McCormick Center News | McCormick Center for Early Childhood Leadership

From Arrival to Impact: A Guide to Navigating Conferences

Tue, 05 May 2026 15:08:34 GMT

I remember my first opportunity to attend a multi-day conference. I was a young, novice assistant director in a child care program, and the leadership at my center wanted to invest in me. I got to step away from my ever-growing to-do list and focus on what I wanted to learn. I could not have been more thrilled.

And yet, waking up on day two of the conference, I felt more fatigued than on even the toughest days at my center. I had set sail without a map.

Hindsight has taught me that I would have benefited from some planning. A large, multi-day conference can be both eye-opening and exhausting. It benefits educators to come in open to possibilities and with a plan. Had I known this when I was younger, I might have been able to engage more deeply in that moment. This guide will provide concrete steps and reflection questions for you to consider as you prepare for your next conference. Whether you’re getting ready for your first conference or you’ve sailed these seas before and want a refresher, consider this a map to make you captain of your professional learning. Anchors aweigh!

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

CHARTING YOUR COURSE

Pack Smart

Conferences are usually a combination of sitting for longer periods of time, interspersed with walking through (often) long halls and spaces. You want clothes that are professional but comfortable all day. If you prioritize anything, ensure that you have comfortable shoes and layers. Climate control can be touchy in large spaces. I personally like packing a large lightweight scarf – it’s easy to wrap around me when I’m cold and throw into my bag when I’m done.

Additionally, think about your evenings and how you want to spend them. Do you want casual outfits for exploring the city or lounge clothes for hanging out in your hotel room? Are you planning to swim or work?

Set your goals

This time, before the bustle of professional learning, is ideal for mapping your mental route. What specifically do you want to learn about? Whom do you want to connect with? What exhibitors or presenters are most important for you to see? Work through your priorities so that decisions are easy to make during the conference.

Get to know the technology

Most conferences have an app for participants (you can find the Leadership Connections app here and here ). Download it. Read through session descriptions. Make plans. Make backup plans in case sessions fill up! My favorite trick is to add any session I’m interested in to my schedule. If my preferred session is full, I’ve got a short list of interests to choose from and find a new one quickly.

If it seems like you’re doing a lot of work before you’re even at the conference, know that it’s time well spent. This early preparation will mean a more relaxed experience later.

FINDING YOUR BEARINGS

The conference is here! Show up early. If you follow one piece of advice, let it be this one. Show up early for registration to avoid long lines. Show up early to meals so you can sit with new friends and see the speakers. Show up early for your preferred sessions so they don’t fill up without you. Showing up early may cost you a little time, but showing up late could cost you valuable experiences and connections.

Since you’ve shown up early, take a few minutes to get familiar with the convention center. My favorite time to do this is after picking up registration materials and before sessions begin. Using a map of the space, which has likely been shared with you at registration, I take a self-guided tour through the entire convention center. I pay attention to room names and locations. I look for convenient elevators, stairs, water fountains, and bathrooms. I also like to find spaces where I can take a break, whether it’s a door outside for fresh air or some comfortable, quiet seating away from the buzz of the conference.

LEARNING IN MOTION

You’ve got your sea legs. Now is the time for excitement. With several days of deep learning and reflection ahead, consider these tips for helping you sustain momentum throughout the week.

Remember your goals

Instead of approaching the day as a long list of sessions to attend, think of each one as a point on the map to your learning goals. If you’re torn between two sessions at the same time, reflect on which one aligns most with the goals you set while preparing. Schedule shifts may occur. A session may fill up before you get there, or you may get caught up in the exhibition hall. Grounding your options in your intentions will make it easier to adjust your route.

Expand your network

One of the greatest benefits of conferences is that they bring together individuals who might otherwise never meet. It can feel overwhelming to network, but I encourage you to focus on making a few genuine connections. The easiest way to start is to introduce yourself to someone sitting nearby during a session.

Odds are, you will have much in common – you’re both wanting to learn about the same topic, at the very least! Keep a few thoughtful questions in your back pocket, so you can prioritize a deep conversation and a lasting professional connection that extends beyond the conference. Here are a few to get you started. “What is it you’re hoping to get out of this conference?” “What’s been the most impactful session you attended so far?”

Be mindful of your energy

Conferences require a balance of engaging and taking time to recharge. There will be waves of excitement coming your way every day, and you will need to navigate staying present and taking time to recharge. When you are engaged, do so fully. Silence your phone, shut down your email, and eliminate distractions. Recognize what you need to reenergize – whether that’s a quiet space and a cup of coffee or skipping a social event in favor of rest. When you give yourself permission to balance learning with rest, you create better learning conditions. You’re far more likely to maintain that energy for several days.

REFLECTING ON THE JOURNEY

When it’s time to go home, take a brief pause before returning to your daily life. What moments or sessions stayed with you? What conversations challenged you? How closely did what you attended align with your learning goals? Write down that information while it’s fresh in your mind. As you go back to work and think of ways to incorporate your learning, you’ll want to be able to access these thoughts.

The benefits of a conference don’t end when you walk out with your professional development certificate. What you take away and how you apply it can continue to shape your career, and you can also extend that learning beyond yourself. For additional inspiration on how to bring your learning home in a meaningful way, you can look here .

Though a multi-day conference may seem intimidating at first, a little planning will empower you to navigate it confidently. Remember to set your intentions, familiarize yourself with your surroundings, and stay present, and you will have smooth sailing through your learning journey!

Natalia Ambrozek, B.S., is a Leadership Coach and Training Specialist at the McCormick Institute for Early Childhood at National Louis University. Natalia earned a bachelor’s degree in Early Childhood Education with a concentration in French at DePaul University and has since completed her ESL endorsement. She has served in the McCormick Institute as an Assessor and Quality Assessment Coordinator prior to her role as a Leadership Coach. Previously, Natalia taught for over 10 years in Head Start and Early Head Start classrooms in Chicago and has experience as an Assistant Director. Natalia is also part of the leadership team for the Illinois Southland chapter of NAEYC and an alumnus of the Maria Whelan Leadership Institute.

Theory of Change

Mon, 27 Apr 2026 18:51:13 GMT

Since 1985, the McCormick Center for Early Childhood Leadership has focused on the role of early childhood leaders as the catalysts of program improvement and quality.

Research shows enhanced leadership competencies and increased leadership capacity within organizations yield sustainable improvements in program quality, which will in turn improve outcomes for children and families served.

LONG - TERM IMPACT

Improve the quality of early childhood education and care for children and their families.
Increase the professionalization of the early childhood field.
Improve outcomes for young children and their families.

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

OUTCOMES

INDIVIDUAL LEVL – LEADERS

Advance early childhood leaders' professional qualifications and/or credentials
Improve leadership competency, skills, knowledge, and mindsets of early childhood leaders
Increase access to professional development, education, and credentials childhood leaders

STATE LEVEL – SYSTEMS

Inform and improve quality rating and improvement systems (QRIS)
Inform and improve state professional development systems (PDS)

NATIONAL LEVEL – FIELD

Provide innovative direction to the field
Influence/inform policy change that supports early childhood leadership
Raise the visibility of the role and value of the leader as the gateway to quality

ABOUT US

MISSION:

We empower leaders and advance the field to promote excellence in early childhood education.

VISION:

We envision innovative and responsive early childhood systems with extraordinary leaders who inspire the best start for every child.

VALUES:

Advancement, Equity, Excellence, Impact, Integrity

Celebrating Dr. Teri Talan's Lasting Impact on Early Childhood Education and Care at Leadership Connections 2026

Thu, 23 Apr 2026 15:06:53 GMT

In addition to her research and leadership at the McCormick Institute, Talan taught early childhood education courses as a faculty member in the National College of Education at National Louis University , helping to prepare and mentor future leaders in the field.

“I have tried to pay it forward and mentor other early childhood professionals to recognize their strengths and grow into their best selves,” she said.

To honor Talan’s immeasurable contributions to the ECEC workforce, the Leadership Connections Public Policy Forum has been renamed the Dr. Teri Talan Public Policy Forum . Talan will also receive the annual Visionary Leader Award at the 2026 conference.

Dr. Teri Talan Public Policy Forum

Held each year during the Leadership Connections national conference, the Dr. Teri Talan Public Policy Forum brings together leaders in ECEC to engage with national experts on the most pressing policy issues shaping the profession.

This year’s forum, titled “Navigating the Rapids: Using Data, Policy Levers, and Collective Impact to Keep Your Program Afloat,” applies a policy lens to the 2026 Leadership Connections theme, “Onward!”

Panelists include Elliot Haspel, expert, commentator, and author; Anne Hedgepeth, Senior Vice President of Policy & Research at Child Care Aware of America ; Yesenia Robles-Brown, Chief of Staff at the National Association for Family Child Care (NAFCC) ; and Dora Sanders, Senior Manager of Fellowships at the Stanford Center on Early Childhood . Dr. Ola J. Friday, the Executive Director of The Early Educator Investment Collaborative , will moderate the panel.

Visionary Leader Award

Each year, the Leadership Connections Visionary Leader Award recognizes a leader who sees beyond the present, imagines what is possible, and inspires others to work toward bold and transformative change. This year, that leader is Dr. Teri Talan.

Talan will receive the award in recognition of her decades-long commitment to strengthening the ECEC workforce. Michelle Kang, chief executive officer of the National Association for the Education of Young Children (NAEYC), will present the award in a recorded message.

Talan will also serve as the featured speaker at the Paula Jorde Bloom Leadership Colloquium, where she will share the behind-the-scenes story of a career spent advancing the ECEC field.

To learn more about the 2026 Dr. Teri Talan Public Policy Forum, sponsored by Kaplan Early Learning Company, the Visionary Leader Award, and the Paula Jorde Bloom Leadership Colloquium, please visit our Leadership Connections page .

For more than two decades, Dr. Teri Talan has been a driving force behind the McCormick Institute for Early Childhood. She has served as the Director of Research and Policy, the Interim Executive Director, and the Endowed Chair.

As the Institute’s Leadership Connections national conference marks its 25th anniversary this May, Talan is one of the few who have been there from the very beginning. She has attended every conference since the first in 2001, and for 24 of those 25 years, she has organized and facilitated the Public Policy Forum, the event that now bears her name.

Talan is a nationally recognized advocate for the early childhood education and care (ECEC) workforce. Some of her notable contributions to the field include work alongside other advocates and professionals to design and launch the credentialing system in Illinois ( Gateways to Opportunity ) and the ExceleRate Illinois program, the state’s Quality Recognition and Improvement System. At a national level, Teri helped to develop the Unifying Framework and launch the Commission for Professional Excellence in Early Childhood Education, both designed to establish recommendations on educator roles and responsibilities, aligned preparation and pathways, professional compensation, and a supportive infrastructure with shared accountability.

