Bonnie Blan B Squared Consulting bonnieblanconsulting@gmail.com Cognitive Coaching Bonnie Blan B Squared Consulting bonnieblanconsulting@gmail.com

https://todaysmeet.com/MISDCognitiveCoaching

Our Supreme Goal: Improved Quality of Student Learning Teacher Efficacy is Positively Correlated to Student Achievement! Q.S.L. Explain Efficacy and its relation to student learning Teacher Efficacy

Cognitive Coaching Teaching is a complex intellectual activity Teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers.

Get in the Zone! Get Into The Coaching Zone Before Building Efficacy Unconsciously Competent In The Coaching Zone: Learn New Theory View a Model Example Positive or Negative Practice/Emulate the Model Receive Feedback Extremely Important! Consciously Competent The Coaching Zone Consciously Incompetent Little Professor Unconsciously Incompetent

What is Cognitive Coaching? A form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. A composite of skills and strategies, maps and tools and mental models and beliefs. A model for classroom mediation to enhance students' self-directed learning. Cognitive Coaching is a form of mediation that may be applied to professional interactions in a variety of settings and situations with the intention of enhancing self-directed learning. It is a composite of skills and strategies, maps and tools and mental models and beliefs. In addition it is a model for classroom mediation to enhance students' self-directed learning.

Implementation of Cognitive Coaching Increased student achievement Greater teacher efficacy and satisfaction Higher levels of teacher cognition More professional, collaborative cultures. Research on Cognitive Coaching has linked its implementation to increased student achievement; greater teacher efficacy and satisfaction; higher levels of teacher cognition and more professional, collaborative cultures.

- Building Efficacy - There is a Formula! E = [C3(C1+C2)]e E = Efficacy C1 = Confidence Willingness to take risks Confidence by itself is arrogance! C2 = Competence Skill & Knowledge C3 = Consistency A set protocol is constantly followed e = Effort Amount of quality work applied C1 C2 C3 e E Little Professor Efficacy Cycle

Cognitive Coaching Participants Will develop understanding of structured conversations for: Planning Reflecting Problem-solving. Will develop knowledge and skills for expanding teacher thinking. participants will develop understanding of three structured conversations for planning, reflecting and problem-solving. In addition, they will develop knowledge and skills for expanding teacher thinking.

Specific skills will be enhanced in: Developing Trust And Rapport In Relationships Questioning For Mediation Of Teacher Thought Processes Using Effective Response Behaviors To Enhance Teacher Cognitive Processes Using Style Knowledge To Enhance Collaborative Relationships . Specific skills will be enhanced in: developing trust and rapport in relationships questioning for mediation of teacher thought processes using effective response behaviors to enhance teacher cognitive processes using style knowledge to enhance collaborative relationships applying five states of mind to enhance teacher self-directedness developing teachers' autonomy and sense of community by increasing their efficacy, craftsmanship, consciousness, interdependence and flexibility distinguishing between coaching and evaluation

Specific skills will be enhanced in: Applying Five States Of Mind To Enhance Teacher Self-directedness Developing Teachers' Autonomy And Sense Of Community By Increasing Their Efficacy, Craftsmanship, Consciousness, Interdependence And Flexibility Distinguishing Between Coaching And Evaluation

Cognitive Coaching: Variety of Patterns Many districts have trained administrators and mentors to use the model as part of professional supervision processes. Teachers use the model to peer coach one another and with students in classroom settings. The five states of mind have served as tools for assessing teacher development and have even been used as criteria for hiring. Participants often state that this work is fundamental to their ability to serve as a constructivist leader or instructor. Cognitive Coaching has been implemented across six of the seven continents of the world in a variety of patterns. Many districts have trained administrators and mentors to use the model as part of professional supervision processes. Teachers use the model to peer coach one another and with students in classroom settings. The five states of mind have served as tools for assessing teacher development and have even been used as criteria for hiring. Participants often state that this work is fundamental to their ability to serve as a constructivist leader or instructor.

Differences in Terminology

How Coaching Works Providing Tools Providing Encouragement Providing Feedback Providing Success https://www.youtube.com/watch?v=UY75MQ te4RU

Cognitive Coaching Self-managing Self-modifying Provides a framework and tool kit for working with adults and students and supports Self-monitoring Self-managing Self-modifying http://education.jhu.edu/PD/newhorizons/strategies/topics/Cognitive%20Coaching/ind ex.html Coaching provides a framework and tool kit for working with adults and students in a manner which supports their becoming self-monitoring, self-managing and self-modifying.

