Coaching Journal

Unit 3

Coaching Journal | Unit 3 1

 Looking for
today’s
agenda? Se
e page 10.

Table of Contents
Welcome.................................................................................................................. 3

Webex Tips.............................................................................................................. 4

3.1A: Introduction.................................................................................................. 10

3.1B: Connect with Peers...................................................................................... 11

3.2A: Integrate Everyone Can Create.................................................................... 13

3.2B: Discuss Integration Ideas............................................................................. 16

3.2C: Start Creative Projects Map.......................................................................... 18

3.3: Discuss Ideas for Coaching Action Plan.......................................................... 20

3.4: Coaching Cycle Run-Through: Inquire, Plan, and Act ..................................... 23

3.5: Draft Coaching Philosophy Statement............................................................ 33

3.6: Collect Feedback on Drawing and Photo Projects.......................................... 37

Notes..................................................................................................................... 42

Track Your Progress............................................................................................... 46

Coaching Journal | Unit 3 2

 Welcome
Each unit in the Apple Learning Coach course includes a Coaching Journal like this
one. You’ll use your journals as companion pieces throughout the course.
Your Coaching Journal is important because:
You’ll need it to complete the lessons
You’ll submit your journal at the end of each unit
Each activity and project builds toward your Coaching Portfolio

Tap to add tex

t, photos,
videos, drawin
gs, shapes, or
ts audio recordin
le of conten gs in the respo
Use the tab nse
iew to e a s ily find what areas.
v
lo ok in g for, or you
you’r e
rough page
can scroll th
thumbnails.
Add responses
by typing or
writing with
Apple Pencil.

s
h e N o t es page
Use t ch
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at to
c h i ng Journal
Coa ou
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e to u s e
Learn m mize.
ore abo
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Learn mo al journal
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Coaching Journal | Unit 3 A pp le Educatio 3
in the ity.
Commun
Webex Tips
Virtual Meeting Best Practices
For the best experience in Units 3 and 4, connect using an iPad
with iOS 11, iPadOS 14, or later.
If you also have a Mac, use your iPad for learning and note-
taking and your Mac for signing in to meetings. Be sure to
sign in on only one device.
If you’re using Mac for Webex and your creative projects are
on your iPad, transfer them using AirDrop or iCloud. For the
best experience, do this before the start of the session.
When signing in, enter your name the way you’d like to
be identified in the chat.
Make sure the chat window is open and visible so you
can engage in the conversation.
For the best experience during breakout sessions, turn
on video. Video is optional. You can turn off video to
optimize bandwidth if you’re experiencing lag.
Keep your microphone muted when you’re not speaking.

If possible, try to join the sessions from a quiet space so

you’re

free to contribute to the conversation.

Tips for Webex Technical Issu
es
Audio problems: If you’re expe
riencing issues
when audio is already connec
ted through Mac, try
using
your phone to connect to audio
instead (keep Mac
connected for video)
Unidentified Developer Error:
If you get an error
message when trying to instal
l the Webex plug-in,
follow these instructions
For more help, see these addit
Coaching Journal | Unit 3 ional Webex 4
resources:
Troubleshooting meetings
Sign-in issues
Webex Tips
iPad

Keep your Turn your Open the chat Confirm or

microphone window to
muted when video on and participate. change your
you’re not off during
speaking. sessions. audio
connection.

Coaching Journal | Unit 3 5

Webex Tips
Mac

Keep your Turn your Confirm or Open the chat

microphone muted window to
when you’re video on and change your participate.
off during
not speaking. sessions. audio
connection.

Coaching Journal | Unit 3 6

 Tip: When y
ou’re sharin
g
Webex Tips your screen
participants
, meeting
will be able
to see every
thing on it,
How to Share Your Creative Project on iPad including yo
ur
notifications
. Turn on Do
Not Disturb
to prevent
2 notifications
from
popping up.
5 If you’re sharin
g an image, Learn more
about Do No
select Optimiz Disturb. t
e for Images. If
e
When you’r you’re sharing
a video, select
Optimize for V
ring, ideo.
finished sha
aring.
tap Stop Sh

3
creen.
Tap Share S
can now
Participants
en, even
see your scre
o u g h it w il l be grayed
th
until you
out for you
adcast.
tap Start Bro

4
Once you’re
broadcasting, ta
p
anywhere on yo
ur
grayed-out scre
en,
then start navig
ating
to the other app
to
show your file.

