Cognitive Coaching Essay Example for Free

Cognitive Coaching Essay The Effects of Cognitive Coaching on Education and in Supporting Teacher Leadership â€Å"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 ingredient for improving student achievement is high quality leadership. Although leadership skills may come naturally for some, most educators need some form of practice and coaching to become high quality leaders (Patti Holzer, 2012). What is Cognitive Coaching? Cognitive coaching is a relationship that is learner-centered, where the person being coached is an active participant in their learning process. The coach is responsible for creating an environment that is sensitive to the participant’s needs, providing ample opportunity for self-reflection which enables the participant to learn from their own unique experiences. Garmston (1993) stated: Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed. When teachers talk out loud about their thinking, their decisions become clearer to them, and their awareness increases (p. 57). The relationship that evolves through cognitive coaching is based on a journey of self-discovery for both the coach and the coached individual. The coach is equally responsible for reflecting and learning from their own experiences in an effort to providing the best guidance to the coached individual throughout their coaching relationship. If mentors are to facilitate learning of their mentees, they can best begin by being in touch with the forces in their own lives (Zachary, 2000). The learning that takes place in stages is the focal point of cognitive coaching. Cognitive coaching uses a three-phase cycle: pre-conference, observation, and post-conference. These cycles are used for the sole purpose of helping the teacher improve instructional effectiveness by becoming more reflective about teaching (Garmston, 1993). Cognitive Coaching asserts that instructional behavior is a reflection of beliefs; teachers must analyze and change their beliefs in order to change their behaviors. Coaches ask teachers to reflect on their beliefs about the classroom to facilitate making changes or improvements (Patti Holzer, 2012). Cognitive Coaching in Education The most valuable asset in the education profession is its human capital – teachers and administrators. Unfortunately, these professionals are typically given limited opportunities throughout their career to enhance their knowledge and skills enabling them to be more effective teachers and leaders. Newly hired recruits into the profession usually receive coaching for a few months during their first year of employment, but the majority will gain experience through their own trial and error. According to Patti Holzer (2012): Professional development opportunities for teachers and administrators who function in a leadership capacity are often too scarce or narrow in focus to cultivate lasting and effective improvement. Most school systems regularly provide teacher educators with just two or three days per year of professional development, typically aimed at improving literacy and mathematics scores. Effective professional development happens when the adult learner connects personally to the new learning. When educators participate in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management, they are in a better position to deliver high quality instruction and leadership (p. 264). The education profession can benefit from implementing cognitive coaching as a way of helping teachers and administrators expand their professional development through self-observation, self-reflection, and self-feedback. An analysis of the findings from these factors will help the professional to become aware of their own self-imposed limitations. In education, coaching has traditionally supported teachers in the acquisition of knowledge, skills and abilities that target student achievement (Patti Holzer, 2012). The effects of cognitive coaching on teacher efficacy has been positively correlated to increased student performance. Sumner (2011) offers: Coaching is a key method for helping teachers improve student achievement and school culture. Much of this potential school improvement comes from educating teachers in how to be reflective about their practice and in learning how to establish an equal relationship based on mutual desire to improve. Perhaps most importantly, ―a culture of coaching improves teaching and improves student learning (p.47). While the ultimate goal of cognitive coaching is to help foster change in the thinking patterns and behaviors of the coached individual – the end result of this endeavor is improved student performance. Professional development can only work if it is focused on both student and teacher learning and a culture of support for and valuing of quality staff development is present (Sumner, 2011). 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 taking, open-mindedness, and continuous learning to create schools that are communities of learners (Garmston, 1993). Conclusion â€Å"Effective leaders work on their own and others’ emotional development. There is no greater skill needed for sustainable improvement† (Fullan, 2007). Cognitive coaching enables educators to develop unexplored potential, while expanding their repertoire of teaching methodologies. The implementation of cognitive coaching increases student achievement and teacher efficacy, produce higher order teacher thinking, and provides teacher support (Sumner, 2011). Great schools grow when educators understand that the power of their leadership lies in the strength of their relationships. Strong leadership in schools results from the participation of many people, each leading in his or her own way (Donaldson, 2007). Cognitive coaching is the key to educators’ unlocking their inner power to profoundly impact students’ learning.

