Coachingjournal

Thao Tran
Coaching Journal: Implementation of Google Apps in the Classroom

ITEC 7460: PL & Tech Innovation
Kennesaw State University
1st Session Date: 3/15/16

Strategies
Mrs. Raber voiced her concerns about how to differentiate her assessments and
incorporating technology in that area. She has a mixture of gifted and special needs students in
her class. She was concerned that her gifted students were getting work done too quickly and
getting bored. Mrs. Rabers classroom has 5 laptops and 4 Chromebooks. She is worried about
not utilizing them enough for her students.
The strategy that I will incorporate into this coaching session is one-on-one, partnership
coaching (Knight, 2007). Mrs. Raber expressed that she learns better in individualized, hands-on
sessions. First, we discussed the different types of assessments and how I could help her plan her
assessments through the aid of Google apps. I showed Mrs. Raber the variety of apps that
Google offers (Slides, Drawing, and Word) that is similar to the Microsoft Office software that
she is already familiar with. During this time, I made sure I listened to all her concerns and built
upon our partnership so she would have confidence in me guiding her.
Skill and Affective Changes
After the first session, I sensed that Mrs. Rabers confidence dramatically increased since
the last time I interviewed her about incorporating technology into her classroom. She saw how
easy Google apps were because I sat down and compared them a program that she was already
familiar with. I could tell that she needed more guidance and may not use it immediately in her
classroom. I plan on working more with her in creating an assessment and sharing it on the
Google Drive to her students.
Reflection on Challenges and Solution

A challenge that I faced while coaching Mrs. Raber is to slow down a lot when I showed
her where things were on her laptop. She had a lot of clutter on her desktop as well as many tabs
open. I suggested on moving files into folders and exiting out of any unused tabs. I also made a
recommendation for her to use only Google Chrome because it links it to her Google account,
which will make it easier for me to show her Google apps and sharing it to her students. I chose
to use Knights Simplify approach to make the complex idea of using an emerging technology
more clear and easier to navigate. In the future, I would like for Mrs. Raber to be ready with
questions in advance now that she has gotten more exposure with Google apps.
2nd Session Date: 3/17/16
Strategies
I invited Mrs. Raber in my classroom earlier today to see how I used Google apps in my
classroom. This model lesson provided Mrs. Raber a chance to learn the teaching techniques that
cannot be found in teachers manual (Knight, 2007). I provided Mrs. Raber with a checklist of
things to look for during her classroom observation. During our planning period and some time
after school, we met and discussed her observation checklist, notes, thoughts, and questions. We
collaboratively explored the data and had a learning conversation where we used the data to
shape her upcoming lesson that I will observe. Mrs. Raber is familiar with the observation
partnership approach because at our school, we have to do peer observations of a colleague once
every 45-days according to our 45-Day Action Plan. The observation today was not anything
that burdened her. After collaboratively talking about my lesson, I helped Mrs. Raber plan out a
lesson that she will implement in her classroom.

Mrs. Raber was much more confident and did not feel overwhelmed after her observation
in my classroom. Our meeting took place almost immediately after her observation, so it was
still fresh on her mind. It was important that we sat down and discussed her checklist and notes.
The feedback that she provided me was great for our partnership approach. It showed how much
growth and understanding she had during her observation. She felt a sense of contribution to our
partnership. She exhibited a high level of excitement in implementing Google apps in her
classroom. She felt much even more confident when I helped her plan a lesson.
It was difficult this time staying on topic because Mrs. Raber and I know each other on a
personal level. I tried using several of the 8 high- leverage leadership tactics (Knight, 2007) to
help us stay on track. I clarified my message of what short and long-term goals we were
working on achieving. I also used many responsive turn tactics of interrupt and divert by
moving the conversation in a different direction and cutting off negative conversation before it
began. The time took longer than expected for this coaching session because we both had a lot to
say, so it extended to some time after school. Next time, I will be sure to stay more on topic and
use an agenda with times outlined.
3rd Session Date: 3/25/16
Strategies
Mrs. Raber had some time to practice before she invited me to observe a lesson in her
classroom using the you watch me, I watch you approach (Knight, 2007). I used the same
checklist I provided for her when she observed in my classroom. Today, I observed her using
Google Draw as an assessment for a lesson on the Rivers of Georgia that she had finished
teaching. Students were to use the information that they learned to create a map of Georgia and
draw in the rivers. She differentiated her lesson by allowing her SPED students to work with a
partner and the aid of a parapro, when needed. Her gifted students had to include at least one
sentence about each river. We met after school to collaboratively discuss her observation.
During my interview prior to the coaching sessions, I went over the Big Four framework
with Mrs. Raber. She had expressed concerned on the Behavior aspect because her gifted
students were not being challenged enough. I made notes during my observation on her
classroom behavior. She was able to use the skill I taught her during her observation in my
classroom and during our planning time to successful integrate Google apps into her classroom.
Her students were on-task and there were not any behavior issues during my observation. We
collaboratively discussed her lesson and also revisions in my coaching to help her in the future.
The challenges were far less this session than others. Again, I started the session by
clarifying our short and long-term goals. Mrs. Raber had time to practice her lesson and was
much more prepared. Through our constant dialogue and communication, she saw me as a
partner rather than someone who is going to make her life more difficult. Knights strategy of
building an emotional connection really strengthened our partnership. Being a coach to Mrs.
Raber has helped me appreciate, understand, and respect others. It was difficult to not step in
and take full control. I was able to watch her use the tools and differentiate it for her classroom.
It gave me more confidence that coaching a colleague that I had built a trustworthy relationship
with was not so bad after all. Being a coach is continuous learning and seeing growth in yourself
and others. I plan on continuing to work with Mrs. Raber to help her utilize more effective
technology in her classroom.
References
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction.
Thousand Oaks, CA: Corwin Press.

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Thao Tran

Coaching Journal: Implementation of Google Apps in the Classroom

1st Session Date: 3/15/16

Reflection on Challenges and Solution

Skill and Affective Changes

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