“I have been told that even as a young child, I would identify injustice and call it out,” she said. “This was no doubt influenced by having a lawyer and a social worker as parents. Their influence is evident by my career choices centered first on child advocacy law, then on early childhood education services for young children and their families, and finally on building program leadership and contributing to early childhood systems change.”

Since joining the McCormick Institute in 2002, Talan has co-authored the Program Administration Scale (PAS) and the Business Administration Scale for Family Child Care (BAS) , two widely used tools that help ECEC programs strengthen their leadership and business practices. She has also co-authored Building on Whole Leadership , the foundation for national standards and competencies for early childhood program leaders.

Dr. Teri Talan

Teri Talan at Leadership Connections 2002, the first year the annual Public Policy Forum was held.

Teri Talan moderates the Leadership Connections 2025 Public Policy Forum.

From Survival to Sustainability: Business and Professional Gains in Family Child Care following Intensive Leadership Training

Wed, 22 Apr 2026 14:36:39 GMT

INTRODUCTION

Family child care (FCC) programs, operated by licensed or listed early childhood education and care (ECEC) professionals within their homes, meet the diverse economic, cultural, and logistical needs of families and communities across the country. Family Child Care (FCC) offers flexible, culturally responsive care that supports parents’ ability to work. Yet, the number of FCC programs and FCC professionals has been declining for nearly two decades (Junus et al., 2026; National Center on Early Childhood Quality Assurance, 2020).

One possible reason is that many FCC professionals open their programs with limited business training, despite serving dual roles as educators and small business owners(Kelton & Tenis, 2024a). A growing body of research highlights ongoing gaps in FCC business knowledge and capacity (Bromer et al., 2021; Kelton & Tenis, 2024a; National Center on Early Childhood Quality Assurance, 2020; Vieira & Hill, 2019). FCC professionals also report low confidence in financial management, data use, and marketing (Kelton & Tenis, 2024b). Without intentional investment in the development of FCC professionals, communities lose critical FCC options, reducing access, affordability, and stability for families.

TAKING THE LEAD

To help meet the unique needs of FCC professionals, the McCormick Institute for Early Childhood, formerly the Center for Early Childhood Leadership, at National Louis University, launched Taking the Lead (TTL). TTL is a cohort-based professional learning academy designed specifically for FCC professionals. It combines business acumen, leadership development, and advocacy skills to support sustainable FCC programs and improve the quality of care and education for children. The overarching goals of TTL are to help professionals: 1) develop strategies for growing and sustaining a thriving business, 2) improve quality practices as both business owners and educators, 3) build professional networks with other FCC professionals, and 4) deepen their understanding of their role as leaders. Since its launch in 2015, TTL has graduated 11 cohorts and nearly 200 family child care professionals in Illinois.

TTL Core Training Elements

Over a nine-month training cycle, TTL offers an FCC-specific curriculum with applied learning activities that strengthen professionals’ leadership capacity and business competencies while fostering collegial support and networking. Instructors create a GroupMe text chat for each cohort so participants can connect, network, and seek support outside monthly sessions. Each participant uses data from the Business Administration Scale for Family Child Care (BAS; Talan & Bloom, 2018) and the Family Child Care Environment Rating Scale-Revised (FCCERS-R) assessments to develop a Quality Improvement Plan (QIP) and receives a $300 grant to support implementation. At the end of TTL, each participant delivers a 10- minute presentation on the design and impact of their QIP.

A primary objective of the leadership academy is to stabilize and retain the FCC workforce by supporting professionals in demonstrating competencies aligned with the Illinois Gateways to Opportunity FCC Credential and Illinois Quality Recognition and Improvement System (QRIS) ExceleRate™ Illinois, while also fostering a sustained commitment to professional growth. Because FCC professionals serve in dual roles as educators and business owners and often work extended hours, their time is limited. TTL was intentionally developed to ensure that its 119 hours provide meaningful learning that builds knowledge and skills, supports professional recognition, and strengthens pathways to increased compensation. The program is aligned with state and national quality improvement and professional development systems. Table 1 below highlights key areas of program alignment.

Table 1

TTL Alignment with State and National Systems

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

THIS STUDY

This Research Note examines the extent to which TTL has achieved the following goals: 1) developing strategies for growing and sustaining a thriving business, 2) improving quality practices as both business owners and educators, 3) building networking opportunities with other FCC professionals, and 4) deepening participants’ understanding of their role as leaders. It also examines the extent to which TTL supports FCC professionals in demonstrating competencies aligned with the Illinois Gateways to Opportunity FCC Credential and ExceleRate™ Illinois, as well as in fostering a sustained commitment to professional growth.

METHODS

Sample

Data were collected from 196 FCC professionals who completed TTL cohorts 1 – 11 between 2014 and 2025. The participants were predominantly female, with 97% identifying as female and 3% identifying as male. Participants represented a range of racial diversity as noted in Figure 1. Ages ranged from 18 years to over 70 years old. The most commonly reported age ranges were 50-59 years old (30%) and 40- 49 years old (29%).

The majority of the participants (66%) had a college degree. Of those with degrees, 43% had an associate’s degree, 44% had a bachelor’s degree, 12% had a master’s degree, and 1% had a doctoral degree. Participants averaged 13 years of experience operating an FCC program (SD = 7.69, range 0 to 35 years). Twentysix percent of participants also had prior experience as an FCC assistant, 44% had prior experience in a center-based program, and 24% had prior experience in a public school.

Together, TTL participants served 2,069 children. On average, individual programs enrolled 11 children (range 0-31). Eighty-three percent of programs enrolled children receiving state subsidies, 75% served families of low income, and 43% enrolled children diagnosed with a special need. Ten percent of the programs received Early Head Start funding. The majority (66%) of the programs enrolled infants, 90% enrolled toddlers, 88% preschoolers, and 89% school-age. Fifty-three percent of programs offered part-day services, 58% offered evening or extended care, and 5% offered overnight care. Just over a quarter (26%) of the programs were accredited by NAFCC.

Measures

Intake Survey. An intake survey was administered electronically prior to the start of the academy to collect baseline information about participants, including their backgrounds, thoughts and feelings about their roles, and demographic data about their programs. The intake survey was administered to all cohorts.

Business Administration Scale for Family Child Care (BAS). Formal BAS assessments were used to measure changes in business practices over time (Talan & Bloom, 2018). The BAS is a valid and reliable tool that includes 10 items that measure business and professional practices in family child care programs. Each item is scored on a scale of 1 to 7, with 1 representing inadequate quality, 3 representing minimal quality, 5 representing good quality, and 7 representing excellent quality practices. BAS assessments were conducted by certified BAS assessors who had received extensive training on the tool, including achieving an interrater reliability of 85% or above with the tool’s National Anchors. Seven of the 11 cohorts (cohorts 4-11; n = 122) participated in formal pre- and post-BAS assessments.

Participant Experience and Satisfaction Survey (PESS). The PESS was created to gather information about participants’ experiences in TTL and to provide instructors with feedback for reflection and program improvement. The survey is distributed electronically at the conclusion of TTL and asks respondents to share feedback on program components, identify areas of professional growth and describe changes in professional practices resulting from participation in TTL, and report changes in credentials, QRIS participation, and program accreditation status. Participants are also asked to offer suggestions for improvement and identify areas in which they would like additional support. The PESS was first implemented with Cohort 3, and as TTL has evolved, some items have been added or revised. As a result, sample sizes for PESS data vary across cohorts and items.

FINDINGS

Business Strategies and Quality Practices

A core goal of TTL is to increase the quality of FCC business and professional practices. Changes in these practices were measured through formal BAS assessments and participant PESS responses. Pre-BAS assessments were conducted within one month of the TTL orientation session, prior to any training or assignments related to business practices. Post-TTL assessments were conducted within one month of the last TTL session. Paired t-tests of pre-post BAS showed statistically significant increases in all 10 BAS items (see Table 2). The largest gains were observed in Items 1: Qualifications and Professional Development, 4: Fiscal Management, and 5: Recordkeeping, all of which represent key factors in the sustainability of a small business. Additionally, average BAS scores increased significantly from pre- to post-TTL (M = 2.50, SD = 0.94 to M = 3.63, SD = 1.14; t = 9.35, p = .000).

Table 2

Changes in BAS Item Scores Across Time

Data from PESS surveys also underscore meaningful quality improvements associated with TTL. Participants were asked to select all of the areas of their program where they had made changes due to TTL. The most frequently reported changes related to important written documents and fiscal management tasks. Over half of the participants also noted improvements in interactions with children and in the program environment. Figure 2 provides the six most frequently reported changes and the exact percentage of participants who selected them.

Note. N = 94.

Future Areas of Need At the conclusion of TTL, participants were also asked about their confidence in specific work areas. Despite increases in BAS scores and self-reported gains, FCC professionals still appear to have limited confidence in areas critical to business sustainability (see Figure 3). Taken together, these findings suggest that TTL produces meaningful and measurable improvements in business and professional practices, but additional professional learning is still needed. Future learning opportunities should continue to support knowledge and skill acquisition and application in these key areas.

Note. N = 94.

Networking Opportunities

TTL’s monthly in-person and virtual sessions, along with peer coaching groups, support the conclusion that networking is a core feature of TTL. The authors were also interested in whether participants extended these opportunities beyond the classroom. To examine this, we analyzed data from later cohorts ( N = 55) who were asked how helpful the TTL-specific GroupMe text chat was and how likely they were to stay in contact after TTL. Forty-five percent reported that GroupMe was very helpful, 42% reported that it was somewhat helpful, and 13% reported that it was not helpful. Most participants also indicated that they planned to stay in contact with their cohort after completing TTL, with 55% very likely and 42% somewhat likely to remain in contact. Only 4% reported that it was not likely they would stay in contact. Although the data are limited, these findings suggest that participants found the additional opportunities to connect outside of sessions helpful and that most intend to continue those relationships after the academy.

Leadership Self-Perceptions

Participants were also asked to share examples of how TTL had impacted them as leaders, providing a deeper understanding of the program’s effects through the voices of FCC professionals themselves. A thematic analysis of 99 open-ended responses identified four themes: leadership identity, clarity and application of business practices, advocacy and community leadership, and greater confidence in setting and communicating professional boundaries. Table 3 provides a brief description of each theme, along with the frequencies and percentages of responses.

