Cognitive Coaching : A Foundation for Renaissance Schools

Norwood, MA, U.S.A.: Christopher-Gordon Publishers, Incorporated, 1994. Hard Cover. Fine/Issued Without Dust Jacket. 8vo - over 7¾" - 9¾" tall. It has many graphs, charts, tables, and other tools that can be used in the mentoring process. The authors of this book wrote not only about coaching as a method for professional growth in education but also about proven practices in education with ideas to better create a productive learning climate to help everyone learn. The book establishes the advantages of the nonjudgmental, empowering experience of cognitive coaching over that of the traditional behavioristic supervisory model in the mentoring process. The three major goals of cognitive coaching are establishing and maintaining trust, facilitating mutual learning, and enhancing growth toward holonomy (individuals acting autonomously while simultaneously acting interdependently within the group). Efficacy, flexibility, craftsmanship, consciousness, and interdependence are the five states of mind that combine to provide the actualization energy of holonomy. Trust in self, trust between individuals, and trust in the coaching process are all necessary characteristics in aiding the facilitation of mutual learning. This strategy is demonstrated at the individual level with teachers and students and at the school level with administrators and teachers working in conjunction. Costa and Garmston use the concept of renaissance to describe the rebirth and redefinition of schools and a greater understanding of how we learn. They view the renaissance school as a holonomous organization that embodies all of the above principles in a value-centered, idealistic environment. It is a useful primer in understanding the mentoring process at multiple user levels of student, teacher, and schools. 241 pages. Prev. owners name tag inside of front cover on top left corner..