ReTinas Coaching Journal

1st Session:
Strategies:
Mrs. Smith is a department chair for the Math department, serves as a liaison between the
leadership team and her department. She is responsible for helping her department and data team
implement researched based strategies that improve student learning. In order to be an effective
coach and be successful in aiding Mrs. Smith, it was important that Partnership Approach outline
by Knight was the foundation of our partnership experience.
After expressing her interest in collaborating with me, Mrs. Smith and I met to have a
one-on-one interview to discuss our collaboration. At the beginning of the meeting, I wanted to
clearly communicate my intentions to Mrs. Smith. I expressed that my intentions were not to
show her how to be a better teacher but to collaborate with her in an effort to find strategies that
can be beneficial to not only for us both but for our whole school. I proceeded to explain to Mrs.
Smith, Knights Partnership Philosophy. I explained to her that the Partnership Approach is a
theoretical framework for instructional coaching that is based on the principles of equality,
choice, voice, dialogue, reflection, praxis, and reciprocity (Knight, 2007). I continued to explain
to her that we are collaborating partners during this process and that I would treat her as an equal
meaning her opinions and ideas would be valued and respected. During our discussion, we
discussed the importance of having open and honest dialogue with each other. I also expressed
that she has a choice in which strategies are appropriate for her to implement and she should feel
free to be open and honest to reject any ideas or strategies that are suggested.
To decide which strategies would be best, I decided to identify Mrs. Smith needs.
According to Knight, (2007) ICs communicate better with their teachers if they first ask a few
questions. So, I decided to ask Mrs. Smith what were her concerns, interests, and what her

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learning preferences. During our meeting, Mrs. Smith expressed that she believes that
technology is the easiest way to gather data in an effort to identify student needs and assist them
in increasing student achievement yet every teacher is collecting data or bring data to the
meetings. She stated that, Many teachers think that irespond takes up too much time so they
refuse to use it. She expressed that it has been difficult to get teachers to use irespond
consistently and she is seeking other strategies to help these teachers to collect data quickly and
proficiently. So, she and I decided that it would be best to find a strategy to that incorporates
technology and would make collecting and analyzing data faster and easier. I asked Mrs. Smith if
there was a particular strategy or app that she would like to implement, she stated that I she
would leave it up to me to find a strategy. Before concluding our meeting, I assured her that, I
would seek an effective technology strategy that would aid her and her department in collecting
data and would engage students.
Skill and Affective Changes:
As I discussed the principles of the Partnership Approach to Mrs. Smith, she was
impressed with the outline of the framework. Due to previous experiences, neither she nor I
have been allowed to have a voice or a choice in professional learning. According to Knight,
(2007) all teachers should be treated professionally, given a voice, and a choice on which
professional development they would like to participate in. Mrs. Smith was happy to know that
she would treat with respect. It was evident through her body language and facial expressions
that she was comfortable in allowing me to coach her.

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Reflection on Challenges and Solution:
Before this coaching session, I was apprehensive of my ability to effectively coach Mrs.
Smith. I did not know what to expect. However, I believe that by applying Knights (2007)
methods of conducting an informal, one-to-one interview and explained the Partnership
Approach to Mrs. Smith, I was able to put her at ease and get her on board.
At this point I am eager to aid her in integrating technology and hope to find a strategy that is
both beneficial to her, her students, as well as our colleagues.

2nd Session:
Strategies:
Although Mrs. Smith insisted that I find a strategy based on her needs, I still wanted to
give her a choice in which strategy she thought was best. According to Knight, (2007) there
should be a respect for professionalism and taking away teachers right to say no is reducing
them to being less than professional. It is important that all teachers be treated professionally
and given a choice on which strategies best fits them. I wanted her to feel free to dialogue with
me and free to make real, meaningful decisions regarding which strategies were the best for her
and her team.
In this session, I was able to present two strategies to Mrs. Smith that would be beneficial
to her, her students, her data team, and her department. Since, Mrs. Smiths students use apps on
Ipads that provide tutorials, examples, and additional practice, I thought that it would best to use
an app such as ShowMe to help her integrate technology. In an effort to bring authenticity and to
aid her in rising to a LoTi, level 6, ShowMe encourages students to solve real world problems
while collaborating with other students, teachers, and experts. Next, I introduced her to
Socrative, a student response system that engages students while aiding teachers in collecting

