Research on Cognitive CoachingSM has been conducted since 1988. Training Associate Jenny Edwards, PhD, has synthesized over 80 studies and has offered 10 outcomes as a result of the research. This annotated bibliography can be downloaded at http://www.thinkingcollaborative.com/cognitive-coachingsm-synthesis-research/. During the month of November, we will look at studies behind several of the 10 outcomes.

Outcome #3 – Cognitive CoachingSM impacted teacher thinking, causing teachers and administrators to be more reflective and to think in more complex ways.

Bjerken (2013) studied teachers at the elementary, middle, and high school levels in a school district to determine their thoughts about how receiving Cognitive CoachingSM for four years had impacted their teaching. They had participated in three coaching cycles per year for four years with a certified Cognitive Coach. They indicated that they had increased in reflection and had decreased in their sense of isolation. Rather than focusing on the faults in their past lessons, they were able to focus on the positive aspects of lessons they had taught. They were able to apply their new learnings in future lessons and professional endeavors. In addition, participants focused more on the details of the lessons when they were being observed and coached than when they were not being coached. Teachers also focused more on planning for specific groups of students, as well as individuals. They became aware of how students were engaged while they were teaching, how they were interacting with their students, and how students were learning. They expressed the desire for more specific feedback and ideas for improving their lessons. Some participants indicated that they were more able to identify when students were achieving and were better able to measure student achievement

Outcome #6 – Teachers collaborated more.

In Eger’s (2006) study, which was done at the secondary level, “there was a strong conviction that Cognitive CoachingSM was responsible for developing deeper and stronger relationships with their peers, as well as with their students” (p. 57). Teachers said that Cognitive CoachingSM created more “collaboration, more conversations, and improved relationships more so now than in the past” (p. 58). They reported that they were able to listen more effectively, “become more patient with their colleagues and students” (p. 60), and improve their relationships with others. In addition, Cognitive CoachingSM “increased teachers’ appreciation and awareness of what other teachers did” (p. 60). They enjoyed having coaching partners who were in different departments. Teachers who had taken training in Cognitive CoachingSM reported that the training reduced their sense of isolation and helped them grow in trust (Dougherty, 2000). They also felt more of a sense of collegiality with other teachers in their school.