InstructionalTechnologyCoachingJournal

MeghanLee
ProfessionalLearning&TechnologyInnovation
ITEC7460

Dr.AnissaVega
FallSemester2015
KennesawStateUniversity

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InstructionalTechnologyCoachingJournal

Introduction
ThefollowinginstructionaltechnologycoachingsessionsatElHaramSchoolinGiza,
EgyptbeganonOctober5th,2015andendedNovember9th,2015.TheITC(Instructional
TechnologyCoach)metwithakindergartenteacherMs.Alias(falsenametomaintainprivacy)
foronehoureachMondayafternoonforsixweekstotal.Ms.Aliasvolunteeredfortheweekly
trainingsessionswiththeITCtoimproveherclassroomutilizationoftechnology.Shehopedto
gainadditionalknowledge,skills,strategies,andresourcestoincreasestudentachievement
levelsandprovidethemwithmoreopportunitiestoutilizetechnologytoolsandresources
availableintheschool.Inexchangeforthecoachingoninstructionaltechnology,Ms.Aliashas
providedtheITCcoachingforphonicsinstructionalstrategiesspecifictononnativeEnglish
speakers.

CoachingSession1
ThisinitialmeetingwasconductedforthepurposeofgettingtoknowMs.Aliasonboth
aprofessionalandpersonallevel.Developingarapportiscrucialtobeingabletoconducta
successfulcoachingpartnershipandwithinEgypt,wherethecultureismuchmoredependenton
personalrapportwithcolleaguestobesuccessful,theITCneededtostartbyfindingcommon
ground.CommunicatingeffectivelyisattheheartofwhatInstructionalCoachesdo,notjust
insidethewallsoftheschool,butinsideeveryimportantrelationshipinwhichtheylive(Knight,
p.58).TheITCconcludedbeforehandthatthebestwaytobeginanypartnership,especiallyin

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Egypt,waswithfoodanddrink.Thus,overcupsofhotteaandbiscuits,theITCandMs.Alias
exchangedsmalltalkregardingwhattheydidforEidAlAdha(Islamicreligiousholiday)which
transitionedtoadiscussionofthedesiredgoalsforthetrainingandspecificimmediateneedsof
Ms.Aliasandherkindergartenstudents.
TheyreviewedMs.AliasssurveyresponsestotheIndividualTeacherTechnologyUsage
SurveyandtheAdopterSurvey.TheITChadsentthesurveystoMs.Aliastocompletepriorto
thisfirstmeeting.Ms.Aliaswascomfortableusingtechnologyforinstructionalplanning,but
struggledwithintegratingitwithherstudents.Sheseldomutilizedthecomputerlabavailableto
hergradelevel,andthelackoftechnologyusagehadbeenaweakpointinherperformance
evaluations.TheITChadpreviouslydeterminedthatMs.Aliaswaslikelyalaggardwhenit
cametotechnology.ShedidnotsharethisnewswithMs.Alias,butrather,tookintoaccountall
ofthesefactorsassheandMs.Aliasdevelopedgoalsforthenextsixweeksofinstructional
technologycoaching.AftersharingafewrelevantresourcesandtoolswithMs.Alias,they
concludedthatfocusingononlyafewWeb2.0tools/resourcesandgeneraltechnology
integrationplanningmethodswouldbemosthelpful.TheITCandMs.Aliasagreedthatlessis
morewouldbetherebestmottofortheiredtechcoachingsessions.
TheyagreedthattheirnextsessionwouldincorporatecoachingonintegratingoneWeb
2.0resource(JazzlesPhonics)intotheplanningandthroughmodelingandsupportbytheITC,
intosuccessfulimplementationwiththestudents.Onechallengethattheyfacedinusingthe
computerlabwasclassroommanagement.Ms.AliasandtheITCdeterminedthatitwouldbe
prudenttovisitthecomputerlabwithstudentsforashortamountoftimeeachdayfor
acquaintingthestudentswiththeappropriatebehaviorandtointroducethemtotheproperuseof

