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Building on Cognitive Coaching

Building on Cognitive Coaching. Dr. William Sterrett November 1, 2011. A Quick “Overview” of Cognitive Coaching. A supervisory and peer coaching model Built on the notion that “teachers with higher conceptual levels are more adaptive and flexible in their teaching style” (2001, p. 4).

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Building on Cognitive Coaching

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  1. Building on Cognitive Coaching Dr. William Sterrett November 1, 2011

  2. A Quick “Overview” of Cognitive Coaching • A supervisory and peer coaching model • Built on the notion that “teachers with higher conceptual levels are more adaptive and flexible in their teaching style” (2001, p. 4). • Built on the practitioner’s adult learning and cognitive processes • Allows the learner to be reflective, evaluate his or her own work, and set new goals

  3. Three “Mental Maps” of cognitive coaching (p. 223) • Planning (clarify goals, define success indicators, reflect on the CC process) • Reflecting (summarize impressions, analyze causal factors, construct new learning, reflect on the CC process) • Problem Solving (honor existing state, frame desired state, locate/use resources, reflect on the CC process)

  4. Main “tools” of cognitive coaching (updated in CCC document) • Rapport • Posture, gesture, language choices, rate of speech • Mediative questioning • What are your goals for this project? • What conclusions might you draw? • Given what you know about the children’s developmental levels….. (p. 87) (also, Table 4.3) • Response behaviors (silence, acknowledging, paraphrasing, clarifying, providing data and resources) • Pacing and Leading

  5. Today’s challenge…. • “Confusion, suspicion, and even hostility arise when a teacher isn’t certain which activity is occurring, coaching or evaluation” (p. 103- emphasis added)

  6. “The coach and the evaluator” (Tschannen-Moran & Tschannen-Moran, 2001) What Makes for Coaching Success? A concern for consciousness (data “aha”s) A concern for connection (working on a plan that is realistic with the need) A concern for competence A concern for contribution A concern for creativity

  7. “The coach and the evaluator” (Tschannen-Moran & Tschannen-Moran, 2001) What Coaching Needs to Be? It must be teacher-centered (take off that expert hat!) It must be no-fault It must be strength-based

  8. How would you address one of these two “tough cases?” Case 1- You are an AP conducting a “walk through” observation and see chaos in a second grade classroom. Case 2- As a new teacher coach, you notice the new civics teacher immersed in a five-day lecture about something that is not in the pacing guide.

  9. How will you respond? • What concerns you the most about what you witnessed? • How will you approach the teacher? • What will your opening question be? • How do you think the teacher will respond? • Look Costa and Garmston’sTable 4.3. Predict how the conversation may proceed. • How will you follow up with this teacher? What will you look for in the next visit?

  10. References • Costa,A. L. & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools (2nd ed.) Norwood, MA: Christopher-Gordon. • Tschannen-Moran, B. & Tschannen-Moran, M.(2011). The Coach and the Evaluator. Educational Leadership, 69(2), 10. • CCC document (n.d.). “Overview of Cognitive Coaching” Retrieved from http://www.cognitivecoaching.com/overview.htm • Coaching documents (including the pre, post, and reflection sheets) come from EDL 567 and EDL 578 courses. • Others, if interested…. • City, E. A. (2011). Learning from Instructional Rounds. Educational Leadership, 69(2), 36. • Sterrett, W. L., Catlett, J.A. & Williams, B. (2010). Using technology and teamwork to enhance peer observations. Virginia Educational Leadership, 7(1); 65-71. Available at: http://www.catstonepress.com/vascd-spring-2010

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