COMMUNICATION, COMPETENCE and COMMUNITY

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

What is it? COGNITIVE COACHING: *GOAL of COGNITIVE COACHING TRAINING—IDENTITY AS A MEDIATOR (10:30) (Large Group—10 minutes) Learning Guide p. 20 Clarify that our identity is who we believe ourselves to be deep inside. Explain the concept of a “default identity” and that a Cognitive Coach has a “default identity” as a mediator. 11

StageCoach METAPHOR, PARADIGM, PROCESS (Large Group—5 minutes) Learning Guide p. 4, 5, 9 Text p. 22 Show slide of a stagecoach as a metaphor for Cognitive CoachingSM in contrast to metaphor of athletic coach. 11

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 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 METAPHOR, PARADIGM, PROCESS (Large Group—5 minutes) Learning Guide p. 4, 5, 9 Text p. 22 Another graphic is the one on p. 5 from John Dyer, to show a paradigm for coaching—to go from an existing state to a desired state. The path of coaching conversations 11

COGNITIVE COACHING IS UNIQUE ……

Cognitive CoachingSM Process Observable Behaviors Enhanced Performance Coach’s Strategies Internal Thinking Processes METAPHOR, PARADIGM, PROCESS (Large Group—5 minutes) Learning Guide p. 4, 5, 9 Text p. 22 On p. 9 of the Learning Guide, it shows how that happens—go backward from enhanced performance (the outcome) to behaviors, to thinking, to coachee’s strategies, then forward, showing how coach’s strategies ultimately affect enhanced performance. 11

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 *PROPOSITIONS of COGNITIVE COACHINGsm (9:10) (Large Group—5 minutes) Learning Guide p. 8 Input on 4 Propositions of Cognitive CoachingSM. Use the language below or your own language to explain the propositions. All behavior is produced by thought and perception. It may not be rational or conscious, but there’s thought behind each behavior in which we engage Teaching is constant decision-making. Research indicates that teachers make between 400 and 1000 decisions a DAY! To learn something new requires engagement and alteration in thought. Those of you familiar with constructivist learning will recognize this as the basis for constructivism. We don’t learn by having information poured into our heads. Humans continue to grow cognitively. It’s not just a matter of child or adolescent growth and development it’s HUMAN growth and development. continue To Grow Cognitively Humans CC Mediates 11

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. *MISSION OF COGNITIVE COACHINGsm (9:15) (Large Group—5 minutes) Learning Guide p. 7 Text pp. 16-17 Share mission graphic from Learning Guide p. 7 and wording, p. 16 of the text. 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. *MISSION OF COGNITIVE COACHINGsm (9:15) (Large Group—5 minutes) Learning Guide p. 7 Text pp. 16-17 We define self-directedness as being self-managing, self-monitoring and self-modifying. (See text p. 17 for information on these three terms). Talk at your tables about how these terms compare to what you know about self-directed individuals. What comments or questions do you have? This ability to be self-directed in both independent and interdependent setting is related to holonomy—the study of interacting parts within wholes. After break we’ll come back and take a closer look at the concept of holonomy. 11

GOAL OF COGNITIVE COACHING TRAINING TO BUILD IDENTITY AND CAPACITY AS A MEDIATOR *GOAL of COGNITIVE COACHING TRAINING—IDENTITY AS A MEDIATOR (10:30) (Large Group—10 minutes) Learning Guide p. 20 Clarify that our identity is who we believe ourselves to be deep inside. Explain the concept of a “default identity” and that a Cognitive Coach has a “default identity” as a mediator. 11

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

_____________Cognitive CoachingSM is… What did you observe about the coach’s behavior & the partner’s thinking? _____________Cognitive CoachingSM is… OBSERVING COACHING Coach Partner Chart observations – Leave space at top of charts for header to add at end of charting. Header (after charting label top of chart) Cognitive CoachingSM is… 11

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 11

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. 11

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. Interpersonal trust deepens as individuals perceive that others care about them and will extend themselves beyond what their role might formally require. Examples of creating personal regard are principals taking an interest in a teacher’s career development and teachers staying after school to work on committees, meet with parents, etc. 11

