Transcript WS1 Coaching

Coaching Colleagues
through National
®
Board Certification
Workshop #1
CERRA National Board Candidate Support
Workshop Toolkit
WS1
2010
Expectations….
• Why I’m here today…?
• What I’m expecting to learn…?
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Essential Questions
• What does ethical candidate support look like?
• How best can candidates be supported in
going through the National Board
Certification® process?
• Are coaching, mentoring or facilitating different
terms for the same manner of support?
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Discussion
Defining Ethical Support
Use either activity to promote discussion:
Activity 1: Candidate Support Card
Sort
Activity 2: Ethics Jigsaw Walk
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Activity 3
Coaching Conversations
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Candidate Support
Provider Roles
Facilitator, Consultant, Mentor, Coach



What are your hunches about the similarities and
differences between the roles?
Which role is your area of strength/weakness?
In what ways can candidate support providers be
successful in working with candidates who work with
different content areas or age ranges?
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Coaching Supports
Candidates
• Coaching pushes candidates’
analytical thinking
• Coaching helps candidates become
more resourceful
• Coaching facilitates NB as a
professional growth experience.
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Coaching Conversation
•
Beth is beginning to work
on Entry 4…..
Use NB Coaching Conversation
WS1.A3.H1
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Coaching Model
• What did you notice about the conversation?
• What did you notice about the roles of
• The facilitator?
• The candidate?
• How is it like or different from ways you have
worked with candidates?
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Feedback
Constructive Feedback IS NOT
Constructive Feedback IS
•
• Coaching
•
• Data
•
• Mediational questions •
Center for Cognitive Coaching, Highlands Ranch, CO
www.cognitivecoaching.com
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Evaluation
Judgment
Personal observation
Inference
Strategies to Facilitate
Deeper Thinking
Workshop 1, Activity 3, Handout 2
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Paraphrasing
• Sends important messages:
• I am listening
• I care
• I understand
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Paraphrasing
• Acknowledge & Clarify
•
•
You were concerned that your students….
One activity you planned…
• Summarize & Organize
•
•
So, there are three areas that you …..
First you did….
• Shifting conceptual focus
•
•
A goal for you is….
A belief you hold is…
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Mediating Thinking
With Questions
• Inquiry  Broaden Thinking
• Probing  Focus Thinking
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Characteristics of
Inquiry Questions
• Approachable voice
• Plural forms
•
What strategies did you….?
• Exploratory/tentative language
•
What might be your thoughts about…?
• Positive presuppositions
•
What might be indicators that your plan was
successful?
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Characteristics of
Probing Questions
Probing questions clarify:
•
Generalizations: all, everyone, never, forever
•
Rule Words: should, must, can’t have to
•
Vague verbs: make, think, do, feel, know
•
Vague nouns: pronouns: students, they, people
•
Comparisons: better, more interesting, larger
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Effective Questioning





Pushes candidates to deepen reflection on their
teaching practice
Facilitates deeper thinking
Helps candidates reach “aha moments” by
themselves
Supports candidate in doing his or her own thinking
Always remember…
You do not have “the magic answer”!
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Cognitive Coaching SM
Paraphrasing and questioning strategies are
foundational to Cognitive CoachingSM
More information can be found at:
www.cerra.org
www.cognitivecoaching.com
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Paraphrasing & Question
Practice
Try your hand at paraphrasing and forming probing or
inquiry questions with the following mock NB entry:
The concept of angle measurement is quite
abstract and new to my students. I use
hands-on tools so that students can develop a
better understanding of this concept. By using
this approach, I expect my students to be able
to accurately identify, measure, and describe
different angles. I also expect students to find
types of angles in pictures, describe and
measure them.
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Prior to measuring and describing angles the
class worked with the basic geometric
principles of point, line, line segment and
rays. The students also learned to recognize
or create different kinds of lines. This led to
the lesson on angles. In working with types
of lines, students used oak tag paper strips
to create models on their desks, or to hold
up models of different lines.
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After students demonstrated proficiency
they put their paper strips together to
create their angle tools. The video shows
students using the angle tools.
Following our study of angles, students
explored different two-dimensional shapes
and triangles. From there we began to
explore measuring the perimeter and area
of rectangles and squares.
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Workshop Evaluation
Please take a minute to complete
the workshop evaluation form. This
will help us revise each workshop to
meet the needs of National Board
candidates.
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More Information
National Board for Professional
Teaching Standards®
www.nbpts.org
1-800-22-TEACH
CERRA
www.cerra.org
1-800-476-2387
School District Liaison:
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