Abstract:
The purpose of this qualitative study was to investigate the application of Cognitive
Coaching as a school-based professional development program to improve instructional
thought and decision making as well as to enhance staff perceptions, coUegiality and
school culture. This topic emerged from personal and professional issues related to the
role ofthe reflective practitioner in improving the quality of education, yet cognizant of
the fact that little professional development was available to train teachers to become
reflective.
This case study, positioned within the interpretive sciences, focused on three teachers
and how their experiences with cognitive coaching affected their teaching practices. Their
knowledge, understanding and use of the four stages of instructional thought (preactive,
interactive, reflective and projective) were tested before and at the end of eight coaching
cycles, and again after two months to determine whether they had continued to use the
reflective process. They were also assessed on whether their attitude towards peer
coaching had changed, whether their feelings about teaching had become more positive
and whether their professional dialogue had increased. Three methods of data collection
were selected to assess growth: interviews, observations and joumaling.
Analysis primarily consisted of coding and organizing data according to emerging
themes. Although the professed aim of cognitive coaching was to teach the process in
order that the teachers would become self-analytical and self-modifying, this study found
that the value of the coaching, after trust had been established in both the coach and the
process, was in the dialoguing and the time set aside to do it. Once the coaching stopped
providing the time to dialogue, to examine one's meanings and beliefs, so did the critical self-reflection. As a result ofthe cognitive coaching experience though, all participants
grew in their feelings of efficacy, craftsmanship, flexibility, consciousness and
interdependence.
The actual and potential significance ofthis study was discussed according to
implications for teacher supervision, professional development, school culture, further
areas of research and to my personal growth and development.