1
Coaching Journal | Unit 3 Tap Share. 7
 Webex Tips
How to Share Your Creative Project on Mac

From the Webex Select an ap

p or
Select
meeting
window to “Automat
window, click ically
share. optimize”
Share. from the
optimizatio
n
menu.

If your creative
project include
s
audio, select
“Share your
computer audio
.”

sing Mac
Tip: If you’re u When you’re finished
your
for Webex and sharing, select Stop
s are on
creative project Sharing to end the
sfer them
your iPad, tran
r iCloud. screen sharing.
using AirDrop o
perience,
For the best ex
the start
do this before
of the session.

Coaching Journal | Unit 3 8

 This journal
belongs to:

Name
Title

Coaching Journal | Unit 3 9

 3.1A

Introduction
Agenda3.1 Engage and Collaborate40 minutesIntroduction20 minutesConnect
with Peers20 minutes3.2 Creativity Connections80 minutesIntegrate Everyone Can
Create35 minutesDiscuss Integration Ideas30 minutesStart Creative Projects Map15
minutesShare-Out Session10 minutesBreak10 minutes3.3 Workshop Coaching
Action Plan Ideas40 minutesDiscuss Ideas for Coaching Action Plan40 minutesShare-
Out Session10 minutesBreak30 minutes3.4 Coaching Run-Through50
minutesCoaching Cycle Run-Through: Inquire, Plan, and Act50 minutes3.5 Develop
Coaching Philosophy35 minutesDraft Coaching Philosophy Statement35
minutesShare-Out Session10 minutesBreak10 minutes3.6 Creative Projects:
Drawing and Photo40 minutesCollect Feedback on Drawing and Photo Projects40
minutesShare Ideas10 minutesWrap Up and Preview Unit 45 minutes

Coaching Journal | Unit 3 10

 3.1B

Connect with Peers 15

Group Activity
In this activity, you’ll meet some of your fellow Apple Learning Coach
candidates. Follow the two steps below to complete the activity. After 15
minutes, you’ll automatically return to the main room.

Step 1: Introductions and Discussion (12 minutes)

Introduce yourself. Not sure who should go first? Start with the person whose
birthday is coming up next, then the person with the next birthday, and so
on. The first person to share will also become your group’s timekeeper. Each
person should take about
2 to 3 minutes.
First, share your name, location, and role. Then briefly state why you’re
looking forward to becoming an Apple Learning Coach.
Once the first person has introduced themselves and shared their
reasons for being here, proceed to the next person.
u
le everyo ne is sh aring, identify what yo
Whi
e
m m on w ith othe rs in your group. Is ther
have in co
has in common?
anything that everyone

Tip: If you n
eed inspirati
about what on
to say, cons
answering ider

one of the fo
llowing que
stions:
Where do y
ou see oppo
rtunities
to improve
professiona
l learning
in your scho
ol or district?
Ho w d o y o u
think coach
be different ing might
from other
professiona
l learning
opportunitie
s that you a
colleagues h nd your
ave engage
d in?
Ho w c a n c o
aching help
teachers in suppo
Coaching Journal | Unit 3
making more 11 rt
creative use
of technolog
teaching an y in
d learning?
 3.1B

Connect with Peers

Step 2: Network with Peers (3 minutes)
You’ll be meeting many other candidates during the virtual workshops in Units
3 and 4. To keep in touch and continue collaborating after the workshops, feel
free to exchange contact information (optional).

Notes:

Learn more about C

ontac
ts.

Coaching Journal | Unit 3 12

 3.2A

Integrate Everyone Can Create 30

Group Activity
You and your group will read and analyze three scenarios and use the
Everyone Can Create project guides to find activities or project ideas that
work for each one. Follow the four steps below to complete the activity. After
30 minutes, you’ll automatically return to the main room.

