Jenny Edwards, PhD

Education
PhD, Fielding Graduate University, Human and Organizational Systems, 1993
MA, Fielding Graduate University, Organizational Development, 1993
MS, University of Tennessee, Elementary Education, Reading Minor, 1972
BS, University of Tennessee, Elementary Education, Early Childhood Minor, 1971

Certification
Teacher Certification, State of Colorado, 1977 to present Master Practitioner, Neuro-Linguistic Programming, 1993 Clinical Hypnotherapist, Transpersonal Hypnotherapy Institute, 1994 Thought Field Therapy, Callahan Techniques, 1998.

Academic Expertise and Areas of Interest

• Research on Cognitive Coaching
• Extensive Study in Strategies for Accelerating Learning
• Expertise in Designing Training

Professional Experience

• Served as Co-author, Project Director, and Principal Investigator for "Collaboration for High Academic and Professional Standards: The Pleasant View Project," a $1.02 million grant from the U. S. Department of Education Fund for Innovation in Education - This is entered twice (see "Grants and Awards")
• Conducted research on Cognitive Coaching, investigating its effects on teacher efficacy, empowerment, reflective thinking, conceptual development, thinking about teaching, and implementation of Standards-Based Education
• Served in Staff Development for Jefferson County Schools in Denver, Colorado as Professional Alternative Consortium for Teachers (P.A.C.T.) Support Teacher, which included teaching education courses at Metropolitan State College and University of Colorado at Denver
• Taught for Colorado Christian University in Teacher Recertification program, School of Education, Master of Arts in Curriculum and Instruction, and Accelerated Certification in Elementary Education programs
• Designed custom training for Fortune 500 companies for International Learning Systems in Golden, Colorado
• Presented seminars in Africa, Europe, Mexico, Canada, and Asia
• Consulted on Program Evaluation, Nonverbal Classroom Management, Cognitive Coaching, Neuro-Linguistic Programming, Thought Field Therapy, as well as Motivating Students and Self for Success, Underachievement Syndrome, and Time Management
• Taught at elementary and middle school levels

Selected Memberships and Affiliations

• American Educational Research Association (AERA)
• National Staff Development Council (NSDC)
• Association for Supervision and Curriculum Development (ASCD)
• Phi Delta Kappa (PDK)
• Association for Thought Field Therapy (ATFT)

Selected Publications

• Edwards, J. L. (Ed.). (1992). Module I: Adult instructional strategies study guide. Golden, CO: International Learning Systems.
• Edwards, J. L. (Ed.). (1992). Module II: Helping students build self-esteem. Golden, CO: International Learning Systems.
• Edwards, J. L. (1993). The effect of cognitive coaching on the conceptual development and reflective teaching of first year teachers. Dissertations Abstracts International, 4012, 9320751.
• Edwards, J. L. (1998). The right place at the right time: Nairobi embassy bombing. The Thought Field, 4(3), 1-2.
• Edwards, J. L. (2001). Cognitive CoachingSM: A synthesis of the research. Highlands Ranch, CO: Center for Cognitive Coaching.
• Edwards, J. L. (2001). [Review of the book The international handbook of school effectiveness research, C. Teddlie & D. Reynolds, Eds.]. Journal of Education for Students Placed At Risk, 6(3), 291-296.
• Edwards, J. L. (2002). A synthesis of the research on Cognitive CoachingSM. In Costa, A., & Garmston, R. (Eds.) Cognitive CoachingSM: A foundation for Renaissance schools. Norwood, MA: Christopher-Gordon (In Press).
• Edwards, J. L., Green, K., & Lyons, C. A. (1998). Personal empowerment, efficacy, and environmental characteristics. Journal of Educational Administration, In Press. · Hull, J., Edwards, J. L., Rogers, M. S., & Swords, M. E. (1998). The pleasant view experience. Golden, CO: Jefferson County Schools.
• Hull, J., & Edwards, J. L. (1999). Thought field technique (TFT) for educators. In Vos, J. (Ed.), The Teaching Revolution (In Press).

Selected Presentations

• Edwards, J. L. (2001). Cognitive Coaching: A synthesis of the research. Paper presented at the annual Cognitive Coaching Symposium, Omaha, Nebraska
• Edwards, J. L., & Green, K. (1999). Growth in coaching skills over a three year period: Progress toward mastery. Paper presented at the American Educational Research Association, Montreal.
• Edwards, J. L., & Green, K. (1999). Persisters vs. nonpersisters: Characteristics of teachers who stay in a professional development program. Paper presented at the American Educational Research Association, Montreal.
• Edwards, J. L., Green, K., Lyons, C. A., Rogers, M. S., & Swords, M. (1998). The effects of cognitive coaching and nonverbal classroom management on teacher efficacy and perceptions of school culture. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Edwards, J. L., & Ushijima, T. (1998). Program evaluation: Showing that you are making a difference. Paper presented at the annual meeting of the National Staff Development Council, Washington, D.C.
• Edwards, J. L., Green, K., & Lyons, C. A. (1996). Factor and Rasch analysis of the school culture survey. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Edwards, J. L., Green, K., & Lyons, C. A. (1996). Teacher efficacy and school and teacher characteristics. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Edwards, J. L., Rogers, M. S., & Swords, M. E. (1996). Increasing teacher efficacy, collaboration, and professionalism through learning communities. Paper presented at the annual meeting of the National Staff Development Council, Vancouver, B. C.
• Edwards, J. L., Rogers, M. S., & Swords, M. E. (1996). Enhanced teacher efficacy, empowerment, and conceptual development to facilitate school renewal. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA.
• Edwards, J. L., & Newton, R. R. (1995). The effects of cognitive coaching on teacher efficacy and empowerment. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Grants and Awards

• Served as Co-author, Project Director, and Principal Investigator for "Collaboration for High Academic and Professional Standards: The Pleasant View Project," a $1.02 million grant from the U. S. Department of Education Fund for Innovation in Education from 1994-1997