Table 3

Thematic Analysis of Self-Reported Impact

Note. N =99. Responses were coded using an inductive thematic analysis approach. Themes represent patterns across participant descriptions of professional growth. Percentages exceed 100% because responses were coded into multiple themes.

Qualitative data from participants themselves suggest that TTL not only improves business practices but also reshapes how professionals see themselves as capable leaders and small-business owners, and as professionals whose work is essential to their communities.

Demonstrations of Competencies and Commitment to Professional Growth

Participants also reported professional advancement and increased engagement in quality improvement, including earning credentials, enrolling in college coursework, and improving their program’s QRIS rating level. Table 4 provides a breakdown of the number and percentage of participants who pursued or achieved program and professional advancements.

Table 4

Demonstrations of Competencies and Commitment to Professional Growth

DISCUSSION

This study demonstrates the impact of an intensive professional development program designed to strengthen the business and leadership competencies of family child care (FCC) professionals. Quantitative findings revealed measurable improvements in business practices, professional engagement, and program quality, while qualitative findings highlighted powerful shifts in how TTL participants viewed themselves as leaders and business owners. Together, these findings suggest that TTL supports stronger professional practices and meaningful identity development among participants.

TTL’s findings are consistent with evidence that professional development can improve quality, support retention, and strengthen early childhood programs. However, participants’ continued uncertainty regarding fiscal management, staffing, time management, and technology indicates that additional targeted support is needed to sustain these gains. Strengthening business knowledge through ongoing professional learning may enhance financial sustainability, program stability, and engagement in QRIS, credentialing, and accreditation, with benefits that extend to children, families, and communities.

This study has several limitations, and caution should be taken when generalizing findings. First, the sample consisted of FCC professionals who voluntarily participated in TTL, so findings may represent a subset of FCC professionals who began the academy with a heightened interest and motivation for improving business practices. Second, because the study did not include a comparison group, the findings cannot establish that observed changes were caused solely by TTL. Third, while the use of formal pre- and post-BAS assessments incorporated a widely used, valid, and reliable measure of business quality, some outcomes were based on participant self-report, which may be affected by recall bias or social desirability. Fourth, not all survey items were administered to every cohort, limiting some analyses.

Despite these limitations, the mixed-methods design provides valuable evidence of both measurable change and participant-perceived impact. Future research should include longer follow-up periods, comparison groups, and additional objective measures of practice change to better understand the durability and transfer of TTL outcomes.

REFERENCES

Bromer, J., Porter, T., Jones, C., Ragonese-Barnes, M., & Orland, J. (2021). Quality in home-based child care: A review of selected literature . OPRE Report # 2021-136, Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.erikson.edu/wp-content/uploads/2021/10/HBCCSQ_LitReviewExecSumm_2021-Remediated.pdf

Junus, H., Smith, L.K., & Daro, A. (2026). Who stays in the early childhood programs? Stability starts with the workforce. Buffett Early Childhood Institute at the University of Nebraska.

Kelton, R. (2020). Taking the Lead: Investing in family child care . Research Notes. McCormick Institute for Early Childhood at National Louis University. https://www.mccormickinstitute.nl.edu/taking-the-lead-investing-in-family-child-care-professionals

Kelton, R. & Tenis, I (2024a). Small business, big implications: A look at business practices in family child care programs . Research Notes. McCormick Institute for Early Childhood at National Louis University. https://www.mccormickinstitute.nl.edu/small-business-big-implications-a-look-at-business-practices-in-family-child-care-programs

Kelton, R. & Tenis, I (2024b). Family child care professionals: Understanding a critical workforce . Research Notes. McCormick Institute for Early Childhood at National Louis University. https://irp.cdn-website.com/9f82c1c2/files/uploaded/MCECL-Research-Spring-24-060724.pdf

National Center on Early Childhood Quality Assurance. (2020). Addressing the decline in family child care. Administration for Children and Families, Office of Child Care. https://childcareta.acf.hhs.gov/sites/default/files/addressing_decreasing_fcc_providers_revised _final.pdf

Talan, T., & Jorde Bloom, P. (2018). Business Administration Scale for Family Child Care (2nd ed). Teachers College Press.

Vieira, N. & Hill. S. (2017). Creating the conditions for family child care to thrive. All Our Kin .

Streamlining Systems, Stronger Leaders, More Time for Children

Mon, 13 Apr 2026 16:56:14 GMT

Emilie Austin is the Manager of Learning Experience Design and Innovation for the McCormick Institute for Early Childhood at National Louis University. In this role, she leads the design, development, and implementation of innovative instructional solutions that enhance learning outcomes and advance the Institute’s mission to strengthen early childhood leadership and practice. Emilie collaborates with subject matter experts, trainers, and institutional partners to create engaging, accessible, and research-informed learning experiences across multiple modalities, including e-learning, blended, and instructor-led formats.

As part of her work, Emilie champions the integration of emerging technologies and pedagogical best practices such as AI-driven personalization, Universal Design for Learning (UDL), and competency-based education to foster meaningful learning experiences for professionals in the early childhood field. She also provides leadership in continuous quality improvement, supporting data-informed design and innovation across MIEC programs. She is passionate about advancing equitable, learner-centered education and empowering educators through creative and effective instructional design.

Early childhood leaders are carrying more than ever: compliance demands, staff support, family communication, and the daily work of holding a community together. At the same time, artificial intelligence tools are racing ahead, often faster than our policies, comfort, and shared understanding. While many claim AI is “taking everyone’s jobs,” we know that isn’t true—who will calm parents, pivot on a dime, and hold space for children and staff? AI, used thoughtfully and very specifically, can instead give you more time, streamline your workflow, help you set up sustainable systems, and ultimately make you a stronger leader.

AI use in education must be grounded in a commitment to keeping children, families, and educators at the center. In the administrative realm, AI can draft newsletters, outline policies, generate schedules, build meeting agendas, and surface compliance reminders, all while streamlining documentation without flattening your voice or values. For pedagogical leadership (Click to access Whole Leadership Framework) , you can use AI to brainstorm lessons and units, write observation summaries, draft family conference preparations, and generate reflective questions for teams and for yourself. When it comes to leadership essentials (Click to access Whole Leadership Framework) , such as preparing for difficult conversations, clarifying vision statements, strengthening grant language, and reviewing materials for alignment with regulations and program values, AI can serve as a gut check and a powerful second reviewer.

But how can you do all these things? Who has time for the learning curve? Here are simple steps to get started right now!

1. Name your recurring tasks across administration, pedagogy, or communication.

2. Pick an AI tool you have access to. Some of the industry front runners include:

[ChatGPT] (https://chatgpt.com)
[Claude] (https://claude.ai)
[Gemini] (https://gemini.google.com)

3. Prioritize privacy: Use a paid account for identifiable info, and NEVER share specific child, family, educator, etc. details.

4. Prompt your AI tool to draft your task. Use ready examples such as the following:

Attached are the grant requirements and my draft to submit the grant. Please review my draft based on the requirements and give me specific examples where I miss the mark or areas where I should refine what I have written.
I need to draft an announcement to remind my parents that spring break is coming up and we will be closed X date to X date. I want this to be short and conversational. They should reach out to me (insert contact information) with questions.
We need to write a new open drink policy for staff that meets Indiana’s standards for open drinks in early childhood education settings.

5. Refine the output until it matches your voice and needs.

6. Still unsure? *Join my "Onward" presentation at Leadership Connections, where we’ll walk through it live and discuss in more detail the concerns and safeguards for AI.

I hope these actionable steps help reduce the fear of AI and help you see it as a tool to lighten your workload! I would love to learn from you as well. How are you experimenting with AI in an early childhood education leadership role right now, whether in Montessori environments, community-based programs, home-based settings, public Pre-K, or other settings? Are you using AI for documentation, coaching and reflection, planning, or not at all yet? You can reach out to me on LinkedIn (click here to Access) or email me at Eaustin3@nl.edu

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

The Power of Pausing: Practicing Cultural Humility in the Workplace

Wed, 01 Apr 2026 11:24:26 GMT

Nudrat (Nuri) Hassan, MPH, serves as the Data and Evaluation Coordinator at the McCormick Institute for Early Childhood at the National Louis University. In this role, she develops and automates both individual and aggregated profile reports for Leadership Academies across the country, utilizing statistical analysis and programming techniques. She also designs surveys to support program evaluation efforts for the Research and Evaluation Team. Nuri holds a Bachelor's degree in Applied Health Science with a certification in Health Informatics from Minnesota State University and a Master of Public Health in Epidemiology with a certification in Maternal and Child Health from the University of South Carolina, Columbia. Prior to her current position, Nuri was a Health Promotion Graduate Assistant at the Center for Health and Well-being, where she conducted evaluation reports, provided wellness coaching, and served as an STI consultant to help students access community resources for preventative health measures.

In early childhood programs, we often encounter staff and families from many different backgrounds. These differences enrich our programs and give us opportunities to learn from one another. When we approach others with curiosity and openness, we create a space for respect, understanding, and collaboration. However, sometimes assumptions about one’s background can unintentionally create discomfort. These moments may not come from a place of harm, but they still affect the person on the receiving end. What may seem like a casual remark or a friendly observation can unintentionally reinforce stereotypes or place someone into a category that does not fully represent who they are. This is where the power of pausing can come in.

One way to address this is to intentionally pause before moving forward with assumptions and instead practice cultural humility , a concept often emphasized in fields like public health and education. This pause is not simply about stopping but rather an active moment of reflection. It involves recognizing one’s initial assumptions, questioning where they come from, and creating space to seek understanding. Cultural humility is the lifelong commitment to self-reflection, openness, and recognizing that we do not know everything about another person’s experiences or identity. It encourages us to approach learning about others with curiosity rather than assumptions.

I have personally experienced moments where people make assumptions about who I am based on my appearance. Because I am a brown woman from Southeast Asia, many people immediately assume that I am Indian. Surprise! I am not. I am from Bangladesh. While I understand where that assumption may come from, it often leads to comments or questions that place me in a category that does not accurately represent my identity. In reality, it can feel awkward for me to have to correct someone’s assumptions. Bangladesh is a neighboring country to India with its own history, culture, and language. While there are similarities across South Asian/Desi cultures, each country and each individual have a unique story.