Step 1: Introductions (5 minutes) Tip: To keep in touch

Take a moment to introduce yourself. Share your name, and continue
collaborating
where you live, and a bit about the school or district
where you work. Not sure who should go first? Start with after the workshop,
explore the Forum in
the person whose name comes first in alphabetical
order, then continue alphabetically. the
Apple Education Com
munity
Step 2: Read the Scenarios (5 minutes)
(optional).

Teacher: Amari Amari approaches you for help with a unit

Content area: Science on atoms. In the past, the students have
Challenge: Find ideas for created physical models that show the
bringing creativity into a unit structures of various atoms and explained
on atomic structure details on an accompanying poster. Amari
Learning objective: wants to integrate technology to encourage
Students will be able to model creativity — but doesn’t want students to
and describe the parts of an get lost in the technical details of the project
atom and miss the purpose of the unit.
Teacher: Hayden
Content area: History
Challenge: Have students
Hayden is set on having students use the school’s use
new iPad devices effectively to do something the school’s iPad devices
creative and engaging. In the past, students have Learning objective:
drawn maps Students
by hand to show historical migration routes and to will be able to explain
demonstrate their understanding of the causes of causes
migration and its effects on cultures and the and effects of migration
environment.
While chatting about an upcoming lesson on
Teacher: Denali
s poetry, Denali mentions that students often
Content area: Language art lack enthusiasm for the subject. Denali has
Ch all enge: Inc rease stu den t
tried having students write and make
engagement posters. You suggest that you may be able to
Learning objectiv e: Stu de nts help with adding more creativity to this
will be able to identify patterns lesson and incorporating technology. Denali
in poetry reluctantly agrees to let you help.
Coaching Journal | Unit 3 13
 3.2A What do you What challenges What Apple
notice about and opportunities technology could help
each teacher’s do you note in each each teacher create a
Integrate Everyone
views andCan Create
scenario? meaningful learning
priorities? experience?
Step 3: Answer the Questions (10 minutes)
Consider the needs and interests of each teacher.

Amari

Challe
nge:
Find ideas
for bringing
creativity into
a unit on
atomic
structure

Hayden

Challenge:
Have students
use the
school’s iPad
devices

Denali

Challenge:
Increase
student
engagement
Want to
take notes?
See pages 4
Coaching Journal | Unit 3 2– 14
45.
 3.2A
Teache Learning Everyone Can Justification
r Objective Create Project
Integrate Everyone Can Create
Step 4: Complete the Chart (10 minutes)
Look through
Amari all four Everyone
Students Can
Example: Create
Create a projectExample:
guides. Sketchnoting
Find two or three
activities will be sketchnote allows students to organize
able to thinking and communicate
or projectsmodel
for each
and
of the teachers. List them in the chart, and explain why
ideas in a visually appealing
you chose each activity. Be sure to include suggestions
way from all four guides.
For inspiration and suggestions, review the Everyone Can Create Teacher
describe
Guide. the
parts of an
atom

Hayden Students
will be
able
to explain
causes
and effects

of
migration

Denali Students
will be
able
to identify
patterns
in poetry

Coaching Journal | Unit 3 15

 3.2B

Discuss Integration Ideas 25

Group Activity
In this activity, you’ll discuss project ideas for each of the three teachers and
give your peers inspiration for how to connect creative projects to different
situations. Follow the three steps below to complete the activity. After 30
minutes, you’ll automatically return to the main room.

Step 1: Introductions (5 minutes) Tip: To keep in touch

Take a moment to introduce yourself. Share your and continue
collaborating
name, where you live, and a bit about the school or
district where you work. Not sure who should go first? after the workshop,
explore the Forum in
Start with the person whose name comes last in
alphabetical order, then continue alphabetically. the
Apple Education Com
munity
Step 2: Share and Collect Project Ideas (10 minutes)
(optional).
Share one idea for each of the three teachers. Explain why you’d suggest the
activity or project.
While others share their ideas, take notes on any ideas that you think are
interesting or want to explore more. Ask clarifying questions if needed.
After each person presents, open up the discussion to explore additional
activity and project ideas for each teacher. Make notes about any ideas you
have for integrating these activities or projects into your coaching in the
future.

Notes:

Coaching Journal | Unit 3 16

 3.2B

Discuss Integration Ideas

Step 3: Make Recommendations (10 minutes)
Work as a group to evaluate your integration ideas. Choose the best idea for
each teacher, and explain why you’d suggest that activity or project.

