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Essay / Research Paper Abstract
A 7 page research paper that analyzes an Idaho school district. Cognitive coaching is a concept developed by Art Costa and Robert Garmston in their text Cognitive Coaching: A Foundation for Renaissance Schools (Christopher-Cordon Publishers, 1994). It is endorsed by the Idaho Association of School Administrators and adopted as a model for supervision and evaluation of teachers in the Coeur d’Alene school district. This analysis provides an overview of the District Supervision Model Project within the Coeur d’Alene School District and how the cognitive coaching method of interaction is being utilized at all levels of administrative personnel. Bibliography lists 6 sources.
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7 pages (~225 words per page)
File: D0_khcdalen.rtf
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1994). It is endorsed by the Idaho Association of School Administrators and adopted as a model for supervision and evaluation of teachers in the Coeur dAlene school district. The following
analysis provides an overview of the District Supervision Model Project within the Coeur dAlene School District and how the cognitive coaching method of interaction is being utilized at all levels
of administrative personnel. Beliefs and research supporting the model Cognitive coaching is a method that is widely used in adult learning and professional development, which focuses on "thinking, problem-solving, decision-making
and use of personal resources" (Cognitive Coaching, 2006). The model encompasses the idea of the principal as mentor and that supervision and evaluation processes are used to establish a trust
relationship between principal and staff that propels them towards self-improvement. In this supervisory model, mentors act as mediators, as they use questioning strategies to assist the prot?g? in the relationship
to work through ideas pertaining to planning, reflecting and problem-solving" (Cognitive Coaching, 2006). Dialogue between the mentor and the prot?g? is a foundational principal in this model, as the mentor
is the expert providing and leading the novice teacher in the process of finding solutions to pedagogical problems (Cognitive Coaching, 2006). The cognitive coaching process is implemented through three
phases of interaction between mentors and learner: the planning conference; lesson observation and a reflection conference (Cognitive Coaching, 2006). At the planning conference, the mentor/coach aids the prot?g?/teacher to: 1.
clarify lesson goals and objectives 2. anticipate teaching strategies and decisions 3. determine evidence of student achievement 4. identify how the prot?g? will document the lesson and procedures used in
the lesson... (Cognitive Coaching, 2006). In most cases, the lesson observation involves the mentor being physically present in the classroom to observe a lesson, as most schools do
...