In embodying the identity of a Cognitive Coach, a value we hold is that of fostering self-directedness in our coachees. This involves building capacity in self-managing, self-monitoring and self-modifying behaviors. In aligning our process with our core beliefs as a coach, it is critical that we engage our coachees in opportunities to generate their own sources of data. Rather than the coach providing feedback for a coachee to reflect upon and grow from, our coachees need to seek opportunities to grow from reflection based on the data they chose to bring to the conversation.
Further, because recall of events are often tied to the emotion we experienced during the event, our recall runs the risk of offering a subjective data point. In essence, variables tied to memory have the potential of tainting our current reality.
The second possible source of data for a coachee is video. As mentioned, video serves as an objective third point that is free of perception bias and subjective recall. Through the cycle of pause, paraphrase, pause, pose question, a coach who is listening for states of mind now has an opportunity to refine paraphrases and questions by pairing states of mind intended to invite cognitive shift with questions centered around what video directly and objectively provides.
These questions might include:. After watching your video, what options might you now consider?
Video is a tool that supports and enhances what teachers notice and draw upon as they are coached. The noticings of a teacher, whether it is in the summarize impressions or analyze causal factors steps of the Reflecting Conversation or in the specify success indicators of the Planning Conversation or as a 3rd point data source, can be general, internal — about themselves or external — about their students, systems or learning.
What is noticed can be reflected upon and Cognitive Coaches believe that accurate self-reflection is a learnable skill. As a coach, I rely on the coaching practice of having the coachee recall before outside data is offered. Video can help a teacher notice more and reflect deeply within a coaching framework. So why is video powerful for increasing noticing? Video supports memory and recall. Ebbinghaus demonstrated that the brain is designed to forget specifics over time. The longer the delay, the greater the forgetting. Video supports clarity.
The data a teacher sees from video will include what they noticed in their initial reflection as well as words, actions and reactions that were unnoticed or not remembered. Seeing after remembering supports clarity. Video supports objectivity of noticing. Data or events can be re-viewed instead of remembered. The coachee can watch and participate in the data gathering instead of relying on the insights of the coach. In Cognitive Coaching sm a goal is to increase resourcefulness of the person being coached. Coaching is designed to support the form and structure of the noticing, leading to thinking and awareness.
Video enhances the noticing and thinking in the conversation. They highlight three main components of teacher noticing in the context of analyzing artifacts of classroom practice: a identifying important aspects of the situation, b reasoning about these aspects, and c connecting what is observed to more general ideas about teaching. Cognitive Coaching sm is the process we use to understand these three components. Video is the third point data source used to focus these coaching conversations.
Cognitive Coaching sm supported by video increases noticing by supporting memory, providing clarity to noticing elements of practice instructional and objectivity by allowing the coachee to actively participate in the gathering of data. Cognitive Coaching SM is a gift a coach gives enabling others to have increased capacity to think about the complexities of their life. Coaching can provide a novice teacher with a lifeline. Video has become a vital tool to support coaching conversations and professional reflection.
We think we are seeing ourselves as we teach, but because of our cognitive load, we are not really seeing our current reality.
Due to the cognitive load that a teacher experiences daily, video provides a third point that enhances the accuracy of the recall. Through video, I can see myself, hear myself, and see the impact of my words and actions on students. Memories of a lesson are quickly generalized. Video provides specifics of the experience without the cognitive load of teaching.
When I have reduced the cognitive load of the initial experience, I have increased my capacity for reasoning.
Seeing my practice through my own eyes, freed from the immediate cognitive load of teaching allows me reflect more deeply. As a coach I observed the impact of video in action with multiple teachers.
One teacher after watching a video clearly identified a goal, moving from a reflecting conversation into a problem resolving conversation because of the clarity gained from watching their video. Another teacher identified success indicators for their teaching and used video as a way to monitor progress.
A third teacher watched their video prior to our coaching conversation, made adjustments, re-recorded several times and then wanted to reflect. Video enabled teachers to isolate elements of practice, and reflecting on the decisions or choices out of the — 1, that they felt would be most impactful.
Those who subscribe to these principles are obliged to make the necessary change happen. Abstract Background Service providers throughout Europe have identified the need to define how high-quality community-based mental health care looks to organize their own services and to inform governments, commissioners and funders. Br Med J. Arthur L. Penelope Cagney.
Over the following posts, I will expand the connection of video as a component of coaching and impacting different States of Mind in the coaching process. The colors are amazing.
The blossoms are too numerous to count. MAY your blossoms bloom bringing renewal to the world that you serve. Our words can shape identities. What we say to others can deeply affect their sense of who they are and who they might become. The Discovery Breath Breathe in the mystery, let go of judgment. Finally choose at least one quotation to celebrate and share with others. Make tangible plans. THINK… possibilities, growth, and thriving. Move into Spring with a pep in your step, a new song to whistle, and new blossoms to share.
As you end this experience, remember to breathe. Author: Ericka Harris, Training Associate and member of the Thinking Collaborative Futures Team Our plants are beginning to show their buds, pushing up and out of the soil, showing themselves to be strong, ready to burst free. May these quotations strengthen your resolve to never quit.
Wake up! Get up and play! Instead, the new beliefs take their place alongside the old ones, and as they become stronger, they give you a different way to think, feel, and act. Dweck, Mindset. As plants need sunshine and water to nurture their growth and development, we also crave the sun, turning our faces towards its warmth and glow, quenching our thirst with the cool water that flows freely from our streams.
Use these quotations to warm your spirit, inspiring personal and professional growth. There will be four opportunities for you to ponder quotations. What do you see in the quotation that supports your role? About what does the quotation make you wonder? They often solve their own problems and get on with the job. They applied their intelligence to amplify the smarts and capability of people around them.
People got smarter and better in their presence. Ideas grew; challenges were surmounted; hard problems were solved. Each supervisor has specific responsibilities depending on their role.
Depending on the size of an institution, a trainee may have one supervisor with many supervisory roles to several supervisors at one time. The framework covers:. To become a supervisor, depending on the supervisory role you are interested in, you can be self-nomination, nominated by your workplace, or a nominated by a trainee.
Find out more about becoming a supervisor. Trainees learn in the workplace, at RACP accredited sites, through a wide variety of work-based learning opportunities and experiences, timely and constructive feedback, and self-reflection. The handbooks outline the set training components and work-based learning and assessment tools trainees must achieve to progress in their training. The Professional Qualities Curriculum PDF 1MB and specialty-specific curricula outline the learning objectives and associated knowledge, skills, attitudes and behaviours required from graduates of RACP training programs.
All trainees complete work-based learning and assessment tools, as part of their training program requirements. These tools are designed to:. Each aspect outlined identifies areas that supervisors must explore with their trainee to help them become better physicians as they progress through their training. A workplace culture and environment can have significant impacts on the ongoing professional development of both trainees and supervisors. Creating the right conditions for learning can be challenging, but it is an important aspect of a supervisor's role.
Effective learning environments allow trainees to:. There are practical strategies supervisors can use to establish good working relationships with their trainees. Provide an orientation — introduce your trainee to the team and physical space at the start of the rotation. Set clear roles and responsibilities — ensure there is clear communication regarding the roles and responsibilities of everyone in the team.