Modes of Coaching ____________________
Consulting
In consulting mode, you are
sharing information and expertise
from your own professional
experience. This often includes
resources such as articles, books,
websites, etc., ideas for and
demonstrations of classroom
activities and recommendations
for developmentally appropriate
practice. In providing such
resources and recommendations,
it is important to always explain
the “why” – how what you are
offering connects to better
outcomes for children and the
program. Consulting also
includes modeling planning, dataanalysis, problem-solving and
self-reflection – processes that
help to develop an individual’s
professional practice. While
consulting is the most directive of
the coaching modes, it can be
done in a way that gives the
protégé the opportunity to make
informed choices – thereby
showing respect for the protégé as
an adult learner.
Consulting generally sounds like:
 “A couple of approaches you
might consider are . . .”
 “Here’s what I noticed about
how the children responded
when you . . . “
 “This strategy for teaching ….
works because ….”
 “An idea that has worked for
other programs is . . .”
 “In addressing issues like this, I
generally do ..... because …..”
 “You may have noticed that in
designing this activity I ……
 My reasoning here was ….”
Modes of Coaching Continued _____________
Collaborating
In Collaborating mode, you are
working side-by-side with your
protégé, sharing responsibility for an
activity and, in some cases, sharing
the role of learner. Collaborating
assumes that you both have
something to bring to the activity.
Brainstorming solutions to a
problem, co-facilitating an activity
with children or staff, and developing
goals together are all examples of
collaborating. Using this mode also
demonstrates respect for the protégé
as a professional and provides a
collegial model that she can apply in
other work relationships. In this
mode, the coach needs to attend to
providing the protégé with the
emotional safety and space to
contribute to the activity. The coach
can encourage participation by being
non-judgmental and taking care not
to dominate the process of generating
ideas or assuming responsibility for
all the meaningful tasks required for
an activity.
Collaborating generally sounds like:
 “Let’s think of some activities that
would …..”
 “Here’s one idea for meeting this
goal, what ideas do you have?”
 “Let’s plan who will take the lead
for each of these activities.”
 “How might we help staff to …..?”
 “Let’s look at this video together
and see what we notice about …”
Modes of Coaching Continued _____________
Cognitive Coaching
In Cognitive Coaching mode, you are helping your protégé to analyze and synthesize
information and experiences, and apply these to planning and problem-solving.
Whereas in Consulting the coach is supplying information, ideas, and models, the
Cognitive Coaching mode generally involves supporting the protégé in reflecting on
her own practice, clarifying thinking, and reaching her own conclusions. This is done
through careful listening, reflecting back key ideas, and asking questions to “mediate”
thinking about what has worked or not worked, how an activity links to outcomes,
and alternate solutions, for example. Coaching as defined here is the most effective
mode for helping protégés to develop critical thinking skills and self-reflective
practice – skills that will enable them to be self-directed learners in their early
childhood practice and in the Continuous Quality Improvement process.
Cognitive Coaching generally sounds like:
 “In looking at this data, what do you notice about . . .?”
 “So, you’re wondering how this approach will work if ….”
 “What led you to this decision?
 “How do you see this activity helping to meet your goal?
 “In other words, you think the children need...”
 “How will you know if this activity worked?”
 “What connections do you see between …? and ….?”
 “It sounds like what’s important to you here is…”