Support Services

*Cognitive CoachingCollaboratingConsultingEvaluating

Cognitive Coaching

Enhance and habituate self-directed learning, self-managing, self-modifying

Most effective support service in the long run

Collaborating

Solve instructional problems, apply and test shared ideas, learn together

Consulting

Increase pedagogical and content knowledge and skills; institutionalize accepted practices and policies

Evaluating

Judge and rate performance according to understood externally produced standards

All four support services should focus on self-directed learning!

Self Directed People Self Manage Self Monitor Self Modify

Mission Statement

The mission of Cognitive Coaching is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a learning community.

Characteristics of Self Directed People

Resourceful High Level Thinkers Set Challenging Goals Persevere in the Face of Barriers Forecast Future Performances Seek Constant Improvement

Why Coach?

Improve Student Performance Improve Teacher Efficacy Increased Reflection Improved Teacher Satisfaction Improve School Culture Grow Professionally Personal Connections

Cognitive Coaching

IS Directed by Coachee Neutral About Self-Directed

Learning A skillful application of tools

for planning, reflecting, and problem-solving

Capacity Building Mediating Thinking Developing and Building

Internal Resources

IS NOT Directed by Coach Judgmental Dependent on Coach A quick fix or Band-aid solution Direct solutions from coach Remaining stagnant

A Glance at Coaching

The cognitive coaching model is predicated on a set of values, maps, and tools, that when combined with non-judgmental ways of being and working with others, invites shaping and re-shaping of thinking and problem solving capabilities.

(Cognitive Shift)

Planning Conversation

Occurs before a colleague conducts or participates in an event, resolves a challenge, or attempts a task. The coach may or may not be present during the event or available for follow-up conversation.

Reflecting Conversation

Occurs after a colleague conducts or participates in an event, resolves a challlenge, or completes a task. The coach may not have been present at or participated in the event.

Problem Solving Conversation

Occurs when a colleague feels stuck, helpless, unclear, or lacking in resourcefulness; experiences a crisis; or requests external assistance from a mediator.

Holonomy and States of Mind

Efficacy Consciousness Craftsmanship Flexibility Interdependence

Trust and Rapport

Behaviors that cultivate trust

Consistency Integrity Concern Communication Sharing Control

Elements of Rapport

Posture Gesture Tonality Language Breathing

Essential Coaching Pattern

Develop a relationship with solid lines of communication

Develop Trust Establish Rapport

1. Pause

2. Paraphrase

3. Question

Principals of Paraphrasing

Concentrate on feeling and fact Label the emotion

Paraphrasing sends three messages

1. I am listening

2. I am interested/I care

3. I understand you (or I am trying to)

Pausing

Your thoughts??

Mediational Questions

They are invitational Approachable Voice

Use of

1. Plural forms

2. Exploratory/tentative language

3. Positive Presuppositions

Plural Forms

What are the Reasons Strategies Factors Ideas Outcomes Alternatives

Exploratory Language

What might be some… How might you know.. What are your hunches..

Positive Presuppositions

As you reflect upon the lesson, As you examine the data, Base upon past successful

experiences, As an experienced educator, As a successful teacher,

Putting It All Together

As you reflect, what might be some of the indicators that your lesson was successful?

As you examine the data, what are some of the similarities that are emerging?

Based upon your past successful experiences, what might be some of the indicators that this student might be struggling?

Reflecting On Reflections

Essential to Professional Growth and Development

Amplified when done with others Enhanced when they are focused and

structured Enriched when all members consciously use

the tools of inquiry and non-judgmental response behaviors

Baby Steps

Trust building begins with the first encounter

Be interested, listen, and be non-evaluative

Build a positive relationship with strong/open lines of communication

Grow together