Cognitive Coaching for NBPTS

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Cognitive Coaching for NBPTS

• 7 Illinois Regions
• NovemberDecember 2002
• Dr. Lynn Gaddis, NBCT
• Illinois State University

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5 Core Propositions of Mentoring

• Cognitive Coaches
• Are committed to their mentees.
• Know about the mentees content and pedagogy and
  know how to build the mentees capacities to
  improve.
• Monitor the mentees learning.
• Support mentees systematic reflection on
  learning.
• Build learning communities among mentees and
  colleagues.

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Coaching Candidates

• No Recipe Can Create an NBCT
• Coaches are--
• Non-Judgmental
• Honest
• Specific
• Constructive
• Probing
• Knowledgeable
• Available

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Coaching and

• Architecture of Teaching

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Roles of Mentors

• In small groups, brainstorm titles for what
  mentors do.
• Examples
• Emotional Supporter
• Professional Developer
• Cognitive Coach
• Debrief and list on chart paper.

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Adult Learning Principles

• Individually, read Daines, Daines, and Knowles
  Adult Learning Principles and circle key words
  or take notes on key concepts.
• In large group, list key words on chart paper.
• Identify the links between mentor roles and adult
  learning principles.

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NBPTS Candidates Actions as Adult Learners

• In small groups, read Luecks Differences and
  give examples of candidates behaviors that
  illustrate each one. Each group of 4 should
  prepare to demonstrate or explain 4 of the
  bulleted items.
• If time, each group will present.

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Cognitive Coaching States of Mind

• Introduce the 5 States of Mind and clarify their
  meaning.
• In small groups, identify what state of mind is
  represented by candidate behavior.
• Individually, read the cognitive coaching types
  of questions.
• In small groups, identify types of questions to
  ask for different candidate behaviors.

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Architecture of TeachingSetting Goals

• Completing the NBPTS process is about showing
  evidence of a teachers thinking.
• Universal Intellectual Standards identify goals
  to support candidates in showing evidence of
  their teaching decision-making process.

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7 Universal Intellectual Standards

• Individually, skim the explanations for each of
  the 7 standards. Read the clarity, accuracy,
  and precision standards for understanding.
• In large group, discuss the meaning and focus for
  coaching candidates when responding to written
  commentaries.

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Socratic Questioning

• Review the Types of Socratic Questions.
• In small groups, identify
• Which types of questions are relevant to use with
  candidates.
• Which types of questions are difficult to use.
• Reword the questions the refer candidates to
  NBPTS directions, questions, rubrics, and
  standards.

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Coaching a Candidate About a Student Work Entry

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

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What Misperceptions?

• Certification is earned by valuing fonts and
  margins.
• Good writing doesnt matter.
• Portfolio entries should be completed 1st in
  order to prepare for assessment center exercises.
• Team teachers can submit the same work.
• Candidates can prepare only during a typical
  September-May school year.

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Focus for Candidate and Mentor in Planning and
Responding

• In small groups, create questions about the entry
  that address
• The NBPTS rubric.
• Clarity, accuracy, precision, relevance, logic,
  depth, and breadth.
• The NBPTS standards.
• the NBPTS questions.

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Setting Goals To Improve Coaching

• Individually, identify and write goals to improve
  coaching knowledge and skills.
• In small groups, share goals and identify
  strategies to meet them.

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Marcel Proust

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

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Reflect on this Training

• Individually, write a response to these
  questions
• What worked?
• What do you need?
• Other comments?