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Support Services

Support Services . *Cognitive Coaching Collaborating Consulting Evaluating. Cognitive Coaching . Enhance and habituate self-directed learning, self-managing, self-modifying Most effective support service in the long run. Collaborating.

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Support Services

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  1. Support Services *Cognitive Coaching Collaborating Consulting Evaluating

  2. Cognitive Coaching • Enhance and habituate self-directed learning, self-managing, self-modifying • Most effective support service in the long run

  3. Collaborating • Solve instructional problems, apply and test shared ideas, learn together

  4. Consulting • Increase pedagogical and content knowledge and skills; institutionalize accepted practices and policies

  5. Evaluating • Judge and rate performance according to understood externally produced standards

  6. All four support services should focus on self-directed learning! Self Directed People • Self Manage • Self Monitor • Self Modify

  7. Mission Statement • The mission of Cognitive Coaching is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a learning community.

  8. Characteristics of Self Directed People • Resourceful • High Level Thinkers • Set Challenging Goals • Persevere in the Face of Barriers • Forecast Future Performances • Seek Constant Improvement

  9. Why Coach? • Improve Student Performance • Improve Teacher Efficacy • Increased Reflection • Improved Teacher Satisfaction • Improve School Culture • Grow Professionally • Personal Connections

  10. IS Directed by Coachee Neutral About Self-Directed Learning A skillful application of tools for planning, reflecting, and problem-solving Capacity Building Mediating Thinking Developing and Building Internal Resources IS NOT Directed by Coach Judgmental Dependent on Coach A quick fix or Band-aid solution Direct solutions from coach Remaining stagnant Cognitive Coaching

  11. A Glance at Coaching • The cognitive coaching model is predicated on a set of values, maps, and tools, that when combined with non-judgmental ways of being and working with others, invites shaping and re-shaping of thinking and problem solving capabilities. • (Cognitive Shift)

  12. Planning Conversation • Occurs before a colleague conducts or participates in an event, resolves a challenge, or attempts a task. The coach may or may not be present during the event or available for follow-up conversation.

  13. Reflecting Conversation • Occurs after a colleague conducts or participates in an event, resolves a challlenge, or completes a task. The coach may not have been present at or participated in the event.

  14. Problem Solving Conversation • Occurs when a colleague feels stuck, helpless, unclear, or lacking in resourcefulness; experiences a crisis; or requests external assistance from a mediator.

  15. Holonomy and States of Mind • Efficacy • Consciousness • Craftsmanship • Flexibility • Interdependence

  16. Behaviors that cultivate trust Consistency Integrity Concern Communication Sharing Control Elements of Rapport Posture Gesture Tonality Language Breathing Trust and Rapport

  17. Essential Coaching Pattern • Develop a relationship with solid lines of communication • Develop Trust • Establish Rapport • Pause • Paraphrase • Question

  18. Principals of Paraphrasing • Concentrate on feeling and fact • Label the emotion Paraphrasing sends three messages • I am listening • I am interested/I care • I understand you (or I am trying to)

  19. Pausing • Your thoughts??

  20. Mediational Questions • They are invitational • Approachable Voice Use of • Plural forms • Exploratory/tentative language • Positive Presuppositions

  21. Plural Forms What are the • Reasons • Strategies • Factors • Ideas • Outcomes • Alternatives

  22. Exploratory Language • What might be some… • How might you know.. • What are your hunches..

  23. Positive Presuppositions • As you reflect upon the lesson, • As you examine the data, • Base upon past successful experiences, • As an experienced educator, • As a successful teacher,

  24. Putting It All Together • As you reflect, what might be some of the indicators that your lesson was successful? • As you examine the data, what are some of the similarities that are emerging? • Based upon your past successful experiences, what might be some of the indicators that this student might be struggling?

  25. Reflecting On Reflections • Essential to Professional Growth and Development • Amplified when done with others • Enhanced when they are focused and structured • Enriched when all members consciously use the tools of inquiry and non-judgmental response behaviors

  26. Baby Steps • Trust building begins with the first encounter • Be interested, listen, and be non-evaluative • Build a positive relationship with strong/open lines of communication • Grow together

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