Coaching Journal

Brittany O’Neal

Kennesaw State University

Dr. Jabari Cain

March 2024
Coaching Summary

Our coaching session focused on supporting Melody's (Ms. Hudson's) kindergarten students in
developing their writing skills. We reviewed her initial goals and strategies, which included:

 Encouraging independent writing: Helping students write without frequent prompting and
generate their own ideas.
 Applying foundational skills: Encouraging students to use phonemic and phonic awareness while
writing.

We discussed strategies to improve their writing, including the use of checklists. Ms. Hudson
selected the "open space checklist," which allows students to:

 Create a list of writing topics.

 Facilitate discussions on chosen topics (for students who created them).
 Join discussion groups based on their interests.

We also explored technology integration to enhance student achievement and goal attainment.

Criteria 1: Coaching Strategies

This session continued with a dialogical and facilitative approach. The dialogical approach
emphasizes conversation and dialogue, allowing Ms. Hudson opportunities for self-discovery and
reflection through our discussions.

We also incorporated the chair work method, where we collaboratively develop and test
classroom strategies. For example, we discussed various checklists for her writing lesson and reached a
joint decision on the most suitable one.

The facilitative approach allows me to support Melody's choices while actively listening and
minimizing direct advice or instruction. This approach encourages her to reflect on her teaching goals
and strategies, ultimately leading to effective change. Our session successfully facilitated this reflection
on her part.

Criteria 2: Skill & Affective Change

Our coaching sessions have resulted in significant skill and affective change. Ms. Hudson
demonstrates increased confidence, enthusiasm, and motivation. The strategies and ideas we've shared
during coaching have directly boosted her confidence in meeting her goals.

Collaboration, along with motivation, plays a vital role in our sessions. It keeps us focused and
goal oriented. Kennesaw State University's aligned Instructional Technology Standards provide guidance
for teaching with technology. Standard Four, "Collaborator," is demonstrably evident in my coaching
sessions with Melody.

During our learning coaching sessions, Melody and I actively collaborate to improve her practice,
solve problems, discover resources, and share ideas. This standard perfectly describes our collaborative
relationship, working together to achieve her teaching goals.
Criteria 3: Reflection on Challenges and Solution

There are a few personal challenges I face. Coaching is relatively new to me, and I'm also
navigating the course literature. Despite these hurdles, I've noticed a growing sense of confidence as I
develop ways to support colleagues while building relationships. While I may still be a novice, the
practice and readings are invaluable – they provide a solid foundation for my improvement and growth.

Personally, the coaching process feels like stepping outside my comfort zone, but it's also
encouraging and inspiring. It allows me to try something new. My biggest motivation is the opportunity
to help a colleague achieve their teaching goals and witness their students' academic gains.