Running head: INDIVIDUAL TEACHER TECHNOLOGY ASSESSMENT 1
Coaching Journal
Jasmyne Burns
Kennesaw State University
PL & Technology Innovation
Dr. Amy Vitala
Term 20XX
COACHING JOURNAL 2
Coaching Session 1: 3.12.18
Strategies
The coaching session initiated from a conversation with the Media Specialist, Ms.
Valentine, as we spoke about the success of the technology workshops she was holding after
school on Tuesdays and Thursdays of every week. I asked if there was any way that I could
support and she stated that she received feedback from teachers stating they would like to learn
more about a few of the tools in the Microsoft Office Suite. She stated she was familiar,
however, not familiar enough to explain the tools in depth. This session was held afterschool in
the media center. This session was a small group session, which contained about five teachers
who chose to attend due to their interest in learning the tools.
During this session. Teachers learned about Microsoft Office Forms. Teacher learned the
two platform options that could be created with forms (surveys and quizzes). Teachers learned
how to create both, how to add content, how to link or embed Forms documents, how to view
responses or data, and different ways they could take what they learned and apply it to their
instruction the next day if desired. At the close of the session, the teachers were given the option
to schedule follow-up support with me to dive deeper into the tools and the unique needs of their
learning environment.
Because this session was small group, it allowed me the opportunity to explain to
teachers how I could provide this type of support in a more in depth way, I explained how the
tool explained could assist them in making teaching and learning different, engaging and easier
for them, more importantly, I had an opportunity to clarify the “partnership perspective that
underlies the coaching relationship” (Knight, 2007). I made sure I was respectful on their time
and equipped to answer any questions they had at any given moment.
COACHING JOURNAL 3
Skill and Affective Changes
I support two schools in Fulton County. It is my first year at this school and I am in the
building process. From experience with my other school, sometimes it takes for you to “show
what you know” more so than anyone taking your word for it. This coaching session gave the
teachers an opportunity to see what I could offer them as a coach, but more importantly, as an
educator. I saw a change in the demeanor of the teachers and their willingness to work with me
after the workshop. Most of the teachers asked how soon I would be available to come support
them in their classroom and what else could I provide. I set up one-to-one coaching sessions with
the teachers who were interested and encouraged the teachers present to come to the next
afterschool session later in the week.
After the session, I sent out resources that the teachers could refer to in the future. I also
provided some examples of work that I had from other teachers I’d worked with using the tool.
This session really set the tone for the upcoming session. The teachers referred to being ready to
implement the tool the next day!
Reflection on Challenges and Solutions
This initial session went well. Honestly, the were minimum to no challenges. If I had to
list a challenge, I would have to list time. There was not enough time to cover everything the
teachers wanted to learn. It was not enough time to answer all the questions that came after the
session. This was a good and bad thing. Good that teachers were enthused, wanted to learn more
and set up one on one session to get all those unanswered questions
COACHING JOURNAL 4
