Bonnie Blan B Squared Consulting [email protected]

Cognitive CoachingBonnie Blan

B Squared [email protected]

https://todaysmeet.com/MISDCognitiveCoaching

Teacher Efficacy is Positively Correlated to Student Achievement!

Our Supreme Goal:Improved Quality of Student Learning

Q.S.L.Q.S.L.

Teacher Efficacy

Teaching is a complex intellectual activity Teachers who think at higher levels produce

students who are higher achieving, more cooperative, and better problem solvers.

Cognitive Coaching

In The Coaching Zone:

Learn New Theory View a Model Example

Positive or Negative Practice/Emulate the

Model Receive Feedback

Extremely Important!

Get in the Zone!Get Into The Coaching Zone Before Building Efficacy

Unconsciously Competent

Consciously Competent

Consciously Incompetent

Unconsciously Incompetent

The Coaching Zone

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.

What is Cognitive Coaching?

Increased student achievement Greater teacher efficacy and satisfaction Higher levels of teacher cognition More professional, collaborative cultures.

Implementation of Cognitive Coaching

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

- Building Efficacy -There is a Formula!

E = [C3(C1+C2)]e

C1

C2

C3

e

EEfficacy Cycle

Will develop understanding of structured conversations for:◦ Planning◦ Reflecting◦ Problem-solving.

Will develop knowledge and skills for expanding teacher thinking.

Cognitive Coaching Participants

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:

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:

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: Variety of Patterns

Differences in Terminology

Providing Tools Providing Encouragement Providing Feedback Providing Success

https://www.youtube.com/watch?v=UY75MQte4RU

How Coaching Works



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/index.html

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

Cognitive Coaching Shapes &Reshapes Thinking & Problem Solving

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.

Cognitive Coaching

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

Role of the Coach

Share

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.

Four Major Assumptions

�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: 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



Example: Teacher has run out of ideas

"I have tried everything I can think of to get them to....."


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 triedsomewhat effective? Let's see if we can come up with someother ideas and weigh them for their effectiveness."




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?"



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!"


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- EFFICACY

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?"


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."


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?"


�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?"


Craftsmanship: Seeking precision, refinement, and mastery.

Teacher’s request for help is vague

“I don't understand how to get them to write well...."


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?"


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."


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."


�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?"


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?"


�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?”


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!"


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?"


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!")


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."


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."


From Coaching Participant

Mentee’s Perspective

https://www.youtube.com/watch?v=eCdVZYbnGEI

Mentor or Coach’s Perspective

It involves:

• conversation skills

• listening skills

• nonverbal language

• giving constructive feedback

• developing trusting relationships

Effective communication means more than just teachers talking with each other.

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!

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

Cognitive Coaching Experience

https://www.youtube.com/watch?v=AfbvspitraU




https://www.youtube.com/watch?v=kVajUaR0EJQ



https://www.youtube.com/watch?v=QRfTylX46pU



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...?

Paraphrase

Share

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.

Cognitive Coaching Steps

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?

Preconference Questions

Step 2: ObservationSelect 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

Cognitive Coaching Steps

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)

Selective Scripting

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

Seating Charts are useful for Tracking

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.

Observation

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

Step 3 - Post Conference

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?

Reflection

1. Pick a Partner2. You have 15 minutes to review “Lesson

Plan”, make notes with Extended Activities, Technology Integration, Online Resources & “Plan” your “Classroom Lesson”

3. Each person will conduct a Pre-Conference with their partner using the Pre-Conference Questions as a Guide.

Coaching Activity

Share

Expectations

6 Major Creative Thinking Principles1. Separation Idea Generation from

Evaluation2. Test Assumptions3. Avoid Patterned Thinking4. Create New Perspectives5. Minimize Negative Thinking6. Take Prudent Risks

Problem Solving or Problem Resolving

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.

Assessing Your Effectiveness as a Coach/Mentor

Bonnie BlanB Squared Consulting

[email protected]@ymail.com

Documents

Bonnie Blan B Squared Consulting [email protected]