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COMMUNICATION, COMPETENCE and COMMUNITY

COMMUNICATION, COMPETENCE and COMMUNITY. AGENDA DAY II. Cognitive Coaching Trust/Walk Creating Rich Feedback Environments Forms of Feedback Systems Thinking Action Planning Reflection. COGNITIVE COACHING:. What is it?. Stage Coach. COACHING AS CONVEYANCE.

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COMMUNICATION, COMPETENCE and COMMUNITY

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  1. COMMUNICATION,COMPETENCEand COMMUNITY

  2. AGENDA DAY II • Cognitive Coaching • Trust/Walk • Creating Rich Feedback Environments • Forms of Feedback • Systems Thinking • Action Planning • Reflection

  3. COGNITIVE COACHING: What is it?

  4. StageCoach

  5. COACHING AS CONVEYANCE TO CONVEY A VALUED COLLEAGUE FROM WHERE HE OR SHE IS TO WHERE HE OR SHE WANTS TO BE.

  6. A Paradigm for Coaching • Desired State • Clear plan • Deep reflection for learning • High state of efficacy • Resourceful Inner Thought Processes • Existing State • Tentative plan • Superficial reflection • Low state of efficacy • Problem bound Mental Models The path of coaching conversations

  7. COGNITIVE COACHING IS UNIQUE ……

  8. Cognitive CoachingSM Process Observable Behaviors Enhanced Performance Coach’s Strategies Internal Thinking Processes

  9. Propositions of Cognitive CoachingSM, All Behavior is produced by Thought & Perception is Teaching Constant Decision Making To learn something new Engagement & Alteration in Thought requires continue To Grow Cognitively Humans CC Mediates

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

  11. Self-Directedness • Self-managing • Self-monitoring • Self-modifying Talk at your tables about how these terms compare to what you know about self-directed individuals.

  12. GOAL OF COGNITIVE COACHING TRAINING TO BUILD IDENTITY AND CAPACITY AS A MEDIATOR

  13. COGNITIVE COACHING: • An operational definition • Observe and record the behaviors--both verbal and non-verbal

  14. What did you observe about the coach’s behavior & the partner’s thinking? _____________Cognitive CoachingSM is… OBSERVING COACHING Coach Partner

  15. IMPLICIT VALUES--Monroe High School • If we use cognitive coaching as the staff-development model in our school, what must our shared values be? • What behaviors would you expect to emerge in our school?

  16. BUILDING AND MAINTAINING TRUST

  17. TRUST In a trusting relationship I………. (see, hear, feel, do….) Factors that promote trust in this relationship are:

  18. Relational Trust in Schools • School Professional - Parent Relations • Teacher - Principal Relations • Teacher - Teacher Relations • Teacher - Student Bryk, A. & Snyder B. (2002) Trust in Schools: A core Resource for Improvement: NY, Russell Sage Foundation

  19. RELATIONAL TRUST… • Is based on social exchanges organized around a set of role relationships in a school. • Makes it more likely that people in school will begin and continue the kinds of activities necessary to improve student achievement.

  20. RELATIONAL TRUST… • …is founded on both beliefs and observed behavior and requires that expectations are validated through behavior. • Judgments are drawn from behavior, how people feel and beliefs about others’ intentions.

  21. PERSONAL REGARD FOR OTHERS • Interpersonal trust deepens as individuals perceive that others care about them and will extend themselves beyond what their role might formally require.

  22. INTEGRITY • … means consistency between what people say and what they do. • …..implies a moral-ethical perspective —actions must be perceived as advancing the best interests of students. • Teachers want to know that a principal will keep his/her word.

  23. THE POWER BASE….. ….held by an individual directly affects the relational trust in any given role. Although power distribution varies from school to school, no one person holds absolute power in a school. All parties remain vulnerable to each other. Decreasing this sense of vulnerability is a key ingredient in the development of relational trust.

  24. TRUST IN THE PRINCIPAL • Consistency between personal beliefs, organizational goals, work performance, competence and even-handedness. • Integrity resulting from telling the truth and keeping promises. • Authenticity—accepting responsibility for one’s actions and not distorting the truth to shift blame on another.

  25. TRUST IN THE PRINCIPAL • Showing consideration and sensitivity for staff’s needs and interest and by acting in a way that protects their rights and by refraining from exploiting them for the benefit of personal interest.

  26. FRANCIS FUKUYAMA--TRUST “THE BROADER THE TRUST RADIUS, THE MORE SUCCESSFUL IS THE FAMILY, THE ORGANIZATION, AND THE ECONOMY.”

  27. Can the Same Person Coach and Evaluate? YES……. • If trust exists • If behaviors are distinct • If the teacher knows which is happening when --Carl Glickman University of Georgia

  28. WALK - TALK WHAT WILL YOU DO TO ENHANCE THE LEVEL OF TRUST IN YOUR RELATIONSHIPS?

  29. BREAK Please return at 11:45.

  30. ARGYRIS--MODEL 1 • Take control and keep it at all costs • Maximize winning, minimize losing • No discussion of negative feelings • Be as rational as possible

  31. ARGYRIS--MODEL 2 • Share valid information • Intrinsic motivation • Personal responsibility & commitment • Interdependence

  32. CATEGORIES OF FEEDBACK

  33. CATEGORIES OF FEEDBACK A B C D E Support Thinking Judgment Personal Observation Inference Data Reflective/Mediative Questions Evaluation Coaching

  34. In trios: Develop examples of feedback in each column for a hypothetical teacher lesson. Take one judgment and modify it across all 4 columns to have it match the positive intention of the 1st column. (e.g., “That was a great job!)

  35. A B C D E Whole Group Choral Response The mediator uses and to enable the teacher to make ,, andabout his or her teaching.

  36. WE HAVE NOT SUCCEEDED IN ANSWERING ALL OF YOUR PROBLEMS. THE ANSWERS WE HAVE FOUND ONLY SERVE TO RAISE A WHOLE SET OF NEW QUESTIONS. IN SOME WAYS, WE FEEL WE ARE AS CONFUSED AS EVER, BUT WE BELIEVE WE ARE CONFUSED ON A HIGHER LEVEL AND ABOUT MORE IMPORTANT THINGS. Omni Magazine March, 1992

  37. LUNCH Please return at 2:00.

  38. STORY CHARACTERS: • Shared vision • Mental models • Systemic structures • Patterns of behavior • Events

  39. SYSTEMS THINKING • Working on your own, develop five actions which you could take back at school based on this workshop. • We need one at each level: event, pattern, system, mental model, vision.

  40. ACTION PLANNING • Design an action plan which you are willing to implement back in your school. • Make a public commitment to this action plan.

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