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

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

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

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

5. Evaluating
Judge and rate performance according to understood externally produced standards

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

7. 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.

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

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

10. 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

11. 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)

12. 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.

13. 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.

14. 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.

15. Holonomy and States of Mind
Efficacy
Consciousness
Craftsmanship
Flexibility
Interdependence

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

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

18. 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)

19. Pausing
Your thoughts??

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

21. Plural Forms What are the Reasons Strategies Factors Ideas Outcomes
Alternatives

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

23. 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,

24. 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?

25. 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

26. 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