
COMMUNICATION,
COMPETENCE
and
COMMUNITY
AGENDA
Cognitive Coaching
Trust/Walk
Creating Rich Feedback
Forms of Feedback
Systems Thinking
Action Planning
Reflection
DAY II
Environments
COGNITIVE COACHING:
What is it?
StageCoach
COACHING AS CONVEYANCE
TO CONVEY A
VALUED
COLLEAGUE
FROM WHERE
HE OR SHE IS
TO WHERE HE
OR SHE WANTS
TO BE.
A Paradigm for Coaching
Desired State
Inner
Thought
Processes
•Clear plan
•Deep reflection for
learning
•High state of efficacy
•Resourceful
Existing State
•Tentative plan
•Superficial reflection
•Low state of efficacy
•Problem bound
Mental
Models
The path of
coaching
conversations
COGNITIVE COACHING IS UNIQUE ……
Cognitive CoachingSM Process
Coach’s
Strategies
Observable
Enhanced
Behaviors
Performance
Internal Thinking
Processes
Propositions of
Cognitive CoachingSM,
All Behavior
Teaching
To learn
something
new
Humans
is produced by Thought & Perception
is
requires
continue
Constant Decision
Making
Engagement &
Alteration in Thought
To Grow Cognitively
The Mission of
Cognitive CoachingSM,
The mission of Cognitive
CoachingSM is to produce selfdirected persons with the cognitive
capacity for high performance
both independently and as
members of a community.
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.
GOAL OF COGNITIVE COACHING
TRAINING
TO BUILD
IDENTITY AND CAPACITY AS A
MEDIATOR
COGNITIVE COACHING:
An operational definition
Observe and record the
behaviors--both verbal and
non-verbal
What did you observe about the coach’s
behavior & the partner’s thinking?
_____________C
OBSERVING COACHING
Coach
Partner
ognitive
CoachingSM is…
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?
BUILDING AND
MAINTAINING TRUST
TRUST
In a trusting relationship I……….
(see, hear, feel, do….)
Factors that promote trust in this
relationship are:
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
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.
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.
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.
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.
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.
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.
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.
FRANCIS FUKUYAMA--TRUST
“THE BROADER THE TRUST RADIUS,
THE MORE SUCCESSFUL IS THE
FAMILY, THE ORGANIZATION,
AND THE ECONOMY.”
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
WALK - TALK
WHAT WILL YOU DO TO
ENHANCE THE LEVEL OF TRUST
IN YOUR RELATIONSHIPS?
BREAK
Please return
at 11:45.
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
ARGYRIS--MODEL 2




Share valid information
Intrinsic motivation
Personal responsibility & commitment
Interdependence
CATEGORIES OF FEEDBACK
CATEGORY 1
CATEGORY 2
CATEGORY 3
CATEGORY 4
CATEGORY 5
CATEGORIES OF FEEDBACK
A
B
C
D
E
Support Thinking
Judgment
Personal
Observation
Evaluation
Inference
Data
Reflective/
Mediative
Questions
Coaching
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!)
Whole Group Choral Response
A
B
C
D
E
The mediator uses
and
to
enable the teacher to make
,
and
about his or her teaching.
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
LUNCH
Please return at 2:00.
STORY CHARACTERS:





Shared vision
Mental models
Systemic structures
Patterns of behavior
Events
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.
ACTION PLANNING

Design an action plan which you are willing
to implement back in your school.
Make
plan.
a public commitment to this action