When Mandy Chaput first participated in the Early Childhood Support Organization (ECSO) program in 2021 as a program leader, she never imagined that three years later she would be working as a coach for Early Education Leaders. But sometimes the most meaningful career transitions happen when we least expect them—and when we need them most.
As a leader in the ECSO program, which teaches the Essential Leadership Model (ELM) created by Early Education Leaders, Chaput was mentored by Cristina Mendes, who would later become her supervisor. “Cristina was my coach,” Chaput recalls. “She was just this fabulous all-around person, and we worked really well together.”
That connection proved lasting. Even after Chaput’s program participation ended, Mendes continued to offer her opportunities to stay involved with ECSO through contract work for professional learning communities and presentations. When a part-time coaching position opened up, Mendes offered it to Chaput.
The timing proved fortuitous. After 15 years at her previous program, Chaput was ready for a change. The part-time coaching position allowed her to continue doing meaningful work in early childhood education while also having more flexibility to focus on caring for her own children.
The transition from early childhood educator to coach presented Chaput with both opportunities and challenges. One of her first major assignments was taking over a cohort of leaders midway through their ECSO journey from another coach who was retiring.
“I was very excited, but I was very nervous,” Chaput recalls. The challenge of building trust with leaders who had already established relationships and routines with another coach required persistence and adaptation. “I think they were nervous that they were coming into a second coach in the middle of something,” she reflects, but her patient, relationship-focused approach ultimately proved successful.
The Art of Coaching: Partnership Over Authority
Chaput sees herself as both coach and mentor, emphasizing the importance of building relationships with leaders and educators. “I see myself as a little bit of both,” she explains. “You have to build these relationships with your leaders, with your teachers, for them to trust you, to open up to you.”
Her coaching philosophy centers on partnership rather than top-down direction. “I’m not there to criticize, I’m not there to critique, I’m not there to change you. I’m not there to tell you that you’re doing things wrong. We’re a partnership,” she says. “We’re doing these things together. I’m not there to come in and take over your program.”
This approach has proven particularly effective with leaders who may initially be wary of outside support. Chaput describes working with one leader who was initially reluctant but gradually opened up through Chaput’s persistent support.
“I just kept showing up, which showed her that she could trust me and that I was there for her,” Chaput recalls. “No matter what you’re going through, I’m not going anywhere.”
One of the key principles Chaput helps leaders embrace is moving from being a director to being a leader—shifting from having all the answers to empowering staff to contribute solutions.
“One of the hardest things for directors to change is to let go of being the person who has all of the answers. Even if they might have a good answer to a question, you empower staff by turning questions back on them. Ask them for the answers because they know a lot, too.”
This approach transforms workplace dynamics. “Before I participated in this program, I would have said I was a great director but I was so used to doing everything by myself,” Chaput reflects. “But when you show staff that you trust them, you really give them back a lot of power and confidence because they see that you trust them and that you want them to be a part of a team.”
Chaput’s story illustrates how investing in early childhood professionals—through mentorship, supportive work environments, and opportunities for growth—creates positive ripple effects that benefit not just the individuals, but the children and families they serve. Her journey from program leader to coach demonstrates the power of the leadership development ecosystem that Early Education Leaders works to cultivate throughout the early childhood education field.
ELM is an instructional leadership program offered to program leaders and educators. It is one of a suite of programs designed by Early Education Leaders to support and facilitate the instructional leadership of early educators working at all levels of the field. ELM focuses on creating conditions for improvement rather than prescribing solutions. With this approach, educators gain the freedom to experiment without judgment, using small, manageable steps that lead to significant program transformation. Programs that engage with ELM develop stronger staff relationships, more collaborative teaching practices, and a resilient mindset where challenges become learning opportunities. ELM’s three-year developmental journey — Planting Seeds, Nurturing Growth, Growing Sustainably — gradually builds capacity so changes truly take root. To learn more, email Essential Leadership Model Director Cristina Mendes at Cristina.Mendes@umb.edu.
