Coaching Journal

Wayne Cordy
1st Session
Strategies:
Ms. Wertz has an ActivBoard and wants to make her usage of it more interactive with her
students. To support her in this, I used the identification strategy. We focused on how
identifying what her goal will be for using the ActivBoard in clear terms by using a thinking map.
As we created the thinking map, we discussed the purpose of the ActivBoard and how she is
currently using it versus how she wants to use it. Next, we discussed her vision for her use of
the ActivBoard in the classroom. Then, we discussed how could get there using another
thinking map. It was during this conversation that I learned that Ms. Wertz saw the ActivBoard
as a learning tool that her students seem to want to engage with and a tool that could help her
extend her teaching opportunities and thus impact her students positively. Her role is to create
or find products that will help her make the ActivBoard more interactive. From here, we
identified that our goal would be to help Ms. Wertz create and use an interactive flipchart with
her students using the software ActivInspire. To conclude, our session, we mapped out a few of
our sessions and discussed briefly the focus of each session. I gave Ms. Wertz a few handouts
to read before our next session to help her prepare herself for our upcoming sessions including
the nuts and bolts sheet about different features of ActivInspire and 10 different tricks for using
ActivInspire to engage students.
Skill and Affective Changes:
Based on our discussion and created thinking maps, I believe Ms. Wertz was able to identify a
realistic goal and think through how she and I can move her in a progressive direction. From
what I gather, I believe this strategy was beneficial and inspired Ms. Wertz to continue to grow
in her technology skills. After our first session, Ms. Wertz began making plans to read the
handouts and also watch several videos on ActivInspire that I had a suggested during a
previous faculty meeting to boost her understanding of ActivInspire. In addition, she made
plans to even explore ActivInspire on her own to learn about it features. This was definitely an
example of Ms. Wertz showing an intention to change her practices.
Reflection:
Overall, I believe this session was successful. I was able to help guide Ms. Wertz to identifying
a goal for herself and map out a plan to reach her goal. At first, it seemed that Ms. Wertz was a
bit negative about the technology tool but I believe it was more of her wanting to use it but not
being sure how to use it. As we delved deeper into our session and I helped her articulate her
vision for the use of the ActivBoard, I learned about her passion for students and seeing this tool
as a way to engage them. At this moment in our session, I believe Ms. Wertz is in the
preparation stage. Given that Ms. Wertz mapped out a plan for herself and wanted to learn
more on her own shows that she is making a commitment to change and grow. According to
Jim Knight (2007), teachers in the preparation take time to plan what they have to do to
implement the change they are planning to implement. Based on these findings, I believe Ms.
Wertz and I are moving in right direction.

