Cognitive Coaching

Art Costa is a Professor of Education, Emeritus, from California State University, Sacramento, where he taught graduate courses to teachers and administrators in curriculum, supervision, and the improvement of instruction. He is the author of The Enabling Behaviors, Teaching for Intelligent Behaviors and Supervision for Intelligent Teaching; and is co-author of Cognitive Coaching and Techniques for Teaching Thinking. He has written numerous other articles and publications on supervision, teaching strategies and thinking skills. Dr. Costa has made presentations and conducted workshops for educators throughout the United States and in Canada, Mexico, Europe, Africa, the Middle East, Asia and the South Pacific. He taught in the Bellflower School District, worked as a curriculum consultant in the Los Angeles County Superintendent of Schools Office, and was Assistant Superintendent of the Sacramento County Superintendent of Schools office. Active in many professional organizations, Dr. Costa has served as president of the California Association for Supervision and Curriculum Development and as president of the national A.S.C.D. from 1988 to 1989. Art can be reached by e-mail at artcosta@aol.com.Robert J. Garmston, EdD, presents to educators and managers throughout the United States as well as in Canada, Africa, Asia, Australia, Europe, the Middle East and South America. Emeritus Professor of Educational Administration at California State University, Sacramento, Bob has previously been a classroom teacher, principal, director of instruction and acting superintendent. Co-Developer of Cognitive Coaching with Dr. Arthur Costa and co-founder of the Center for Adaptive Schools with Bruce Wellman, www.thinkingcollaborative.com, his work has been translated into Arabic, Hebrew, Italian and Spanish. He is director of Facilitation Associates, a consulting firm specializing in leadership, learning, personal and organizational development. Bob lives near Sacramento, California with his wife Sue and close to his five adult children, and grandchildren, who are, of course, cute and bright.

• ForewordPrefaceAcknowledgementsCognitive Coaching Resources PART I: EXPLORING THE MEANINGS OF COGNITIVE COACHINGChapter 1: Discovering the Meanings of Cognitive CoachingChapter 2: IdentityChapter 3: The Mediator’s SkillsChapter 4: Mediating for Self-Directed LearningChapter 5: Repertoire of Support FunctionsPART II: SOURCES OF EXCELLENCEChapter 6: Developing and Maintaining TrustChapter 7: States of MindChapter 8: Teacher CognitionChapter 9: Inquiring into the Knowledge Base of TeachingPART III: ENGAGING IN COACHINGChapter 10: Human Diversity In Meaning-MakingChapter 11: The Maps of the Planning and Reflecting ConversationsChapter 12: Resolving Problems: The Third Coaching Map Chapter 13: Calibrating ConversationsPART IV: THE IMPACT OF COGNITIVE COACHINGChapter 14: Cognitive Coaching: A Synthesis of the Research by Jenny EdwardsChapter 15: How Leaders Support Learning in the Agile OrganizationAPPENDICESAPPENDIX A:Suggestions for Teachers Own StandardsAPPENDIX B:Inner Coaching APPENDIX C:Mediative Questioning APPENDIX D:Calibrating Conversation Script APPENDIX E:Sources of Standards of teacher & leader performanceAPPENDIX F:Other Resources About Self-DirectednessAPPEDIX G:List Of Videos, Topics And Length of Time In Minutes. About the AuthorsGlossary of TermsReferencesIndex

They’ve done it again! Art Costa and Bob Garmston have provided an update on their seminal work in cognitive coaching, updating it in response to the culture of professional accountability and rigorous student learning standards. I appreciate particularly their application of coaching techniques to “calibrating conversations,” to help teachers internalize standards of practice, incorporating teachers’ own self-assessment into reflective conversations. This enables teachers themselves to drive the aspiration towards higher levels of teaching practice. The third edition, like its predecessors, is a major contribution to the field.