Cognitive Coaching

Cognitive coaching is different from difficult conversations on many levels, but as I think about the difference that is most prominent it is the concept of coaching. As an administrator or teacher, we are charged with coaching and supporting the people within our building, whether it be our students or teachers. Coaching is the idea of supporting someone and helping lead them to where they need to be.

Cognitive coaching is the process of helping people become self-directed and have the ability to problem solve independently. In the process of cognitive coaching the teacher, administrator or person leading the conversation acts as the non-judgemental guide. Using the model, the goal is truly to lead the person to a place where they are

able and willing to make decisions and reflect upon their own thoughts, beliefs and ideals. “According to Costa and Garmston, a cognitive coach ‘…uses tools of reflective questioning, pausing, paraphrasing, and probing for specificity.’ A cognitive coach helps another person ‘to develop expertise in planning, reflecting, problem-solving, and decision-making. These are the invisible tools of being a professional, and they are the source of all teachers’ choices and behaviors’” (Eikel, 2015, Lecture). The process of cognitive coaching is set up much like the teacher evaluation model with a pre-conference, observation, and post-conference.
As I think about the idea of cognitive coaching, it reminds a lot of peer coaching.

Peer coaching is the process where two colleagues work together to reflect and improve upon current practices. The use of peer coaching is more geared toward improving a practice or technique, such as a teaching strategy. However, the structures and conversations behind peer coaching are very similar to that of cognitive coaching. Cognitive coaching is geared toward helping to cognitively improve in a certain area of aspect. Cognitive coaching is achieved through asking questions that are open-ended and help the person being coached reflect upon their choices and experiences. Along with these questions, the coach provides feedback that is structured and helps the person recognize areas of

growth.
This feedback is given through first asking an open-ended question that provides the opportunity for the teacher to share his or her feelings and begin the reflection process. The coach then ask questions which narrows the focus and helps to guide the conversation to an area of growth or weakness. After asking this questions and allowing ample time for the teacher to share, the coach then provides feedback and information about what was observed.
Difficult conversations and cognitive coaching are two very distinct types of conversation and interactions that take place in the school setting.

The two are used to accomplish very different end results. Difficult conversations are designed to talk with another about issues or things that may present themselves as unpleasant. These conversations are used to discuss disagreements, different opinions and unclear experiences. They are imperative and must take place whenever necessary to address issues and problems. On the other hand, there is also a need for cognitive coaching and helping others with no judgement to become self-supporting. Cognitive coaching is utilized to support teachers and staff in a building who want to think differently and reflect upon their beliefs and understandings.

While they are vastly different in many ways, they are similar in that they are necessary to maintain balance and understanding in a building. Both difficult conversations and cognitive coaching come with their challenges and the opportunity for people to be uncomfortable for a time. However, in the end of both types of experiences the goal is for all parties involved to come to an understanding and hopefully make

growth.
Overall, as I think about my future in education and the path that I may take, I see myself experiencing frequently difficult conversations and the opportunity provide cognitive coaching. As an administrator, I feel that I must be willing to engage in the challenging work that I know is best for students, which at times may upset people. The overarching goal I feel is to always do what is best for students and work cooperatively with the staff in my building to ensure this can happen.
As I move forward, I feel it will important for me to continue to engage in the work of understanding these types of interactions and also practicing them. Along with practicing, I think it will be important to take the time to always reflect upon the outcomes and determine how I can improve. Having these types of conversations may not be easy, but in the end they help maintain a positive culture and climate focused on growth and continual improvement.