Cognitive Coaching Specific peer coaching model developed by Art Costa and Bob Garmston that focuses on the cognitive processes of teachers. Cognitive Coaching is “a set of strategies, a way of thinking and a way of working that invites self and others to shape and reshape their thinking and problem solving capacities” (Costa, 2002)

Cognitive Coaching Shapes & Reshapes Thinking & Problem Solving

Cognitive Coaching Involves mediated thinking, or becoming aware of what is going on inside your own head. Cognitive Coaching allows the teacher to make his or her own decisions about his or her own teaching practice. Decisions can be whether they are effective or ineffective and how to improve.

Role of the Coach Act as a mediator between the teacher and his or her own thinking by encouraging the teacher to reflect upon what is happening in his/her classroom and how to make changes or improvements. Not an Evaluation or Performance Appraisal

Share

Four Major Assumptions Thought and perception produce all behavior. Teaching is constant decision-making. To learn something new requires engagement and alteration in thought. Humans continue to grow cognitively.

5 States of Mind •Efficacy: Knowing that one has the capacity to make a difference and the willingness to do so. •Flexibility: Knowing that one has and can develop options to consider and being willing to acknowledge and demonstrate respect for diverse perspectives. •Craftsmanship: Seeking precision, refinement, and mastery. •Consciousness: Monitoring one’s own values, intentions, thoughts, and behaviors. •Interdependence: Contributing to the common good and use of group resources to enhance personal effectiveness.

5 States of Mind - EFFICACY • 5 States of Mind - EFFICACY Efficacy: Knowing that one has the capacity to make a difference and the willingness to do so. Example: Teacher feels stuck/powerless "I just can't get anywhere with this student's parents! They don't see the problem!”

5 States of Mind - EFFICACY Self-prescribing strategy: Shifts responsibility from others to self, Get the teacher to consider ways they can influence the outcome of a problematic situation. "You've told me how the parent responded. What did you do or say after they responded to you? Could you tell me how you first told them about the problem? Could you have told them about it any differently or responded differently?"

5 States of Mind - EFFICACY Efficacy: Knowing that one has the capacity to make a difference and the willingness to do so. Example: Teacher has run out of ideas "I have tried everything I can think of to get them to....."

5 States of Mind - EFFICACY Choice Making Strategy: Opens up a brainstorming session. Should only be used if the teacher has reached a dead end. Discuss a list of possibilities, then ask the teacher to choose the idea that might be most appropriate for the given situation. “What have you tried so far? Were any of the things you tried somewhat effective? Let's see if we can come up with some other ideas and weigh them for their effectiveness."

5 States of Mind -EFFICACY Efficacy: Knowing that one has the capacity to make a difference and the willingness to do so. Teacher attributes situation to fate or luck "I lucked out to have things go so well during the observation!"

5 States of Mind - EFFICACY Correcting Fate Control: Shifts focus onto personal contributions The Teacher is made to acknowledge the success or failure "What do you think you did to help make things go so well? Could you use any of those strategies again sometime?"

5 States of Mind - EFFICACY Efficacy: Knowing that one has the capacity to make a difference and the willingness to do so. Teacher feels frustrated with situation “I am getting so tired of the way that group of students behaves during group time!"

5 States of Mind- EFFICACY Drawing from Past Experience Strategy: Encourages the teacher to pause and reflect on possible successes in similar situations in the past and evaluate their effectiveness in handling the current problem. "Have they always behaved that way during group time? What has been going on during those times when they do behave well in group?"

5 States of Mind - FLEXIBILITY Flexibility: Knowing that one has and can develop options to consider and being willing to acknowledge and demonstrate respect for diverse perspectives. Example: Teacher is negative about actions of others "It upsets me when my colleague criticizes my lessons."

5 States of Mind - FLEXIBILITY Considering Intention Strategy: Encourages teacher to consider possible positive intentions of another's action, looking at the issue from multiple perspectives. "Let's try looking at it from their point of view; what reasons might they have for doing that? Have you ever thought that they might be trying to help you?"

5 States of Mind - FLEXIBILITY Flexibility: Knowing that one has and can develop options to consider and being willing to acknowledge and demonstrate respect for diverse perspectives. Teacher sees situation from only one point of view "The girls are always lined up on time when I pick them up from lunch."

5 States of Mind - FLEXIBILITY Style Check Strategy: Encourages awareness of others' styles, beliefs, values, and behaviors "What do the girls do during lunch? What are the boys doing differently? Could this have some effect on the time it takes them to line up?"