One of the things that makes me proud to be Bangladeshi is its deep connection to language and cultural identity. The Bangla Language Movement of 1952 is a powerful example of this history, when students protested for the right to speak their mother tongue, and some even sacrificed their lives. Because of this powerful moment in history, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) later established February 21 to honor those students and celebrate linguistic and cultural diversity around the world. In the context of cultural humility, this history underscores the importance of pausing and avoiding assumptions about others’ experiences. This perspective encourages me to approach interactions with curiosity, listen actively, and remain open to learning from others rather than relying on preconceived notions.

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

When assumptions are made before understanding someone’s background, it can make a person feel unseen. On the other hand, taking the time to share and ask questions can help families and staff feel seen as individuals.

When we work closely and develop relationships with coworkers and families, we naturally want to learn about them. But instead of starting a conversation based on assumptions, more thoughtful, respectful, and open-ended questions invite conversation and allow individuals to define their own identities rather than having them defined by others. Approaching conversations this way not only prevents misunderstandings but also creates opportunities to learn from one another. It fosters a program culture where people feel seen, respected, and valued for who they are.

Discussion Question: Do you think food can serve as a universal language that helps people learn about and connect with different cultures?

What are some examples from your own experience?

We all make assumptions from time to time, but what is important is our willingness and intention to reflect, learn, and grow from those moments. By pausing to reflect before acting on assumptions, we can move forward with curiosity and humility. Asking open-ended questions, practicing active listening, and seeking to understand others' perspectives foster humility and curiosity, strengthening relationships. Using these strategies allows us to foster stronger, more trusting relationships with staff, children, and families, each of whom brings a unique background, story, and viewpoint.

Below are a handful of questions that may help you or your staff reflect on ways to practice cultural humility:

REFLECTION

When have I made an assumption about a colleague, child, or their family in my center or family child care program that might have unintentionally made them feel unseen or misunderstood?
How do I usually respond when a parent, family member, or peer corrects one of my assumptions or misunderstandings about their child or family?
What helps me remain open and curious about others' perspectives rather than jumping to conclusions?
How does our current program foster curiosity and openness about diverse backgrounds, cultures, and experiences?
Are there times when I might have unintentionally relied on stereotypes or generalizations when thinking about children or families? How can I challenge those assumptions?
How do I model cultural humility and curiosity in everyday interactions with my team?
How does our program ensure that children and their families feel seen, valued, and respected for their unique backgrounds and identities?
What practices do we have, or could we add, to invite families to share their culture, traditions, and stories in ways that make them feel comfortable?

REFERENCES

Childhood Education International. (2020). Cultivating Cultural Humility in Education . Childhood Education International. https://ceinternational1892.org/innovation/cultivating-cultural-humility-in-education/

Khan, S. (2021, January 13). Cultural Humility vs. Cultural Competence — and Why Providers Need Both . Bmc.org. https://healthcity.bmc.org/cultural-humility-vs-cultural-competence-providers-need-both/

Matthews, H. (n.d.). Incorporating Cultural Competence in Quality Rating and Improvement Systems (QRIS) . https://www.clasp.org/sites/default/files/public/resources-and-publications/publication-1/qrs_cultural_competency.pdf

National Association for the Education of Young Children. (2009). Quality Benchmark for Cultural Competence Project 1 of 25 NAEYC . https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/public-policy-advocacy/QBCC_Tool%20%281%29.pdf

National Association for the Education of Young Children. (1995). Responding to linguistic and cultural diversity recommendations for effective early childhood education: A position statement of the National Association for the Education of Young Children . https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDIV98.PDF

National Center on Advancing Person-Centered Practices and Systems. (2024). Cultural Humility: A Quick Reference Guide What is culture? https://www.hsri.org/app/uploads/2025/01/Cultural-Humility-A-Quick-Reference-Guide.pdf

Yeager, K. A., & Bauer-Wu, S. (2013). Cultural humility: Essential Foundation for Clinical Researchers . Applied Nursing Research, 26(4), 251–256. https://doi.org/10.1016/j.apnr.2013.06.008

Rising Leader and 2025 Scholarship Recipient Shadeen Holmes attends Leadership Connections for the First Time

Wed, 25 Mar 2026 12:47:43 GMT

Paula Jorde Bloom's legacy brought Shadeen Holmes to Leadership Connections : Shadeen received the 2025 Paula Jorde Bloom scholarship for aspiring and emerging leaders in early childhood education and care.

Shadeen Holmes

Senior Early Learning Specialist at First Up

Founder of HolmesSchool

Philadelphia, PA

Holmes said she had a great experience at Leadership Connections 2025; she appreciated the opportunity to learn more about the McCormick Institute's work supporting the leadership development of early childhood professionals and to connect with a diverse group of attendees.

This was Holmes's first time attending Leadership Connections, and her first experience at a large conference. Winning the scholarship felt like a meaningful milestone and an important mark of achievement in Shadeen's professional development and leadership growth.

"The 2025 conference was my first time attending, and it was a meaningful experience,” she said. “If this year's conference did not fall on my birthday, I would have definitely planned to attend again."

Leadership Connections 2025 featured nationally-recognized speakers, including Michelle Kang, the chief executive officer of the National Association for the Education of Young Children (NAEYC) , whose story stood out to Shadeen. Shadeen said she is always inspired by hearing the journeys of influential leaders and the insights they share.

The activities were a highlight of the event for her: henna tattoos and bouquet-making. "The creative experiences felt refreshing," she said. "It provided low-pressure ways for people to start conversations and build community."

Since this was Shadeen's first large conference, what stood out to her was the intentional balance between professional learning and opportunities for connection. Holmes said the conference thoughtfully designed activities to encourage attendees to build rapport and share ideas. "It created an environment where early childhood professionals could not only learn from the sessions and keynote speakers, but also learn from one another," she said.

Shadeen believes that being a leader in the early childhood field means using her knowledge to empower children, families, and fellow early childhood professionals. Also, being committed to her own professional development, staying up to date on new research, and adapting to the evolving practices and changing needs of the communities Holmes serves.

"As a leader in the field, I see myself as both a representative and an advocate for high-quality early learning experiences, especially for Black children and families," she said.

Shadeen demonstrates leadership both as a Senior Early Learning Specialist at First Up and as the founder of HolmesSchool , a nonprofit organization dedicated to closing the literacy achievement gap. Although the two, as Holmes states, "continually inform one another," leadership looks different in her work with First Up and HolmesSchool.

In her role at First Up, leadership shows through collaboration, thoughtful feedback, strategic organization, and support for advancing current initiatives and developing new ones that impact early learning systems, the professionals within them, and the families they serve.

"As the founder of HolmesSchool, leadership involves building the organization's infrastructure, cultivating meaningful relationships, and connecting with like-minded professionals who can help advance the mission, values, and visibility of the emerging nonprofit," she said.

Introducing the 2026 Paula Jorde Bloom Scholarship recipient, Monique Watts-Dennis

Tue, 24 Mar 2026 02:32:59 GMT

First awarded in 2019, the Paula Jorde Bloom Scholarship recognizes and supports aspiring and emerging leaders in early childhood education and care (ECEC) who are dedicated to delivering high-quality care and education for children and families. Established by the family of McCormick Institute founder Paula Jorde Bloom following her passing in 2018, the scholarship continues her legacy of advancing professionalism and leadership in the field.

Scholarship recipients are awarded a full registration to the Leadership Connections National Conference for Early Childhood Leaders . Congratulations to our 2026 scholarship recipient, Monique Watts-Dennis.

Monique Watts-Dennis is a Center Director at the Calvary Day Care-Hazel Dell Campus in Springfield, Illinois.

“I see myself as an emerging leader in ECEC through my commitment to growth and positive change,” Monique said. “I don’t just show up to do a job; I show up to support my staff, families, and children in whatever way they need.”

At the same time, Monique knows her leadership journey is ongoing. She is always looking for ways to learn, refine policies, and introduce new ideas that strengthen her program. She saw Leadership Connections as a valuable opportunity to continue that growth.

With the Paula Jorde Bloom scholarship, Monique will attend Leadership Connections for the first time this May.

“What I’m looking forward to most about Leadership Connections is the opportunity to grow both personally and professionally alongside other leaders who truly understand this work. Early Childhood is not a one-size-fits-all; it takes many different roles within this system to provide quality care. I’m excited to connect, learn, and have real conversations with people who share the same heart for children and families,” she said.

Monique Watts-Dennis

Center Director

Calvary Day Care-Hazel Dell Campus

Springfield, Illinois

Small Strategies That Have Big Payoffs

Mon, 23 Mar 2026 13:49:29 GMT

Wendy Connell, M.Ed., is the Manager of Early Childhood Leadership Coaching at the McCormick Institute for Early Childhood. Wendy has been with the organization since 2017, serving as the IDHS Report and Certification Specialist, then Leadership Coach for the Smart Start Quality Support program. She is also an adjunct professor in ECE at Waubonsee Community College. Throughout her career, Wendy has been a director of early childhood programs, an elementary school teacher, educator, volunteer coordinator, supervisor, and family child care provider.

Early child care and education leaders are busy! That feels like an obvious statement, but it is also an important one to acknowledge and say out loud. In my work coaching center directors in Illinois, I often hear a similar theme: there are many things they want to improve, but the days are already full to overflowing. Between staffing, licensing, supporting families, and responding to whatever unexpected situation and challenge walks through the door, it can feel like there is no space left to think about quality improvement. Even when there is a desire to make changes, the biggest barrier is often not what to do, but simply finding the time to do it.

At the same time, meaningful improvement does not always require large blocks of time or major initiatives. Sometimes, it comes from small, intentional moments woven into the day. A five-minute conversation with a teacher, a quick check-in with a family, or a short pause to notice something going well can begin to shift a program’s culture. These small actions may not feel like much in the moment, but over time, they build something bigger, like helping families feel welcomed, staff feel valued and connected, and the center becomes a place where people want to be. The ideas that follow are designed with that reality in mind. Here are some simple, manageable practices that can fit into even the busiest days, while still making a lasting difference.

ORIENTATION & FOLLOW-UP WITH NEW STAFF

Set aside 10-15 minutes during a new staff member’s first week to ask how things are going and what questions they have. This gives them a structured opportunity to speak up and helps you catch small concerns before they become bigger challenges.
Plan a short check-in about a month after they start to reflect on what feels comfortable and what still feels unclear. This helps reinforce that learning takes time and shows that your support does not end after the first few days.

COMMUNICATION & CLARITY

Choose one consistent place to share important information, whether that is a bulletin board, weekly email, or app. This reduces confusion and helps staff know exactly where to look rather than trying to keep track of multiple sources.
Explain the “Why.” When you introduce a change, take a moment to explain the reason behind it. Even one sentence can help staff understand the purpose and increase their willingness to support the change.

