Cognitive Coaching Seminar
Improving Educator and Student Achievement
How does Cognitive Coaching℠ professional development increase student achievement?
Cognitive Coaching℠ Foundations Seminar is designed for principals, assistant principals, instructional coaches, teacher leaders and others who strive to support and guide a higher level of practice with their colleagues. In this seminar, participants learn ways to expand and refine knowledge and skills to promote more effective teaching and learning. The focus is on strategies that enhance teachers’ intellectual growth and strengthen instructional decision-making. During the workshop the maps and tools of Cognitive Coaching℠ are demonstrated and practiced. Specifically, participants learn 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
These maps and tools develop teacher self-efficacy and cognitive autonomy, while also developing a sense of community and professional culture within a school.
Funding the Cost
Trainer - Michele De Bellis, Training Associate
Michele De Bellis strives to support the transformation of systems by prioritizing professional development. Central to all of her work is a commitment to support self-directedness. Michele is a certified Training Associate for Thinking Collaborative—providing professional development in Cognitive CoachingSM and Adaptive Schools Seminars. Michele also designs and leads professional development for the Institute for Habits of Mind as the North American Affiliate and Director of Professional Development.
She has been a special education teacher, district administrator and most recently Director of a K-16 partnership at the University of Texas at El Paso in literacy, mathematics and science focused on issues of equity and school reform through professional development. These experiences and opportunities reflect Michele’s passion and belief that systems can transform into cohesive and intentional organizations that not only effect students’ self-directedness and critical thinking processes, but also the delivery by and sustainability of these attributes through well trained and supported adults.