Common

Coaching Dilemmas


1. What if an individual appears resistant to change? What would you do?

Tips

Remember changing an individual is not the primary goal of the coaching process
or relationship.

Remember the key elements of coaching (Hanft, Rush, & Shelden, 2004, p. 6).

- Coaching is an empowering process of personal discovery of an individuals
existing knowledge and desired new learning (Hanft, Rush, & Shelden, 2004,
p. 6).

- Coaching may focus on improvement of skills within contexts (Hanft, Rush, &
Shelden, 2004, p. 6)

- Coaching includes processes for improving skills, implementing evidence-
based practices, exploring new approaches, addressing challenges, & building
relationships (Hanft, Rush, & Shelden, 2004, p.6).

Remember that resistance is only one possible response to change. A range
of reactions to change exists from opposition, resistance, toleration,
acceptance, support, and joining (Klein & Kontos, 1993, p. 82).

A coach recognizes that he/she cant mandate change.



2. What if culture (e.g., different beliefs about how children learn, different views on
quality) is influencing the coaching relationship? How would you respond?
Tips

Remember that each individual is unique.

Remember that everything we do is influenced by our own systems of values
and beliefs.

Coaches must be cautious and avoid observing through their own systems of
values and beliefs (Hanft, Rush, & Shelden, 2004, p. 95).

Honoring and building on individuals values and beliefs may lead to more
learning opportunities for both parties involved in the coaching relationship
(Hanft, Rush, & Shelden, 2004, p.96).

3. What if a teacher expresses that she does not believe a child with special needs should
be enrolled in his/her classroom? How would you respond?

Tips:

All children deserve a high quality education that recognizes the diverse
needs and abilities.

Students with special needs must have access to the programs and
services needed to ensure that they can benefit from the education
system.


We must begin to truly value differences in our classrooms.

4. What if the administrator asks you to write a summary of your observations or coaching
sessions because she has concerns about your coachees performance? What would
you do?


Tips

Include the program administrator in conversations early about the purpose and
intent of the coaching process.

Re-emphasize the importance of maintaining confidentiality between coach and
coachee.

Review the intent and purpose of the coaching process. The coaching process is
designed to support the desired outcomes of an individual (Hanft, Rush, &
Shelden, 2004, p. 51) not evaluate staffs performance.

Evaluation in the coaching process relates to evaluating the effectiveness of the
coaching process not evaluating the coachee (Hanft, Rush, & Shleden, 2004, p.
51).




5. What if your coachee wants to end the coaching relationship? What would you do?
Tips

Remember coaching is a collaborative voluntary process by both partners (Hanft,

Rush, & Shelden, 2004, p.7).

The coaching relationship is characterized by mutual respect and trust between
two partners (Flaherty, 1999, in Hanft, Rush, & Shelden, 2004, p. 97).

Try to assess factors that may be influencing the coaching process and/or
relationship. Ask these types of self-reflective questions: Is the coaching process
what was expected? Do we need to make any changes to the coaching process
(Hanft, Rush, & Shelden, 2004, p. 54)? Is the process accomplishing goals? Has a
trusting relationship been established? Is time a factor?
Am I the best person to support the coachee (Hanft, Rush, & Shelden, 2004, p.
54)? If not, who may be more effective in the coaching role (Hanft, Rush, &
Shelden, 2004, p. 54)?

6. What if your coachee discovers that you have been sharing information about him/her?

Tips
Trust and respect are two essential features of an effective coaching relationship
(Flaherty, 1999, as cited in Hanft, Rush, & Shelden, 2004, p. 97).

Coaches should strive to protect confidentiality of information and people
involved in the coaching process (Hanft, Rush, & Shelden, 2004, p. 96).

Coaches should prepare for their work with families carefully. For example,
discuss with families how they would like to respond if neighbors and friends
inquired about the coaching relationship (Hanft, Rush, & Shelden, 2004, p. 96).

7. What if a coachee wants you to overlook health and safety issues (e.g., inadequate
supervision of children) in an early childhood program? What would you do?

Tips
Explain early on in the coaching process that you will address issues affecting
health and safety of children in a program.

Explain that maintaining confidentiality may not mean overlooking health and
safety issues in a program.

Discuss any health and safety concerns with coachee and determine next steps
for addressing them together.




References:
Hanft, B.E., Rush, D.D, & Shelden, M.L. (2004). Coaching families and colleagues in early
childhood (pp. 6, 7, 51, 54, 82, 95, 96, & 97 ). Baltimore, Md: Paul H. Brookes Publishing
Co.
Klein, S.M. & Kontos, S. (1993). Best practices in integration inservice training model (p.82).
Bloomington, Ind.: Indiana University.