Cognitive Coaching
The Effects of Cognitive Coaching on Education and in Supporting Teacher Leadership
“Creating a profession of teaching in which teachers have the opportunity for continual learning is the likeliest way to inspire greater achievement for children, especially those for whom education is the only pathway to survival and success” (Sumner, 2011, p. 10). Educators today are required to have a different set of skills to effectively prepare students to be global competitors in the workplace. Educators cannot make these alterations in teaching methodology and instructional delivery without support. Coaches support and encourage teachers, improve teacher strategies, promote teacher reflection, and focus on desired outcomes (Sumner, 2011). A key ingredient for improving student achievement is high quality leadership. Although leadership skills may come naturally for some, most educators need some form of practice and coaching to become high quality leaders (Patti & Holzer, 2012).
What is Cognitive Coaching?
Cognitive coaching is a relationship that is learner-centered, where the person being coached is an active participant in their learning process. The coach is responsible for creating an environment that is sensitive to the participant’s needs, providing ample opportunity for self-reflection which enables the participant to learn from their own unique experiences.
Garmston (1993) stated:
Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed. When teachers talk out loud about their thinking, their decisions become clearer to them, and their awareness increases (p. 57).
The relationship that evolves through cognitive coaching is based on a journey of self-discovery for both the coach and the
“Creating a profession of teaching in which teachers have the opportunity for continual learning is the likeliest way to inspire greater achievement for children, especially those for whom education is the only pathway to survival and success” (Sumner, 2011, p. 10). Educators today are required to have a different set of skills to effectively prepare students to be global competitors in the workplace. Educators cannot make these alterations in teaching methodology and instructional delivery without support. Coaches support and encourage teachers, improve teacher strategies, promote teacher reflection, and focus on desired outcomes (Sumner, 2011). A key ingredient for improving student achievement is high quality leadership. Although leadership skills may come naturally for some, most educators need some form of practice and coaching to become high quality leaders (Patti & Holzer, 2012).
What is Cognitive Coaching?
Cognitive coaching is a relationship that is learner-centered, where the person being coached is an active participant in their learning process. The coach is responsible for creating an environment that is sensitive to the participant’s needs, providing ample opportunity for self-reflection which enables the participant to learn from their own unique experiences.
Garmston (1993) stated:
Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed. When teachers talk out loud about their thinking, their decisions become clearer to them, and their awareness increases (p. 57).
The relationship that evolves through cognitive coaching is based on a journey of self-discovery for both the coach and the