Teacher Final Recommendation Justification

Amari

Hayden

Denali

Want to
take notes?
See pages 4
2–
45.

Coaching Journal | Unit 3 17

 3.2C

Start Creative Projects Map 10

Individual Activity
In this activity, you’ll begin developing your Creative Projects Map. Find project
and activity ideas in the Everyone Can Create project and teacher guides that
you think would work well for the teachers you’ll coach.
The template on the next page can help you start tracking ideas for projects
and activities you can use with your colleagues
Note that you can change the headers to suit your needs as a coach, and you
can
add or delete columns as desired
Consider what you want to keep track of — grade level, content area, concept,
teacher name, media (photo, video, drawing, music), interdisciplinary
connections,
or other categories Tip: As you develop your coaching
practice in the future, consider
adapting the format of your
Creative Projects Map to best suit
your needs — or adopting a new
format entirely.

Coaching Journal | Unit 3 18

 3.2C

Start Creative Projects Map

Creative Projects Map

Everyone Can
Subject Area Goal Create Activity or Notes
Project

Coaching Journal | Unit 3 19

 3.3

Discuss Ideas for Coaching Action 35

Plan
Group Activity
In this activity, you’ll share the ideas that you started to develop in Unit 2 for
your Coaching Action Plan (2.6D Apply). Your peers can help you evaluate
which digital tools and content from the Everyone Can Create guides will
support your coaching goals. Follow the two steps below to complete the
activity. After 35 minutes, you’ll automatically return to the main Tip
room.
: To keep in touch
and continue
Step 1: Introductions (5 minutes) collaborating

Introduce yourselves. In addition to your name and after the workshop,

explore the Forum in
location, give a little bit of information about your
the
school or district so your peers understand the
Apple Education Com
context for your ideas. Have the candidate from the munity
largest school or district go first. (optional).

Step 2: Discuss Coaching Action Plan Ideas (30 minutes)

Each person will have about 7 minutes to share their ideas. For each person,

do the following:

Spend 3-4 minutes presenting your ideas and 3-4 minutes on discussion and
feedback
When it’s your turn, share the coaching goals, coaching activities, and
evidence
of success you drafted in the brainstorming activity in 2.6D Apply
When your peers are sharing, listen and take notes in the spaces provided on
the next page so that you can provide useful feedback for discussion
Use the checklists on the next two pages to guide your presentation and to
provide helpful feedback to your peers.

Coaching Journal | Unit 3 20

 3.3

Discuss Ideas for Coaching Action Plan

Checklist for Providing Feedback

When it’s your turn to give feedback, consider discussing the topics listed
below.
Try using the language you’ll use in your coaching practice:
“I noticed…” or “I wonder…”

Something you really liked or that stood out to you

Checklist for Providing Feedback
When it’s your turn to give feedback, consider discussing the topics listed
below.
Try using the language you’ll use in your coaching practice:
Ideas or
“I noticed…” for“Iintegrating
wonder…”creativity and technology

Something
Something that could liked
you really enhance yourstood
or that peer’s
outCoaching
to you Action Plan

Notes: Ideas for integrating creativity and technology

Something that could enhance your peer’s Coaching Action Plan

Notes:

Coaching Journal | Unit 3 21

 3.3

Discuss Ideas for Coaching Action Plan

Make note of any updates you’d like to make to your Coaching Action Plan
based on
Checklist for Presenting Your Coaching Action Plan Ideas
the feedback you received from your peers. You’ll have an opportunity to
revise and update your ideas for coaching goals, coaching activities, and
evidence of success for your Coaching Action Plan in Unit 6.

Share your coaching goals and how your coaching will impact your
school
or district.

Share any coaching activities you plan to use. Describe what your
coaching looks like and who can benefit from your coaching.

Notes: Share your ideas for measuring the impact and success of your
coaching, including information you’ll collect and who you’ll share
that information with.

