Cognitive Coaching

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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
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Cognitive Coaching Supporting Teacher Leadership
Cognitive coaching allows teachers to take ownership of their professional development by encouraging them to be accountable of their cognitive learning process. The self-reflection that is involved in cognitive coaching coupled with professional vision enables teachers to become a catalyst of change both in the classroom and beyond.

Patti & Holzer (2012) stated:
The coaching relationship provides a safe haven for mindful attention to self-change in the areas of self-awareness, self-management, social awareness, and relationship management. It is through this individual process that the teacher and administrative leader positively impact the culture and climate of the classroom and school (p. 270).
Every teacher has the capabilities to improve their knowledge and skill and cognitive coaching affords the opportunity of exploration into one’s self, challenging old beliefs and habits, emerging a better, stronger leader. Leadership is not mobilizing others to solve problems we already know how to solve, but to help them confront problems that have never yet been successfully addressed (Fullan, 2007). The reflection learned through cognitive coaching helps develop problem-solving skills as teachers examine their experience, generate alternatives, and evaluate actions. Educators need to model risk
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