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data quickly and proficiently. I explained to her that Socrative can be used by the students on
their cellphones or tablets to answer quick questions, activators, quizzes, or play games as the
teacher monitors their progress in real time using a tablet, cellphone, or computer. It is also
beneficial to teachers because provides immediate feedback and student work is graded instantly.
Mrs. Smith decided that Socrative was a better choice because it would improve student
achievement and assist her department and data team in collecting and analyzing data. We then
discussed how she would implement Socrative into her curriculum. Mrs. Smith stated that
Socrative could be used at the beginning, during, and at the end of class. She stated that at the
beginning of class, Socrative could be as an activator to assess students prior knowledge, during
class to engage students and to check for understanding, and at the end of class to help students
reflect and summarize what they have learned. I agreed and told her because Socrative collects
and exports data results for you, it could also be beneficial to her department and data team.
Mrs. Smith quickly stated that she wanted to practice implementing this strategy within her own
classroom first to determine its effectiveness before it should introduced to others. I reassured
her and explained that the Partnership Approach is process and there is no rush to show her
department or data team. I continued by stating that like her, I believe that before assisting
someone else, I must be proficient and successful in my own classroom practices. Therefore, I
have been practicing implementation within my own classroom with success. This seemed to
please Mrs. Smith who then asked what were the students reactions to Socrative. I told her that
students liked using Socrative better than completing an opening, a quiz, or closing using paper
and pencil. I explained that my students were actively engaged and I was able collect and record
grades quickly. I explained the difficulties that I experienced such as lack of cellphones but this
was solved by partnering students with others or having students use the class computers.

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By explaining to Mrs. Smith the benefits of Socrative and what she would have to do
implement it, I was able to implement Tactic Four: Manage Change Effectively of Knights
(2007) Big Six. According to Knight, (2007) to prevent teachers from abandoning the
partnership, an ICs must explain to collaborating teachers if there are additional demands, the
amount of class time used to implement the strategy, how students might respond to the strategy,
how the strategy aligns to the standard, and any other changes for the strategy to be
implemented. Since time management is a problem for many teachers, it was important for to
implement this tactic. Also, the SIP goal is to increase student achievement through technology
integration and the use of opening and closing strategies. Therefore, I explained to her that by
implementing Socrative we can quickly and proficiently gather student data while students
complete opening and closing sessions using their cellphones. I also told her that the only
additional materials she would need were materials already in her classroom such as her laptop,
an iPad, and/or her desktop computer.
I asked Mrs. Smith when would be an appropriate time to allow her to watch me and for
me to watch her implement Socrative in her classroom. Mrs. Smith stated that Wednesday
would be a good time and wanted me to come by 1st block. She also stated that Friday would be
a good day to watch her. She wanted time develop her lesson plan and practice using Socrative.
After establishing a good time for me to model the lesson, I wanted to make sure Mrs. Smith
knew what to watch for as I modeled the lesson and presented her with an observation form from
the Kansas Coaching Project. I asked her what were some critical teaching behaviors she
believes she should be looking for as she watches me. According to Knight, (2007) this is
important because it helps the IC and the collaborating teacher keep their focus on the most
important teaching behaviors modeled during the lesson. Mrs. Smith stated that This is what I

