2. Coaching
Jacque Melin

3. We want to Increase Student Learning
In order to do this…..how Adaptive are we? Adaptive Definition: Changing form (practice) while changing identity. Focusing Questions: Who are we? Who do we need to be? Why are we doing this? Why are we doing this this way?
From Adaptive Schools - Garmston & Wellman

4. Adapted or Adaptive?

5. Companies that are adaptive…(or not)
Target
Google 3M
Amazon
Apple
Not
Blockbuster
Sears

6. Apple

7. Dilts Nested Levels of Learning One level impacts the other…
Identity WHO?
Beliefs, Values, Assumptions WHY?
Capabilities HOW?
Behaviors WHAT?
Environment WHERE?

8. Dilts Nested Levels of Learning One level impacts the other…
Very powerful in highlighting the link between
what we think, what we do, and the results we get.
Identity The roles we play
Beliefs, Values, Assumptions Beliefs &values we hold as important to us.
Capabilities Skills & knowledge
Behaviors Actions & Reactions
Environment Result/Outcome

9. Dilts Nested Levels of Learning One level impacts the other…
Things you can do to improve your effectiveness as a science teacher.
Reflect on the environment around you. It is what you want it to be? Are you achieving the results you want?
Identity The roles we play
Beliefs, Values, Assumptions Beliefs &values we hold as important to us.
Capabilities Skills & knowledge
Behaviors Actions & Reactions
Environment Result/Outcome

10. “All the good work in schools is just tinkering unless we clarify our identities as collaborators and inquirers.” - Michael Fullan

11. Vision for School Change The Elements of Professional Community3.
Collaborative
culture 1.
Compelling
purpose
and
academic
focus
2. Collective efficacy and shared responsibility for student learning 5.
Relational trust in
one another
6. Individual and group learning based on ongoing assessment and feedback 4.
Deprivatized
practice
From Adaptive Schools - Garmston & Wellman

12. Collaboration
Collaboration does not happen by chance; it has to be taught, practiced and learned. Developing collaborative cultures is the work of leaders who realize that a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.
- Garmston and Wellman

13. Outcomes for this part of the workshop
Gain an emerging understanding of the benefits of Cognitive Coaching℠
Examine skills needed to be a proficient collaborator
Explore a communication tool that supports collaboration
From Cognitive Coaching ℠ - Costa and Garmston

14. Model List what you observe about: The interaction
The coach’s behavior
The coachee’s thinking
From Cognitive Coaching ℠ - Costa and Garmston

15. 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.
The metaphor of a stagecoach is one used to understand what a coach does—convey a valued person from where s/he is to where s/he wants to be.
From Cognitive Coaching ℠ - Costa and Garmston

16. How Proficient Collaborators Think and Act
Which of these strategies do you use? Does your staff use?
Which of these strategies might need to be modeled and practiced to encourage students/adults to use?
From Cognitive Coaching ℠ - Costa and Garmston

17. Positive Presuppositions
“Given our shared concern about student achievement, let’s examine our assumptions about what might be causing the gaps in learning.”
Instead of asking, “Does any body here know why the kids aren’t learning?
From Cognitive Coaching ℠ - Costa and Garmston

18. Positive Presuppositions
As you reflect upon the lesson,
As you examine the data,
Based upon past successful experiences,
As an experienced educator,
As a successful teacher,
From Cognitive Coaching ℠ - Costa and Garmston

19. Pausing
Wait time.
From Cognitive Coaching ℠ - Costa and Garmston

20. Paraphrasing/Listening Set Asides
Attend fully
Capture the essence of the message
Paraphrase before asking a question
Use the pronoun “you” instead of “I”.
Autobiographical
Inquisitive
Solution
From Cognitive Coaching ℠ - Costa and Garmston

21. Principals of Paraphrasing
Paraphrasing sends three messages
I am listening
I am interested/I care
I understand you (or I am trying to)
From Cognitive Coaching ℠ - Costa and Garmston

22. Levels of Paraphrasing
From Cognitive Coaching ℠ - Costa and Garmston

23. 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.
You try…

24. Exit Card
Armed with all of the information from this workshop, what are YOUR next steps?