5 States of Mind - CRAFTSMANSHIP •Craftsmanship: Seeking precision, refinement, and mastery. Teacher’s responses are vague "The week went okay..."

5 States of Mind - CRAFTSMANSHIP Communicating with Specificity Strategy: Prompts teachers to elaborate through use of probing questions and clarifying questions "The last time we talked, you expressed some concern about the upcoming math lesson on double-digit multiplication. How did that go?"

5 States of Mind - CRAFTSMANSHIP Craftsmanship: Seeking precision, refinement, and mastery. Teacher’s request for help is vague “I don't understand how to get them to write well...."

5 States of Mind - CRAFTSMANSHIP Eliciting Specific Criteria Strategy: Requires teachers to be more specific about indicators and criteria they are considering. What do you mean by "write well?" Does this include grammar and punctuation? Can you give me an example of what you consider good writing and an example of what you are seeing that concerns you?"

5 States of Mind - CRAFTSMANSHIP Craftsmanship: Seeking precision, refinement, and mastery. Teacher demonstrates temporal vagueness "I always run out of time getting the ideas across, and the students do not have time to do any guided practice."

5 States of Mind - CRAFTSMANSHIP Managing Time Strategy: Encourages the teacher to give more consideration to time management: sequencing; duration; simultaneity - dealing with students who have mastered content already "Let's look at your next lesson and see how we can work on ways to help you manage your students' time to get in that practice."

5 States of Mind - CONSCIOUSNESS •Consciousness: Monitoring one’s own values, intentions, thoughts, and behaviors. Teacher’s conscious decisions are not apparent “I‘m going to have them do a seek-and-find for science."

5 States of Mind - CONSCIOUSNESS Metacognition Strategies: Leads the teacher to consider internal values, goals, thoughts and feelings about external events "Why did you choose that activity? Is that the best way to get the students to show you their understanding of the topic?"

5 States of Mind - CONSCIOUSNESS Mental Rehearsal Strategy: Leads the protégé to envision and mentally enact the planned activity "How do you plan to introduce that lesson? What will you say? Will you use any props?"

5 States of Mind - INTERDEPENDENCE •Interdependence: Contributing to the common good and use of group resources to enhance personal effectiveness. Teacher is in a conflict situation "We're having problems getting along with one of the other staff members; she doesn‘t want to plan with the team."

5 States of Mind - INTERDEPENDENCE Values Search Strategy: Focuses on values espoused by the different points of view. “Let's look at why your team wants to plan together. How does that benefit them? How does your colleague's absence effect them? Why do you think your colleague chose not to take part in team planning? How does this benefit her?”

5 States of Mind - INTERDEPENDENCE Interdependence: Contributing to the common good and use of group resources to enhance personal effectiveness. Teacher is negative about group behavior "My third period class is so rowdy, I just cannot do anything with them!"

5 States of Mind - INTERDEPENDENCE Talent Search Strategy: Encourages teacher to consider potential capacities of the group as a whole and individual members of the group, focusing on strengths "Are there any individuals in the group that you can work with well? Have there been any times when they have been successful as a group? Why do you think they were successful then?"

5 States of Mind - INTERDEPENDENCE Interdependence: Contributing to the common good and use of group resources to enhance personal effectiveness. Teacher feels isolated, at a loss "I just don't know where to go to get help working with these parents!")

5 States of Mind - INTERDEPENDENCE Resource Banking Strategy: Encourages teacher to consider ways to seek help and assistance; suggests ways others might deal with a similar problem "Have you talked to some of the teachers the kids had last year? Maybe they can give you some pointers. You might also want to ask the counselor for some tips on working with those parents."

5 States of Mind - INTERDEPENDENCE Group Support Strategy: Encourages teacher to make others on staff aware of the problem, raising it to a team awareness level for problem-solving "Have you brought this up at your staff meeting? Your colleagues might have some clues to working with those parents."

Mentee’s Perspective From Coaching Participant

Mentor or Coach’s Perspective

Effective communication means more than just teachers talking with each other. It involves: • conversation skills • listening skills • nonverbal language • giving constructive feedback • developing trusting relationships

Components of Coaching

Three Ways to Make Your Point Paraphrasing: What I hear you saying is… Builds rapport! Proves you are listening! Clarifying: What do you mean by… Tell me more about… Creates common ground! Mediating: What would it sound/look like if… Changing the action, not the person! Objective not personal!

