Cognitive CoachingSM Digital Portfolio Agency

1. Cognitive CoachingSM Digital PortfolioAgency/Associate Trainer<Name> Permission to use granted to members of the Cognitive CoachingSM Learning Community for personal use in developing a digital portfolio as a Cogntive CoachingSM Trainer, with credit given to Linda D. Jungwirth, Ed.D., Convening Conversations, Inc. Please contact Dr. Linda Jungwirth, ljungwirth@conveningconversations.com, for permission to use for all other purposes other than one’s personal Cognitive Coaching portfolio. I would appreciate knowing how others are using this template. Criteria in this portfolio are aligned to those of the Center for Cognitive CoachingSM, January 2008).Permission to use granted to members of the Cognitive CoachingSM Learning Community for personal use in developing a digital portfolio as a Cogntive CoachingSM Trainer, with credit given to Linda D. Jungwirth, Ed.D., Convening Conversations, Inc. Please contact Dr. Linda Jungwirth, ljungwirth@conveningconversations.com, for permission to use for all other purposes other than one’s personal Cognitive Coaching portfolio. I would appreciate knowing how others are using this template. Criteria in this portfolio are aligned to those of the Center for Cognitive CoachingSM, January 2008).

2. What is a Digital Portfolio? Think of what you might put in a paper portfolio (samples of your writing, letters commending your work, evaluations, etc.) Now think about these things transformed electronically (videos of your work, interviews with participants, scanned samples of artifacts and/or evaluations)

3. A Digital Portfolio Can be done as a PowerPoint®, Word®, or digital media document Utilizes a template that organizes collections of evidence reflective of skill development Can be protected or shared based on the desires of the developer Enhances consciousness, intentionality, and craftsmanship of the learner

4. Benefits to Individual Coaches Intentionally documents and makes visible growth over time Intentionally integrates Planning, Reflecting and Problem-Resolving maps Provides a structure for personal data collection Taps each State of Mind, especially consciousness and craftsmanship

5. Benefits to the Cognitive CoachingSM Community Digital Portfolios can provide a dynamic process that supports the ongoing growth in coaching competencies The Center for Cognitive CoachingSM could design consistent digital portfolio templates for the community to use to reflect on the work of those desiring to become agency trainers and training associates The Cognitive CoachingSM Community can expand learning opportunities through shared Digital Portfolios

6. Portfolio Elements Each number links to a specific slide for providing evidence of proficiency. To change the link, select the number box, go to “Insert” and scroll to “Hyperlink”. Select ppt slide, URL, or other slide for linkage. Text boxes may be customized to reflect personal focus. Each number links to a specific slide for providing evidence of proficiency. To change the link, select the number box, go to “Insert” and scroll to “Hyperlink”. Select ppt slide, URL, or other slide for linkage. Text boxes may be customized to reflect personal focus.

7. Purpose Self-learning and Personal Growth Learning in Community Addressing Mutual Outcomes Application of Electronic Media Document Evidence of Performance Holding Selves Accountable Mentee Training Associate Purpose can be customized to reflect personal focus. “Home” button links back to “Portfolio Elements” slide on all “Portfolio Element” slides.Purpose can be customized to reflect personal focus. “Home” button links back to “Portfolio Elements” slide on all “Portfolio Element” slides.

8. Becoming a Cognitive CoachingSM Trainer Digital images are for the current CCC flyer, Becoming a Cognitive CoachingSM Trainer.” This may need to be updated per new versions released by CCC.Digital images are for the current CCC flyer, Becoming a Cognitive CoachingSM Trainer.” This may need to be updated per new versions released by CCC.

9. Agency Trainer Requirements Are active members of the Leadership Network (i.e. attend annual Symposium) Successfully complete: Foundations Seminar®, Advanced Seminar®, and Trainer’s Forum (recommended) Successfully observed and scripted an authorized Training Associate conducting the Foundations Seminar® Successfully co-trained the Foundations Seminar® with an authorized Training Associate Reflected on video tapes of planning, reflecting, and problem resolving maps Agency Trainers:** **From “Becoming a Cognitive CoachingSM Trainer,” the Center for Cognitive Coaching, December 2007 • Are active members of the Leadership Network • Have successfully completed the Foundations Seminar®, the Advanced Seminar®, and the Trainers’ Forum (recommended) Have observed an authorized Training Associate conducting the Foundations Seminar® Have successfully co-trained with an authorized Training Associate Agency Trainers:** **From “Becoming a Cognitive CoachingSM Trainer,” the Center for Cognitive Coaching, December 2007 • Are active members of the Leadership Network • Have successfully completed the Foundations Seminar®, the Advanced Seminar®, and the Trainers’ Forum (recommended) Have observed an authorized Training Associate conducting the Foundations Seminar® Have successfully co-trained with an authorized Training Associate

