Dr. Jenny Edwards is on the faculty for the doctoral program in the School of Leadership Studies at Fielding Graduate University, located in Santa Barbara, California. She also serves as Co-Lead for the PhD program in Infant and Early Childhood Development with an emphasis on Infant Mental Health and Developmental Disorders.
Dr. Edwards received her BS from the University of Tennessee in Elementary Education, specializing in Early Childhood Development; her MS from the University of Tennessee in Elementary Education, specializing in Reading; her MA from The Fielding Institute in Organizational Development; and her PhD from The Fielding Institute in Human and Organizational Systems.
Dr. Edwards has conducted numerous studies on Cognitive CoachingSM since 1991 and is a Training Associate in Cognitive CoachingSM and Adaptive Schools for Thinking Collaborative.
Dr. Edwards has taught at the elementary and middle school levels. She has also served in Staff Development for the Professional Alternative Consortium for Teachers (PACT), in which she provided mentoring for first- and second-year teachers, provided professional development for teachers in the Jefferson County School District, and taught at the University of Colorado at Denver and Metropolitan State College. She has also taught for Regis University and Colorado Christian University. She offers seminars at the Teresianum, which is the Carmelite University in Rome, Italy.
Dr. Edwards has written inviting Students to Learn: 100 Tips for Talking Effectively with Your Students (ASCD, 2010), Time to Teach: How Do I Get Organized and Work Smarter? (ASCD, 2014), and Cognitive CoachingSM: A Synthesis of the Research (Thinking Collaborative, 2016). She recently completed Habits of Mind: A Synthesis of the Research. In addition, she compiled booklets containing research on the 16 Habits of Mind proposed by Art Costa and Bena Kallick. In addition, she has authored numerous articles, studies, and book chapters. Her most recent book is an edited volume with Dr. Sheila Gregory, titled Invitational Education and Practice in Higher Education: An International Perspective.
She has presented on a variety of topics in French, Spanish, Italian, and English in Argentina, Canada, Chile, China, Hong Kong, Israel, Italy, Japan, Kenya, Madagascar, Mauritius, Mexico, the Philippines, Singapore, South Africa, Tanzania, the United Kingdom, and the United States.
Industry Expertise (3)
Writing and Editing
Areas of Expertise (23)
Creativity and Problem Solving
Teacher Efficacy and Empowerment
Critical Reading and Writing
Thought Field Therapy
Forces of Motivation
Human Development in Context
Interpersonal Communication and Collaboration
Leadership and Change
Oral and Digital Communication
Program Evaluation, Theories and Application
Qualitative Data Analysis
Theories of Learning
Collaboration for High Academic and Professional Standards: The Pleasant View Project (professional)
Served as Co-author, Project Director, and Principal Investigator, securing a $1.02 million grant from the U.S. Department of Education Fund for Innovation in Education, 1994-1997.
Outstanding Research Award (professional)
(1998) Awarded by Jefferson County Schools, CO
Leadership Fellow (professional)
(2009) Awarded by the International Alliance for Invitational Education
Fielding Graduate University: PhD, Human and Organizational Systems 1993
Fielding Graduate University: MA, Organizational Development 1993
University of Tennessee: MS, Elementary Education 1972
University of Tennessee: BS, Elementary Education 1971
- International Alliance for Invitational Education (IAIE)
- International Coach Foundation (ICF)
- Journal of Invitational Theory and Practice
- Phi Delta Kappa (PDK)
- Thinking Collaborative
- Thought Field Therapy Foundation
- American Educational Research Association (AERA) Invitational Learning Special Interest Group
- Association for Supervision and Curriculum Development (ASCD)
Event Appearances (7)
Time to teach: How do I get organized and work smarter?
(2016) ASCD Annual Conference Atlanta, GA
Healing in Rwanda: The words of the therapists
(2016) Research Symposium, Association for Comprehensive Energy Psychology San Jose, CA
How to talk so students learn
(2010) Presentation at the annual conference of the Association of Supervision and Curriculum Development San Antonio, TX
Inviting students to learn: 100 tips for talking effectively with your students
(2010) Annual Cognitive Coaching Symposium Denver, CO
Helping students see themselves being successful in the future
(2009) Annual Conference of the International Alliance for Invitational Education Rochester, NY
Simple, effective tools for affirming the humanity in others
(2008) Annual Conference of the International Alliance for Invitational Education Lisle, IL
Using language mindfully in coaching
(2008) Annual Cognitive Coaching Symposium Denver, CO
(2015) What are some of the reasons to implement Cognitive CoachingSM? What are some of the benefits it will bring to my school district? How will coaching help teachers in the district improve their practice? What are some of the ways that students in our school system will benefit These are all important questions, the answers to which are revealed in research...
(2012) As educators, we are focused on helping students acquire core knowledge that prepares them to become skillful thinkers, pass tests, and complete entry-level college courses. However, it's important for us to ask ourselves whether that's all students need to succeed in college, in careers, and in life...
(2006) What do students and faculty say that they and each other should do to create an effective mentoring relationship? A collaborative team of eleven students, five alumni, and three faculty members interviewed multiple members of their constituency in a distributed ...
(2002) Examines the personal empowerment and efficacy of teachers, and relates these constructs to environmental characteristics in order to provide information for principals to assist teachers in personal growth. Presents multiple regressions for the Vincenz empowerment ...
(1995) This study examined the relationship between training in Cognitive Coaching and a number of qualitative and quantitative components of teacher cognition and behavior hypothesized to be positively impacted by such training. Cognitive Coaching involves a ...