Coaching Journal | Unit 3 22

 3.4

Coaching Cycle Run-Through: 45

Inquire, Plan, and Act

Partner Activity
In this activity, you’ll work with a peer to take a practice run through the
Coaching Cycle. One of you will play the role of the coach, and the other will
play the role of the teacher. After you’ve completed Scenario 1, you’ll switch
roles for Scenario 2 so that each person has the chance to play both roles.
Then you’ll take a few minutes to debrief and share what you’ve learned with
one another. Follow the three steps below (Step 3 is on page 32). After 45
Tip: To keep in touch
minutes, you’ll automatically return to the main room.
and continue
collaborating
Step 1: Introductions (5 minutes)
after the workshop,
Each person should share their name, location, and explore the Forum in
school. Have the person with the most syllables in the
their name play the coach first. Apple Education Com
munity
Step 2: Read the Instructions and Run Through (optional).

the Scenarios (35 minutes)

Spend about 17 minutes on each scenario. For each scenario, do the following:
Take a few minutes to read and understand the scenario and your role
Consider which Everyone Can Create project might be relevant in the scenario
Take about 15 minutes to run through the Inquire, Plan, and Act steps

Coaching Journal | Unit 3 23

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Scenario 1
Teacher PerspectiveYou enjoy technology and use it to organize resources that your
students need to be successful
in class.
These resources include shared documents, a parent portal, and grades.
You’re working on a unit about the parts of the cell.
Many other teachers often ask you for advice about how technology can be used to manage
paperwork and resources.
In a recent meeting, one of your colleagues raved about their work with the Apple Learning
Coach. They learned new ways to integrate technology to support creative learning
experiences for their students.
The administration has requested that everyone contact the Apple Learning Coach to set up
a Coaching Cycle.
You’re willing to meet with the coach, but you feel you’re already using technology quite
well and wonder what more the coach can offer you.
You’ve already built out your lesson plan for your unit on the cell, but you’re open to ideas
about how to integrate technology. Coach PerspectiveAt the administration’s request,
a teacher has asked you to help them come up with ideas for using technology in a unit on
the structure of the cell. The administration hasn’t provided specific goals but has asked
that teachers find more creative ways to integrate technology.
You’ve met this teacher before, and they’ve asked you a few questions about technology
solutions for sharing documents, creating a parent portal, and grading.
This teacher sees themselves as a bit of a “technology coach” and is fairly proud of the
fact that others come to them for advice and help.
You know this teacher tends to use technology for classroom management but generally
sticks to more traditional methods of content delivery and assessment, such as book
work, quizzes, and tests. Students like this teacher but often express that “things get
repetitive.” Coach’s TaskWork with the teacher to identify one project from the
Everyone Can Create project guides and plan how that project can be implemented in the
teacher’s unit on the cell. Using the Inquire framework, assess the teacher’s needs for
learning and social-emotional support, as well as their needs within their classroom and
school culture.

Notes:

Coaching Journal | Unit 3 24

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Inquire Step Practice

Coach
d
Introduce yourself, an
explain the coaching
Teacher
r.
process to the teache
Discuss your g
stions oals, needs, an
Possible Coach Que interests. d
you need
What information do
ng together? Possible Teac
before we start worki her Question
s
u in setting Why should I b
How can I support yo e thinking abo
creative ways ut
goals? for students to
things? I’m not do
an art teacher.
t ideas for
What are your curren I use technolog
projects into
integrating creative more do I need
y every day. W
h at
your content? to learn?
What does this
to use work look like?
How would you like
your students’
technology to enrich What are we g
oing to do?
learning experience?
t do you need
What type of suppor
chnology?
when learning new te

Inquire

Teacher’s Goals

Progress
Measurement

Technology Skills and Attitudes

Coaching Notes

Coaching Journal | Unit 3 25

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Plan Step Practice

Everyone Can Create Project and Integration Idea

Coach: Lead the planning discussion. Below are questions you might
want to discuss with the teacher:
• What resources do you need to accomplish each goal?
• How can I help you reach your goal? (Activity options: co-planning,
model lesson, professional learning, observation, and so on)
• What needs to be prepared in order to measure success?
• Plan
What type of support do you need when learning new technology?

Coaching Activities

Coaching Notes

Coaching Journal | Unit 3 26

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Act Step Practice

Coaching Activities Look-For List

Coach: Work with the teacher to enact your plan. Note observations and
points to discuss during the Reflect step:
• How will you know it’s working well?
• How
Act will you know students are engaged?
• What does scaffolding and personalization look like for this activity?