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Joey Kuhlmann Mrs. Aeschilman Creative Writing 12 December 2013 A Faithful Draft The arrival of winter was well on its way. The colorful leaves had turned to brown and fallen from the branches of the trees. The sky seamed bigger with the disappearance of the leaves. As Robert drove down the long country road he was much more aware of all his surroundings. He grew up in this small town and always thought he would never leave. He knew every inch of the area. This place is where he grew up and had some of the best times of his life. The new chapter of his life was exciting, but then he also had a sick feeling in the pit of his stomach of something not right. Three weeks ago Robert, twenty four years old, finished his second year of college. He enjoyed college life, fraternity friends, parties, and everything that goes along with college. Because of some family problems a couple years ago, he did not start college on time like most of his friends, but he was working his way through. Earlier in the year Robert had a little trouble in a couple classes. Then the cursed letter arrived in the mail. Robert was being drafted; he was going to war. Colleges notify the draft board when students fail classes. Which is exactly what happened to Robert. Robert would have to travel to an army base for his basic training, and then he would later find out that he was to be assigned directly to Pakistan to fight in the war. Robert was in shock. Although he felt like he must serve his country, the little boy in him kicked in and he didn’t want to leave. If he had only tried a little harder, or gone to a professor for extra help, he would probably still be only worried about school. But these were the choices he made and the consequences he would ha... ...though it was war, he had still taken lives; and this thought bothered Robert greatly. Today Robert realized he was doing his country a great deal of duty as he drifted off for a short sleep. The next day, Robert awoke to yet another sequence of loud noises. Only this time they were a lot worse and all he could see was fire. The next thing Robert knew he was rolling on the ground with an unbearable pain. The next week Robert’s closes friend and family broke down as he walked off the plane with permanent scars all across his face. Robert immediately hugged his parent’s and pulled out a little book. This book was his pocket Bible that he carried with him always in Pakistan. He went over to Father Miller and handed him the burnt book and broke down and thank Father Miller. Father Miller was in awe and he explained that he had done nothing and God was what saved him.

Porter’s Five Forces The Threat of New Entrants (Low) Essay

There is a great amount of economies of learning and scale in the oil industry for Example BP has been searching for oil since 1901. They invest a huge amount in up-to-date technologies making it difficult for new entrants to compete. His obviously requires huge capital investments in R&D as well as start-up cost, for example a truck just to carry the oil costs over $1,000,000. There is a lot of regulation in the industry especially with regards to inter-continental politics which further reduces new entrants although in the USA there is less which allows for small firms (under 10 staff) to enter in areas such as Alaska and Texas. There is also a history of incumbent response; BP were fined jointly with TNK $35,200,000 for price fixing. Overall these factors lead to a very low risk of threat of new entrants. Supplier’s Power (High) A lot of oil in the world which is held in countries which are politically unstable and there is a risk that they may seize oil like Iran did to BP in 1951 or more recently Venezulea seized one of Exxon’s major projects. OPEC is a cartel which controls the amount of oil sold and produced. It controls 40% of the world’s supply of oil and holds a lot of power especially as BP also purchases oil from OPEC countries. Buyer Power (Low) As the good is not perishable oil companies do not need to sell it immediately and can therefore influence the flow of oil and also its price. Customers also have few substitutes so there is always a strong demand for the product. Furthermore individual buyer power is low as there are large amounts of customers who purchase low volumes. Demand is set to rise despite a weakening economy, which is shown by rising energy prices. The saving grace for customers is the low switching costs as products are undifferentiated and customers don’t have to sign a contract when they fill up there tank. Overall the buyer power is low because even though there are low switching costs OPEC affectively controls the price of oil so will increase this for the oil suppliers.

Voltage Definition in Physics

Voltage is a representation of the electric potential energy per unit charge. If a unit of electrical charge were placed in a location, the voltage indicates the potential energy of it at that point. In other words, it is a measurement of the energy contained within an electric field, or an electric circuit, at a given point. It is equal to the work that would have to be done per unit charge against the electric field to move the charge from one point to another. Voltage is a scalar quantity; it does not have direction. Ohms Law says voltage equals current times resistance. Units of Voltage The SI unit of voltage is the volt, such that 1 volt 1 joule/coulomb. It is represented by V. The volt is named after Italian physicist Alessandro Volta who invented a chemical battery. This means that one coulomb of charge will gain one joule of potential energy when it is moved between two locations where the electric potential difference is one volt. For a voltage of 12 between two locations, one coulomb of charge will gain 12 joules of potential energy. A six-volt battery has a potential for one coulomb of charge to gain six joules of potential energy between two locations. A nine-volt battery has a potential for one coulomb of charge to gain nine joules of potential energy. How Voltage Works A more concrete example of voltage from real life is a water tank with a hose extending from the bottom. Water in the tank represents stored charge. It takes work to fill the tank with water. This creates a store of water, as separating charge does in a battery. The more water in the tank, the more pressure there is and the water can exit through the hose with more energy. If there were less water in the tank, it would exit with less energy. This pressure potential is equivalent to voltage. The more water in the tank, the more pressure. The more charge stored in a battery, the more voltage. When you open the hose, the current of water then flows. The pressure in the tank determines how fast it flows out of the hose. Electrical current is measured in Amperes or Amps. The more volts you have, the more amps for the current, same as the more water pressure you have, the faster the water will flow out of the tank. However, the current is also affected by resistance. In the case of the hose, it is how wide the hose is. A wide hose allows more water to pass in less time, while a narrow hose resists the water flow. With an electrical current, there can also be resistance, measured in ohms. Ohms Law says voltage equals current times resistance. V I * R. If you have a 12-volt battery but your resistance is two ohms, your current will be six amps. If the resistance were one ohm, your current would be 12 amps.