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would look for you are engaging students, managing my class time effectively, are you able to
handle troubleshooting issues, and how proficient are you in implementing Socrative? I will
admit I was not expecting this list and was taken back. However, I did not express this to Mrs.
Smith. Instead, I simple asked her to clarify why she choose those behaviors to observe, she
replied:
We only have 90 minutes to teach a lesson so its important to have something
that is quick and easy. Plus, students get bored easy therefore you gotta have
something that keeps students engaged. If its something that takes up a lot of
time and its not effective, its a waste of my time and the students time. Also, if
you are not well versed in using a new technology tool, the students will pick up
on this quickly and will use it against you. When you introduce something new,
students always want to know why they are using it. You gotta tell them why.
Then they are watching you like a hawk just to see if you know how to use it. So,
teachers need to prepare themselves by knowing as much as they can about the
technology they are implementing and be able to handle any troubleshoot issues.
I assured Mrs. Smith that I would continue to use Socrative in my own classroom for the
remainder of the week in order to prepare for implementation in her classroom and would
attempt to solve any troubleshooting issues with my students before modeling the lesson in her
classroom.
Before we ended the session, I asked her what she was currently teaching and what a
typical day in her classroom consisted of. She told me that she is currently teaching students
Integrals and that her classroom routine consisted of an opening, teaching session, and a closing.
She expressed that since she and I taught different content areas, she thought it would be best if

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she taught the lesson as I modeled how to implement Socrative. I would model this strategy
during the opening, during the teaching session, and as a closing. Once this was established,
Mrs. Smith and I created a Socrative account for her and we were able to create and import an
activator as an opening, developed a quick question for students to answer during the teaching
session, and developed an exit ticket to gage what students thought of Socrative. Before she left,
I also informed her that in the upcoming sessions, we would discuss what worked and what
didnt work while implementing Socrative.
Skill and Affective Changes:
I believe Mrs. Smith was starting to feel a little apprehensive about implementing
Socrative which correlates with her responses in the Innovation & Ideas Adoption Survey that I
administered to her. According to the Innovation & Ideas Adoption Survey, she indicated that
she is comfortable integrating content specific technology in her classroom.
However, she also indicated that she is not comfortable with aiding her colleagues with
technology. When asked why, Mrs. Smith stated that before assisting someone else, she has to
be proficient and successful in her own classroom. After rereading her responses, I realized that
we both are fearful. Due our positions, mine as a practicing IC and hers as a department chair
and data team facilitator, we both are fearful and apprehensive about our abilities and our
collogues perception of our abilities. However, I believe that during this process if we both
implement Knights, (2007) Partnership Approach as a theoretical framework, we will both be
able to overcome our fears and have a meaningful experience.
Reflection on Challenges and Solution:
At first, I was taken aback by list of critical teaching behaviors and saw it as an attack on
my ability to successfully implement Socrative. However, after rereading Knights, (2007)

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chapter on Why Coaching?, I realized that as an IC it is important to look for emotional bids for
connection by recognizing the collaborating teachers thoughts, emotions, and concerns. I began
to see that what I interpret as an attack was actually fear. Knight, (2007) states that while
communicating with others we should look for signs of fear in order to make a connection with
the collaborating teacher. Knight, (2007) also suggest that ICs stay detached by distinguish the
role from myself.
Also, I realize that I had forgotten to mention how to handle behavioral issues therefore, I
will make sure Mrs. Smith and I discuss who will control any behavioral issues that may occur.
According to Knight, (2007) prior to modeling the lesson, the IC and the teacher need to clarify
who will handle behavior issues in the classroom. However, to reduce the chances of behavioral
issues occurring, I will greet students as they enter the class and explain to the students why I am
there.
Before beginning the lesson, I will explain the expectations for student behavior, and
explain to the students that their teacher and I are collaborating in an effort to show them
something new and exciting. In an effort, to practice solving any troubleshooting issues, I will
continue to implement Socrative in my own classroom in order to prepare.

3rd Session:
Strategies:
Before this session, I arrived to Mrs. Smiths class early to make sure everything was
ready and to reduce troubleshooting issues. I made sure she had her handheld tablet to monitor
student progress, the activator, the quick questions, and her exit ticket. I also wanted to discuss
who would control any behavioral issues that may occur. She said that she was comfortable with
us both handling behavioral issues. I also made sure she had the observation form and I asked