Coaching
Notes

Coaching Journal | Unit 3 27

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Scenario 2
Teacher PerspectiveYou’re a teacher who’s skeptical of integrating technology into
learning.
You’re working on math content for this Coaching Cycle.
You’ve had success using traditional approaches to learning, such as paper-and-pencil
activities and poster projects.
Your students always do well on required testing.
Your principal has suggested that you work with a coach to look for ways to integrate
technology into your lessons. You’ve decided to give it a try in the next unit you teach.
While reluctant, you’re somewhat open to trying something new as long as it doesn’t
interfere too much with what you’re already doing or get in the way of preparation for
required testing. Coach PerspectiveYour principal has asked you to work with a
colleague on integrating technology for math instruction. The principal would like teachers
to use iPad devices more, given the positive impact iPad can have on student
engagement.
The teacher has been with the district for a long time and has a reputation as an excellent
teacher but generally wants to do things their way. The teacher is friendly but nervous and
is reluctant to try new things.
The teacher’s students always do well on required testing. While reluctant to change, the
teacher is open to new ideas, particularly if there are multiple ways students can
demonstrate their understanding of a concept and students have the skills to connect it
back to a test. Coach’s TaskWork with the teacher to identify one project from the
Everyone Can Create project guides and plan how that project can be implemented in the
teacher’s math lessons. Using the Inquire framework, assess the teacher’s needs for
learning and social-emotional support, as well as their needs within their classroom and
school culture.

Notes:

Coaching Journal | Unit 3 28

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Inquire Step Practice

Coach
d explain the
Introduce yourself, an
the teacher.
coaching process to Teacher
stions
Possible Coach Que Discuss your g
oals, needs, an
you need d
What information do interests.
ng together?
before we start worki
Possible Teac
u in setting her Question
How can I support yo I’m not very go
s
od with techno
goals? logy.
How are you g
t ideas for oing to help m
What are your curren e?
projects into
integrating creative What are the st
udents going to
learn?
your content? How will we kn
ow when they’v
to use e
How would you like learned that?
your students’
technology to enrich
learning experience? I like students
to have a choic
e.
t do you need
What type of suppor Will they have
choice in how
demonstrate th they
chnology?
when learning new te eir understand
ing?

Inquire

Teacher’s Goals

Progress
Measurement

Technology Skills and Attitudes

Coaching Notes

Coaching Journal | Unit 3 29

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Plan Step Practice

Everyone Can Create Project and Integration Idea

Coach: Lead the planning discussion. Below are questions you might
want to discuss with the teacher:
• What resources do you need to accomplish each goal?
• How can I help you reach your goal? (Activity options: co-planning,
model lesson, professional learning, observation, and so on)
• What needs to be prepared in order to measure success?
• Plan
What type of support do you need when learning new technology?

Coaching Activities

Coaching Notes

Coaching Journal | Unit 3 30

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Act Step Practice

Coaching Activities Look-For-List

Coach: Work with the teacher to enact your plan. Note observations and
points to discuss during the Reflect step:
• How will you know it’s working well?
• How
Act will you know students are engaged?
• What does scaffolding and personalization look like for this activity?

Coaching
Notes

Coaching Journal | Unit 3 31

 3.4

Coaching Cycle Run-Through: Inquire, Plan, and Act

Step 3: Discuss Lessons Learned (5 minutes)
Spend 5 minutes discussing your thoughts about the process and lessons
learned.

Use the space below to write down any notes.

Thoughts on the Process

Lessons Learned

Coaching Journal | Unit 3 32

 3.5

Draft Coaching Philosophy 30

Statement

Creating a Coaching Philosophy Statement can help

you have better conversations with your colleagues.
It will help you clearly explain your role as an Apple
Learning Coach and your values as both a coach
and an educator. Follow the two steps below to
complete this activity.

Individual Activity
Step 1: Consider Takeaways from Coaching Run-Through (5 minutes)
Notes:
First, take a few minutes to consider what you learned or noticed about
coaching in
the run-through of the Inquire, Plan, and Act steps you did with your peer. Note
what went well and what you might want to try doing differently in the future.
Focus on aspects of the coaching process that felt especially meaningful to
you and how they
can inform your Coaching Philosophy Statement.

