Presentation on theme: "Building on Cognitive Coaching Dr. William Sterrett November 1, 2011."— Presentation transcript:
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). 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
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)
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
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)
“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
“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
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.
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?
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 http://www.cognitivecoaching.com/overview.htm 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-2010http://www.catstonepress.com/vascd-spring-2010