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Cognitive CoachingSM
is a research
nonjudgmental, supervisory / peer
coaching model that capitalizes upo
and enhances the cognitive process
In Cognitive CoachingSM
, the person
being coached not the coach u
feedback, evaluates what is good o
poor, appropriate or inappropriate,
effective or ineffective about his/her
work.
A guiding principle of CognitiveCoaching
SMis that all observable behavior is
produced by thought and perception, so to
change observable behavior, a person
should be engaged at his/her cognitive level.
It is not enough for a person to comply and
behave in a certain way: what's critical is
intervening and involving an educator in
analyzing his/her own thinking behind the
choices and decisions he/she makes in the
classroom.
Unlike other coaching models that offer solu-
tions, recommendations, and suggestions, a
Cognitive Coach instead uses strategies to
invite critical thinking during planning,
assessing, reflecting, and problem-resolution
without a way to fix concerns.
Do you believe you need to know
teachers content in order to be a suc
cessful observer and coach? Its a myt
If, instead, your intention is to reve
thinking, pedagogical choices, and data
based feedback in a supervisory cycle
Cognitive CoachingSM
the only know
coaching model based on thinking
for you.
Cognitive CoachingSM enable
people to modify their ability t
modify themselvesin any of th
three Professional Frames.
REGISTER FOR PART 1:
http://goo.gl/zvASYY
June 12, 2014June 13, 2014June 26, 2014June 27, 2014
Outcomes of Part I (4 days) Understand Cognitive
CoachingSMas a function ofsupport for teachers
Apply interpersonal communi-
cation skills to develop trust &rapport
Understand the power of a
structured professional con-versations in planning
andreflecting
Expand & refine coaching
behaviors,patterns, and capa-bilities
Understand how to pose non-threatening questions toteachers that
either specify orbroaden thinking
Understand the role of feed-
back and data in coaching
REGISTER FOR PART 2:
http://goo.gl/znf7e1
July 7, 2014July 8, 2014July 30, 2014
July 31, 2014
Outcomes of Part II (4 days) Understand filters of percep-
tion
Use a map to guide a conver-sation on an evaluation rubric
Detect and mediate a shift in
thinking
Mediate thinking and learning
when others are strugglingwith a problem
Questions about CC?Contact Jay Roth @ 417-836-4078
[email protected]
Cognitive Coaching Seminar
Missouri State University / Southwest Regional Professional
Development Centerhttp://education.missouristate.edu/rpdc (800)
735-3702 Email: [email protected]
Copyright 2013. All Rights Reserved
Read one high schools experience,
Cognitive Coaching Missing Link toImproving Teacher
Effectiveness?
http://goo.gl/454D4S
published August 12, 2013
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The Missouri Educator Evaluation
System (EES) is founded on a
Theory of Action and Seven
Essential Principles that involve educators
in self-assessing and seeking feedback to
improve their performance. "Assessing
educator performance on a regular basis
and providing feedback teachers and admin-
istrators can use to improve performance
throughout their career" is an Essential
Principle that offers both hope and challenges.
Why Cognitive CoachingSM?If administration
truly believes that they areinstructional leaders, taskedwith
providing teachers con-structive feedback and a pro-cess for them
to develop theircraft , then Cognit iveCoachingS M provides
afoundation for that feedbackand development process.Using CC to
guide feedbackallows teachers to begin self-monitoring,
self-guiding andself-managing their own pathtoward improvement.
Whatcollaborative team and itsleadership) wouldnt wantthose
components as part oftheir improvement pro-cess? When I went
throughCC training nearly 5 yearsago, I kept saying to myself,I
wish I would have had thistraining YEARS ago - Julie
Germann,retired administratorMonett and Willard, Mo.School
Districts
Questions about CC?Contact Jay Roth @ 417-836-4078
[email protected]
Providing Feedback Offers Promise forEducational Leaders through
Coaching
Recent research developments in neuroscience capture the
obstacles that leaders encount
when interacting with their subordinates: brain scans show
little difference between physic
pain and social pain. (Eisenberger and Liberman, 2004).
David Rock suggests that even with the best of intentions, the
mere phrase, Can I give yo
some advice? puts people on the defensive because the person
offering advice is implyin
superiority. It is the cortisol equivalent of hearing footsteps
in the dark (Rock, 2009). What
leader says -and how s/he says it - impacts the valuable
cognitive resources of the receive
According to Case Western Reserve University (2010), by taking
an empathetic approac
over a "fix-it" method, a coach helps a person to consider
his/her own alternatives which,
turn, leads the recipient to his/her own greater learning,
commitment, and application.
Research suggests that Cognitive CoachingSM
is linked to
increased student test scores, to an impact on teacher
efficacy
and thinking, to teacherjob satisfaction, to professional
school
cultures, to teacher collaboration, as well as assisting
teachers
both personally and professionally.
Part 1 http://goo.gl/k1cDw6 and Part 2 http://goo.gl/I9tYe9
Missouri State University / Southwest Regional Professional
Development Centerhttp://education.missouristate.edu/rpdc (800)
735-3702 Email: [email protected]
Copyright 2013. All Rights Reserved
