Cognitive Coaching
Professional Conversations Focused on Educator
Growth and Improved Student Learning
Pitt County Schools
December 9, 2012
Before We Begin…
• visit: http://region1rttt.wikispaces.com/
Add this wikispace to your favorites
Download and save the presentation found
under “Region 1 Events”
Complete the ticket out the door at the end of
the training
2
Can We Agree?
To be actively involved
Value differences
Agree to disagree
Listen
Don’t take it personally
Be honest
Stay focused on established purpose and
goals
Refrain from conducting ‘side bar’
conversations
Outcomes
Participants will…
express and determine how the Cognitive Coaching
process can be used in their current role.
identify and apply the skills needed to be an
effective coach.
understand the Cognitive Coaching Cycle.
apply their new knowledge of Cognitive Coaching
strategies to various scenarios.
What Do You Know About
Cognitive Coaching?
• Individually and silently think about the
question above
• Identify what you already know about Cognitive
Coaching and write your ideas on sticky notes
(1 thought per note)
• Share your ideas with the group
The Mission of Cognitive
Coaching
“To produce self-directed persons with
cognitive capacity for high performance
both independently and as members of a
community.”
~Costa and Garmston
What is Cognitive Coaching?
• A practice based on the idea that
metacognition
• A practice which provides personal insights
into the learner’s own thinking processes
What is Cognitive Coaching? (cont’d)
• A way of thinking and communicating which:
– Enhances understanding and higher level
thinking
– Helps others become their own problemsolvers
– Creates collaborative rather than
dependent relationships
– Develops genuine trust and rapport
– Support others in feeling competent in
challenging work environments
Research Based Benefits
1.
Coaching is linked with
higher test scores
4. Coached teachers report
2.
Teachers who are coached
report higher teacher
efficacy
5. Coaching schools have
higher self-ratings for
professionalism
3.
Teachers who are coached
demonstrate more reflective,
complex thinking about
their practice
6. Coaching schools have more
collaboration
higher job satisfaction
7. Coached teachers report
feeling more supported
professional and
personally
9
To effectively engage people, it is helpful to identify
two main subsystems in the brain.
The•Blue
Zone
Affiliation,
generosity, goodwill
• Reflective
• Affiliation,
generosity, goodwill
• Options considered
• Reflective
• Imaginative/creative
• Higher order learning
• Options
considered
• Slow/resource intensive
• Imaginative/creative
• Manages impulsive desires
• Labels emotional states
• Higher
order learning
• Not ‘fully functional’ until
• Slow/resource
intensive
adulthood
• Seat of optimism
• Manages
desires
Blueimpulsive
Zone
- approximates
• Not ‘fully
functional’ until
the newer part
adulthood
of the brain
The Red Zone
• Focused
• Focused onon
self self
• Sensitive to threat
• Sensitive
to threat
• Engages “fight/flight”
• Engages
• Resistant to“fight/flight”
change
• Low order learning only
• Resistant
to change
• Fast/efficient/instinctive
• Low
order
learning
• Engages
impulsive
desiresonly
• Anger/fear/depression
• Fast/efficient/instinctive
• Highly developed at birth
• Engages
impulsive desires
• Seat of pessimism
• Anger/fear/depression
Red Zone
• Highly- approximates
developed atthe
birth
“old” part of the brain
10
Maximizing the Blue
Zone: cognition leads
broad-based growth
Status
Certainty
Autonomy
Relatedness
Fairness
It is this combination
that occurs when a
person is engaged
by another.
Minimizing the Red
Zone: reduces the
activity and impact of the
red zone
11
www.gr8education.com
States of Mind
Efficacy
Flexibility
Consciousness
Craftsmanship
Interdependence
DRAFT
Efficacy
• Knowing that one has the capacity to
make a difference and being willing
and able to do so
Flexibility
• Knowing one has and can develop
options to consider and be willing to
acknowledge and demonstrate respect
for empathy for diverse perspectives.
Consciousness
• Monitoring one’s own values,
intentions, thoughts and behaviors
and their effects.
Craftsmanship
• Seeking precision, refinement and
mastery. Striving for exactness of
critical thought processes.
Interdependence
• Contributing to a common good and
using group resources to enhance
personal effectiveness.
Five States of Mind
Activity
• Work with a partner
• Choose two States of Mind
• Think of “real world” examples
• Share with the group
5 Minute
Break
Effective Coaching Requires…
Trust
and
Rapport
Components of Trust
• Being present
• Being aware of oneself, others and the
environment
• Being open
• Listen without judgment and with empathy
• Seek to understand
• View learning as mutual
• Honor the person
• Honor the process
Building Rapport
Home
Family and Friends
Entertainment
Work
Vision
The Johari Window
A Communication Tool
Things I know
about myself
Things
others
know about
me
Things
others
don’t know
about me
Things I don’t know
about myself
Arena
Blind Spot
Hidden Arena
Unknown Arena
Johari Activity
• Divide into pairs
• Write what you know or see about your
partner
• Share what was written with your partner
• Discuss what you have learned about
yourself
Effective Coaching Skills
“When coaches and teachers
interact equally as partners,
good things happen.”