PROFESSIONAL GROWTH

Share one short tip, strategy, or reflective question each week to keep up with the “basics” of daily care or to ignite curiosity about something new. This keeps learning manageable and allows staff to try new ideas without feeling overwhelmed.
Invite one teacher each month to share something that is working well in their classroom. This not only builds confidence in the teacher sharing, but also creates opportunities for learning across the team (and takes one task off your plate!).
Use language that reinforces that everyone is still growing. Saying things like, “We are all practicing this,” or “We are all in this together” helps reduce pressure and encourages staff to take risks and try new strategies.

COLLEGIALITY AND STAFF MORALE

Five-minute check-ins. Ask one or two staff members each day, “What’s going well?” or “What do you need this week?” This does not have to turn into a long conversation, but the consistency matters. Over time, these small check-ins build trust and help staff feel like their voices matter.
Celebrate progress, not perfection: Take time to notice and share small improvements. When staff see that growth is valued, they are more likely to stay engaged and motivated. Name the specific positive actions you see, not just a general “good job.” When you say something like, “I noticed how you supported Mateo during transitions today,” or “I appreciate that you reassured Kolby’s mom today at drop-off,” it reinforces effective practice and shows that you are paying attention to the details of their work.
Take a few minutes at the end of each staff meeting (small teams or center-wide) to ask everyone to share one success from the week. This helps shift the focus from what isn’t working to what is, and reminds the team that progress is happening, even in small ways!

CLASSROOM SUPPORT

Spend five minutes in a classroom without an agenda. Sit on the floor, observe what is happening, and notice something specific that is going well. Sharing that observation with the teacher later can build confidence and reinforce effective practices.
Create a quick survey with one question. Ask staff what one thing would make their day easier. Choosing just one item to address each month keeps improvement realistic and shows that you are listening and taking action.
Protect planning time! Even 10 uninterrupted minutes can make a difference for a teacher. Protecting that time when possible sends a strong message that you respect their work and the thought that goes into it.

SYSTEMS & ORGANIZATION

Simplify one process. Look for one form, report, or routine that feels frustrating and consider how it could be streamlined. Even small adjustments can reduce stress and free up time for more meaningful work.
Create a “how we do things” binder. Having clear, simple guidance for common routines can reduce uncertainty for staff. This is especially helpful for new employees who are trying to learn how things work. Seem overwhelming? Ask seasoned staff to help with this, and add one thing a day or week at a time until complete.

At the end of the day, it can be helpful to take a few quiet minutes to reflect. Think about one thing that went well, one interaction that stood out, or one small action you took that made a difference. This does not need to be formal or written down, but simply taking the time to notice can help you stay grounded in your purpose. On the hardest days, this kind of reflection can shift your perspective and remind you that even small efforts are meaningful.

Over time, these small, consistent actions begin to build something bigger. When staff feel seen, supported, and appreciated, they are more connected to their work and to each other. That sense of connection plays an important role in retaining staff, which is ultimately reducing the time and challenges associated with constant turnover.

If you are looking for more ideas and support, consider joining one of our Leadership Academies or online offerings , or attending the Leadership Connections National Conference in May. Opportunities like these provide space to reflect, learn, and reconnect with the work in a way that feels manageable and energizing.

Do you have a small idea that makes a big impact in your work? Send me an email at wconnell1@nl.edu , and I’ll share it in a follow-up article. In our world of early childhood leadership, one of the best things we can do for each other is support each other and share our resources and ideas! If you are at Leadership Connections this year, let’s connect!

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

Leading the Change: Women Who Have Laid the Groundwork for Access in Education

Mon, 02 Mar 2026 10:38:24 GMT

Lindsay Miner, M.S., is a Report Review and Certification Specialist at the McCormick Institute for Early Childhood at National Louis University. She reviews reports and develops report writing manuals for the IDHS assessment team, who conduct classroom and program assessments throughout the state of Illinois. Lindsay holds a baccalaureate degree in Sociology and Urban Planning from the University of Illinois at Urbana-Champaign and a graduate degree in Child Development from the Erikson Institute. Prior to joining the McCormick Institute, Lindsay worked as a play therapist, home visitor, and early childhood educator, with a focus on infants and toddlers, throughout the Chicagoland area.

WOMEN’S HISTORY MONTH

In 1978 , The Education Task Force of the Sonoma County Commission on the Status of Women planned and celebrated the first Women’s History Week during the week of March 8th. This celebration led to a movement across the United States. By February of 1980, thanks to the lobbying of what is now known as the National Women’s History Alliance, President Carter issued the first presidential proclamation declaring the week of March 8th as National Women’s History Week. Seven years later, Women’s History week would become Women’s History Month, celebrated annually throughout the month of March.

Each year, the National Women’s History Alliance designates a theme for Women’s History Month. The theme for 2026 is Leading the Change: Women Shaping a Sustainable Future. This article will explore several women who have made significant contributions to leading the change in access to education, and reflect on how deepening our understanding of the women who paved the way in this field can strengthen programs and create more sustainable community connections.

Unsung Heroes in the Fight for Educational Access

The weight of educating future generations has historically fallen on the shoulders of women, and that remains true in current times. According to a study from Rutgers Graduate School of Education in 2025, 77 percent of K-12 public school teachers are female and 89 percent of elementary grade teachers are female. These percentages are even higher in early childhood education, with 97.3 percent of preschool teachers being female.

Despite being the backbone of early education, women remain unsung heroes, fighting for equality and access to education through turbulent socio-political climates, low rates of pay, and high levels of workplace stress. Women in early education programs throughout the world experience high rates of burnout and compassion fatigue that has only been exacerbated by the current political climate. Therefore, it is more important than ever for administrators and educators to look to their unsung predecessors for inspiration and empowerment in the face of trying times.

Below, we will explore the contributions of a couple of women who have led the change in access to quality education for underrepresented groups in turbulent socio-political environments. We will consider ways in which administrators and leaders can highlight the work of these women in ways that will strengthen program development and meet the goals and objectives of Women’s History Month: honor, educate, inspire, connect, and envision.

Margaret Bancroft

Margaret Bancroft is considered a pioneer of special education. As a public-school teacher, Margaret noticed that children who were struggling in the traditional classroom were often met with discipline as opposed to understanding. Margaret believed these children would thrive with specialized instruction, care, and compassion, leading her to found one of the first private schools in the United States for children with developmental and intellectual disabilities. This school, founded in 1883, would eventually become known as The Bancroft School . At a time in history when children with disabilities were often institutionalized instead of educated, Margaret stepped forward as an advocate for children with disabilities. She firmly believed that every child had a right to an education that met their individualized needs. Therefore, The Bancroft School focused on providing individualized instruction, proper nutrition, and a structured and compassionate learning environment.

While Margaret appeared to have an innate understanding of what the children attending her school needed to thrive, she was intentional about recruiting other professionals to continue to develop the school’s curriculum and program of care. For example, Margaret recruited and worked alongside Dr. Ernest Farrington, to introduce scientific approaches to education and psychology to their work within the school. The Bancroft School was quickly recognized for its success in providing equal access to education for children with disabilities. Within only ten years of opening, The Bancroft School expanded its property to accommodate more children, and the school continues to serve children with intellectual, developmental, and physical disabilities, and autism spectrum disorders today.

Program administrators and leaders can honor Margaret Bancroft’s legacy and create community connections in some of the following ways:

Develop and implement a screening policy to ensure that all children enrolled in your program are screened, at least annually, for the purpose of identifying special needs.
Include brochures and contact information for local services for children with disabilities (i.e. Early Intervention, mental health consultants, speech/physical/developmental therapists) on a family/staff bulletin board.
Invite mental health consultants, early intervention consultants, and speech/physical/developmental therapists into your program for in-house professional development on how to best serve children with disabilities in your program.
Provide access to children’s books that highlight the strengths of diverse learners in classroom libraries and children/family book-lending libraries.

Sylvia Mendez

While many are aware of the landmark, Brown v. Board of Education case that declared the end of legal segregation in the education system, another landmark case preceded this: Mendez v. Westminster School District . At only eight years old, Sylvia Mendez became central to this case when her parents tried to enroll her in the Westminster School in California in 1944. Sylvia is of Mexican and Puerto Rican decent, and the Westminster School was a segregated, “whites only” school. Due to her racial and cultural background, Sylvia was denied entry to the Westminster school, leading her parents to file a lawsuit on the basis that segregating children based on their ethnicity was a violation of the 14 ^th amendment. In 1946, Judge Paul McCormick ruled in favor of the Mendez family and in 1947, Governor Earl Warren signed a law ending school segregation in California. Many of the arguments used in Mendez v. Westminster were later used in the Brown v. Board of Education case.

After spending her formative years at the center of such an influential case, Sylvia went on to educate future generations about the importance of equal access to education. Sylvia has spent many years traveling around the United States speaking to leaders, educators, and students about the value of quality education. Her work has been so influential that in 2011, Sylvia was awarded the Presidential Medal of Freedom by Barack Obama.

Program administrators and leaders can educate their staff and students on the importance of equal access to education, encourage staff to confront their own biases and privileges when it comes to access to education, and honor Sylvia’s legacy by incorporating these books into their resource libraries:

For Students:
Separate is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation by Duncan Tonatiuh
The Untold Story of Sylvia Mendez: School Desegregation Pioneer by Leticia Gonzalez
Sylvia and Aki by Winifred Conkling
For Staff:
Mendez v. Westminster: School Desegregation and Mexican American Rights by Philippa Strum
The Kindness of Color: The Story of Two Families and Mendez, et. al. v. Westminster, the 1947 Desegregation of California Public Schools by Janice Munemitsu

In a time of division, administrators and leaders can inspire the staff, children, and families they serve to reflect on the value of equal access to education and what inspires them to continue leading the change in this field by posting some of Sylvia’s wise words in a shared space: “What inspired me is that my parents fought for me when I was very young. They wanted me to know that I was an individual. That we’re all individuals, that we’re all human beings and that we’re all connected together and that we all have the same rights; the same freedom.”

Savitribai Phule

Women across the globe have led the charge when it comes to access to education. In the 1840’s, Savitribai Phule was fighting for access to education for women and girls in India. At this time in India, girls were not allowed to go to school, and it was not acceptable for different caste systems to associate. Savitribai saw these barriers to access and equality, and took action to challenge them.

