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June 12, 2014 June 13, 2014 June 26, 2014 June 27, 2014 Outcomes of Part I (4 days)

Cognitive Coaching Seminar

Cognitive CoachingSM is a researched, nonjudgmental, supervisory / peer coaching model that capitalizes upon and enhances the cognitive processes. In Cognitive CoachingSM, the person being coached not the coach uses feedback, evaluates what is good or poor, appropriate or inappropriate, effective or ineffective about his/her work.

Understand Cognitive CoachingSM as a function of support for teachers Apply interpersonal communication skills to develop trust & rapport Understand the power of a structured professional conversations in planning and reflecting Expand & refine coaching behaviors, patterns, and capabilities Understand how to pose nonthreatening questions to teachers that either specify or broaden thinking Understand the role of feedback and data in coaching






Do you believe you need to know a teachers content in order to be a successful observer and coach? Its a myth! If, instead, your intention is to reveal thinking, pedagogical choices, and data based feedback in a supervisory cycle, Cognitive CoachingSM the only known coaching model based on thinking is for you.


is that all observable behavior is behavior, a person

produced by thought and perception, so to observable 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 solutions, 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.

July 7, 2014 July 8, 2014 July 30, 2014 July 31, 2014 Outcomes of Part II (4 days)




Understand filters of perception Use a map to guide a conversation on an evaluation rubric Detect and mediate a shift in thinking Mediate thinking and learning when others are struggling with a problem

people to modify their ability to modify themselvesin any of the three Professional Frames.
Read one high schools experience, Cognitive Coaching Missing Link to Improving Teacher Effectiveness?
published August 12, 2013

Questions about CC? Contact Jay Roth @ 417-836-4078

Missouri State University / Southwest Regional Professional Development Center (800) 735-3702 Email: Copyright 2013. All Rights Reserved

Why Cognitive CoachingSM? If administration

Providing Feedback Offers Promise for Educational Leaders through Coaching

truly believes that they are instructional leaders, tasked with providing teachers constructive feedback and a process for them to develop their craft, then Cognitive provides a


he 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 their performance. "Assessing educator performance on a regular basis and providing feedback teachers and administrators can use to improve performance throughout their career" is an Essential Principle that offers both hope and challenges. Recent research developments in neuroscience capture the obstacles that leaders encounter when interacting with their subordinates: brain scans show little difference between physical pain and social pain. (Eisenberger and Liberman, 2004). David Rock suggests that even with the best of intentions, the mere phrase, Can I give you some advice? puts people on the defensive because the person offering advice is implying superiority. It is the cortisol equivalent of hearing footsteps in the dark (Rock, 2009). What a leader says - and how s/he says it - impacts the valuable cognitive resources of the receiver. According to Case Western Reserve University (2010), by taking an empathetic approach over a "fix-it" method, a coach helps a person to consider his/her own alternatives which, in turn, leads the recipient to his/her own greater learning, commitment, and application.

Coaching S M

foundation for that feedback and development process. Using CC to guide feedback allows teachers to begin selfmonitoring, self-guiding and self-managing their own path toward improvement. What

collaborative team (and its leadership) wouldnt want

those components as part of their cess? improvement pro-

When I went through

CC training nearly 5 years ago, I kept saying to myself, I wish I would have had this training YEARS ago! - Julie Germann, retired administrator Monett and Willard, Mo. School Districts

Research suggests that Cognitive CoachingSM is linked to increased student test scores, to an impact on teacher efficacy and thinking, to teacher job satisfaction, to professional school cultures, to teacher collaboration, as well as assisting teachers both personally and professionally. Part 1 and Part 2

Questions about CC? Contact Jay Roth @ 417-836-4078

Missouri State University / Southwest Regional Professional Development Center (800) 735-3702 Email: Copyright 2013. All Rights Reserved