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her if there were any additional, issues or concerns I should be aware of. She stated that there
was none.
In order to effectively model this lesson, I used the steps outlined by Tricia McKale as
cited by Knight (2007). As the bell rung, I began to greet and interact with students. According
to McKale, talking to students before the session eases them into that transition and relaxes them
(as cited in Knight, 2007, p. 115). As the students entered, I was relieved to discover that I knew
majority of them. This was a very small class of only nine students.
Before I began to model the lesson, I will explain the expectations for student behavior,
and explain to the students that their teacher and I are collaborating in an effort to show them
something new and exciting. I delivered a hook by asking the students,By show of hands, how
many of you have complete an opening and a closing in your classes? All of the students raised
their hands. I then said, By a show of hands, how many of you are bored with how you
completed those opening and closings? Again, they all raised their hands. I continued by
telling them that I wanted to show them a fun way to complete opening and closings using their
cellphones. This got the students attention. I asked the student to take out their cellphones and
if they did not have a cellphone to partner up with someone who did have a cellphone. This
seemed to get students excited. One student did not have a cellphone and Mrs. Smith provided
the student with an iPad.
Once all of the students had their cellphone or Ipad, Mrs. Smith began the lesson by
explaining to the students the objectives for the day and I explained to the students how we were
going to accomplish those objectives using Socrative. I told the students that we would begin the
learning session by completing an activator. I asked each student to login into Socrative and
enter the teachers room using the code located on the board. Using the activator, we previously

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developed Mrs. Smith asked the students, Which method do we need to use for this particular
graph? Using their cellphones and Ipad, students answered the question as Mrs. Smith and I
looked at the results on the tablet.
As students began to answer the question, some students receive false feedback
indicating that their responses were wrong. I then explained to the students that it was important
to spell words correctly and use proper punctuation. If they did not, the answers would be
considered incorrect. We then decided to do a do-over in which Mrs. Smith and I cancelled the
activator and reactivated it to allow the students attempt to re-answer the question. This time,
students were cognizant of their spelling and received better results. As a result, the students
seemed impressed and I heard comments such as I like this. When asked what is it that they
like? One student responded, Sometimes, I dont have a pencil or paper but I always have my
cellphone so this is easier for me to do. Another student said, I like that it gave me the answer
as soon as I finish the question.
As the students completed the activator, Mrs. Smith discussed results. She was pleased
with how quickly she was able to access student understanding. After completing the activator, I
continued to implement Socrative while Mrs. Smith taught her lesson. Mrs. Smith and I
continued to monitor their progress on her tablet. Mrs. Smith and I noticed that because we were
monitoring their progress electronically, student participation was 100%.
At the end of the lesson, I explained to students that their exit ticket would a quick
survey. I asked students three questions: 1. What app did you use today?, 2. Did you enjoy using
Socrative? Why or Why not?, 3. Do you think your understanding of the materials increase due
to using Socrative? As the student answered these questions, Mrs. Smith and I monitored the
results. We discovered that all students enjoyed using Socrative except for one. In his responses

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to Question 2, Did you enjoy using Socrative? Why or Why not?,

the student stated, No,

because I dont have a phone. On Question 3, Do you think your understanding of the
materials increase due to using Socrative?, the same student stated No.

Skill and Affective Changes:

At the end of session, Mrs. Smith and I decided to discuss what occurred. McKale found
that to incorporate the reciprocity principle of the partnership approach, the collaborating
teacher, and the IC should meet to discuss the lesson and share notes from the observation form
(as cited in Knight, 2007, p. 124). As we went over the form, Mrs. Smith stated that she was
pleased to see a high level of student engagement. Usually, most time in class is spent telling
students to put up their cellphones. However, since we can monitor their progress and we
allowed them to use their cellphones, students using cellphones during non-instructional time
decreased, while student participation increased. Also, since we were prepared troubleshooting
issues were minor with the exception of false feedback in which we were able to solve quickly.
We both agreed that having a smaller class makes troubleshooting issues easier to solve.
As we continued to discuss the session, Mrs. Smith showed me her comments in which
she stated that I was knowledgeable, well organized, and displayed enthusiasm. However, Mrs.
Smith stated that she had some concerns. This included my lack of interaction with the students.
I was confused by her statement and asked her to clarify for me. She explains to me that she
would have liked to see me interact with the students by walking around the room and
monitoring their progress. Instead, I monitored their progress on the tablet. Because I wanted to
be open and honest, I expressed that was due to nerves and although I made a point to greet
students and knew majority of them, I it slipped my mind. Although technology is great,
technology is not a replacement for human interaction. I thanked Mrs. Smith for bringing this to