10. Associate Trainer Requirements Demonstrated depth of understanding and application of the content of Cognitive CoachingSM Demonstrated depth of understanding and application of effective training practices with adults Demonstrated ability to model Cognitive CoachingSM in challenging situations Demonstrated alignment of Cognitive CoachingSM words and actions in authentic settings Associate Trainers:** **From “Becoming a Cognitive CoachingSM Trainer,” the Center for Cognitive Coaching, December 2007 • Demonstrated depth of understanding and application of the content of Cognitive CoachingSM • Demonstrated depth of understanding and application of effective training practices with adults • Demonstrated ability to model Cognitive CoachingSM in challenging situations • Demonstrated alignment of Cognitive CoachingSM words and actions in authentic settings Associate Trainers:** **From “Becoming a Cognitive CoachingSM Trainer,” the Center for Cognitive Coaching, December 2007 • Demonstrated depth of understanding and application of the content of Cognitive CoachingSM • Demonstrated depth of understanding and application of effective training practices with adults • Demonstrated ability to model Cognitive CoachingSM in challenging situations • Demonstrated alignment of Cognitive CoachingSM words and actions in authentic settings

11. Associate Trainer Requirements, continued Trainer’s Forum (required) Complete four trainings/co-trainings of the Foundations Seminar® Video tape planning, reflecting, and problem resolving coaching conversations Complete written reflections on each of the coaching conversations Are active members of the Leadership Network (i.e. attend annual Symposium) Associate Trainers:** **From “Becoming a Cognitive CoachingSM Trainer,” the Center for Cognitive Coaching, December 2007Associate Trainers:** **From “Becoming a Cognitive CoachingSM Trainer,” the Center for Cognitive Coaching, December 2007

12. Developmental Steps Participate, observe, co-train Foundations Seminar® Participate in Advanced Seminar® Participate in Trainers’ Forum (recommended/agency; required/associate) Video tapes/DVD Written reflection and self-assessment rubric Train/Co-train at least 4 Foundations Seminars® Developmental Steps** **From “Becoming a Cognitive CoachingSM Trainer”, the Center for Cognitive CoachingSM, December 2007 • Foundations Seminar® • Participate • Observe • Co-train with an authorized Training Associate • Advanced Seminar® • Participate • Trainers’ Forum • Agency Trainer strongly recommended; Training Associate Required • Video Tapes/DVD • Submit video tapes/DVD conducting planning and reflecting conversations (for Part I authorization Days 1-4) and problem-resolving conversation (for Part 2 authorization Days 5-8). • Submit written reflection from self-assessing rubric • Agency Trainer submits to authorized Training Associate • Training Associate submits to Co-Directors Developmental Steps** **From “Becoming a Cognitive CoachingSM Trainer”, the Center for Cognitive CoachingSM, December 2007 • Foundations Seminar® • Participate • Observe • Co-train with an authorized Training Associate • Advanced Seminar® • Participate • Trainers’ Forum • Agency Trainer strongly recommended; Training Associate Required • Video Tapes/DVD • Submit video tapes/DVD conducting planning and reflecting conversations (for Part I authorization Days 1-4) and problem-resolving conversation (for Part 2 authorization Days 5-8). • Submit written reflection from self-assessing rubric • Agency Trainer submits to authorized Training Associate • Training Associate submits to Co-Directors

13. Journey Map to Agency Trainer Status

14. Evidence of Proficiency:Coaching Conversations Planning Reflecting Problem-Resolving Navigating the Maps Video tapes of the planning, reflecting, and problem-resolving coaching conversations, along with reflections using the reflecting conversation map, are required for agency and associate trainer status. Each information button above links to a slide that provides evidence of reflection and the video tape.Video tapes of the planning, reflecting, and problem-resolving coaching conversations, along with reflections using the reflecting conversation map, are required for agency and associate trainer status. Each information button above links to a slide that provides evidence of reflection and the video tape.

15. Planning Conversations 1. Information button may hyperlink out to a copy of the planning conversation map, if desired. If not, delete the button 2. The video button may link to video/movie file. You may also “embed” the video into the PowerPoint by going to “insert”--> “Movie” 3. The “planning” button links to a word document providing evidence of a reflective conversation and self assessment on the movie clip of your planning conversation. 4. The “Self-Assessment” button links out to one’s self-assessment checklist for this planning conversation. 5. The “Home” button is for non-linear navigation and links back to the “Portfolio Elements” slide. The “Arrow” button links back to the “Coaching Conversations” slide. 1. Information button may hyperlink out to a copy of the planning conversation map, if desired. If not, delete the button 2. The video button may link to video/movie file. You may also “embed” the video into the PowerPoint by going to “insert”--> “Movie” 3. The “planning” button links to a word document providing evidence of a reflective conversation and self assessment on the movie clip of your planning conversation. 4. The “Self-Assessment” button links out to one’s self-assessment checklist for this planning conversation. 5. The “Home” button is for non-linear navigation and links back to the “Portfolio Elements” slide. The “Arrow” button links back to the “Coaching Conversations” slide.

