Creation of ePortfolio: Develop standardized ePortfolio requirements that align with CTE program objectives. The number of ePortfolios created and utilized can serve as a lead measure.

• Student Training: Provide students with guidance and training on creating and maintaining ePortfolios. Set targets for the percentage of students who complete this training.

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By monitoring and setting targets for these lead measures, we can predict and influence the success of ePortfolio implementation, ultimately contributing to the achievement of WIGs.

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Discipline 3 - Keep a Compelling Scoreboard: 

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Visualizing progress is essential to motivate both educators and students. I will create a visually engaging scoreboard that displays real-time data related to the identified lead measures and WIGs. This scoreboard will be accessible to all stakeholders, including teachers, students, and administrators.

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The scoreboard will show the number of teachers trained, the percentage of students with active ePortfolios, and the quality of ePortfolio content. Regularly updating this scoreboard will foster transparency and keep everyone informed about the progress being made toward the WIGs.

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Discipline 4 - Create a Cadence of Accountability: 

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To ensure that progress continues and doesn't stagnate, I will establish a regular cadence of accountability meetings. These meetings will involve teachers, students, and administrators, and they will be focused on reviewing the scoreboard, discussing challenges, sharing best practices, and adjusting strategies as needed.

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During these meetings, individuals will be held accountable for their roles in achieving the lead measures and WIGs. If progress is not on track, the group can collaboratively brainstorm solutions and set new action plans.

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In summary, applying the 4 Disciplines of Execution to the use of ePortfolios in high school CTE classrooms will help educators stay focused on achieving specific goals, leverage lead measures to predict success, maintain transparency through scoreboards, and ensure accountability through regular meetings. This strategic approach can lead to improved student engagement, enhanced assessment practices, and the successful integration of ePortfolios into CTE curriculum.