Coaching Journal

Brittany O’Neal

Kennesaw State University

Dr. Jabari Cain

April 2024
Coaching Summary

The improvement coaching session may be our last in the formal series, but it's definitely not our last
session together.

During this session, Melody and I had the opportunity to co-teach using the collaborative
teaching model. Melody chose this option because she felt she needed support and confidence
throughout the writing lesson. Before the lesson began, we selected the nominal group strategy. This
strategy allows students to brainstorm in groups, where everyone must contribute an idea.

There's sharing of ideas and discussion of those shared ideas. Because Ms. Hudson's students
struggle with generating writing topics, she selected this strategy as a great way to encourage them to
share their thoughts. Additionally, the strategy has helped with student engagement.

During our improvement coaching session, we recapped the day's lesson and discussed what
went well along with a few roadblocks. The high level of student participation was a positive outcome.
However, students changing their ideas or having difficulty using their knowledge of phonics and
phonemic awareness to help with their writing were roadblocks that occurred.

We also discussed plans to implement this strategy in other content areas, as it can be used in
multiple subjects in various ways.

We concluded our session with action steps for our next meeting and things to prepare
beforehand. Melody mentioned lesson planning together and gathering resources before our next
meeting. Overall, I enjoyed the improved coaching session with Melody and look forward to continuing
our developing coaching/mentee relationship.

Criteria 1: Coaching Strategies

During this session I continued with a dialogical and facilitative approach. The dialogical
approach in today’s session allowed me to continue to use open ended questions to help Melody reflect
on her thoughts about the lesson. Our goal is to help students generate their own ideas when writing
while applying their foundational skills in their writing. Meldoy was able to discover new approaches and
perspectives through self-reflection thanks to the dialogical coaching approach.

In addition to the dialogical coaching approach, I also use the facilitative approach during this
lesson. Similarly, to the dialogical approach which allows for self-reflection and discovery the facilitative
approach promotes self-awareness, critical thinking, and problem solving. This approach allows for
Melody to identify her needs, concerns, and motivations. Ms. Hudson would like to improve her
students writing. She understands and needs and wants for them to grow to be independent and skilled
writers. Her concerns are that they are not using strategies to help them write and their not generating
ideas for writing topics. However, she is motivated and encouraged that her students will be able to build
the confidence and knowledge needed to achieve set writing goals. Criteria 2: Skill & Affective Change

Skill and affective change were quite evident in this coaching session. We were able to
implement and reflect on our goals and strategies effectively. During our interview, Ms. Hudson
mentioned feeling confident in implementing this strategy independently after our co-taught lesson.
 As Melody's coach, it's important that I can develop strong communication skills and emphasize
her feelings about teaching. This fosters trust and strengthens our relationship.

Prior to coaching, Ms. Hudson was unsure how to help her students reach their writing goals
beyond encouraging participation and generating their own ideas. However, once we set a strategy and
goals, and she began executing those plans, Melody's mood shifted. She felt encouraged and inspired.

Kennesaw State University's aligned Instructional Technology Standard 1: Learner was evident in
today's session. Standard 1.1, Goals and Reflection, was addressed as we set goals and explored applied
pedagogical approaches. Additionally, Standard 2: Leader, which emphasizes shaping, advancing, and
accelerating a shared vision for empowering learners, was also evident in this session.

These changes relate to the instructional technology framework as they were evident in our
coaching throughout our coaching session. Ms. Hudson and our reviewed and reflected teacher and
student goals in addition to sharing a same vision which is the advancement of student learning and
achievement.

Criteria 3: Reflection on Challenges and Solution

The coaching sessions were invaluable to my growth and development as a coach. I learned
valuable techniques for supporting colleagues in their growth and reflection on their teaching practice.

While my first experience with coaching was filled with nerves, my confidence grew over time.
Now, I feel inspired and encouraged to continue coaching and supporting other educators. A few initial
challenges stemmed from the uncertainty of the unknown. Questions arose such as "Will I be able to
connect with my coachee?" "Will our visions align?" and "Will I be able to help them reach their goals?"

Although these questions posed a challenge and sometimes felt like a barrier to the coaching
journey, I did not become overwhelmed by fear or doubt. The course literature provided excellent
guidance and tools for reference throughout the coaching process. Jim Knight's coaching plan is a perfect
resource for coaches looking to support, guide, and help teachers meet their goals.

Throughout this journey, I have been able to reflect on my role as a coach and the immense
benefits and fulfillment I gain from supporting others.