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my attention. She continued by asking if there was a way to prevent false feedback. I told her
that the app grades students by the answer you enter into the system. If you choose not to enter a
correct answer, the app will only grade student completion and you will have to check for
accuracy yourself.
Before we concluded our discussion, she and I then began to import quizzes and
questions for the upcoming session, in which I would watch her implement Socrative. Before
leaving, I asked Mrs. Smith was there anything I could do to help her prepare. She replied no and
stated that she would contact me if she had any questions.

Reflection on Challenges and Solution:

After Mrs. Smith brought my lack of student interaction to my attention, I was very
disappointed with myself. I should have interacted with the students by walking around the
room. In the future, I must remember, having technology does not replace student interaction.
According to Knight, (2007) interacting with students promotes a positive learning community
and reinforces appropriate student behavior. However, I can not dwell on this mistake or allow it
to determine how I view myself.

4th Session:
Strategies:
In this session, I observed Mrs. Smith as she implemented Socrative. Once again, I
arrived early to make sure everything was ready. I made sure she had her handheld tablet to
monitor student progress, the activator, the quiz, and her exit ticket. I also made sure that I had
the same observation form that Mrs. Smith used to observe me to identify critical teaching
behaviors. According to Knight, (2007) ICs should be careful to note positive actions taking
place in the class and not the negative actions. Therefore, I wanted to make sure that during the

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lesson, I looked for positive things and the not negative things. Mrs. Smith began class by
asking to students to log into Socrative in order to complete the activator. The student who did
not have a cellphone stated, We gotta do this mess again? I was surprised by his sudden
outburst. Mrs. Smith replied, Yes! and motioned for him to go to the cabinet in the corner of
the room to get an iPad. He reluctantly complied. In the comment section, I noted that, This is
the same student who indicated in the survey that he did not enjoy using Socrative, due to the
lack of a cellphone.
Throughout the lesson, I watched Mrs. Smith use Socrative as students completed an
activator, a quiz, and the closing. I noticed that since students had previous practice with
Socrative, they were quickly able to answer the questions and receive immediate feedback as
Mrs. Smith monitored their progress. I believe this was done in an effort to prevent students
from receiving a false feedback. I made a note to ask her in the following session.
As I observed student engagement, I noticed that a majority of the students were actively
engaged with the exception of one, the student who did not have a cellphone. In my comment
section, I wrote that:
I noticed that majority of the students are actively engaged with the exception of
one. This student does not have a cellphone and has to raise his hand to inform
you. This student is asked to use the classroom iPad located in the cabinet. Do you
think that having him walk in front of the class to retrieve it from the cabinet
embarrasses him? Although I believe, I already know the answer to this question,
is there a reason the iPad was not available for him to use when he entered class? I
wonder if not having a cellphone embarrasses a student to the point that it effects
the students engagement and academic achievement?

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I decided that Mrs. Smith and I would dialogue about this in the follow up session. As I
continued to watch Mrs. Smith implement, Socrative I was impressed with her ability to
implement it without any trouble. It was almost as if implementing Socrative was second nature
to her. One thing I noticed during the session was her interaction with the students. As she
monitored students progress on the hand held tablet, Mrs. Smith walked around the classroom
and monitored and talked to students as well. This is something I had not done as I modeled the
lesson and I felt disappointed that I had not done so.

Skill and Affective Changes:

At the end of the session when the students were dismissed, Mrs. Smith and I briefly
spoke to discuss what to expect in the next coaching session. I also made a point to
communicate to her how well I thought this session went and praised her accomplishments. As I
left, I thought about Mrs. Smiths responses on the Innovation & Ideas Adoption Survey, Mrs.
Smith falls between the Early Adopter and Early Majority categories. When it comes to
technology, Mrs. Smith is self-efficient and willing to try new ideas and she has the potential to
influence and inspire her colleagues to try new technology strategies but she is not comfortable
with aiding her colleagues with technology. She indicated that before assisting someone else,
she has to be proficient and successful in her own classroom practices. After this session, I
believe, Mrs. Smith has demonstrated her proficiency and she is ready to share this new strategy
with her department and data team.