Jim Knight
Seven Partnership Principles
•
•
•
•
•
•
•
Equality
Choice
Voice
Reflection
Dialogue
Praxis
Reciprocity
Lunch
"How Coaching Works"
http://www.youtube.com/watch?v=UY75MQte4RU&feature=email
Communicating Meaning
65% Non Verbal
Components
35% Verbal
Components
• Posture
• Pitch
• Gesture
• Volume
• Proximity
• Inflection
• Muscle Tension
• Pace
• Facial Expression
• Words
Communication Knowledge and
Skills for Effective Coaching
• Paralanguage
• Response Behaviors
• Structuring
• Mediative Questioning
Paralanguage
• Nonverbal & Verbal Cues
– Posture
– Gesture
– Inflection
– Pitch
– Volume
– Rate of Speech
– Language Choices
– Breathing
Response Behaviors
• Silence
• Acknowledging
• Paraphrasing
• Clarifying
• Providing Data &
Resources
Structuring
• A coach clearly communicates expectations
about purposes and the use of such resources
as time, space, and materials.
• Expectations should be based on a common
understanding of the purposes for the coaching,
the roles the coach should play, time
allotments, and placement of the coach during
observation.
Mediative Questioning
“It’s not the answers that enlighten us, but the questions.”
• Questions are intentionally designed to engage
and transform thinking and perspective.
• Questions must meet three criteria:
– Invitational in form
– Engage complex cognitive processes
– Intentional
Judgmental vs.
Non-Judgmental Questioning
Example:
• Why did you do it that way?
• What would you do differently next time if
you could?
35
Let’s Practice Question
Development
Issue
Thinking
“I’d really like to be less stressed at work,
but the tasks just keep piling up…”
Problem
1. Read the statement above
2. Individually write down the first 3 questions that come to mind
•
•
Eliminate anything that is tending towards advice
Focus on the thinking to change perception
3. Collaborate now with your table buddies to put together a 'top 5' list
of appropriate questions
36
The Cognitive Coaching Cycle
Three Phases of the Process
PLANNING
REFLECTING
EVENT
(Observation)
Planning Conversations
Pre-conference
• Planning Map
Clarifying Goals
Determining the success indicators
Anticipating approaches, strategies and
decisions
Identifying a personal learning focus
Reflecting on the coaching process
The Event
Observation
• Look for indicators of success
• Look for the effectiveness of approaches,
strategies, and decisions
• Collect data as deemed necessary during
the pre-conference
Reflecting Conversations
Post-conference
• Reflecting Map
Summary of impression and recalling
supporting information
Analyze causal factors that impacted the event
Construct new learning
Commit to the application
Reflect on coaching process and design
refinement
Cognitive Coaching Practice
Person A – Observer
(Pay attention the verbal and non-verbal behaviors of the
coach. Record your observations.)
Person B – Coach
Person C – Colleague or
Parent
Role Play Scenario #1
A colleague says to you,
“I’ve done everything I
know to do and this teacher
is still having difficulty with
classroom management.”
Role Play Scenario #2
A parent comes to the principal
and says, “I’ve had it with that
teacher! I want my child taken
out of her class TODAY!”
Role Play Scenario #3
A colleague says to you, “I’ve been
feeling overwhelmed with
integrating the new Instructional
Standards into my lessons. The
students know more that I do.”
Questions
Session Evaluation
• Visit: http://region1rttt.wikispaces.com/
Complete the ticket out the door at the end of
the training
References
•
Costa, A. L., & Garmston, R. J. (2002). Cognitive Coaching: A foundation for
renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon.
•
Ellison, J., & Hayes, C. (2006). Effective School Leadership: Developing
Principals through Cognitive Coaching. Norwood, MA: ChristopherGordon.
•
Tschannen-Moran, B., Tschannen-Moran, M. (2011). The Coach and the
Evaluator. Educational Leadership, 69,10-16.
•
Knight, J. (2011). What Good Coaches Do. Educational Leadership, 69, 18-22.
•
Aguilar, E., Goldwasser, D., & Tank-Crestetto, K. (2011). Supporting
Principals Transforming Schools. Educational Leadership, 69, 70-76.
Web Resources
•
http://www.pd360.com/pd360.cfm#tab=home&page=homeWall
•
http://www.youtube.com/watch?v=UY75MQte4RU
•
www.gr8education.com
•
http://www.businessballs.com/johariwindowmodeldiagram.pdf
•
http://www.coachingnetwork.org.uk/resourcecentre/whatarecoachingandmentoring.htm
•
http://sites.google.com/site/group2presentation/home
•
http://www.svsd410.org/CCS/Cognitive%20Coaching.asp
•
http://www.cognitivecoaching.com/
•
http://www.cls.utk.edu/pdf/ls/Week2_Lesson12.pdf
•
http://www.youtube.com/watch?v=isiSOeMVJQk&feature=BFa&list=ULvfxFSvDvSqA&lf=mfu_in
_order
Contact Information
Beth Edwards, PD Lead, Region 1
elizabeth.edwards@dpi.nc.gov (252) 916-6842
Dianne Meiggs, PD Lead, Region 1
dianne.meiggs@dpi.nc.gov (252) 340-0113