*Cognitive Coaching Collaborating Consulting Evaluating Support Services *Cognitive Coaching Collaborating Consulting Evaluating

Cognitive Coaching Enhance and habituate self-directed learning, self-managing, self-modifying Most effective support service in the long run

Collaborating Solve instructional problems, apply and test shared ideas, learn together

Consulting Increase pedagogical and content knowledge and skills; institutionalize accepted practices and policies

Evaluating Judge and rate performance according to understood externally produced standards

All four support services should focus on self-directed learning! Self Directed People Self Manage Self Monitor Self Modify

Mission Statement The mission of Cognitive Coaching is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a learning community.

Characteristics of Self Directed People Resourceful High Level Thinkers Set Challenging Goals Persevere in the Face of Barriers Forecast Future Performances Seek Constant Improvement

Why Coach? Improve Student Performance Improve Teacher Efficacy Increased Reflection Improved Teacher Satisfaction Improve School Culture Grow Professionally Personal Connections

Cognitive Coaching IS Directed by Coachee Neutral About Self-Directed Learning A skillful application of tools for planning, reflecting, and problem-solving Capacity Building Mediating Thinking Developing and Building Internal Resources IS NOT Directed by Coach Judgmental Dependent on Coach A quick fix or Band-aid solution Direct solutions from coach Remaining stagnant

A Glance at Coaching The cognitive coaching model is predicated on a set of values, maps, and tools, that when combined with non-judgmental ways of being and working with others, invites shaping and re-shaping of thinking and problem solving capabilities. (Cognitive Shift)

Planning Conversation Occurs before a colleague conducts or participates in an event, resolves a challenge, or attempts a task. The coach may or may not be present during the event or available for follow-up conversation.

Reflecting Conversation Occurs after a colleague conducts or participates in an event, resolves a challlenge, or completes a task. The coach may not have been present at or participated in the event.

Problem Solving Conversation Occurs when a colleague feels stuck, helpless, unclear, or lacking in resourcefulness; experiences a crisis; or requests external assistance from a mediator.

Holonomy and States of Mind Efficacy Consciousness Craftsmanship Flexibility Interdependence

Trust and Rapport Behaviors that cultivate trust Consistency Integrity Concern Communication Sharing Control Elements of Rapport Posture Gesture Tonality Language Breathing

Essential Coaching Pattern Develop a relationship with solid lines of communication Develop Trust Establish Rapport Pause Paraphrase Question

Principals of Paraphrasing Concentrate on feeling and fact Label the emotion Paraphrasing sends three messages I am listening I am interested/I care I understand you (or I am trying to)

Pausing Your thoughts??

Mediational Questions They are invitational Approachable Voice Use of Plural forms Exploratory/tentative language Positive Presuppositions

Plural Forms What are the Reasons Strategies Factors Ideas Outcomes Alternatives

Exploratory Language What might be some… How might you know.. What are your hunches..

Positive Presuppositions As you reflect upon the lesson, As you examine the data, Base upon past successful experiences, As an experienced educator, As a successful teacher,

Putting It All Together As you reflect, what might be some of the indicators that your lesson was successful? As you examine the data, what are some of the similarities that are emerging? Based upon your past successful experiences, what might be some of the indicators that this student might be struggling?

Reflecting On Reflections Essential to Professional Growth and Development Amplified when done with others Enhanced when they are focused and structured Enriched when all members consciously use the tools of inquiry and non-judgmental response behaviors

Baby Steps Trust building begins with the first encounter Be interested, listen, and be non-evaluative Build a positive relationship with strong/open lines of communication Grow together