communication, competence and community
DESCRIPTION
COMMUNICATION, COMPETENCE and COMMUNITY. AGENDA DAY II. Cognitive Coaching Trust/Walk Creating Rich Feedback Environments Forms of Feedback Systems Thinking Action Planning Reflection. COGNITIVE COACHING:. What is it?. Stage Coach. COACHING AS CONVEYANCE. - PowerPoint PPT PresentationTRANSCRIPT
COMMUNICATION,
COMPETENCEand
COMMUNITY
AGENDA DAY II
Cognitive CoachingTrust/WalkCreating Rich Feedback
EnvironmentsForms of FeedbackSystems ThinkingAction PlanningReflection
COGNITIVE COACHING:
What is it?
StageCoach
COACHING AS CONVEYANCE
TO CONVEY A VALUED COLLEAGUE FROM WHERE HE OR SHE IS TO WHERE HE OR SHE WANTS TO BE.
A Paradigm for Coaching
Existing State•Tentative plan
•Superficial reflection
•Low state of efficacy
•Problem bound
Desired State•Clear plan
•Deep reflection for learning
•High state of efficacy
•Resourceful
Inner Thought
Processes
Mental Models
The path of coaching
conversations
COGNITIVE COACHING IS UNIQUE ……
Cognitive CoachingSM
Process
Coach’s Strategies
Internal Thinking Processes
Observable
Behaviors
Enhanced
Performance
Propositions of Cognitive CoachingSM,
All Behavior is produced by
Thought & Perception
Teaching is Constant Decision Making
To learn something
newrequires Engagement &
Alteration in Thought
Humans continue To Grow CognitivelyCC
Mediates
The Mission of Cognitive CoachingSM,
The mission of Cognitive CoachingSM is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.
Self-Directedness
Self-managing
Self-monitoring
Self-modifyingTalk at your tables about how these
terms compare to what you know about self-directed individuals.
GOAL OF COGNITIVE COACHING TRAINING
TO BUILDIDENTITY AND CAPACITY AS A
MEDIATOR
COGNITIVE COACHING:
An operational definitionObserve and record the behaviors--both verbal and non-verbal
What did you observe about the coach’s behavior & the partner’s
thinking?
_____________Cognitive
CoachingSM is…
OBSERVING COACHINGCoach Partner
IMPLICIT VALUES--Monroe High School
If we use cognitive coaching as the staff-development model in our school, what must our shared values be?What behaviors would you expect to emerge in our school?
BUILDING AND MAINTAINING TRUST
TRUST
In a trusting relationship I……….
(see, hear, feel, do….)
Factors that promote trust in this relationship are:
Relational Trust in Schools
School Professional - Parent Relations
Teacher - Principal Relations Teacher - Teacher Relations
Teacher - Student
Bryk, A. & Snyder B. (2002) Trust in Schools: A core Resource for Improvement: NY, Russell Sage Foundation
RELATIONAL TRUST…
Is based on social exchanges organized around a set of role relationships in a school.
Makes it more likely that people in school will begin and continue the kinds of activities necessary to improve student achievement.
RELATIONAL TRUST…
…is founded on both beliefs and observed behavior and requires that expectations are validated through behavior.
Judgments are drawn from behavior, how people feel and beliefs about others’ intentions.
PERSONAL REGARD FOR OTHERS
Interpersonal trust deepens as
individuals perceive that others care about them and will extend themselves beyond what their role might formally require.
INTEGRITY … means consistency between
what people say and what they do.
…..implies a moral-ethical perspective —actions must be perceived as advancing the best interests of students.
Teachers want to know that a principal will keep his/her word.
THE POWER BASE…..
….held by an individual directly affects the relational trust in any given role. Although power distribution varies from school to school, no one person holds absolute power in a school. All parties remain vulnerable to each other. Decreasing this sense of vulnerability is a key ingredient in the development of relational trust.
TRUST IN THE PRINCIPAL
Consistency between personal beliefs, organizational goals, work performance, competence and even-handedness.
Integrity resulting from telling the truth and keeping promises.
Authenticity—accepting responsibility for one’s actions and not distorting the truth to shift blame on another.
TRUST IN THE PRINCIPAL
Showing consideration and sensitivity for staff’s needs and interest and by acting in a way that protects their rights and by refraining from exploiting them for the benefit of personal interest.
FRANCIS FUKUYAMA--TRUST
“THE BROADER THE TRUST RADIUS, THE MORE SUCCESSFUL IS THE FAMILY, THE ORGANIZATION, AND THE ECONOMY.”
Can the Same Person Coach and Evaluate?
YES……. If trust exists
If behaviors are distinct
If the teacher knows which is happening when
--Carl GlickmanUniversity of Georgia
WALK - TALK
WHAT WILL YOU DO TO ENHANCE THE LEVEL OF TRUST IN YOUR RELATIONSHIPS?
BREAK
Please return at 11:45.
ARGYRIS--MODEL 1
Take control and keep it at all costs
Maximize winning, minimize losing
No discussion of negative feelings
Be as rational as possible
ARGYRIS--MODEL 2
Share valid information Intrinsic motivation Personal responsibility &
commitment Interdependence
CATEGORIES OF FEEDBACK
CATEGORY 4
CATEGORY 2
CATEGORY 5
CATEGORY 3
CATEGORY 1
CATEGORIES OF FEEDBACK
Judgment Personal
Observation
Inference Data Reflective/Mediative Questions
A B C D E
Evaluation Coaching
Support Thinking
In trios:
Develop examples of feedback in each column for a hypothetical teacher lesson. Take one judgment and modify it across all 4 columns to have it match the positive intention of the 1st column. (e.g., “That was a great job!)
Whole Group Choral Response
A B C D E
The mediator uses and to enable the teacher to make , , and about his or her teaching.
WE HAVE NOT SUCCEEDED IN ANSWERINGALL OF YOUR PROBLEMS.
THE ANSWERS WE HAVE FOUND ONLY SERVE TO RAISE A WHOLE SET OF NEW QUESTIONS.
IN SOME WAYS, WE FEEL WE ARE AS CONFUSED AS EVER, BUT WE BELIEVE WE ARE
CONFUSED ON A HIGHER LEVEL AND ABOUT MORE IMPORTANT THINGS.
Omni MagazineMarch, 1992
LUNCH
Please return at 2:00.
STORY CHARACTERS:
Shared vision Mental models Systemic structures Patterns of behavior Events
SYSTEMS THINKING
Working on your own, develop five actions which you could take back at school based on this workshop.
We need one at each level: event, pattern, system, mental model, vision.
ACTION PLANNING
Design an action plan which you are willing to implement back in your school.
Make a public commitment to this action plan.