the impact cycle
TRANSCRIPT
The Impact Cycle
A Reflection Journal
START!
-Kelley Holmes
Hello! Thanks for taking the time to review my coaching journal that follows my experiences with Jim Knight’s Impact Cycle (2018).
NEXT!
The Impact Cycle
01 02 03
Identify ImproveLearn
Pre-Coaching
Table of Contents
Identify
Learn
Improve
Final Reflection
Table of Contents
Section 1Before Coaching
Reflection
Section 2Reflections on Coaching Session One “Identify”
Section 3Reflections on Coaching
Session Two “Learn”
Section 4Reflections on Coaching Session Three “Improve”
Reflection
Section 1Before Coaching ReflectionSeptember 28, 2020
01.
Pre-Coaching
Table of Contents
Identify
Learn
Improve
Final Reflection
START!
Before Coaching
Nervous. Although I am friends with Julie, this process makes me nervous. My initial thoughts:
● I don’t like seeing myself on video● I am not any better than Jullie● When you throw the word “coaching” in
the mix, it changes the simplicity of helping
Section 1
Table of Contents
Section 2
Section 3
Section 4
Credits
Pre-Coaching
Identify
Learn
Improve
Final Reflection
All those initial thoughts are okay.
Because
I can see how to improve my coaching by
watching myself.
Because
Because Julie and I are equals. I am
only there to support her.
Because
Dialogical Coaching can be simple. “Dialogue
is thinking with someone” (Kight.
2018. p 14)
Section 1
Table of Contents
Section 2
Section 3
Section 4
Credits
Pre-Coaching
Identify
Learn
Improve
Final Reflection
The Partnership Approach
“The partnership approach is at the heart of the Impact Cycle” (Knight, 2018. P. 6)
Section 1
Table of Contents
Section 2
Section 3
Section 4
Credits
Section 2
“Identify” Coaching Session
October 17, 2020
02.Section 1
Table of Contents
Section 2
Section 3
Section 4
Credits
START!
Pre-Coaching
Identify
Learn
Improve
Final Reflection
“Identify”
Our First Coaching Session
It wasn’t too bad.
Section 1
Table of Contents
Section 2
Section 3
Section 4
Credits
Section 1
Section 2
Section 3
Section 4
Credits
Pre-Coaching
Identify
Learn
Improve
Final Reflection
While making our plan, Julie wasn’t a huge fan of being recorded, but also wasn’t against it. I made sure to discuss her options and the benefits of all options. She decided for me to come to her classroom to watch and record her reading lesson. Julie and I have worked together for years and have built an relationship with trust. I think having this trust allowed her to feel more comfortable with me coming in and recording her lesson. She had her co-teacher record on her phone and I recorded on my phone. This allowed her both to easily have a copy, but also get another perspective. I sat in the back and her co-teacher sat the side of the classroom. We shared the videos with each other and rewatched both videos to get the ‘clear picture of reality’. According to Knight (p. 34) it is best to watch the video separately and discuss afterwards which is what we did.
The Identify Stage - Step 1: recording
IdentifyDue to Covid, Julie has made changes to her reading block. Rather than students sharing books, she has had them listen and read closed captions of her reading the book. After watching her video, she noticed that now that her students are not sharing a book and turning and talking, the engagement of her students is lower and the same few children answer all the questions. I used Knights 10 Identifying Questions (p.84, 2018) to guide our conversations, ended with a goal to increase her engagement.
My thoughts went directly to Nearpod. Nearpod is quick and easy way to give students the ability to each have a voice and share their answers on each question. Julie is familiar with Nearpod and has used a limited amount of the tools once before. Julie thought using Nearpod could be possible, but wanted to see exactly how it’d look.
I am excited to see if we are able to use Nearpod to successful grow her engagement with her class during this reading instruction.
“Learn” Coaching SessionNovember 9, 2020
Session 303.
Table of Contents
START!
Section 1
Section 2
Section 3
Section 4
Credits
Pre-Coaching
Identify
Learn
Improve
Final Reflection
Checklists - Why?
“There’s only so many things someone can remember” (Knight. 2018. p108)Clarity
Easy way to keep teach with me.
Keeps it organized
Set up teacher for Success
Table of Contents
Section 1
Section 2
Section 3
Section 4
Credits
Pre-Coaching
Identify
Learn
Improve
Final Reflection
Checklists & One
Page Description
I believe that checklist
helped ease Julie’s mind
about implementing and
creating the Nearpod.
Table of Contents
Section 1
Section 2
Section 3
Section 4
Credits
Pre-Coaching
Identify
Learn
Improve
Final Reflection
“Learn”
I still need to works on my nerves while being videotaped. I enjoyed building a sample lesson on Nearpod.Julie seems to be looking forward to implementing Nearpod in her reading class. I think the checklist made more sense once I showed her what the Nearpod looked like. Julie addressed concerns and I feel like this strategy will hit some of the needs in her classroom, including the ability to read questions to students. She also liked that this would be easy for students to access online though the LMS Canvas if students are absent or if student go digital due to Covid-19.
Section 4“Identify” Coaching SessionNovember 30, 2020
04.
Table of Contents
START!
Section 1
Section 2
Learn
Section 4
Credits
Pre-Coaching
Identify
Improve
Final Reflection
Table of Contents
After meeting with Julie this final time, I was feeling bummed that she was not able to implement the tool that we decided on to help her meet her goal of engaging students in reading. Per administration, she needed to adjust her plans to follow the script in the bookworms reading program, and would not allow her to adjust to incorporate technology.
During our meeting, we discussed other ways I could help her, either with changing her goal or tool/strategy. She said she really liked the idea of NearPod, however our conversations led us to online portfolios and her student engagement in math.
We have decided to continue the goal but shift the focus to math instruction and use Class Dojo as her tool to help meet this goal.
Section 1
Section 2
Learn
Section 4
Credits
Pre-Coaching
Identify
Improve
Final Reflection
Improve
Section 5
Final Reflection
05Section 1
Table of Contents
Section 2
Section 3
Section 4
Credits
START!
Pre-Coaching
Identify
Learn
Improve
Final Reflection
Final Reflection
Excited. I was looking forward to the Nearpod; However, after meeting with Julie once again
after our last video, I am exicited to see where this new goal takes
her class. I created a new checklist and modeled how
students can access their Dojo accounts. We have a plan for me
to come to her class before Christmas Break during her math lesson to practice with students.
Final thoughts on coaching
Being on the camera has gotten better; However, I feel as if our conversations
flow better and continue once I turn the camera off.
I am looking forward to continuing to grow as a
coach.
I’ve learned that coaching is:
1. An ongoing process2. A partnership3. Teacher-driven and focused on
the students
Coaching is not
1. When the coach ‘fixes’ the problem
2. 1 sided
Comparing the Lessons
● Loki Level 1
● Technology is used to play a recording of the teacher reading the chapters with closed captioning.
● Starting with Loki Level 2; However, the potential to increase the Loti level by incorporating different activities while using Dojo portfolios.
Section 1
Table of Contents
Section 2
Section 3
Section 4
Final Reflection
Initial Lesson Potential Lesson with Dojo Portfolio
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Table of Contents
Section 1
Section 2
Learn
Section 4
Credits
Pre-Coaching
Identify
Improve
Final Reflection
Credits
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Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching (1st ed.). Corwin.
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