1. Cognitive Coaching for NBPTS 7 Illinois Regions November–December 2002 Dr. Lynn Gaddis, NBCT Illinois State University

2. 5 Core Propositions of Mentoring Cognitive Coaches Are committed to their mentees.Are committed to their mentees. Know about the mentees’ content and pedagogy and know how to build the mentees’ capacities to improve.Know about the mentees’ content and pedagogy and know how to build the mentees’ capacities to improve. Monitor the mentees’ learning.Monitor the mentees’ learning. Support mentees’ systematic reflection on learning.Support mentees’ systematic reflection on learning. Build learning communities among mentees and colleagues.Build learning communities among mentees and colleagues.

3. Coaching Candidates No Recipe Can Create an “NBCT” Coaches are-- Non-JudgmentalNon-Judgmental HonestHonest SpecificSpecific ConstructiveConstructive ProbingProbing KnowledgeableKnowledgeable AvailableAvailable

4. Coaching and Architecture of Teaching

5. Roles of Mentors In small groups, brainstorm titles for what mentors do.In small groups, brainstorm titles for what mentors do. ExamplesExamples –Emotional Supporter –Professional Developer –Cognitive Coach Debrief and list on chart paper.Debrief and list on chart paper.

6. Adult Learning Principles Individually, read Daines, Daines, and Knowles “Adult Learning Principles” and circle key words or take notes on key concepts.Individually, read Daines, Daines, and Knowles “Adult Learning Principles” and circle key words or take notes on key concepts. In large group, list key words on chart paper.In large group, list key words on chart paper. Identify the links between mentor roles and adult learning principles.Identify the links between mentor roles and adult learning principles.

7. NBPTS Candidates’ Actions as Adult Learners In small groups, read Lueck’s “Differences” and give examples of candidates’ behaviors that illustrate each one. Each group of 4 should prepare to demonstrate or explain 4 of the bulleted items.In small groups, read Lueck’s “Differences” and give examples of candidates’ behaviors that illustrate each one. Each group of 4 should prepare to demonstrate or explain 4 of the bulleted items. If time, each group will present.If time, each group will present.

8. Cognitive Coaching States of Mind Introduce the 5 States of Mind and clarify their meaning.Introduce the 5 States of Mind and clarify their meaning. In small groups, identify what state of mind is represented by candidate behavior.In small groups, identify what state of mind is represented by candidate behavior. Individually, read the cognitive coaching types of questions.Individually, read the cognitive coaching types of questions. In small groups, identify types of questions to ask for different candidate behaviors.In small groups, identify types of questions to ask for different candidate behaviors.

9. Architecture of Teaching— Setting Goals “Completing the NBPTS process is about showing evidence of a teacher’s thinking.”“Completing the NBPTS process is about showing evidence of a teacher’s thinking.” “Universal Intellectual Standards identify goals to support candidates’ in showing evidence of their teaching decision-making process.”“Universal Intellectual Standards identify goals to support candidates’ in showing evidence of their teaching decision-making process.”

10. 7 Universal Intellectual Standards Individually, skim the explanations for each of the 7 standards. Read the “clarity, accuracy, and precision” standards for understanding.Individually, skim the explanations for each of the 7 standards. Read the “clarity, accuracy, and precision” standards for understanding. In large group, discuss the meaning and focus for coaching candidates when responding to written commentaries.In large group, discuss the meaning and focus for coaching candidates when responding to written commentaries.

11. Socratic Questioning Review the Types of Socratic Questions.Review the Types of Socratic Questions. In small groups, identifyIn small groups, identify –Which types of questions are relevant to use with candidates. –Which types of questions are difficult to use. Reword the questions the refer candidates to NBPTS directions, questions, rubrics, and standards.Reword the questions the refer candidates to NBPTS directions, questions, rubrics, and standards.

12. Coaching a Candidate About a Student Work Entry Individually, read the first 3 pages of a student work entry written commentary. Create questions that include the following criteria:Individually, read the first 3 pages of a student work entry written commentary. Create questions that include the following criteria: –Probe for clarity, accuracy, precision. –Use rubric language. In large group, share questions.In large group, share questions.

13. What Misperceptions? Certification is earned by valuing fonts and margins.Certification is earned by valuing fonts and margins. Good writing doesn’t matter.Good writing doesn’t matter. Portfolio entries should be completed 1 st in order to prepare for assessment center exercises.Portfolio entries should be completed 1 st in order to prepare for assessment center exercises. Team teachers can submit the same work.Team teachers can submit the same work. Candidates can prepare only during a typical September-May school year.Candidates can prepare only during a typical September-May school year.

14. Focus for Candidate and Mentor in Planning and Responding In small groups, create questions about the entry that address: –The NBPTS rubric. –Clarity, accuracy, precision, relevance, logic, depth, and breadth. –The NBPTS standards. –the NBPTS questions.

15. Setting Goals To Improve Coaching Individually, identify and write goals to improve coaching knowledge and skills.Individually, identify and write goals to improve coaching knowledge and skills. In small groups, share goals and identify strategies to meet them.In small groups, share goals and identify strategies to meet them.

16. Marcel Proust The real voyage of discovery consists not in seeking new landscapes but in having new eyes.

17. Reflect on this Training Individually, write a response to these questions: What worked?What worked? What do you need?What do you need? Other comments?Other comments?