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 Two: Teachers who were coached grew in teaching efficacy.

Teacher efficacy is among the most well-researched facets of teacher influence on student learning and teacher working conditions. High efficacy teachers perceive themselves as having the ability and skills to impact student achievement. When teacher efficacy is high, there is an increase in student achievement. Efficacious teachers are more flexible, more willing to try new practices, and more willing to persist with new practices. High efficacy teachers experience less stress.

Given those benefits, what facets of teacher efficacy might need to be addressed in your system? How does teacher efficacy support the purposes of your coaching work?