Cognitive Coaching Experience Model Coaching Conversation https://www.youtube.com/watch?v=AfbvspitraU Reflecting https://www.youtube.com/watch?v=kVajUaR0EJQ Active Listening – Paraphrasing https://www.youtube.com/watch?v=QRfTylX46pU

Paraphrase Paraphrase when possible to clarify what the teacher meant to communicate as well as demonstrating what he or she gleaned from the conversation or observation. The following statements are good paraphrasing sentence starters: _ What I hear you saying is... _ Tell me what you mean when you... _ Do I understand correctly that you mean...?

Share

Cognitive Coaching Steps Step 1 – Pre Conference Prior to the actual observation 15-20 minute discussion **The teacher may need time to think about the actual lesson. It is okay to email responses or a lesson plan before the observation. Make sure to determine the focus during the conference.

Preconference Questions What will be the goal or objective for the observation? What are your plans? How will you teach the lesson? How will students be assessed during the lesson? What would you like me to focus on during the observation? What is working well at this time? What are your concerns?

Cognitive Coaching Steps Step 2: Observation Select an Observation Tool a) Selective Scripting b)Webb’s Questioning c) Movement Patterns d)Content, Strategies, and Alignment e) Classroom Management Feedback f) Seating Chart

Selective Scripting Record what the teacher says in the first column and what students say in the second. Useful for collecting information about: What the teacher emphasizes (positively and negatively) How teacher expresses expectations of students and communicates learning goals How teacher facilitates students’ connections between prior knowledge and new learning How teacher gives directions and how students respond

Selective Scripting Useful for collecting information about: How the teacher frames the purposes and directions for each segment of the lesson Types of questions asked by the teacher and the students, as well as the types of responses that these questions elicit How a teacher checks for understanding How a lesson is differentiated, adapted, or modified How the teacher uses student responses to guide instruction Who speaks in the class and in what context (whole class, small group, etc)

Seating Charts are useful for Tracking Which students are doing what at regular time intervals Which students and groups of students are participating and at what points in the lesson this participation occurs Which students are talking and when Where the teacher directs questions How the physical environment facilitates student interactions and access to materials

Seating Charts are useful for Tracking How the teacher moves around the room and interacts with individual students and/or groups of students How the teacher’s interactions vary from student to student in terms of quality, duration, and focus Which students move around the room and when The extent to which individual students are engaged in the content and processes of the lesson

Observation The coach observes teacher in the classroom teaching the identified focus area for the lesson. The coach is NOT involved in teaching the lesson, in interacting with the students or teacher in any way. The coach only observes and records observable behaviors and actions.

Step 3 - Post Conference After the actual observation (try to meet within 3 days after the observation) 15-20 minute discussion 1) Reflect on Lesson and Analyze Data 2) Use the Post Conference Reflection as a guide 3) Be supportive and non judgmental

Reflection Coach helps the teacher become more reflective about the learning that has happened…. By asking questions, Providing data, And Facilitating the teacher’s own evaluation of the lesson. The coach does not evaluate the lesson.

Reflection Topics to Cover Purpose for learning Attention Learner Centered Focus Thinking Skills Assessment Anticipation of Problems Evaluation What Worked? What Would You Change or Improve?

Coaching Activity Pick a Partner You have 15 minutes to review “Lesson Plan”, make notes with Extended Activities, Technology Integration, Online Resources & “Plan” your “Classroom Lesson” Each person will conduct a Pre-Conference with their partner using the Pre-Conference Questions as a Guide.

Share

Expectations

Problem Solving or Problem Resolving 6 Major Creative Thinking Principles Separation Idea Generation from Evaluation Test Assumptions Avoid Patterned Thinking Create New Perspectives Minimize Negative Thinking Take Prudent Risks

Assessing Your Effectiveness as a Coach/Mentor Look back over the messages you've been sending to your mentee and the discussions you've been having. Do you notice any particular patterns arising? Are you playing the role of expert too often and trying to solve problems, rather than guiding your mentee to solve his/her own problems? Are you limiting what you communicate to your mentee to one particular type of message? Do you challenge your mentee to reflect upon his/her teaching and make future plans?

Assessing Your Effectiveness as a Coach/Mentor Do you schedule both planning discussions and reflection discussions? Do you make plans for ways to guide your mentee? Do you keep up communication with your mentee without regular prompting from an administrator? Periodically assessing your effectiveness as a coach will help you fine-tune your role as a mentor. Taking the time to self-evaluate regularly will also help you build a stronger, more mutually beneficial and enjoyable relationship with your mentee.

Bonnie Blan B Squared Consulting bonnieblanconsulting@gmail Bonnie Blan B Squared Consulting bonnieblanconsulting@gmail.com bonnieblan@ymail.com