Abstract
This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of receiving Cognitive Coaching. Cognitive Coaching was used in participants' professional development as a part of an Alternative Teacher Professional Pay System and included three observational cycles per year for four consecutive years with a certified Cognitive Coach. Through focus group interviews and surveys, Cognitive Coaching was found to have multiple positive effects on professional development, according to the perspectives of the sample group. Themes of an increase in reflective practice, increased awareness level, and greater focus on specific students when planning are explained and provide detail through related subthemes. Participants also perceived limitations of Cognitive Coaching in the areas of providing clear instructional improvement ideas and were not convinced of its impact on increased student achievement. This study revealed several teacher perceptions on the effects of Cognitive Coaching that were confidently tied to the ongoing endeavor for success in their professional development. The Cognitive Coaching practice within the context of this study has given way to a range of professional practices that teachers believed to be of value in their profession.
Advisor
Candace Raskin
Committee Member
Julie Carlson
Committee Member
Barbara Wilson
Date of Degree
2013
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Bjerken, K. S. (2013). Building self-directed teachers: A case study of teachers' perspectives of the effects of cognitive coaching on professional practices. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/83/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
Rights Statement
Comments
This case study of a single school district aims to identify teachers' perceptions of how their professional practices have been affected after four years of receiving Cognitive Coaching. Cognitive Coaching was used in participants' professional development as a part of an Alternative Teacher Professional Pay System and included three observational cycles per year for four consecutive years with a certified Cognitive Coach. Through focus group interviews and surveys, Cognitive Coaching was found to have multiple positive effects on professional development, according to the perspectives of the sample group. Themes of an increase in reflective practice, increased awareness level, and greater focus on specific students when planning are explained and provide detail through related subthemes. Participants also perceived limitations of Cognitive Coaching in the areas of providing clear instructional improvement ideas and were not convinced of its impact on increased student achievement. This study revealed several teacher perceptions on the effects of Cognitive Coaching that were confidently tied to the ongoing endeavor for success in their professional development. The Cognitive Coaching practice within the context of this study has given way to a range of professional practices that teachers believed to be of value in their profession.