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.