Coaching Journal | Unit 3 33

 3.5

Draft Coaching Philosophy Statement

Step 2: Draft Coaching Philosophy Statement (25 minutes)
Read the examples of Coaching Philosophy Statements below. Consider what
each statement tells you about the background, viewpoint, and role of the
coach who wrote it. How will your Coaching Philosophy Statement reflect
your unique perspective, as well as what you learn in the Apple Learning
Coach program?

independent school might

A former science teacher who now works as a coach at an
write:
education for diverse
Technology can level the playing field and help personalize
STEAM, and I believe
learners. I’ve seen how creative approaches can demystify
all curricula. My
in the importance of bringing creative technology use into
more accessible.
coaching will empower teachers by making technology feel

A coach who works as a digita

l learning specialist at a publi
c school might write:
Technology helps teachers and
students hone the critical-think
required for the workforce of the ing skills
future. As a coach, I’ll collabora
teachers to build the foundation te with
s they need to create transform
experiences for students. By pe ative learning
rsonalizing my approach, I’ll he
technology as an opportunity lp them see
rather than an obstacle.

e:
who works at the district level might writ
A coach

al l of us, an d te ch nology allows us to

tive talent inside achers
I believe there’s crea e ro le of a lear ni ng coach is to help te
I believe th s.
express that talent. no lo gy in m ea ni ng ful and creative way
to use tech
develop the capacity
:
To achieve that, I will
they are
Meet teachers where
to st re ng th en their creative talent
Challenge them
learning journey
Guide them on their

Coaching Journal | Unit 3 34

 3.5

Draft Coaching Philosophy Statement

As you plan your Coaching Philosophy Statement, it may be helpful to jot down
notes
on your beliefs or an explanation of how technology informs your coaching
perspective. You don’t need to respond to both prompts on this page.

What I Believe

How I Want to Use Technology to Put My Beliefs into Practice

Want to
take notes?
See pages4
2–45
.

Coaching Journal | Unit 3 35

 3.5

Draft Coaching Philosophy Statement

Write a full draft of your Coaching Philosophy Statement.

Your statem
ent should
be two to fiv
e sentences
.
It should cle
arly express
the beliefs th
at guide
your
coaching an
d explain
how you’ll u
Coaching Journal | Unit 3 se 36
technology
to put your
beliefs into
practice.
 3.6

Collect Feedback on Drawing 35

and Photo Projects

Group Activity
In this activity, you’ll meet with other candidates to share one of the Everyone
Can Create projects that you completed in Units 1 and 2. Decide which project
you want to share: your Professional Learning Collage (1.5 Apply) or your
Coaching Cycle Infographic (2.2 Apply). Follow the two steps below to complete
the activity. After 35 minutes,
you’ll automatically return to the main room. (If there’s time, feel free to share
your Tip: To keep in touch
and continue
other project.) collaborating
after the workshop,
Step 1: Introductions (5 minutes)
explore the Forum in
Take a couple of minutes to get to know your peers. the
Share your name, a bit about the school or district Apple Education Com
where you work, and where you live. Exchange munity
(optional).
contact information
if you’d like to do so.
Decide who will share their project first. If you’re not sure,
have the person who’s been teaching the longest start.

Step 2: Share Your Project and Discuss (30 minutes)

Open the project you want to share. You and your peers will take turns
presenting your projects and giving each other feedback:
Each person will share a project
You’ll give feedback to your peers
You’ll get feedback about your own project
Each person will have about 7 minutes to present their project
Use the next few pages to guide the conversation and take notes.

Coaching Journal | Unit 3 37

 3.6

Collect Feedback on Drawing and Photo Projects

While You’re Presenting While Your Peers Are PresentingBriefly explain

each element in your collage or infographic
Share what you want to communicate with
the project
Discuss your choices and any challenges
Explain how you’d use this project as a coach

Consider asking your peers:

I wanted to make/include/do ________, but I wasn’t sure how. Do you have any ideas?
Do you see any challenges to using this type of creative project with students?
What was something you really liked about this project?
Do you have any ideas about how to expand or change the project?Wait for your peer to
finish presenting the project, then ask questions or make comments
Provide helpful feedback by noting strong points and by making actionable suggestions
using language such as:
I noticed…
I wonder…
I can see this being used for…

Notes:

Coaching Journal | Unit 3 38

 3.6

Professional Learning Collage Rubric

Draw or drag
a checkmark Project is a one-page collage (a collection of photos, text, and
other graphic elements that are combined into a single image to
to evaluate
tell a story)
your peer’s
work.

