Cognitive Coaching: Take 1

I'm wondering, how many of my coaching colleagues have ever been taught how to coach? Not why, when, or where, but HOW. Raise your hands. Raise em' high. Those of you proudly raising your hands, you know what I'm about to say, put your hands down and stop gloating, you know it, you're the lucky ones. The ones I and many of my colleagues are jealous of, because you hold the knowledge and expertise that many of us so desperately want.

This marks year 7 of my coaching adventure. You did notice the word--adventure, didn't you? Adventures, by definition, are dangerous undertakings, risky attempts, and gambles. One takes a chance, tries something new, seeks to go into uncharted territory. Most coaches dive in with little training and modest expert coaching support. What generally emerges is the equivalent of street smarts because it is sink or swim time.

Before today, I could not raise my hand. I think, by and large, I was swimming rather than sinking, but today, I learned exactly what I do well, and what I desperately need to change. Today, through a Cognitive Coaching Training Seminar (1 of 8 in all) at the Schultz Center, I discovered that I usually consult or collaborate, but rarely do I use Cognitive Coaching, a pattern that I will reverse.

Cognitive Coaching is about providing the support and assistance for a teacher to become a self-directed thinker both independently and as a member of the school community to improve student learning. The intention is to increase the effectiveness of a teacher's decision making process to allow them to be self-monitoring and self-modifying. It is not about rendering advice, constant modeling, or solving their problems. Cognitive Coaches do not rob teachers of the opportunity to solve their own problems. They probe to bring about self-assessment.

How to Cognitively Coach is the mission of our seminar. On Day 1, we...

• studied the word, Holonomy, or the act of simultaneously being equally good by yourself and as a part of your learning community.


• learned about the five States of Mind including efficacy, flexibility, interdependence, consciousness, and craftsmanship.
  
• discussed the goal and went over four orientations as a coach: parent, expert, friend, and boss.
  
• role played, practiced, synthesized, and discussed.


• explored trust. The three types Organic, Contractual, and Relational. We learned about the common facets of trust and exactly how to repair broken trust.


• discussed rapport. The Elements of Rapport: posture, gesture, tonality, language, and breathing.


• watched a video to understand, on a cellular level, what happens with mirrored neurons that makes us social beings and how that effects rapport.


• went into the four support functions of coaching. Cognitive Coaching, Collaborative Coaching, Consulting, and Evaluating. We explored the intention and purpose of each system, as well as what the conversations focus on when we are acting in this role.


• participated in a structured coaching interchange as partners.


• were assigned homework! (I feel like one of the kids! Homework = Yuck!)

Today, for the first time, I feel like I am mapping a more intentional path for how to coach. I'm not saying it won't still be an adventure with some uncharted territory, but I am implying that I will have more tools and self-awareness. I will become more of a Cognitive Coach and less of a Collaborator and Consultant. After today, I must say that I would recommend this training for any coach or principal.