Teacher Collaboration: The Need for Trust in the Classroom Context

Teacher coaching in schools takes various forms, but is commonly conceived as a means of providing personalised professional support to teachers through discussion about their practice (Lofthouse, Leat & Towler, 2010, p. 5). This paper fact resulted into a critical analysis of chapters two, four, and eight of the book "The Coaching Approach for Teaching and Learning" by Newell-McLymont (2015). For this reason, the paper reviewed Collaboration in the Classroom Context. Collaboration in the classroom context is a vital part of meeting the diverse needs of students in building an inclusive education system. Collaboration between teachers, parents, and specialists dealing with students with special needs in a context of school integration. Collaborative problem solving is a skill valued by the professional community, looking for people who can solve complex problems with their colleagues in the era of robotization of jobs. However, Collaboration remains a daunting challenge for students and professionals alike, where fairness, creativity, and people-to-people relationships can quickly become obstacles. Chapter four deals with the tools of cognitive coaching. These tools are the basis for the main ideas in this chapter. Some of these tools are "diagnostic" in nature Newell-McLymont (, 2015, p. 56-63). Finally, chapter eight of Newell-McLymont (2015) explores flexibility and the Nonjudgmental Nature of Cognitive Coaching. It has thus far been realized that the "cognitive coaching approach is a flexible approach for teaching and learning. It is "nonjudgmental" in nature. As a result, "trust can be established, and transformation can be experienced in the teaching and learning context" (p. 135). Where teacher-student relation is concerned, "whatever path a student may use to come up with a solution, the teacher can see it as valid or invalid and will be able to offer the necessary suggestions concerning its correctness" (p. 138). In the wake of the education reform, the school environment's renewal seems to be moving towards greater openness to working team consultation. Seen as a way to break isolation between teachers and other types of staff in complementary services, collaborative work can contribute to the overall development of students by ensuring better consistency in interventions.

Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection

PurposeThis paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.Design/methodology/approachThis qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.FindingsThe findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.Research limitations/implicationsInvestigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.Originality/valueThe cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

Cognitive Coaching

The focus of this chapter is on the effectiveness of Cognitive Coaching as a coaching model for faculty, staff, and administrators in higher education. The chapter's purpose will be to add to the literature about coaching in higher education by explaining how Cognitive Coaching serves as a path to “triple-loop learning” and to shifts in identity that result from coaches' increased effectiveness in teaching and learning, student support, and leadership development as well as coaches' enhanced resourcefulness in the five states of mind: consciousness, craftsmanship, efficacy, flexibility, and interdependence. Interesting and critical relationships among Cognitive Coaching strategies, staff motivation, and organizational development are also illuminated.

The relationship between working alliance and client outcomes in coaching: A meta-analysis

A growing number of studies emphasize the working alliance between the client and the coach to be a key factor in coaching. Synthesizing 27 samples ( N = 3563 coaching processes), this meta-analysis sheds light on the relationship between working alliance and a broad range of coaching outcomes for clients. The meta-analytic results indicate a moderate and consistent overall relationship between a high-quality working alliance and coaching outcomes for clients ( r = .41, 95% CI [.34, .48], p < .001). Working alliance was positively related to all desirable coaching outcomes (range: r = .32 to .64), with the strongest relationship to affective and cognitive coaching outcomes. Moreover, working alliance was negatively related to unintended negative effects of coaching ( r = –.29). Results revealed no differences regarding the type of clients, coaches’ expertise, number of coaching sessions, and clients’ or coaches’ perspectives. Similar to other helping relationships like psychotherapy or mentoring, the results support the importance of a high-quality working alliance in coaching.

Coaching for professional growth in one Australian school: “oil in water”

Purpose – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. Findings – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” Originality/value – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.