Savitribai’s husband was progressive and passionate about education, and he taught Savitribai to read and write. She went on to attend school formally and become one of India’s first qualified female teachers. In 1848 , Savitribai opened India’s first school for girls, enrolling six girls from the lower-caste system. The following year, Savitribai opened a school for adults and accepted students from all caste systems. Savitribai’s determination to fight for equality for women and all castes was met with hostility and fear. After opening her school for girls, Savitribai and her husband were evicted from their family home because it was considered a sin that she was empowering lower castes. Additionally, Savitribai was frequently physically and verbally abused by members of the community on her way to teach. Community members yelled at her and threw rocks, dung, and mud at her as she walked to school.

Despite all of these challenges and opposition from community members and loved ones, Savitribai pushed forward. She went on to open 18 schools and a shelter for women who were facing hardship, such as widows and child brides. Savitribai also cofounded Satyashodhak Samaj with her husband in 1873. Satyshodhak Samaj was a reform society focused on promoting social equality between caste systems and emphasizing the importance of education. Savitribai dedicated her life to promoting equality and access to education for women and people of lower socio-economic status, and is now known as a pioneer of education and women’s empowerment in India.

Program administrators and leaders can inspire the staff members, children, and families they work with to persevere by:

Sharing Savitribai Phule’s story in a newsletter to families, particularly on the week of March 8 ^th in honor of International Women’s Day.
Creating a bulletin board sharing Savitribai Phule’s story with staff, children, and families that is displayed in a shared space throughout Women’s History Month.

Program administrators and leaders can encourage their staff to connect and envision the ways they can use Savitribai’s legacy to continue to make positive changes in education by:

Hosting a book club with your staff for, Savitribai Phule: Her Life, Her Relationships, Her Legacy by Reeta Ramamurthy Gupta. Consider reflecting on the following questions:
Reeta Ramamurthy Gupta notes that "No revolution can be carried out by a single person." How did Savitribai ensure her movement was collaborative?
What lessons can we as educators draw from Savitribai’s life, particularly regarding the intersection of socio-economic status, gender, and education?
If Savitribai were alive today, what societal issues do you thing she would be focusing on tackling? How can/are we addressing some of these issues in our roles as educators?
How can we take inspiration from Savitribai in our day-to-day work with children and families?

Looking Forward

This list represents only a small fraction of the incredible women in history who have led the change in shaping education. In order to continue pushing forward in the direction of equal access to quality education, it is important to understand the individuals and movements that have led us to where we are today. By educating staff, children, and families on Women’s History Month and the women who fought for educational access for underrepresented groups, administrators and leaders can cultivate stronger advocacy efforts, community connections, and early childhood programs.

Click the following links for additional Women’s History Month books to incorporate into your school libraries:

PBS : https://www.pbs.org/parents/thrive/childrens-books-to-celebrate-womens-history-month
Start Early : https://www.startearly.org/post/books-to-celebrate-womens-history-month/

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

Leading the Leaders: The Enduring Impact of Founder Paula Jorde Bloom

Wed, 25 Feb 2026 16:46:20 GMT

Paula Jorde Bloom — a visionary leader, author, and educator — founded the Center for Early Childhood Leadership in 1985, which has grown into the McCormick Institute for Early Childhood at National Louis University.

In 1975, with the support of local philanthropists, Paula Jorde Bloom designed and brought to life the child care center of her dreams in Alamo, California. However, operating a sustainable program required more skills and knowledge than Paula felt she possessed.

“While I had been a very talented and accomplished classroom teacher, I had no clue about program administration and had (received) no formal organizational leadership and management courses,” Paula reflected. “At that time, I didn’t know the difference between a debit and a credit.” This experience fueled Paula’s passion and life’s work.

She dedicated the rest of her life to bringing national attention to the role of leaders in early care and education and inspiring those leaders to learn more and improve the quality of their programs. Paula completed her doctorate at Stanford University, moved to the Chicago area, and started as an assistant professor at National Louis University (then National College of Education).

In 1985, she applied for and received a $600 Membership Action Grant from the National Association for the Education of Young Children (NAEYC) to start the Early Childhood Professional Development Project. Ultimately, the project, which focused on directors of early care and education programs, led to the founding of another center. This one, though, would focus on leadership development for early childhood professionals. Her goals for the Center for Early Childhood Leadership were to identify, define, and support the competencies of early childhood program administrators, and to underscore the importance and complexity of the administrator’s role.

Paula’s far-reaching impact on early childhood is widely recognized and much celebrated. Paula passed away on February 17, 2018, after living with cancer for nearly two decades.

Paula used a $600 grant to build a thriving, nationally recognized organization with an annual budget of over $5 million. Today, the McCormick Institute for Early Childhood is a driving force in improving the quality of early childhood education nationwide.

Paula is honored each year at the McCormick Institute’s Leadership Connections National Conference . Her ideas, quotes, and books are used throughout the McCormick Institute’s programs as the organization continues her legacy.

Paula Jorde Bloom proved that leadership in early childhood education matters and that when women are empowered to lead, entire generations benefit. During Women’s History Month, we celebrate not only her achievements but the thousands of leaders who continue to walk the path she created.

The Ants Go Marching

Mon, 16 Feb 2026 04:43:57 GMT

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

In early childhood education and care (ECEC), we know that some of the simplest ideas can carry the biggest lessons—and many of us have been singing “The Ants Go Marching” for years without realizing it might also be a leadership guide. Ants may be tiny, but their colonies run on teamwork, communication, flexibility, and a clear sense of purpose—all things ECEC programs rely on every day. By taking a closer look at how ants work together to support their colony, early childhood leaders can discover practical and familiar ways to strengthen teamwork, value every role, and lead programs where everyone is marching in the same direction for children and families.

Ants are busy creatures; they work with a purpose and know their jobs in the colony. Ants exhibit teamwork and collective effort. Ant colonies demonstrate intelligence, division of labor, communication systems, and cooperative behaviors. They can recognize and respond to the colony's needs. They overcome their challenges through trial and error, learning from their experiences, and sometimes even develop innovative strategies.

In the ant colony, individual ants work together as a unit, each with a unique role that determines the colony's survival and success. The ant colony functions just like a superorganism, where the actions of each individual ant are a part of the highly efficient system that supports the whole colony. This concept of collective action is closely related to human teamwork! Ants have a lot to teach us, as we work in ECEC.

teamwork

Just as ants collaborate, relying on their communication and coordination to complete tasks, humans thrive when working together, as each individual brings their own unique skills and perspectives to their “colony.” Ants depend on each other. Each ant has a specialized job, and the colony relies on the cooperation and coordination of all its members to thrive and survive. Each ant’s contribution, no matter how small it may seem, is vital to the success of the colony as a whole, and the strength of the group is built on the cooperation of each individual.

Similarly, in ECEC programs, teamwork — working together and helping one another —leads to better results than trying to do everything alone! When we collaborate, we pool our strengths, share our knowledge, and support each other, which can lead to more creative and efficient solutions. Each person in the program brings unique skills and perspectives, filling gaps and helping compensate for one another’s weaknesses. This shared effort allows your program to tackle tasks and achieve goals that would be difficult, if not impossible, for one individual to accomplish on their own... just like in an ant colony!

Adapting to face challenges

Ants are highly adaptable creatures. Have you ever watched a disrupted colony hurry to move the uncovered eggs to a protected space? They respond quickly to changes or disruptions in their environment. Their ability to quickly assess new situations and adjust their behavior will help the colony continue to function efficiently, even when the unexpected happens. Their adaptability is the key to their survival, allowing them to overcome obstacles and thrive.

Early childhood programs also need to adapt to challenges. When unexpected changes occur, each person needs to be flexible and find new ways to contribute to the program's success. Just as ants adjust, programs must reassess their strengths, collaborate, and develop alternative solutions. Adaptability is essential for proper teamwork!

honoring individual roles

In an ant colony, different ants take on very specific roles. There are worker ants, soldier ants, and the queen ant. Each ant’s role is crucial to the success and survival of the colony, and all roles are interdependent; they work together to achieve common goals.

This division of labor that exists in an ant colony can be compared to the different roles and unique talents found in an ECEC program. Just as ants rely on each other to perform specific tasks, each ECEC team member brings their own expertise and skills to the program. In a project or workplace setting, one person may excel at brainstorming creative ideas, another might be skilled at organizing tasks and managing timelines, and someone else may be particularly adept at technical skills or problem-solving. This diversity of roles within a team ensures that every aspect of a project or goal receives focused attention. In center-based programs, there are the director, teachers, kitchen staff, and other roles as needed. The diversity of roles in a program helps to ensure that the program is successful and thrives.

clear purpose and goals

In an ant colony, survival is the common goal. The colony’s success depends on each member performing its specific role. Their unwavering focus on the survival of the colony is connected to their success. It demonstrates the power of their collective action, driven by a clear and unified goal.

ECEC programs thrive when they are aligned around a shared and clear purpose and goals. When program members understand and commit to their common goals, the well-being and growth of children and families, their efforts will become more effective and coordinated. Just as ants bring different strengths to the program, each person brings different strengths to the program. It is alignment around shared goals that enables the program to overcome challenges and succeed. When everyone in the program is clear on the goals and helps work together toward them, the whole program becomes more focused, resilient, and motivated - just as an ant colony becomes stronger when every member is working toward survival!

Ants work together harmoniously to achieve their common goals; they set aside individual competition in favor of colony cooperation. Each ant focuses on its specialized task. This spirit of ant cooperation is key to the colony's survival and success, as it enables the colony to accomplish more complex tasks than any single ant could manage alone.

ECEC programs can benefit from adopting a similar approach that emphasizes collaboration and shared goals over individual achievement. In an ECEC program, when members support each other and work together, they can leverage each person’s strengths to accomplish more than they could individually. Instead of competing for recognition or resources, each member can focus on the program’s success, fostering a more positive and productive environment.

learning from ants

Ants have so much to teach ECEC programs when it comes to cooperating and working together as an effective team. Whether it's knowing your own role and abilities, supporting each of your fellow team members, communicating clearly and effectively, being flexible, or avoiding competition, the ant colony is an excellent example of these qualities! Let your ants go marching!!!

Ant Life, author unknown

I am just an ant,
A small life is what I live,
But I have dreams for bigger things
And so much more to give
If only I could grow
A foot or two would do
I could live a life
That others look up to.

Cara Murdoch, B.A., is an assessor and training specialist at the McCormick Institute for Early Childhood at National Louis University. Cara earned a baccalaureate degree in art and psychology, as well as a lifetime teaching certificate for Art K-12, from Culver-Stockton College. Previously, Cara was a Quality Specialist. She spent 20 years in the Early Childhood Education field in classroom settings and as an assistant director. Cara initiated, advised, and was a consultant in the development of the year-round Essentials Preschool Curriculum for Gospel Publishing House.