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equipmentbeforetheintroductionoftheJazzleswebsite.Ms.AliasandtheITCalsodecidedto
includeagoalrelatingtousingtechnologyforkeepingdigitalcopiesofstudentportfolios.
ThechallengesinthissessionwereminimalandtheITCenjoyedgettingtoknowMs.
Alias.Theopportunitytoworkwithadultlearnersonaoneononebasiswasverydifferentfrom
teachingaroomfullofyounglearners.TheITCwonderedhowthecoachingwouldprogressas
Ms.Aliasbegantodelveintothenewtechnologytoolsandresourceswithherstudents.Taking
onesmallstepatatimewouldhelpMs.Aliasfinallyfeelcomfortablewithusingtechnology.
TheITCknewthatshewouldhavetoslowdownandensureshedidnotpushMs.Aliasinto
takingontoomanynewthingsatonce.Lessismore,andslowandsteadywinstherace.

CoachingSession2
TheITCandMs.Aliasstartedthissessionbyreviewingthegoalsforthetechnology
coachingoverall.Ms.Aliassharedhercurriculummapforthefirsthalfoftheschoolyear,and
theITCsuggestedhowthetoolstheyhadselectedinthefirstsessioncouldbeusedforeachunit.
ThissessionwasspentassistingMs.Aliasintheadditionoftechnologytoherexistingphonics
lessons.ShehaddecidedinthelastsessiontoutilizetheJazzlesPhonicswebsite,whichwas
createdbyaveteranteacherspecificallyforESOLstudents.SinceallofthestudentsinMs.
AliasskindergartenclassarenativeArabicspeakerswhoarelearningEnglishasasecond
language,Ms.AliasandtheITCconcludedthattheJazzleswebsitewouldbebeneficialfor
them.TheITChadusedthiswebsiteextensivelyinprioryearsasakindergartenteacherinthe
UnitedArabEmiratesworkingasanEnglishteacherforArabicspeakingstudents.Thewebsite
hadprovedimmenselyhelpfulforthesestudentsintheirphonicsunderstandingandacquisition

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aswellasavocabulary,alphabetstudy,etc.TheITCandMs.Aliasdevelopedasimplelesson
planforintroducingtheJazzleswebsitetothestudents.TheITCwouldbejoiningMs.Aliasto
modelthelessonwithMs.Aliasalongsideher.AsKnightstated,thereisanarttogreatteaching
andconductingmodellessonsoncontentthattheinstructionalcoachistotallyfamiliarwithisa
criticalparttobeingsuccessfulinthecoachingpartnership(p.120).Coacheswillnotbehelpful
toteachersbymodelinganythingthattheyarenotfullycomfortablewithteaching.Thisiswhy
theITCseizedontheopportunitytomodeltheJazzleswebsitewiththekindergartenclass.

Thissessionwasmuchmorechallengingthanthefirstonebecauseitinvolvedavariety

oftasksandteachingmoments.Ms.Aliashadaparticularstructureforherlessonsasaveteran
kindergartenteacherandtheITChadtobeverycarefulnottoruffleanyfeathersasshemade
suggestionsforstrategiesontechnologyintegration.TheITCdidnotwanttoinadvertentlymake
Ms.Aliasfeelshehadfallenbehindthelatestandgreatestteachingpracticesbynotembracing
technologyearlier.Thus,partofthesuccessofthiscoachingsessionwasintheshort
introductiontotheSAMRmodelandtheLOTIframework.Thiswasincludedwiththefamiliar
BloomsTaxonomytohelpMs.Aliasseehowwellshewasdoingasateachercurrently,and
howtheinclusionofabitoftechnologywouldhelphertofullyaddresstheuniqueneedsofher
studentswhoaregrowingupinagloballyconnectedandfarmorecompetitivesocietywhere
technologywillplayanincreasinglygreaterroleintheirprofessionalandpersonallives.

