McCormick Institute for Early Childhood

BY Mike Abel | March 3, 2016

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

Last week, Teri Talan opened this series on Whole Leadership by inviting you to engage with us in a dialog to explore the “multi-faceted and nuanced” nature of early childhood program leadership. We first began this exploration last May at Leadership Connections, the McCormick Center’s annual national conference, by discussing the concept of instructional leadership with our Advisory Board. During that spirited discussion, we began to see the need for a clarifying framework for early childhood program leadership to support professional development efforts, research, and policy initiatives. I would like to continue the discussion from last week by introducing some terminology to describe overarching areas (perhaps these could be considered domains, categories, or types) of whole leadership for early childhood programs. My colleagues and I have identified three areas of leadership (each including leadership competencies), which could be incorporated into a whole leadership framework—leadership essentials, administrative leadership, and pedagogical leadership. Here’s my take on it. See what you think.


Leadership essentials are foundational competencies necessary for leading people that are expressed in personal leadership styles and dispositions. These essential competencies include awareness of self, others, and the profession; communication and team-building skills; cultural competence; and ethical conduct. Essential leadership qualities include courage, empathy, vision, inspiration, authenticity, and passion. Leadership essentials are often developed through reflective practice. These qualities are embedded in everything the leader does and are necessary for both administrative and pedagogical leadership.


Administrative leadership is about orchestrating tasks (and often includes mobilizing people) to develop and sustain an early childhood organization. Successful administrative leaders are able to establish systems that protect and sustain essential operational functions to meet the needs of children and families. There are at least two important aspects of administrative leadership—operational leadership and strategic leadership. Operational leadership is accomplished through activities like hiring and supporting staff, overseeing budgets, and maintaining a positive workplace climate. Strategic leadership involves guiding the direction of an early childhood organization with the future in mind. Strategic leaders clarify purpose, inspire individuals to pursue a shared vision, and ensure that goals and outcomes are attained.


Pedagogical leadership is about supporting teaching and learning. It includes instructional leadership—supporting classroom teachers in their key role of implementing curriculum. But, pedagogical leadership is a broader term that encompasses many roles and functions in learning organizations. For example, pedagogical leadership impacts teaching and learning by establishing organizational norms of continuous quality improvement. Pedagogical leaders influence children’s learning by fostering family engagement, ensuring fidelity to the organization’s curricular philosophy, using data to evaluate the effectiveness of the learning program, and meeting standards established to optimize learning environments.


Perhaps considering these ideas raises additional questions. I want to challenge you to ask yourself:

  • How does the concept of leadership essentials relate to other aspects of the whole leadership framework?
  • Should leadership essentials be viewed as a third overarching area of the whole leadership framework?
  • Are leadership essentials core competencies embedded within administrative and pedagogical leadership?
  • Are leadership essentials the foundation on which administrative and pedagogical leadership is built?
  • What is missing from the descriptions of leadership essentials, administrative leadership, and pedagogical leadership?
  • Are there other overarching areas of whole leadership to consider including in the framework?
  • How should we refer to the overarching areas that constitute whole leadership? Domains? Categories? Types? Something else?
  • What does a comprehensive framework that captures the competencies of early childhood program leaders look like?


Your perspective is valuable to this process. As we emphasized in last week’s resource, we would like you to share your thoughts about whole leadership. We need your help in creating a comprehensive framework that captures the competencies and functions of early childhood program leaders. Please join the conversation by posting a response in the comments section to this blog post. Also, please join the conversation on social media using #WholeLeadership. By any mode, we are eager to hear from you.

Mike Abel is the Director of Research and Evaluation at the McCormick Center for Early Childhood Leadership at National Louis University. His background is in early childhood program leadership, teacher education, and applied research. He has worked on a number of state and national projects related to systems development and highly vulnerable children and families. He served as the Missouri AEYC-MO President and as a member of the NAEYC Affliate Council Executive Committee.

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Building Community Partnerships for Lasting Impact

By Cara Murdoch and Sherry Rocha • December 12, 2025
By Cara Murdoch and Sherry Rocha Community collaborations can strengthen your early childhood program, expand services for families, and increase your visibility and credibility as a trusted resource in the community. But effective partnerships don’t begin with a phone call—they start with a plan. Start with internal planning Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: Members of your board of directors or advisory board Program staff members Interested family members and parents of enrolled children. REVISIT your mission and goals A clear, shared understanding of your program’s purpose will guide effective partnerships. Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: What is your mission? What strengths and expertise do we bring to the community? What challenges do our enrolled families face? What support or resources would be most helpful? What can we offer potential partners in return? Clarity about these questions will ensure that your outreach to community members and organizations is focused and meaningful. Learn about local resources Begin exploring the services and organizations that exist in your community. These may become valuable referral partners or direct collaborators. Examples include: Early intervention services Family support agencies Mental health providers Multilingual tax-preparation volunteers Knowing these resources helps you connect families with the help they need. share your space and services Your early childhood center may be a valuable asset for other groups. Consider offering your space to other programs or groups to strengthen your role as a community hub. Possibilities include: Scouting America or Girl Scout meetings Parenting workshops or support groups Health screenings or nutrition programs Community committee meetings participate in community events Raising visibility in your community opens doors to partnership. Become involved in: Neighborhood clean-up days Local fairs or festivals Library literacy events Cultural celebrations School district events These types of interactions naturally build trust and relationships. build and expand your network Partnerships often begin with small conversations or shared goals. Stay curious and connected—the more people you meet, the more opportunities arise. Potential collaborators include: Museums Public libraries Human services departments Colleges and universities Local schools Cooperative Extension services Hospitals and clinics Banks and financial advisors Mental health agencies Early intervention programs Remember: partnerships are mutually beneficial Successful collaborations are built on: Clear communication Shared goals Appreciation for each other’s strengths A commitment to supporting families and the community Whether the support you receive is financial, advisory, or educational, strong partnerships help everyone thrive. A final thought Community partnerships don’t happen overnight. With the proper planning, your early childhood program can become a powerful and connected resource in your neighborhood. Start small, stay open to ideas, and let relationships grow.
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