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 fourth criteria for discernment is integrity. In this study, integrity was defined as consistency between what people say and what they do. Teachers want to know that a principal will keep his or her word. In a deeper sense, integrity also implies that a moral-ethical perspective guides one’s work—actions must be understood as about advancing the best interests of students. 11

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. Relational trust is based on social exchanges organized around a set of role relationships in the school. Those role relationships are school professional to community member; teacher to principal, teacher to teacher, and teacher to student. Particular expectations, obligations and dependencies characterize each of these relationships. For example, teachers depend on parent to bring their children to school and parent depend on teachers to effectively support the learning of their child. In general the power base held by an individual directly affects the relational trust in any given role set. Although power distributions vary from school to school, no one person holds absolute power in a school. Even the school principal is dependent on both parents and teachers. As a consequence, all parties remain vulnerable to each other. Decreasing this sense of vulnerability is a key ingredient in the development of relational trust. 11

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. So what does research tell us about trust in the principal? Again, the behaviors are similar to those mentioned earlier. Consistency in personal beliefs, organizational goals and work performance are important, as is competence and even-handedness, all which promote strong and healthy school communities. Integrity, resulting from telling the truth and keeping promises is key. Researchers found that integrity also involves authenticity, that is accepting respo9nsibility for one’s actions and not distorting the truth t shift blame to another. Principals can promote trust by showing consideration and sensitivity for staff’s needs and interest, by acting in a way that protects their right and by refraining from exploiting them for the benefit of personal interests. 11

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.” Large Group Text p. 285 Share work of Carl Glickman in text p. 285 about same person coaching and evaluating. 11

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 Large Group Text p. 285 Share work of Carl Glickman in text p. 285 about same person coaching and evaluating. 11

WALK - TALK WHAT WILL YOU DO TO ENHANCE THE LEVEL OF TRUST IN YOUR RELATIONSHIPS? Large Group Text p. 285 Share work of Carl Glickman in text p. 285 about same person coaching and evaluating. 11

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

CATEGORIES OF FEEDBACK Support Thinking *FIVE CATEGORIES OF FEEDBACK (8:30) (Large Group—40-60 min.[depending on what is used as feedback scenairio]) For the following inductive activity, you may choose from these options for a context: 1) Tell a story 2) Give a mini-presentation on some content tied to Cognitive CoachingSM, such as transitions 3) Feedback on presenter or co-presenters 4) Written feedback participants recently gave to a colleague Five charts on wall, anchored in a space that has not been anchored for other content. Charts have a rectangle drawn across the top and a letter, A, B, C, D, or E. Trainer explains: We are going to do a concept attainment activity. We would like you t develop and share with us some feedback on our work as co-trainers (or as a single trainer). The purpose of the feedback should be to help us improve the effectiveness of our shared teaching. Table groups craft feedback and give to trainer, who records on one of the five charts without explaining why each chart. (A-Judgments, B- Personal Observations/Information about the Observer, C-Inferences, D-Data, E-Reflective/Mediative Questions). Participants can refer to p. 64 in Learning Guide. When there is enough on each chart, ask table groups to look for patterns and craft an additional piece of feedback for each chart. Trainer records additional feedback, then asks table groups to label each chart. Record labels on appropriate chart and explain why each label. Explain that E is coaching and A, B, C are evaluation; D can fit with either support function. The combination of D and E supports thinking. Give examples from your own experience of how data and questions support thinking. Show how some feedback from other columns might be turned into data, and how different the effect is on thinking. Judgment Personal Observation Inference Data Reflective/Mediative Questions Evaluation Coaching 11

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!) Pairs Learning Guide, p. 64 11

Whole Group Choral Response B C D E Large Group Learning Guide, p. 64 Use choral response with sentence at the bottom of p. 64. The coach used data and questions to enable the teacher to make his or her own judgments, personal observations and inferences. Answer questions. The mediator uses and to enable the teacher to make , , and about his or her teaching. 11

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. LUNCH (11:45) 11

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 a public commitment to this action plan.