2nd Session

Strategies:
Given that our last session focused on identifying our specific goals for the next training
sessions, we focused on what Ms. Wertz identified as her greatest need of understanding the
basics of ActivInspire. So, I compiled many resources I had on ActivInspire and created a
simplified how to outline with visuals on using many features of ActivInspire. Before this
session, Ms. Wertz reviewed handouts that discussed many of the features but in less depth.
She also read about ten different strategies for engaging students with ActivInspire. Ms. Wertz
and I read through the outline together and discussed any questions Ms. Wertz had. Then, we
watched a short video on the basics of ActivInspire which provided another visual of the tools
but in use. Next, we began to explore ActivInspire together and we created a simple flip chart
using many of tools outlined in the outline and video. Specifically, we focused on utilizing the
shape and text function as well as importing pictures.
Next, Ms. Wertz and I brainstormed a specific content area she would like to build a flipchart for
and she choose math. Specifically, she wanted to build a calendar to use during Calendar Math.
We reviewed her wall based calendar math section and drew out plans to mirror the wall
calendar using the tools of ActivInspire. After drafting a digital plan, we discussed how she
makes her Calendar Math lesson interactive. We then brainstormed how we can incorporate
these approaches with the Calendar Math flipchart that we created. Then, we listed what it
would look, sound, and feel like when using the flipchart with students. To be specific, we
narrowed down these aspects into a concise checklist that focused on using technology to
foster interactivity in terms of what the teacher is doing and what the students are doing. We
kept our checklist down to three essential aspects: teacher facilitation, student engagement, and
use of technology. This checklist we agreed would be used by both of us to observe each
other and offer feedback to on another. During our next session, we agreed that Ms. Wertz
would observe me modeling the use of a flipchart with students using the co-created checklist.
We reviewed the checklist together to ensure that both parties understood the checklist.
Skill and Affective Changes:
Ms. Wertz definitely got the focus of this session and I saw a change in her understanding of the
ActivInspire software. Although her understanding is on the basic level of understanding, she
has a larger understanding than she did before. I even saw her apply this understanding of the
different tools as we drafted the ActivInspire Calendar Math flipchart. During our discussion
about ActivInspire, Ms. Wertz seemed more eager to apply the tools outside of our sessions and
began brainstorming other ideas for flipcharts in her teacher journal. These actions show me
that she is continuing to add to her cycle of change and moving closer to implementation.
Reflection:
I truly enjoyed this session and I feel that Ms. Wertz did as well. By using an outline of the tools
and visual tools such as the video, I feel that I truly connected with what Ms. Wertz needed as a
learner. For me the challenge, was discovering what works for Ms. Wertz in terms of her
learning and utilizing this during our sessions. By getting to know Ms. Wertz outside of ours
sessions and truly engaging with her as a professional, I was able to use this to push her to the

next level in learning and connect with her learning style. This supports what Knight outlined in
his discussion about the partnership principle, during this session and outside of our sessions.
Moreover, I believe that my practices during this session transitioned Ms. Wertz from the
preparation stage to the action stage as described by Prochaska, Norcross, and DiClemente.
Overall, I feel that this was a successful session and truly helped Ms. Wertz to grow and expand
her knowledge of the ActivInspire software and how she can use it with students in an
interactive manner.

3rd Session
Strategies:
As agreed upon, Ms. Wertz observed me utilizing a flipchart I created with my students. Before
the observation, Ms. Wertz and I reviewed the checklist and the purpose of the observation.
Ms. Wertz observed me conducting a math lesson using a flipchart that called upon students to
show time in two different ways. During this lesson, I modeled making the flipchart interactive in
whole group as well as in small groups based on student different levels of student
understanding. After the observation, Ms. Wertz and I discussed what she observed using the
observation checklist. What stood out to her is that I facilitated discussion while the students
used the technology. She also mentioned that the children were focused on the math while also
utilizing technology. Ms. Wertz mentioned that the technology was not the focus of the lesson
but it was seamlessly integrated. She also asked me clarifying questions and we discussed
similarities and differences in the way that Ms. Wertz would have conducted a similar lesson.
Then, we discussed how to move Ms. Wertz to this place with her use of flipcharts. We
outlined key aspects as identified by Ms.Wertz that she would like to improve upon and infuse
into her classroom instruction.
Ms. Wertz and I reviewed the different tools of ActivInspire. We then watched another video
that reviewed the basic tools of ActivInpsire in which a teacher is modeling using different
resource packs. Then, I used a warm up activity that called upon Ms. Wertz to use the basic
tools to create a quick but creative flipchart. Next, we worked slowly but efficiently to create a
Calendar Math flipchart using many of the tools we reviewed using during our sessions using
our co-created diagram. During this portion, I used a hands off approach and let Ms. Wertz
utilize the different tools that I provided such as handouts, video, notes, etc. When Ms. Wertz
asked for help, I would step in and guide her through her creation. This process, I believe
provided Ms. Wertz with the confidence to keep going and utilize the resources at her disposal.
Ms. Wertz was able to create a flipchart very close to our drawing and was happy with her
product. After creating the product, we did a run through of it and discussed how it would be
utilized with the students as I pretended to be a student. This helped Ms. Wertz identify problem
areas and she was able to make corrections as we went through the flipchart. I also
highlighted things that Ms. Wertz did that made the interactivity of the flipchart explicit and ways
to make portions more interactive. After this dry run, Ms. Wertz and I discussed when she
would be comfortable with me coming to observe her using this flipchart with her students. We
agreed to give her a couple of attempts to use this flipchart with her students before I observed
her. To continue her learning outside of sessions, I provided another how to outline for using
resource packs and links for videos of this in action. During our next session, I will observe Ms.
Wertz and her use of this flipchart.
Skill and Affective Changes:
Based on our discussions and her engagement, I believe Ms. Wertz is making steady progress
in her understanding of this tool and its many possible uses with her students. Ms. Wertz is
changing in terms of her practice as well as her intention. From our discussion, I can tell that
she reviewed the different handouts while also considering how to infuse this tool in a
meaningful way into her classroom with her students. Our discussion of my observation

