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

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Presentation on theme: "Building on Cognitive Coaching Dr. William Sterrett November 1, 2011."— Presentation transcript:

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’s Table 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 (2 nd 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  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:

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