The AI-Enabled Administrator: Reclaim Valuable Time

Sun, 08 Feb 2026 15:09:15 GMT

Resources for Further Exploration:

Explore the Tools: Gemini , NotebookLM , and Perplexity .

Talan, T. N., & Bloom, P. J. (2011). Program Administration Scale: Measuring Early Childhood Leadership and Management (2nd ed.). Teachers College Press.

Abel, M. B., Talan, T. N., & Masterson, M. (2023). "Whole Leadership: A Framework for Early Childhood Programs". McCormick Institute for Early Childhood.

The McCormick Institute will host an engaging two-part webinar series on how AI tools like Gemini Gems, NotebookLM, and Perplexity Spaces can help save time and reduce administrative burden for early childhood center leaders.

Register for free for “Reclaim Your Time Using AI — Creating Space for Children and Relationships | Part 1: Internal Quality Improvement” on February 17, 2026.

Register for free for “Reclaim Your Time Using AI — Creating Space for Children and Relationships | Part 2: External Engagement” on March 4, 2026.

Tools: Gemini Gems, NotebookLM, Perplexity Spaces

Overview

The evidence is clear that early childhood professionals' most significant challenge is a lack of time. Artificial Intelligence (AI) tools, when used strategically, can give administrators some of the time they desperately need, allowing them to focus more on their staff and the children and families in their care. This approach aligns with the foundational goal of strengthening leadership effectiveness and program impact (Abel, Talan, & Masterson, 2023).

When I scan the AI landscape of available products and platforms, it becomes overwhelming. There are so many options that it is impossible to keep up with every new development. Focusing on a limited number of AI tools backed by organizations with strong infrastructure and fiscal stability is a wise place to start your AI journey.

McCormick Institute for Early Childhood’s (MIEC’s) upcoming professional development sessions will focus on three AI tools. These include Gemini Gems, NotebookLM, and Perplexity Spaces. Think of Gemini Gems as your customized AI assistant that you "train" to follow your rules and meet your goals. Gemini Gems are the right tool to tackle Internal Operations . NotebookLM is perfect for creating Family Support resources that stick. NotebookLM is a powerful AI tool that uses only the documents or other resources you add to generate specific, focused output. Perplexity Spaces is a fantastic choice to address Marketing demands. Like many AI tools, you can toggle back and forth between open web searches and focused documents that are specific to your work.

Gemini Gems: The “Specialist Teammate”

Gemini Gems allow you to create templates you can use repeatedly for agendas, HR policies, and more. If you have used AI in the past, you know that writing an effective prompt takes time, and they can easily get "lost" if you use AI often. Gems removes that challenge and lets you save your most effective prompts without having to rewrite them every time you use Gemini. It is up to you to decide if you want to create several smaller Gems to tackle common challenges you face or create larger Gems that encompass large swaths of your work. For our purposes, we will focus our Gem work on Internal Operations, addressing Program Administration Scale (PAS) Item 9: Internal Communications (Talan & Bloom, 2011). Imagine using a Gem to turn messy staff meeting notes into professional minutes with clear action plans in minutes or less!

NotebookLM: The "Walled Garden"

NotebookLM is an excellent tool for Family Support for your center, addressing PAS Item 17: Family Support and Involvement (Talan & Bloom, 2011). After uploading documents and resources, such as your parent handbook or community referral lists, to your Notebook, you can create several resources that parents/guardians of your center students will love. Just a few of the impressive features available with NotebookLM include audio (podcast) summaries, video summaries, and reporting functions with templates or the option to create your own report with metrics that matter most to you.

Perplexity Spaces: The "Research Librarian"

Perplexity Spaces is a perfect AI partner for Marketing your early childhood education (ECE) program, addressing PAS Item 18: External Communications (Talan & Bloom, 2011). You can build your own centralized repository, with control over branding to ensure consistency and present a professional, current image. Adding specific instructions to your space eliminates the need to format documents constantly and saves valuable time. The consistency that a Perplexity Space offers in this regard allows you to upload messages that are the "voice” of your brand. Your marketing efforts are not only more aesthetically pleasing but also enable you to track trends at similar centers in your area, helping you assess the competition.

Strategies for Success:

Audit your Internal Communications: Identify one repetitive task, such as creating staff meeting agendas (PAS Item 9), and automate it with a Gemini Gem.
Curate your Family Resources: Gather three to five existing documents to "feed" a NotebookLM project for more responsive family support (PAS Item 17).
Standardize your Brand: Use a Perplexity Space to ensure all public relations tools project a consistent, professional image (PAS Item 18).

Reflection Questions:

Which administrative task takes the most time away from your interactions with staff and families?
How might centralizing marketing materials (branding) impact the professional image to prospective families?

Table 1: AI Tools for ECE Professionals

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

Dr. Neal Green is a Director of Online Operations and Associate Professor at National Louis University. A two-time recipient of the top faculty award, his work focuses on removing barriers and ensuring that every individual achieves at their highest level. Dr. Green is a key contributor to institutional Artificial Intelligence (AI) strategy, co-leading the NLU AI Innovation Badge Series and serving on the NLU AI Steering Committee. His expertise includes developing education-specific strategies and content, conducting professional development for teachers and administrators, and researching the impact of custom GPTs on student critical thinking.

Using Classroom Assessments to Make Small Sustainable Changes

Thu, 29 Jan 2026 05:27:52 GMT

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

Early childhood program administrators and programs are increasingly expected to participate in formal classroom assessments for various accountability purposes. This article focuses on how classroom assessment data can also be used by teaching staff to make small, intentional changes in daily practice that lead to meaningful and lasting benefits for children. It is designed to help administrators understand how assessment results can translate into actionable strategies, enabling them to better support staff, guide professional learning, and ensure assessment practices are connected to continuous improvement rather than compliance alone.

As a former classroom teacher, I still remember how anxious I felt when an assessor entered my classroom to complete an observation. Opening my classroom door to someone I didn’t know and using an assessment tool I only had a basic understanding of left me feeling vulnerable.

After changing roles and observing hundreds of classrooms over the past several years, I wish, as a teacher, I had a better understanding of the tools used, their purposes, and how the data would be used. I wish I had known that the assessor and I had a shared interest in our work. We were both working to bring about better outcomes for the children in my classroom.

After the initial CLASS® assessment of my classroom, I remember comparing scores with colleagues after the school day, noting the areas where we scored higher. However, we did not focus much on the areas where our scores were lower. We viewed this experience as a summative assessment, and we did not revisit the scores as a group. Some of us independently looked further into the data and attempted to integrate aspects into our practices. However, there was no systematic approach in place. This was a missed opportunity to work together as a staff to grow and improve practices. Many classroom assessments lend themselves to continuous quality improvement. Teachers can use the data to identify their strengths and areas for needed improvement and build upon them.

To set staff up for success, it is helpful if they are familiar with the assessment tools before the day of their observation. Training about assessment tools can take place during professional development days, staff meetings, or team meetings. All assessment tools in current use are research-based, and items should therefore be embedded in daily practice. When items are incorporated into the typical classroom routine, teachers can relax and do what they normally do, rather than being preoccupied with remembering what the assessor is looking for. You can use assessment manuals to help guide and incorporate these practices.

After an observation, programs typically receive a detailed report that shows scores and highlights the classroom's strengths and opportunities. Remember that the assessor is not only observing the lead teacher but also all staff members who work directly with children for most of the day in the classroom, and therefore, the scores reflect these combined efforts. It’s important to take some time to carefully review the feedback. Just as we take a strengths-based approach with the children, we want to take the same approach with teachers and staff. Highlight their strengths and empower them to be a resource to others who need assistance in the areas where they excel. This is one of the greatest, untapped resources of your program.

James Clear, the author of Atomic Habits , offers guidance in developing habits to gradually increase success over time. Below are a few suggestions to get started.

Focus on who you wish to become

Be specific about whom you want to become.
Say: “I want to have warm, supportive interactions with the children,” instead of “I want to score higher in Staff-child interactions.”
Observable actions:

I speak to children calmly and politely.
I make frequent positive contact: smiles, eye contact.
I get down on the children’s level to talk or listen.

Track habits, not scores

Say: “I want to develop systems, not goals,” instead of consistently thinking about ECERS-3 scores.
Track observable actions:

The number of times staff help children avoid conflict
The number of opportunities children have to work together on projects
The number of dramatic play props representing different cultures or races
The number of conversations about math while playing in a non-math area

The power of tiny changes over time

The power of 1%: If you can improve by 1% every day for one year, you’ll be thirty-seven times better.
Say: “I want to make tiny observable changes,” instead of “I want a 7 in ‘Helping children expand vocabulary.’”
Observable actions:

I will introduce a new word during the science activity.
I will respond to what a child says once and further expand on their idea during learning centers.
I will repeat English words in Spanish during lunch time when speaking to ESL students.

The focus should be on realistic goals. If a classroom scores a two, raising it to a three or four is impactful and more attainable than scoring a seven. Small, consistent changes lead to sustained improvements over time and yield better learning outcomes for children, something we all strive for.

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones . Avery, an imprint of Penguin Random House

Katie Gaul, M.S., is an Assessor and Training Specialist at the McCormick Institute for Early Childhood at National Louis University. Katie earned a Master's of Science in Early Childhood Education at Erikson Institute. Prior to her current role, Katie taught for over 25 years in early childhood classrooms, served as a curriculum coordinator, coached and mentored pre-service teachers and classroom teachers, and supported parents.

Downloading Calm: Supporting Co-Regulation in Early Childhood Leaders

Wed, 14 Jan 2026 17:43:19 GMT

Lindsay Miner, M.S., is a Report Review and Certification Specialist assessor at the McCormick Institute for Early Childhood at National Louis University. She reviews reports and develops report writing manuals for the IDHS assessment team, who conduct classroom and program assessments throughout the state of Illinois. Lindsay holds a baccalaureate degree in Sociology and Urban Planning from the University of Illinois at Urbana-Champaign and a graduate degree in Child Development from the Erikson Institute. Prior to joining the McCormick Institute, Lindsay worked as a play therapist, home visitor, and early childhood educator, with a focus on infants and toddlers, throughout the Chicagoland area.

BY LINDSAY MINER

In recent years, social-emotional learning and development have emerged as a key focus of research and discourse in early childhood education. A key component of social-emotional development is emotional regulation. Although emotional regulation is often referred to as “self-regulation,” early relationships with trusted caregivers are an important factor in developing the “self” piece of “self-regulation.”