showed me that she truly was engaged with the process and wants consistent interactivity to
occur in her classroom when she uses technology. Her understanding of the different tools and
how to use them also improved from the first session to this session. So much so that she was
able to create a flipchart with limited guidance and showed great persistence when doing so.
These actions show me that Ms. Wertz is changing in terms of skill and feelings about this tool.

Reflection:
Overall, I felt great about this session as I felt we accomplished a lot. The strategies employed
were successful and I felt that each part was meaningful. My goal was to provide a clear model
of interactivity when using ActivInspire with student. I believe I accomplished my goals based
on the discussion that Ms. Wertz and I held following the observation. Also, I was impressed
with Ms. Wertzs understanding of the different tools and features we discussed and her
application of these tools when creating her flipchart. I believe my hands off approach showed
trust from my part while letting Ms. Wertz know that she had many different tools at her disposal
to figure out how to utilize different tools in ActivInspire. This was difficult for me as I usually try
to quickly help move people along but I knew that if Ms. Wertz is to learn these concepts and
apply them then I must allow her to struggle a bit. I did help when complications came up but
Ms. Wertz did most of the work which I believe provided a confidence boast that she needed.
I felt that this coaching session was unique and stretched me as an instructional coach. It first
started with Ms. Wertz observing me. This forced me to come out my comfort zone and allow
someone else to observe me and offer feedback. I believe utilizing a co-created observation
form helped both of us know what to focus on and provided a great framework for discussion.
To me, it appeared that Ms. Wertz loved this aspect as she was able to see the interactive
nature of this tool in action and was able to see how the different features that we have
discussed can be utilized. The discussion that followed was meaningful because we had a
central focus and were able to focus our discussion on agreed upon areas. Ms. Wertz
clarifying questions also helped me to reflect on my own practice as well as how to make
information a bit more clear. Another area that stretched me was allowing Ms. Wertz to struggle
and utilizing patience as Ms. Wertz created her flipchart. This has cemented for me the
importance of trusting your teaching while also trusting the skills of the person you are coaching.
By allowing Ms. Wertz to struggle a bit and having her to rely on the different tools that were
provided, I provided an opportunity for her to learn that she is capable to use these tools to
create flipcharts and eventually use these flipcharts with her students. This experience changed
me for the better as it pushed me outside of my comfort zone and made me practice utilizing
different approaches to teach my colleague about a new technology. For me, this experience
will strengthen my ability to assist others as an instructional coach and provide truly engaging
coaching opportunities in the future.