CoachingSession3
ThepurposeofthiscoachingsessionwastoreviewtheJazzlesmodellessonconducted
thepriorweek,andreflectonwhatworked,whatdidnt,andhowtoimprovethelessoninthe

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future.Thiscoachingsessionwasmorechallengingthanthelastbecauseitincludedtheneedfor
feedbackfromboththeITCtoMs.Aliasandviceversa.TheITCfocusedonthe8leadership
tacticsrecommendedbyKnightinChapter9,whichrecommendthatcoachesdothefollowing:
1.Staydetached.2.Walkonsolidground.3.Clarifyyourmessage.4.Managechange
effectively.5.Confrontreality6.Understandschoolculture.7.Beambitiousandhumble8.Take
careofyourself.(p.198213).Ms.Aliaswaspleasedwithhowthestudentsrespondedtothe
Jazzleswebsite,butwasfrustratedwithherowndifficultiesinnavigatingthewebsite
successfullyonherownwiththestudents.TheITCandMs.Aliasspenttherestofthecoaching
sessionpracticinghowtonavigatetheJazzleswebsite,quicklyaccesstheresourcesonthesiteto
usewithstudents,andhowtomanagestudentusageofthewebsiteinthecomputerlabandhow
tousetheprojectorintheclassroomwithoutmessingupthebuttonsontheremoteoralteringthe
settingsbyaccident.TheITCutilizedavaluabletrickforavoidinghittingthewrongbuttonon
theremotecontrolforprojectorbycoveringtheseldomusedoneswithmaskingtape.Ms.Alias
andtheITCalsoworkedonpositivebehavioralmanagementstrategiesforthestudentsthatwere
relevantspecificallytothetechnologythatwasbeingusedinclass.AsKnightaptlydescribed,
studentsareverysensitivetoanyvacuuminleadershipwithrespecttoclassroommanagement
(p.114).Kindergartenstudentsneedtobeveryclearonthedesiredbehaviors.Ms.Alias
respondedfavorablytotheITCsideas,andtheyconcludedthecoachingsessionswitha
clearcutplanforMs.Aliastoimplementinthetechnologyinclusivelessonwithherstudents.

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CoachingSession4
Thisfourthcoachingsessioninvolvedcreating,editing,andbackingupdigitalcopiesof
studentportfolios.Ms.AliashadaseldomlyusediPadthatshedecidedshewouldliketouseasa
toolforkeepingdigitalcopiesofstudentwork.Kindergartenteacherscaneasilyamasspilesand
pilesofstudentworkforportfoliostoshowprogressthroughouttheschoolyear.TheITCrelated
herownexperienceincreatingdigitalcopiesofstudentportfoliosintheUnitedArabEmirates
usingheriPhonetotakephotosofstudentsandtheirwork,aswellastokeepachecklistof
learningprogressandtorecordanecdotalevidence.
Manystrategieswereutilizedinthiscoachingsession,butthemostimportantones
involveKnightspartnershipapproachtolearning(p.63).Thepartnershipapproachencompasses
afewkeyprinciples,namely,asKnightdescribestheminChapter3:1.Beequalpartnersinthe
learningprocess.2.Giveteachersachoiceinwhattheylearnandhow.3.Empowerandrespect
thevoiceofteachers.4.Enableauthenticdialoguethroughprofessionallearningexperiences.5.
Reflectcontinuously.6.Applylearningtoreallifepractices.7.Yougetwhatyougive.
ThiscoachingsessiondemonstratedthatMs.Aliashadmovedfromlaggardtolate
adopterpositionregardingtechnologyintegration.Ifshehadexperiencedmorethanthe
alltoofrequentonetimeonlysessionsfortechnologytraining,Ms.Aliascouldhaveintegrated
moretechnologyintoherteachingpractices.Sheseemedtoonlyneedabitofhandholdingto
makethetransitionfromthelastonetoturnonthecomputerwithherstudentstotheonewho
waseagertodoso,providedshehadsomeonetoleanonforadviceandtroubleshooting.Ms.
AliassharedwiththeITCthatshehadbeenreluctanttousetechnologybeforehandbecause
fearedruiningtheequipmentbypressingawrongbutton,downloadingavirus,messingupthe

