Cognitive Coaching for Cognitive Coaching for NBPTSNBPTS

7 Illinois Regions7 Illinois Regions

November–December 2002November–December 2002

Dr. Lynn Gaddis, NBCTDr. Lynn Gaddis, NBCT

Illinois State UniversityIllinois State University

5 Core Propositions of 5 Core Propositions of MentoringMentoring

Cognitive Coaches Cognitive Coaches • Are committed to their mentees.Are committed to their mentees.• Know about the mentees’ content and Know about the mentees’ content and

pedagogy and know how to build the pedagogy and know how to build the mentees’ capacities to improve.mentees’ capacities to improve.

• Monitor the mentees’ learning.Monitor the mentees’ learning.• Support mentees’ systematic reflection Support mentees’ systematic reflection

on learning.on learning.• Build learning communities among Build learning communities among

mentees and colleagues.mentees and colleagues.

Coaching CandidatesCoaching Candidates

No Recipe Can Create an “NBCT”No Recipe Can Create an “NBCT”Coaches are--Coaches are--

•Non-JudgmentalNon-Judgmental•HonestHonest•SpecificSpecific•ConstructiveConstructive•ProbingProbing•KnowledgeableKnowledgeable•AvailableAvailable

Coaching and Coaching and

Architecture of TeachingArchitecture of Teaching

Roles of MentorsRoles of Mentors

• In small groups, brainstorm titles In small groups, brainstorm titles for what mentors do.for what mentors do.

• ExamplesExamples– Emotional SupporterEmotional Supporter– Professional DeveloperProfessional Developer– Cognitive CoachCognitive Coach

• Debrief and list on chart paper.Debrief and list on chart paper.

Adult Learning PrinciplesAdult Learning Principles

• Individually, read Daines, Daines, and Individually, read Daines, Daines, and Knowles “Adult Learning Principles” and Knowles “Adult Learning Principles” and circle key words or take notes on key circle key words or take notes on key concepts.concepts.

• In large group, list key words on chart In large group, list key words on chart paper.paper.

• Identify the links between mentor roles Identify the links between mentor roles and adult learning principles.and adult learning principles.

NBPTS Candidates’ Actions as NBPTS Candidates’ Actions as Adult LearnersAdult Learners

• In small groups, read Lueck’s In small groups, read Lueck’s “Differences” and give examples of “Differences” and give examples of candidates’ behaviors that candidates’ behaviors that illustrate each one. Each group of illustrate each one. Each group of 4 should prepare to demonstrate or 4 should prepare to demonstrate or explain 4 of the bulleted items.explain 4 of the bulleted items.

• If time, each group will present.If time, each group will present.

Cognitive Coaching States Cognitive Coaching States of Mindof Mind

• Introduce the 5 States of Mind and Introduce the 5 States of Mind and clarify their meaning.clarify their meaning.

• In small groups, identify what state of In small groups, identify what state of mind is represented by candidate mind is represented by candidate behavior. behavior.

• Individually, read the cognitive coaching Individually, read the cognitive coaching types of questions.types of questions.

• In small groups, identify types of In small groups, identify types of questions to ask for different candidate questions to ask for different candidate behaviors.behaviors.

Architecture of Teaching—Architecture of Teaching—Setting GoalsSetting Goals

• ““Completing the NBPTS process is about Completing the NBPTS process is about showing evidence of a teacher’s showing evidence of a teacher’s thinking.”thinking.”

• ““Universal Intellectual Standards identify Universal Intellectual Standards identify goals to support candidates’ in showing goals to support candidates’ in showing evidence of their teaching decision-evidence of their teaching decision-making process.”making process.”

7 Universal Intellectual 7 Universal Intellectual StandardsStandards

• Individually, skim the explanations for Individually, skim the explanations for each of the 7 standards. Read the each of the 7 standards. Read the “clarity, accuracy, and precision” “clarity, accuracy, and precision” standards for understanding.standards for understanding.

• In large group, discuss the meaning and In large group, discuss the meaning and focus for coaching candidates when focus for coaching candidates when responding to written commentaries.responding to written commentaries.

Socratic QuestioningSocratic Questioning

• Review the Types of Socratic Questions.Review the Types of Socratic Questions.• In small groups, identify In small groups, identify

– Which types of questions are relevant to use Which types of questions are relevant to use with candidates.with candidates.

– Which types of questions are difficult to use.Which types of questions are difficult to use.

• Reword the questions the refer Reword the questions the refer candidates to NBPTS directions, candidates to NBPTS directions, questions, rubrics, and standards.questions, rubrics, and standards.

Coaching a Candidate About a Coaching a Candidate About a

Student Work EntryStudent Work Entry

• Individually, read the first 3 pages of a Individually, read the first 3 pages of a student work entry written commentary. student work entry written commentary. Create questions that include the Create questions that include the following criteria:following criteria:– Probe for clarity, accuracy, precision.Probe for clarity, accuracy, precision.– Use rubric language.Use rubric language.

• In large group, share questions.In large group, share questions.

What Misperceptions?What Misperceptions?

• Certification is earned by valuing fonts Certification is earned by valuing fonts and margins.and margins.

• Good writing doesn’t matter.Good writing doesn’t matter.• Portfolio entries should be completed 1Portfolio entries should be completed 1stst

in order to prepare for assessment in order to prepare for assessment center exercises.center exercises.

• Team teachers can submit the same Team teachers can submit the same work.work.

• Candidates can prepare only during a Candidates can prepare only during a typical September-May school year.typical September-May school year.

Focus for Candidate and Mentor Focus for Candidate and Mentor in Planning and Respondingin Planning and Responding

In small groups, create questions In small groups, create questions about the entry that address: about the entry that address: – The NBPTS rubric.The NBPTS rubric.– Clarity, accuracy, precision, relevance, Clarity, accuracy, precision, relevance,

logic, depth, and breadth.logic, depth, and breadth.– The NBPTS standards.The NBPTS standards.– the NBPTS questions.the NBPTS questions.

Setting Goals To Improve Setting Goals To Improve CoachingCoaching

• Individually, identify and write Individually, identify and write goals to improve coaching goals to improve coaching knowledge and skills.knowledge and skills.

• In small groups, share goals and In small groups, share goals and identify strategies to meet them.identify strategies to meet them.

Marcel ProustMarcel Proust

The real voyage of The real voyage of discovery consists not in discovery consists not in seeking new landscapes but seeking new landscapes but in having new eyes.in having new eyes.

Reflect on this TrainingReflect on this Training

Individually, write a response to Individually, write a response to these questions:these questions:

• What worked?What worked?• What do you need?What do you need?• Other comments?Other comments?