4th Session
Strategies:
Our same goal is to make Ms. Wertzs usage of ActivInspire with her students more interactive
based on previous discussions and brainstorming during session 1. As with the previous
session, we began by reviewing the observation checklist that we co-created and discussed the
focus on the observation. Ms. Wertz led the lesson and I observed her usage of the flipchart
she created with her students. During the observation, I was careful to focus on what I saw so
that I provided clear objective feedback. After the observation, I met with Ms. Wertz to discuss
the observation. Ms. Wertz facilitated the discussion about the math concepts but seemed a bit
apprehensive about allowing the students to utilize the tools. The student use of technology
was limited but there were clear signs that the students were eager to use the flipchart. This
feedback was shared with Ms. Wertz and I focused more so on the positive then I slowly led into
the area for improvement by asking clarifying questions and providing information from my
notes. I made sure that my comments were direct, specific, and non-attributive. Ms. Wertz
agreed with the findings and we then set out to help her improve in this area. Through our
discussion, we determined that we needed to help Ms. Wertz build confidence about her
students when using technology tools and help her utilize gradual release when using tech
tools.
The remainder of our session focused on helping Ms. Wertz build confidence about her students
using the tools of ActivInspire and using gradual release with her students. To begin this
discussion, I asked Ms. Wertz to think about her introduction of her Calendar Math Wall. We
discussed how when she first introduced, she handled many of the tools while allowing some
student interaction and then she gradually let the children take on more responsibility. Then,
we discussed how she could translate this into her use of the Calendar Math flipchart with her
students. Through careful questioning, Ms. Wertz was able to identify ways in which she can
use gradual release with the flipchart. We then completed a dry run and I modeled how to use
gradual release even in the early stages of utilizing a flipchart with students. I made sure that
my modeling was clear and explicit. After completing my modeling of gradual release, I asked
Ms. Wertz to articulate what she saw and heard during this dry run. Then, Ms. Wertz practiced
utilizing gradual release using her flipchart. Next, I told her what I saw and heard. She was
amazed by the feedback. I emphasized trusting your students and letting them go for it. Ms.
Wertz agreed with this message. We agreed that I would conduct another observation after
providing a week of implementing the gradual release strategy with the flipchart using our cocreated observation form. I provided more resources for Ms. Wertz to explore before our next
session.
Skill and Affective Changes:
Based on the observation, discussion, and follow up session, I truly am seeing a change in Ms.
Wertz. Her confidence of using ActivInspire has grown significantly. During the observation, I
noticed that she was able to use tools that during the first session she was unaware of without a
problem. I think also her eagerness about using this tool has been expanded and it is clear that
she was enjoying using the technology with her students during the observed lesson.
Although she led most of the technology use, I believe this was due to her still familiarizing

herself with ActivInspire. This will change as she becomes more familiar with the software and
using it with students. Overall, I feel that Ms. Wertz is heading in right direction.
Reflection:
I truly enjoyed this session and learned a great more about Ms. Wertz. From the observation, I
was able to see her interaction with her students and how she makes anything exciting for her
students. I was also able to see her usage of technology with students and her comfort level
with using technology with her students. The observation provided great data for us to discuss
and use to shape our follow up discussion. It was during this discussion that we were able to
pinpoint an area of focus that we both agreed upon. I believe the linking to a familiar tool and a
new approach when discussing how to approach the use with students helped to make a
connection that was needed to support Ms. Wertz in building confidence about her students and
their use of technology tools. Ms. Wertz was able to quickly to make the connection. It was
also effective modeling gradual release with Ms. Wertzs flipchart as it showed my appreciation
of her work and also provided a visual of how to utilize the strategy with her flipchart. I believe
this fully supports the Partnership Principle as outlined Jim Knight (2007). Following our
discussion, Ms. Wertz was eager to adjust her practice and try out the focused upon strategy.
This experience was exhilarating and expanded my skills as an instructional coach. As
someone who becomes nervous when begin observed, I try to approach every observation
carefully. I believe the checklist provided me with the focus needed to provide quality and
effective feedback. By being direct, specific, and non-attributive, I was able make sure that my
comments were focused and helpful. The observation provided me with valuable information
and I had to think through how to guide Ms. Wertz in identifying how to make improvements
without providing all the answers. Guiding her to identify the area of improvement, showed that
I trusted her to use my observation and feedback to determine an area for improvement.
Introducing the gradual release strategy as a strategy for making the flipchart more interactive
by linking usage of a familiar tool to a new tool was successful and worked with Ms. Wertz. I
have changed as an instructional coach as I learned how to conduct a focused observation and
provide meaningful feedback to a coached colleague. Moreover, I have expanded my skill of
modeling for adults as I was able to model the use of a strategy with a coached colleague.
Overall, I am impressed with the growth displayed by Ms. Wertz and I am confident that she will
continue to grow in her understanding and application of the tools that we have focused on.