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settingsontheequipmentorsoftware,etc.Basically,shehadfearedthetechnology.Andshehad
definitelyfearedthatstudentswoulddamagetechnologydevicesiftheyspenttimeinthe
computerlab,orusedthecomputerwithoutanadultsittingrightbesidethematalltimes.Ms.
Aliashadapointinherconcernaboutmisuseoftechnology,andshehadlackedrealsupport.
Thedelightinhereyeswhenfiguredouthowtotake,edit,andstorephotos,voicenotes,and
typenotesinthedatabaseforeachstudentmade.Thecoachingsessionneededtobeextendedto
thefollowingweektogiveMs.Aliasplentyoftimetoinputallthestudentworkshehadsaved.

CoachingSession5
Thefifthcoachingsessionforthisjournalwasafollowuptrainingonthedevelopment
andmaintenanceofdigitalstudentportfoliosusinganiPad.Ms.Aliashadexperiencedminor
troubleinstoringphotosofstudentworkshehadalreadycollected.TheITCspentthefirstpart
ofthecoachingsessiondemonstratinghowtoeditthephotosandassistedMs.Aliasassheedited
themonherown.Afterthis,theymovedontolearninghowtobackuptheiPadtoensurenothing
wouldbelost.TheITCsetuptheiPadtobackupautomaticallytothecloudandtheclassroom
computerusingtheUSBcable.
Afterthiswasaccomplished,theITCandMs.Aliasreviewedtheirinitialgoalsforthe
technologycoaching.Ms.Aliasstatedthatshefeltshehadmadestridesinhercomfortlevel
usingtechnologyintheclassroomwithstudentsandalsoinherprofessionalpracticesforlesson
planning,storingstudentlearningdata,andinherpersonallife.TheITCrealizedthatthesmall
stepsMs.AliashadtakenintheimplementationoftheJazzlesPhonicsprogramandthe
developmentofdigitalstudentportfolioswerehugeaccomplishmentsforMs.Alias,whohad

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previouslybeenlabelledatechphobiceducatorandlaggard.Knightrecommendsthat
coachesrealizethattheymustembracetheschoolcultureandthecurrentreality.The
expectationsmustbereasonable.Thisadviceprovedtobeinvaluablethroughoutthecoaching
experience.TheITCrealizedthateventhoughshewascoachinganotherpersontouse
technology,thepersonshewascoachingwasinturncoachingher.Thecoachhadnotpreviously
devotedmuchtimeorenergytolaggards,tobehonest,astheyoftenneededmuchsupporttoget
offthegroundwithtechnology,butthiscoachingexperienceopenedherheartandmindtothe
factthatthelaggardscanoftenbesomeofthebestteacherswhosimplyneedalittlepushinthe
rightdirectiontoadequatelyaddresstheneedsoftheir21stcenturygloballyconnectedlearners.
ByprovidingMs.Aliasthebigpictureoftechnologyintegrationthroughtheintroductiontothe
SAMRmodelandtheLOTIframework,theITCwasabletoprovidetheveteranteacherwitha
clearrationaleforintegratingtechnologyinherprofessionalpractices.ThroughassistingMs.
Aliasinlearningtheinsandoutsofusingresourcesandtoolschosenbythelearner,theITC
fosteredacoachingexperiencethattheteachercouldfeelexcitedaboutdoingratherthantheone
timeonlytrainingsessionsthataretoooftentheonlytechnologytrainingteachersreceive.The
ITCfeelsconfidentinherabilitytoactasatechnologycoach,andshelooksforwardtohaving
moreopportunitiestodosonextyear.

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References

Knight,J.(2007).Instructionalcoachingapartnershipapproachtoimprovinginstruction.
ThousandOaks,CA:CorwinPress