Project uses at least one of the following apps:

• Keynote
• Pages
Coaching Cycle Infographic Rubric

Project does at least one of the following:

Project is a3D
• Creates one-page infographic
visual effects (a combination
by masking of images,
photos and/or applying
colors, shapes, and limited text to tell a visual data story)
borders
Draw or drag • Annotates photographs using drawing tools to add text and/or
doodles
a checkmark
• Edits photographs by removing the background or cropping out
to evaluate parts of
your peer’s Project uses at least one of the following apps:
a photo
• Keynote
work.
• Tayasui Sketches School
• Pages

Notes:
Project does at least one of the following:
• Expresses ideas using charts, shapes, and/or sketches
• Illustrates with color, images, and text
• Uses hand-illustrated graphics or text

Coaching Journal | Unit 3 39

 3.6

Collect Feedback on Drawing and Photo Projects

Professional Learning Collage Rubric

Draw or drag
Project is a one-page collage (a collection of photos, text, and
a checkmark
other graphic elements that are combined into a single image to
to evaluate tell a story)
your peer’s
work.

Project uses at least one of the following apps:

• Keynote
• Pages
Coaching Cycle Infographic Rubric

Project does at least one of the following:

Project is a3D
• Creates one-page infographic
visual effects (a combination
by masking of images,
photos and/or applying
colors, shapes, and limited text to tell a visual data story)
borders
• Annotates photographs using drawing tools to add text and/or
Draw or drag
doodles
a checkmark • Edits photographs by removing the background or cropping out
to evaluate parts of
Project uses at least one of the following apps:
a photo
your peer’s
• Keynote
work. • Tayasui Sketches School
• Pages

Notes:
Project does at least one of the following:
• Expresses ideas using charts, shapes, and/or sketches
• Illustrates with color, images, and text
• Uses hand-illustrated graphics or text

Coaching Journal | Unit 3 40

 3.6

Collect Feedback on Drawing and Photo Projects

Professional Learning Collage Rubric

Draw or drag
Project is a one-page collage (a collection of photos, text, and
a checkmark
other graphic elements that are combined into a single image to
to evaluate tell a story)
your peer’s
work.

Project uses at least one of the following apps:

• Keynote
• Pages
Coaching Cycle Infographic Rubric

Project does at least one of the following:

Project is a3D
• Creates one-page infographic
visual effects (a combination
by masking of images,
photos and/or applying
colors, shapes, and limited text to tell a visual data story)
borders
• Annotates photographs using drawing tools to add text and/or
Draw or drag
doodles
a checkmark • Edits photographs by removing the background or cropping out
to evaluate parts of
Project uses at least one of the following apps:
a photo
your peer’s
• Keynote
work. • Tayasui Sketches School
• Pages

Notes:
Project does at least one of the following:
• Expresses ideas using charts, shapes, and/or sketches
• Illustrates with color, images, and text
• Uses hand-illustrated graphics or text

Coaching Journal | Unit 3 41

Notes

Coaching Journal | Unit 3 42

Notes

Coaching Journal | Unit 3 43

Notes

Coaching Journal | Unit 3 44

Notes

Coaching Journal | Unit 3 45

Track Your Progress
Remember to save your completed Coaching Journal in a place that’s easy to find.
You’ll need to reference the work you do in this Coaching Journal to complete your
Coaching Portfolio in Unit 6.

Yo u r C oa ch in g Journal
Preparing
File oaching
e re a dy to su bmit your C
When you ’r make sure the
ge s fi le a n d
as a Pa
Journal, save it
file size is
re u p lo a d in g your journal,
. Befo
999 MB or less rnet
th a t y ou h a ve a reliable inte
ensure
Coaching Journal | Unit 3 connection. 46