5th Session
Strategies:
Our goal is to make Ms. Wertzs usage of ActivInspire with her students more interactive based
on previous discussions and brainstorming during session 1. As with the previous session, we
began by reviewing the observation checklist that we co-created and discussed the focus on the
observation. Ms. Wertz led the lesson and I observed her usage of the flipchart she created
with her students. During this lesson, Ms. Wertz led the discussion with assigned students
completing portions of the calendar and even leading the discussion on certain topics like skip
counting. Other students also participated by moving objects or answering questions. Ms.
Wertz continued to facilitate discussion throughout the lesson but incorporated students
frequently. Ms. Wertz and I met following the lesson to discuss my observations. We engaged
in a discussion about my notes and her perception. I made sure that my comments were direct,
specific, and non-attributive. I guided the discussion by questioning and Ms. Wertz led the
discussion. She was impressed with the things I observed and her comments supported many
of items I observed. It was clear that we were on the same page about this observation. The
next focus of discussion was determining our next steps. I introduced a reflection form and
then we discussed the progress that Ms. Wertz had made over our sessions. After reflecting
together, we identified continuing to create flipcharts and utilizing them in interactive ways with
students as continuous goal. We also identified finding already created materials and using
these items in interactive manners as a goal as well.
Skill and Affective Changes:
From my observation, I can tell that Ms. Wertz has definitely changed in her understanding and
application of the skills we focused upon during our sessions. Ms. Wertz was able to use many
different tools during the lesson and in the creation of the flipchart. Her excitement about using
this flipchart was also evident as she kept her energy high as she worked through the flipchart
with her students. Not only did she show enthusiasm, she also built enthusiasm in her students
and then used this enthusiasm to allow them engage with the technology in a meaningful way.
Ms. Wertz seems to have embraced this technology and will continue to embrace it beyond
these sessions.
Reflection:
This session was a beneficial for both parties as it helped us both reflect over these sessions
and the progress that has been made. The observation provided me with the opportunity to
see more of the progress made by Ms. Wertz and it allowed her to experience her progress
firsthand. Our discussion of the observation was led by Ms. Wertz and we were able to come
to a consensus quickly about different facets of the observation. It was evident to me that Ms.
Wertz was embracing this tool and was able to reflect completely without much guidance from
me. This I believe built confidence in her about her usage and her improved understanding of
this tool. It also showcased my trust of her ability to reflect thoroughly. Working with Ms. Wertz
on reflecting on her progress, I was able to build on the partnership principle I have utilized
throughout the previous sessions and provided her with an opportunity to trust in her abilities as
a teacher and skilled colleague. Next, by using the reflection form, we were able to focus on

specific areas of growth and begin to think about the next steps. I believe each strategy
implemented in this coaching were successful.
For me, I feel that I have grown as an instructional coach as this has improved my coaching
skills. Specifically, it has improved my ability to provide feedback. During this session, I had to
make a conscious decision when giving feedback to be direct, specific, and non-attributive. This
is one of the hardest things for me because it so built in me to provide a positive comment and
then an area for improvement which may not be direct, specific, or non-attributive. Providing
feedback that is direct, specific, and non-attributive is harder than it seems and it stretched me
throughout not only this session but other sessions as well. I believe this has improved my
practice and has helped me to offer meaningful feedback outside of this experience. However, I
believe I need more practice until it becomes habitual. According Jim Knight (2007), learning
how to give direct, specific, nonattributive feedback is a skill that every IC should develop, and
one that can be practiced and developed daily until it becomes a habit of thought. I agree and
will continue to practice this skill. Overall, this process has made me a stronger instructional
coach because I have practiced a variety of skills that are essential for an instructional coach to
be successful when working with colleagues. I feel that I have begun a colleague on a positive
path that will lead to even more growth.

References
Knight, J. (2007). What is the partnership philosophy? In Instructional coaching: A
partnership
approach to improving instruction. Thousand Oaks, CA: NSDC.