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Cognitive Coaching Foundation Seminar Level 1 (Days 1-4)

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The mission of Cognitive CoachingSM is to develop cognitive capacities for self-directedness independently and in community. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive CoachingSM is a research-based model which capitalizes upon and enhances teachers’ cognitive processes.

In Cognitive CoachingSM, the teacher, not the coach, evaluates what is good or poor, appropriate or inappropriate, effective or ineffective about the lesson and makes suggestions for improvement. This powerful approach to enhancing instructional practices and building learning organizations focuses on the intellectual skills, perceptions and decisions that underlie effective teaching and communication. Cognitive CoachingSM supports informed teacher decision-making through strategies that not only enhance teachers’ intellectual capacities, but increase their capacity to modify themselves.

In the four-day Foundation training, participants learn how to:
•    build trust by developing physical and verbal rapport
•    utilize three mediative maps for planning, reflecting and problem resolving
•    facilitate self-directed learning through reflective questioning
•    develop teachers’ autonomy and sense of community
•    develop higher levels of efficacy, consciousness, craftsmanship, flexibility and          interdependence
•    distinguish four support functions: coaching, evaluating, consulting, collaborating
•    practice coaching interactions to differentiate for individual needs
•    apply coaching skills which enhance the intellectual processes of instruction

Foundation Seminar Level 1 (Training Days 1-4)

Appropriate for all educators

The mission of Cognitive CoachingSM is to develop cognitive capacities for self-directedness independently and in community. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive CoachingSM is a research-based model which capitalizes upon and enhances teachers’ cognitive processes.

In Cognitive CoachingSM, the teacher, not the coach, evaluates what is good or poor, appropriate or inappropriate, effective or ineffective about the lesson and makes suggestions for improvement. This powerful approach to enhancing instructional practices and building learning organizations focuses on the intellectual skills, perceptions and decisions that underlie effective teaching and communication. Cognitive CoachingSM supports informed teacher decision-making through strategies that not only enhance teachers’ intellectual capacities, but increase their capacity to modify themselves.

In the four-day Foundation training, participants learn how to:
•    build trust by developing physical and verbal rapport
•    utilize three mediative maps for planning, reflecting and problem resolving
•    facilitate self-directed learning through reflective questioning
•    develop teachers’ autonomy and sense of community
•    develop higher levels of efficacy, consciousness, craftsmanship, flexibility and          interdependence
•    distinguish four support functions: coaching, evaluating, consulting, collaborating
•    practice coaching interactions to differentiate for individual needs
•    apply coaching skills which enhance the intellectual processes of instruction

Foundation Seminar Level 2 (Training Days 5-8)

Prerequisite: Cognitive Coaching Foundation Seminar Day 1-4

Course description:
Cognative Coaching is a reachearch-based mopdel that provides a collection of strategies and tools that:
•    enhances teacher effectiveness;
•    cultivates good questioning skills;
•    improves communication;
•    enables informed decision-making

Once learned, the skills of Cognitive CoachingSM transfer into a variety of professional settings, such as mentoring new teachers, peer coaching and formative supervision by administrators. The knowledge and skills of Cognitive CoachingSM can be used to enhance the capabilities of mentors and supervisors within existing school models.

What is Cognitive Coaching?

Cognitive Coaching was developed in 1984 by Art Costa and Bob Garmston. It is a model that enables teachers to think deeply about their teaching and reflect on their practice, thus continually improving it.
What does a Cognitive Coach do?

Rather than serving as an expert, the coach helps the educator to become self-managing, self-monitoring, and self-modifying by shining a spotlight on their thinking as they plan, reflect, and resolve educational issues.
What does the research say about Cognitive Coaching?

Teachers who are trained in Cognitive Coaching become more resourceful, think in more complex ways, are more satisfied with their choice of teaching as a profession, collaborate more, and increase in efficacy. In addition, student test scores increase and school cultures become more professional.

About the Instructor:

Susette Bollard has been in education for 28 years serving as a teacher, principal, Director of Curriculum and Professional Development, Assistant Superintendent of Curriculum and now she is Superintendent at Orange North Supervisory Union. She is committed to schools working as professional learning communities to do whatever it takes to ensure the success of all students. Part of her responsibilities over the years has included mentoring/coaching teachers and principals. She began her training in Cognitive Coaching in 2005 and is now an Agency Trainerfor the Center for Cognitive Coaching