The Impact of Cognitive Coaching on the Participants and the District - - A Study Conducted in the Johnston School District

The Problem: This research addressed the need to determine the impact of participation in the Cognitive Coaching training on the individual participants and the district in the Johnston Community School District to support future training efforts. The purpose of this study was to determine the impact by collecting data about coaching skills used, implementation including use with students, concerns, and recommendations. Procedures: A case study approach was employed and interviews were conducted in a reflective conference format to gather data about the effects on individual participants following training. In addition, the impact on the Johnston Community School District as a result of training staff in the cognitive coaching skills was studied. The interviews/conferences were reviewed for recurring trends in the area of skills mentioned, implementation, recommendations, and concerns. Findings: Most of the participants interviewed found the Cognitive Coaching training to be beneficial in helping them to improve their listening skills, problem solving, and questioning skills. The training has had a positive impact on the mentor/mentee program, the evaluation model and on communication in the district between colleagues and with parents and students. Conclusion: The district and participants are benefiting from the Cognitive Coaching efforts. Recommendations: Further impact might be possible with additional staff training and opportunities for structured practice during the workday. Structured practice opportunities are needed to encourage skill implementations. Future research needs to compare the perceptions about the impact of Cognitive Coaching between participants and non-participants and the impact on students working with trained and untrained staff.

Grantor dc:publisher

Drake University

Year dc:date.issued

2000

Author dc:creator

• Kaplan, Helene J.

• Effective teaching.
• Learning.
• Cognitive styles.

Language dc:language.iso

en_US

Dc Identifier Other

2000 .K141

OAI identifier oai:identifier

oai:escholarshare.drake.edu:2092/333