Cognitive Coaching Foundation Seminar

WHAT:   It is not enough to change an isolated behavior.  What is important is the thinking that caused the behavior. Cognitive CoachingSM gets to the core of what actually impacts teacher learning and growth:  teacher cognition.  Rather than attempting to “fix” isolated behaviors, this approach enhances the cognitive processes that produce these behaviors.  Coaches support and enhance long-term sustainable growth for teachers and success for their students.  At the heart of this training is the concept that we all have resources that enable us to grow and change from within.  Cognitive CoachingSM is a powerful approach to enhancing performance of all school staff members.

YOU’LL LEARN HOW TO:

  • develop trust and rapport
  • develop an identity as a mediator of thinking
  • utilize conversation structures for planning, reflecting and problem resolving
  • develop teachers’ autonomy and sense of community
  • develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence
  • apply four support functions: coaching, evaluating, consulting, collaborating
  • utilize the coaching tools of pausing, paraphrasing, and posing questions
  • distinguish among the five forms of feedback
  • use data to mediate thinking

WHERE:  Two Locations

              MANKATO:  Minnesota State University, Mankato, 56001

                  Days 1 & 2 – May 13 & 14
                  Days 3 & 4 – June 10 & 11
                  Days 5 & 6 – June 25 & 26
                  Days 7 & 8 - September 16 & 17

             EDINA:  Graduate & Professional Education Center (MSU Edina Campus), Suite 500, 7700 France Avenue South, Edina, MN, 55435

                Days 1 & 2 – June 8 & 9
                Days 3 & 4 – July 30 & 31
                Days 5 & 6 – August 17 & 18
                Days 7 & 8 – September 14 & 15

 

REGISTRATION  FEE:

  • $1155  - 1 participant
  • $1020  - 2 or more participants per district

     Included:  Learning Guide, morning refreshments, and lunch.

Register Here!

For registration questions, or to receive an invoice for payment, please contact us at cepd@mnsu.edu or 507-389-1094.

 

IMPACT:

"Cognitive coaching has made me a better leader as I am more keenly aware of each adult's state of mind.  These supportive conversations enhance the professional development of our teachers.  Engaging in Cognitive Coaching conversations has been liberating to me, as I know the answers are within the professional - the answer doesn't need to come from me.  The conversations have been empowering to our staff, as they leave the conversation more committed to their goal."  -- Dave Kreft, PrincipalBelle Plaine Junior High School

“The Cognitive Coaching course has been essential in my work with pre-service and new teachers.  This course has provided me with the language, maps and deep understanding of how I can support others in their journey as educators.  It has positively impacted my work by giving me the tools to be an effective listener and coach.  Cognitive Coaching is an investment for yourself and the people you serve.”   -- Jane Sorensen, Teacher on Special Assignment, Owatonna Public Schools

"The training I received in Cognitive Coaching has given me the skills to have meaningful conversations with my AVID students in helping them determine small issues such as what is really keeping them from meeting deadlines, to larger issues about their college and career choices.  The coaching conversations allow students to discover for themselves what is really important to them."      -- Kim Hermer, AVID Teacher, Mankato West High School 

“I have been a peer coach for many years and now as the Q Comp coordinator, I coach and observe the peer coaches in our school district.  Cognitive Coaching has taken our peer coaching sessions from vague, meaningless conversations about the ‘good’ things I saw in the classroom to genuine reflection on the teaching and learning occurring in the classroom.  More importantly Cognitive Coaching has helped relieve me of the pressure to be the sage on the stage and allowed me to help empower teachers to realize their own goals and discover their own strengths.  This eight-day training, while lengthy, has been one of the best I have ever attended. It continues to be worth the days I had to be out of school.  The benefits for teachers and students are compounded with each coaching session I undertake after having had this training.”     --Michelle Noriega, Assistant Principal, Marshall High School

“Cognitive Coaching has provided me with a guide or map that supports my conversation with my new teachers, teacher candidates and even my colleagues.  While the 'map' has a structure it is also just a guide to help our conversation get to the next step.  The best part about this coaching is that it helps educators turn their thinking into action.  When that light goes on in their head as the words come out of their mouth it is the coolest thing to see.  Almost like a kite taking flight.  You are just there in case it grounds itself or tries to touch down...only to gently nudge it up again with a 'paraphrase' or a 'habits of mind' word or two.”  -- Jen Fraze, TOSA, Mankato

“Throughout the Cognitive Coaching Seminar at Minnesota State University - Mankato, I was able to apply learned tools and strategies that support teacher candidates in building self-directedness that will allow TCs to be effective communicators in the 21 century classroom. I strive to implement mentoring language learned through this training during both pre-conferencing and post-conferencing of observations, as well as during my interactions with colleagues on a daily basis.”  --Rhonda Hermanson, TOSA, Sibley-East Public Schools

“Cognitive coaching is the single most powerful tool that I use in my practice as a mentor and principal. Cognitive coaching allows for teacher metacognition. This process allows teachers to expand their practice by accessing their own thought process and coming up with their own answers to self-identified or identified areas of concern. This provides the teacher with self-efficacy and pride with their practice and leads to growth in their practice.”   -- Scott Lusk, Principal, Cleveland Public Schools