As leaders in systems, it is important that have clarity about the rationale behind an emphasis and commitment to Cognitive CoachingSM. Twenty+ years of research guides us in being able to articulate the importance and impact of Cognitive CoachingSM. Thinking Collaborative is grateful to Jenny Edwards for her ongoing efforts to synthesize and document the research on Cognitive CoachingSM. Each week for July and August, we will focus on one of the nine findings in the research.

Finding Four: Teachers who were cognitively coached collaborated more.

Teacher collaboration has been shown in multiple studies to be a critical factor in improved student achievement. It creates conditions where teachers take collective responsibility for student learning. Collaboration supports trust building and creates conditions that allow teachers to feel more comfortable with the vulnerability required to take risks.

What impact might coaching have on collaboration in your system? What specific facets of Cognitive CoachingSM are most likely to promote collaborative practices? How does the State of Mind of Interdependence relate to collaboration? How might you focus on this State of Mind in promoting collaboration?