COGNITIVE COACHING

Cognitive Coaching

 requires supervisors to engage teachers in a supportive, collegial

investigation, and reflection of the teaching-learning process (Costa

and Garmston, 1994).

 dictates that the individual teacher performs the evaluative steps.

 widely used in professional development.

 it promotes such higher order thinking as analyzing, evaluating,

problem-solving, and decision-making.

Coaches

 serves as facilitators and mentors.

 they are able to lead teachers through planning, reflection, and

problem- solving through dialogues.

Metacognition

 A process of introspection in search of internal cognitive guides

(thinking about thinking).

 Three Important Stages

 Planning Conference

 During the conference, the coach helps teachers 1)

think through their planned carefully, 2) anticipate what

might happen during the lesson; and 3) plan a way to

document what will transpire during the lesson.

 Lesson Observation

 Classroom instruction is observed and documented as

it takes place, desired behaviors which are used as

bases for discussion during the reflection conference

are noted.
  Student achievement and strategies, and decisions

made during the lesson are recorded.

 Reflection Conference

 Coaches facilitate and mediate by helping teachers 1)

summarize impressions and assessments of the

lesson; 2) recall data supporting those impressions and

assessments; 3) express feelings about the lesson; 4)

compare the plan with the actual implementation of the

lesson; 5) analyze why desired outcomes were not

achieved; and 6) deduce relationships between

student achievement and teacher behavior.

For the cognitive coaching process to be effective, establishing and maintaining

trust and confidence are essential. When coach and teacher respect one another,

mediation toward cognitive autonomy (self-coaching and self-evaluation of one’s

performance), and effective practice become possible.