16. Reflecting Conversations 1. Information button may hyperlink out to a copy of the reflecting conversation map, if desired. If not, delete the button 2. The video button may link to video/movie file. You may also “embed” the video into the PowerPoint by going to “insert”--> “Movie” 3. The “Reflecting” button links to a word document providing evidence of a reflective conversation and self assessment on the movie clip of your reflecting conversation. 4. The “Self-Assessment” button links out to one’s self-assessment checklist for this reflecting conversation. 5. The “Home” button is for non-linear navigation and links back to the “Portfolio Elements” slide. The “Arrow” button links back to the “Coaching Conversations” slide. 1. Information button may hyperlink out to a copy of the reflecting conversation map, if desired. If not, delete the button 2. The video button may link to video/movie file. You may also “embed” the video into the PowerPoint by going to “insert”--> “Movie” 3. The “Reflecting” button links to a word document providing evidence of a reflective conversation and self assessment on the movie clip of your reflecting conversation. 4. The “Self-Assessment” button links out to one’s self-assessment checklist for this reflecting conversation. 5. The “Home” button is for non-linear navigation and links back to the “Portfolio Elements” slide. The “Arrow” button links back to the “Coaching Conversations” slide.

17. Problem-Resolving Conversations PACE P: Express Empathy A: Reflect Content C: State the Goal E: Presuppose Readiness to find a Pathway LEAD Locate and Amplify Internal Resources Efficacy Flexibility Craftsmanship Consciousness Interdependence Again, link out to a document with problem-resolving map, video, reflection, and self-assessmentAgain, link out to a document with problem-resolving map, video, reflection, and self-assessment

18. Navigating the Maps:Reflecting to Planning This slide is to provide evidence of proficiency in navigating from one map to another. Again, link out to a document with conversation maps, video, reflection, and self-assessment. This slide is to provide evidence of proficiency in navigating from one map to another. Again, link out to a document with conversation maps, video, reflection, and self-assessment.

19. Evidence of Proficiency Understanding and Application of Content Modeling Challenging Situations Aligning Words with Actions This slide links to other slides where you will link to evidence for each elementThis slide links to other slides where you will link to evidence for each element

20. EvidenceUnderstanding & Application of Content In conversation with colleagues and/or associate trainer, identify various elements of cognitive coaching that you would like to show proficiency, such as navigating support functions, teaching about states of mind, listening, etc. In conversation with colleagues and/or associate trainer, identify various elements of cognitive coaching that you would like to show proficiency, such as navigating support functions, teaching about states of mind, listening, etc.

21. Four Support Functions Coach Consultant Collaborator Evaluator You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

22. States of Mind and Holonomy Flexibility Consciousness Craftsmanship Efficacy Interdependence

23. Listening Being Present Listening Set-Asides Autobiographical Solutions Curiosity You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

24. Paraphrasing Paraphrasing Advanced Paraphrasing You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

25. Filters of Perception Representational Style Educational Belief Systems Field Dependency You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

26. Mediational Questions Approachable Voice Plural Language Tentative Language Positive Presuppositions You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

27. XXXXX You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

28. XXXXX You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

29. EvidenceModeling Challenging Situations You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

30. EvidenceAligning Words with Actions You can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this conceptYou can link to video clips of training, reflections, posters, or other evidence that demonstrates your understanding of this concept

31. Evidence of ImpactEffective Training Practices Link each of the bullets to documents that provide reflections and/or self-reflections, artifacts, training evaluations, follow-up and/or post-training surveys, or other evidence of impact from your trainings.Link each of the bullets to documents that provide reflections and/or self-reflections, artifacts, training evaluations, follow-up and/or post-training surveys, or other evidence of impact from your trainings.

32. Participant Reflections

33. Post Training Conversations

34. Artifacts from Trainings <insert picture(s) from file(s)> <insert other forms of evidence/artifact demonstrating proficiencies>

35. Training Evaluations <insert big ideas> <can copy/paste evaluations into slide notes below or link out to a Word® or scanned document>

36. Follow-up Emails

37. Reflections and Artifacts 1. Think about the areas around which you have had reflective conversations or reflective thinking. This may be a video or a written document. 2. Save the files in the same folder as the PowerPoint. 3. Insert a hyperlink to each of the reflection elements.or other artifacts.1. Think about the areas around which you have had reflective conversations or reflective thinking. This may be a video or a written document. 2. Save the files in the same folder as the PowerPoint. 3. Insert a hyperlink to each of the reflection elements.or other artifacts.

38. Shared Thinking and Feedback Reflective Question: As a learning community, what thinking and/or feedback might you contribute to the digital portfolio process? Think, Pair, Share Thank you for your contributions and sharing with our learning community. Feel free to contact Kathleen, Amy, or Linda with questions, feedback. Amy_Duncan@sbcss.k12.ca.us Kathleen_Steele@sbcss.k12.ca.us Ljungwirth@conveningconversations.comThank you for your contributions and sharing with our learning community. Feel free to contact Kathleen, Amy, or Linda with questions, feedback. Amy_Duncan@sbcss.k12.ca.us Kathleen_Steele@sbcss.k12.ca.us Ljungwirth@conveningconversations.com