Installing 4DX Strategy
Resistance to change is a prevalent issue in many organizations, particularly in the education sector, where long-standing traditions, established routines, and deeply ingrained practices can make innovation feel daunting and disruptive. Teachers, administrators, and even students may resist adopting new approaches due to fears of the unknown, concerns about increased workload, or skepticism about the effectiveness of new methods. In education, change can often be perceived as a threat to the stability and familiarity that many educators have come to rely on, making it harder for schools to embrace new technologies, teaching strategies, or curricular models. This resistance is further compounded by systemic challenges such as limited time for professional development, inadequate resources, and competing priorities like standardized testing and curriculum mandates. As a result, even well-intentioned efforts to improve teaching and learning—whether through the integration of blended learning or the implementation of digital tools like ePortfolios—can face significant hurdles. Overcoming this resistance requires not only a clear vision and strong leadership but also a structured, strategic approach to change management that builds motivation, ensures buy-in, and provides ongoing support for all stakeholders involved. The Four Disciplines of Execution (4DX) model offers such an approach, providing a framework that helps schools focus on critical goals, measure progress, and create accountability, ultimately driving sustainable change in the classroom.
"The primary reason organizations fail to achieve their most important goals is not because they don’t know what to do, but because they don’t know how to execute. Change is difficult, but it becomes possible when we focus on a few critical goals and execute them with excellence." (McChesney, Covey, & Huling, 2016, p. 5).
​
The goal of this strategy is to effectively implement portfolios in elementary education as a tool to enhance student learning, engagement, and reflection. This strategy follows the Four Disciplines of Execution (4DX) and integrates the Five Stages of Change to bring about the necessary transformation in the learning environment. Additionally, it will incorporate key actions from each stage, and draw on the Influencer Model to promote and strengthen behavioral change.
The Influencer Strategy I have created and the 4DX model complement each other in significant ways. Both frameworks are designed to drive behavior change and help organizations, including schools, successfully implement new strategies or innovations. While the 4DX model focuses on execution–specifically on achieving Wildly Important Goals (WIGs)--the 6 Sources of Influence provide a broader, behavioral approach to overcoming resistance and driving change.
4 Disciplines
​
Discipline 1: Focus on the Wildly Important
​
The first discipline of focusing on the WIG sets the tone for entirety of my Innovation Plan. This ensures that the entire school community understands and aligns around the WIG of successfully implementing ePortfolios, with clear outcomes for both students and teachers. "Execution starts with focus. Without it, the other three disciplines won't be able to help you" (McChesney et. al., 2016, p. 23).
​
My campus will focus on getting students in grades 3-5 to create their ePortfolios and use them to document their learning, reflect on their progress, and showcase their achievements in at least 3 core subjects.
Action steps for this will be to share the goal clearly with all stakeholders, including teachers, administrators, students, and parents. Emphasize the importance of ePortfolios in fostering student reflection, self-assessment, and digital literacy.
​
Discipline 2: Act on the Lead Measures
​
Once our WIG has been set, we will focus on the key actions (lead measures) that will drive the success of the lag measures. Lead measures should be specific, actionable, and predictive of achieving the goal.
In the context of ePortfolios and Discipline 2, a lag measure refers to a lagging indicator--a metric that reflects the end result or outcome of the actions taken, but is not directly actionable in real time. We will focus on the lag measure of having at least 90% of students updating their ePortfolios once a month. The lead measure we will consider will be to have 100% of teachers to complete ePortfolio training by the end of the 1st semester and for 100% of the students to create their first ePortfolio entry within the first month of implementation.
​
Discipline 3: Keep a Compelling Scoreboard
​
"The third discipline is to make sure everyone knows the score at all times, so that they can tell whether or not they are winning" (McChesney et. al., 2016, p. 65).
The key idea of this discipline is to create a visual scoreboard that makes progress on lead measures and WIGs visible to everyone, and ensures ongoing motivation and accountability. People perform better when they can see their progress. This discipline stresses the importance of a simple, clear scoreboard that tracks both lead and lag measures.
For my campus, we will create a live, digital scoreboard that tracks the number of teachers trained, the number of students actively using ePortfolios, and the number of ePortfolio entries and reflections.
During the initial stage we will discuss and agree upon the specific design and data to be used.