Reflection on Challenges and Solution:

After watching Mrs. Smith interacting with students I was still a little disappointed with
my limited interactions with the students. Like Mrs. Smith, I too should have interacted with the
students by walking around the room. According to Knight, (2007) interacting with students

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promotes a positive learning community and reinforces appropriate student behavior. Maybe if I
had interacted with the young man who did not have a cellphone, he would have enjoyed using
Socrative. I believe that this student did not enjoy the experience due to lack of technology
however, an iPad was provided. I will be sure to discuss this with Mrs. Smith in the next
session. I must continue to learn how to detach myself in order to be an effective IC coach.

5th Session:
Strategies:
Mrs. Smith and I met to discuss her session. As suggested by Knight, (2007) I made
sure that I did not use top-down feedback. Instead, Mrs. Smith and I used the partnership
approach and sat side by side to discuss her session. As partners, we explored the data that was
collect. First, I asked Mrs. Smith how she thought the lesson went. In which she responded that
she felt that the implementation went well. We then looked at the form and discussed what I
saw. I told Mrs. Smith that I was impressed with the student engagement however I had concern
about the student who did not have a cellphone. I showed Mrs. Smith the comment as I read it.
When I was finished, Mrs. Smith chuckled and said, Now, you know why that ipad was
not on the desk when that student entered class. If it was, I might not have seen it again. I have
already lost three this year. I told her that due to the social climate of the school I am not
surprised. At this school, technology seems to grow legs and walk away. She agreed and
continued to explain that particular student would not have enjoyed the lesson even if he did
have a cellphone. I asked her was there a way we can help this student not feel embarrassed by
his lack of a cellphone? Mrs. Smith stated that we could give it to him before class privately and
collect it at the end of class privately.

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As she and I continued to explore the data, I also mentioned that during her session, I was
able to learn something from her. I told her I was impressed with her interaction with the
students as she monitored their progress on the tablet. As she knows, this is something that I had
forgotten to implement with in my session. I also told her that I noticed that she was very patient
with her students, as they attempted to master Math concepts.
I continued to praise her accomplishments by expressing her ability to implement
Socrative effectively without any issues. I mentioned her previous responses on the Innovation
& Ideas Adoption Survey and how she fell between the Early Adopter and Early Majority
categories. I stated that her responses indicated that she is self-efficient and willing to try new
ideas and she has the potential to influence and inspire her colleagues to try new technology
strategies. She stated that she never thought of herself as having influence on her colleagues. I
asked her that since she has this influence, would she be willing to demonstrate this strategy to
department. After taking a deep sigh, Mrs. Smith stated that she would but only if, I would help
her. I agreed to do so. According to Knight, (2007) it is important for IC and their partners to
identify the next steps. Therefore, Mrs. Smith and I decided that we would demonstrate
Socrative to our colleagues.

Skill and Affective Changes:

After this session Mrs. Smith, appeared to be a lot more confident in her abilities.
Although in the past she has created and implemented professional learning sessions with in her
department, she has not created a professional learning session focused on technology. After her
success with implementing Socrative, Mrs. Smith is now willing to conduct a professional
development in which she will demonstrate Socrative to her colleagues.

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Reflection on Challenges and Solution:
After this coaching session, I feel relieved. This has been a stressful but worthy and
educational experience. I realize an ICs job is not an easy one but if I truly believe and
implement strategies that Knight, (2007) illustrates in his book, I will be successful. As I
implemented the strategies, I actually saw a connection in what Knight wrote and what I
implemented. For example, Knight, (2007) states that the Partnership Approach allows teachers
to be engaged leading them to learn more. This makes them more likely to implement the
teaching practices they learned. After this experience, this has become evident. Mrs. Smith and
I will continue to implement the strategies that what we have learned because this experience has
taught us a great deal about communication and collaboration.

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References
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Corwin Press: Thousand Oaks.