​
Discipline 4: Create a Cadence of Accountability
​
The final discipline of creating a cadence of accountability will establish a regular rhythm of accountably, where individuals meet to review the progress on lead measures and hold each other accountable for actions. A cadence of accountability means having regular, frequent meetings (typically weekly) where team members review their progress on lead measures, share what they've done to drive results, and commit to specific actions for the upcoming week. The regular rhythm helps to maintain focus and ensures that efforts are aligned toward the WIG.
For my campus we will:
-
Hold weekly team meetings with teachers to review progress on ePortfolio implementation.
-
Have monthly check-ins with students to monitor their engagement with ePortfolios, provide guidance on updates, and review individual progress (WIN time)
-
Have quarterly meetings to review school-wide data and assess the overall effectiveness of the implementation
What to Expect: The 5 Stages of Change​
​
Stage 1: Getting Clear
​
The first stage is about awareness and understanding. Characteristics of this stage are awareness of the goal, understanding 4DX, and any initial resistance we may face. In this phase, we will clearly define and align on what's widely important. We will set our WIG that will guide the implementation of ePortfolios in the classroom. In this stage we will also identify the lead measures that will drive the success of our goal. The teams will work on creating the digital dashboard that will serve as our scoreboard.
What to expect: People may initially resist the idea of new processes, especially if they feel overwhelmed by additional work or unsure about the effectiveness of the innovation plan.
​
Stage 2: Launch​
​
The second stage is when the team starts to implement the 4DX framework by acting on lead measures, creating a scoreboard, and starting accountability cycles. Execution begins in earnest, and the team starts taking tangible steps toward achieving the WIG. We will take direct action to finalize and build a visible, compelling scoreboard to track progress and keep the team focused on lead measures.
What to expect: Some team members might begin to resist the new processes, especially if the change feels difficult or unfamiliar.
​
Stage 3: Adoption
​
The third stage is when the team commits to adopting the 4DX methodology. We move from understanding the concept to making a commitment to implement it. We will apply disciplines 1 and 2. during this stage by reaffirming and reinforcing the WIG in team meetings and discussions, ensuring that every team member understands their role in achieving the goal. Clear expectations will be set for the outcomes expected from the ePortfolios at each grade level.
What to expect: Early adopters may begin using the 4DX model system, but challenges and growing pains may arise, such as setting up tracking systems or g getting everyone on the same page.
​
Stage 4: Optimization
​
At this stage, the team is refining and optimizing the execution process. They have gained momentum, and the 4DX framework is becoming ingrained in the team's culture. There is focus on continuous improvement and optimizing efforts to ensure sustainable success with the ePortfolios. Also during this stage, teachers and administrators will be held accountable for executing lead measures and driving progress toward the WIG. We will hold regular check-ins to review the scoreboard and discuss progress toward ePortfolio implementation. Specific roles and tasks will be assigned to team members (e.g., training teachers, developing portfolio templates, collecting feedback from students).
What to expect: Accountability may initially feel uncomfortable for some team members. However, it will become a powerful tool once the team understand the importance of their role and the collective responsibility toward the WIG.
​
Stage 5: Habits
​
Once the 4DX processes become ingrained in the team's daily routines, we can expect to not only achieve our goals but also see significant improvements in overall team performance. The purpose of 4DX goes beyond accomplishing individual Wildly Important Goals (WIGs); it is designed to foster a culture of high engagement, accountability, and execution. With the team now fully aligned and committed to the 4DX framework, we are confident in their ability to take on new WIGs that will bring us closer to our broader organizational mission. At this stage, the use of ePortfolios has become a consistent practice, leading to noticeable improvements in both teacher and student performance. Moving forward, our next WIG will be to expand the implementation of ePortfolios to the lower grade levels, with our top-performing teachers taking the lead in guiding this initiative.
What to expect: As success stories begin to emerge, there will be a natural increase in enthusiasm. However, it's important to continue to reinforce the long-term vision to avoid complacency.
​
The 4DX strategy for implementing ePortfolios in elementary education is designed to maintain focus, measure progress, and hold everyone accountable for the success of the implementation. By aligning this strategy with the Five Stages of Change, we ensure that both the process and people are supported as they move through the transition.
The Influencer Model serves to support motivation and behavioral change, reinforcing the steps and actions required to ensure successful implementation.
By focusing on these disciplines, we can create a lasting and meaningful change in the classroom that will empower students to take ownership of their learning, reflect on their growth, and improve their academic outcomes through the use of ePortfolios.
References:
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York, NY: McGraw-Hill.
​​​
McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: achieving your wildly important goals. Free Press.