In their earliest years, children rely on trusted caregivers to help them manage and soothe distressing emotions and sensations. This process is called “ co-regulation .” However, for co-regulation to be successful, the adult caregiver must first be able to manage their own distressing emotions in a healthy manner.

So, what happens when co-regulation depends on adults who are consistently overworked and overstimulated? This article will explore ways in which early childhood leaders and administrators can use co-regulation to support early childhood educators, ultimately leading to enhanced self-regulation skills in educators.

STRESS BEGETS STRESS

Early childhood educators are living and working in unprecedented times. According to the 2024 RAND American Pre-K Teacher Survey , public pre-K teachers nationwide reported experiencing workplace stress at nearly twice the rate of similar working adults in other occupations.

Top stressors include:

Low levels of compensation.
Lack of support and resources in addressing children’s challenging behaviors and mental health needs.
Navigating teaching and learning during, and after, a global pandemic.
Increased workload that requires working outside of contracted hours.
Staffing shortages and high rates of teacher turnover.
Compassion fatigue and burnout from the emotional labor of the job.

The Child Mind Institute explains that in the same way that an adult’s calm can help a child feel calm, an adult’s stress can cause a child to feel stressed. Therefore, the first step in successful co-regulation requires that trusted caregivers are able to handle their own stress in a healthy way. However, feedback from early childhood educators, such as the stressors listed above, demonstrates that handling stress in a healthy way is easier said than done.

Downloading Calm

With the high levels of workplace stress being reported by early childhood professionals in recent years, it is more important than ever that leaders and administrators within early childhood become a source of co-regulation for their staff. Dr. Becky Bailey refers to the process of co-regulation between a trusted caregiver and a child as “ downloading calm .” However, downloading calm is not exclusive to adult-child relationships. Below are some ways that early childhood leaders and administrators can download calm to their staff.

Mindfulness Exercises

According to Zero to Three , research has shown the benefits of mindfulness in managing stress for early childhood educators. These benefits include, reducing anxiety and depression, increasing levels of empathy and compassion, and enhancing emotional regulation, self-compassion, attentional awareness, and perspective taking.

Some mindfulness exercises leaders and administrators can initiate with staff include:

1. The STOP Strategy :

Stop. In times of stress and overwhelm, encourage staff members to: Stop, pause, and focus.
Take a deep breath in and out alongside staff members. Encourage them to notice how it feels to breathe.
Observe. Encourage staff members to acknowledge the emotions and physical responses that they are feeling, positive or negative, without judgment. Recognize that these feelings are valid, momentary, and manageable.
Proceed. Give staff members space to think about how they want to respond. Process alongside them if they need to talk, and provide assistance in the classroom if they need a moment to themselves.

2. Rhythmic Breathing :

Teach and practice rhythmic breathing alongside staff members as a tool to use when they are feeling stressed:
Breathe in as you count to four.
Hold that breath as you count to four.
Breathe out as you count to four.
Hold as you count to four.
Repeat this for a few rounds and notice how your mind and body feel afterwards.

3. Five Senses Exercise :

Teach this exercise to staff members and practice alongside them as a tool to use to ground themselves when they are feeling overwhelmed:
See: Look around you and name five things you can see.
Feel: Notice and describe the texture of four things you can feel/touch.
Listen: Notice and name three things you can hear.
Smell: Notice and name two things you can smell.
Taste: Notice one thing you can taste. Focus on the sensations in your mouth, such as your teeth and tongue.

Consider posting Zero to Three’s Guided Reflective Practice Checklist in classrooms, break rooms, and offices. Encourage staff members to set aside time for reflection each day. It may be helpful if administrators step into the classroom to allow each staff member a few minutes for reflective practice. Leaders and administrators should also set aside time for their own reflections each day.

Reflective Supervision

Reflective supervision provides consistent, ongoing support to increase the reflective capacity of early childhood educators through a collaborative and trusting relationship with a leader/administrator. Practicing reflective supervision with early childhood educators can reduce stress and provide opportunities for leaders and administrators to gain insight into the challenges and stressors their staff members face, and find moments to recharge and remain (or download) calm.

Research indicates that consistent reflective supervision can lead to positive changes in early childhood caregivers, including improved reflective functioning, increased job satisfaction, and reduced rates of burnout. When leaders provide a regular, collaborative, and trusting space for reflection with their staff members, their staff members are better equipped to offer reflective support to the children and families they engage with.

Some tips for effective reflective supervision:

1. Maintain a consistent (ideally weekly) day and time for reflective supervision with each staff member.

2. Operate from a strengths-based approach

Provide staff members with the respect and support that you want to see them provide to children and families.
Consider staff members your partners in creating positive and trusting environments for children and families.
Reflect on staff members’ input based on their own, unique expertise and experience.
Reflect that staff members’ contributions are valuable and important.

3. Consider reflective questions, such as:

Tell me more about…?
How did it feel when…?
What are you noticing about…?
What do you think the child was trying to communicate?
What are your strengths in this situation?
What are you finding the most challenging right now?
What would you like to learn or develop next?
How might your own experiences be influencing your reaction?
How can I best support you in this?

4. Make time for your own reflection:

What are your strengths in the supervisory relationship?
What are you finding most challenging about reflective supervision?
What common stressors are coming up in reflective supervision and how can you best start to address them?

Early childhood leaders and administrators can act as co-regulation partners for their staff members by taking the time to weave practices such as mindfulness and reflective supervision into the daily fabric of their learning environments. This has the potential to create a beautiful trickle-down effect. By helping staff members co-regulate, staff members enhance their own self-regulation skills. As staff members enhance their own self-regulation skills, they become a more consistent and stable co-regulation partner for the children and families they serve.

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

Building Community Partnerships for Lasting Impact

Fri, 12 Dec 2025 11:20:07 GMT

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.

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

Cara Murdoch, B.A., is an assessor and training specialist at the McCormick Institute for Early Childhood at National Louis University. Cara earned a baccalaureate degree in art and psychology, as well as a lifetime teaching certificate for Art K-12, from Culver-Stockton College. Previously, Cara was a Quality Specialist. She spent 20 years in the Early Childhood Education field in classroom settings and as an assistant director. Cara initiated, advised, and was a consultant in the development of the year-round Essentials Preschool Curriculum for Gospel Publishing House.

Sherry Rocha, M.S. Ed., is an assessor and training specialist at the McCormick Institute for Early Childhood at National Louis University. She holds a master’s degree in curriculum and instruction with a specialization in multicultural education. Sherry has been dedicated to children's welfare, safety, and emotional growth for over 30 years. She designed "Nurturing Creativity in Children," a curriculum that won a national award from the National Extension Association of Family and Consumer Sciences (NEAFCS), and was the recipient of additional awards for her state and regional diversity work as the leader of the Education and Community committees of the Chicago Latino Coalition for Prevention. Sherry took the lead in creating the coalition’s video, "Choosing Quality Childcare," in Spanish with English subtitles.

Scaffolded Beginnings: Navigating Orientation with Intentional Design: Part 2: Making It Stick

Wed, 12 Nov 2025 15:32:03 GMT

Leslie Layman, M.S., is the Senior Director of Professional Learning and Innovation at the McCormick Institute for Early Childhood at National Louis University. In this role, she supports professional learning, including training, academies, coaching, and learning design. Prior to joining McCormick, Leslie was the Director of Early Childhood Education Strategic Initiatives at National Louis University, Director-Teaching and Learning Programs at Harry S. Truman College, and had many years of experience in early intervention, home visiting, and supporting children with developmental delays and their families. She holds Baccalaureate degrees in Psychology and Italian from University of Wisconsin, and a Master of Science in Child Development with a specialization in children with special needs from Erikson Institute.

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

BY LESLIE LAYMAN

Introduction: Building on Intentional Design

In part one of this “Scaffolded Beginnings” series , Emilie Austin, McCormick Institute for Early Childhood’s Manager of Learning Design Experience, spoke to the importance of intentional design and scaffolding to support new employees in deepening their learning during orientation. This second part of the series covers the importance of operational leadership in helping that learning to “stick” so that employees can successfully apply skills learned in orientation to their new roles.

Many organizations structure orientation as a “big day” of meeting people, reviewing handbooks and procedures, and maybe sharing coffee and sweets. On that day, new employees are taking on a new role, expectations, and culture while trying to understand and memorize functional processes and procedures. Going beyond the big day by applying intentional environmental design and contextual, participatory learning theory in your day-to-day helps your employees own and grow into their place in your organization’s culture.

Applying a Reggio-Inspired Approach to Onboarding

Intentional leaders are responsible for both the administrative leadership of the workplace environment and the strategic leadership and guidance of the organization. Both areas are involved in scaffolding new employees from understanding what they have learned during orientation to applying that information in their new role throughout and beyond the onboarding and training process (Talan, Masterson, & Bella).

Loris Malaguzzi’s Reggio approach to early childhood education is a useful framework for thinking of and planning for new employees as learners and participants in the environment, as well as educators and carers of children and families.

“To make a lovable school, industrious, inventive, liveable, documentable and communicable, a place of research, learning, re-cognition and reflection, where children, teachers and families feel well - is our point of arrival.” -Loris Malaguzzi (Sourced from: Institutionzione del Comune di Reggio Emilia )

Each of the Reggio Values can be used to create a shared learning space where educators and children can thrive. A few examples include:

Children are active protagonists in their growing processes
And so are adult learners! Find ways to make new employees the “lead” in the story of their onboarding. New employees can participate in individualized goal setting to help them feel in control of their professional development.
Progettazione/Designing
People of all ages learn by doing. Support new employees to participate in designing training and learning experiences rather than providing only pre-planned or scripted training.
The Hundred Languages
People bring all of themselves, their experiences, and their ways of being to learning and work environments, and they gain new knowledge through active co-construction. Integrating learning experiences into the work environment can help training become more memorable and easier to apply. One example is implementing training on technology or documentation tools as they are being used in context.
Participation
New employees need opportunities to participate in the environment as they are learning and to experience the emotions and culture of the role. Observation time is important, and being an active team member early on is also important.
Organization and the Environment
Intentional planning of the way in which employees will interact with the space makes learning more fluid. Some ideas include:
making sure that the resources needed for tasks are in functional locations,
having deadlines for documentation or responding to family communications built into the daily schedule, and
modeling intentional care for children by demonstrating deliberate care for the space. Thoughtfully organize adult materials and create a welcoming, inviting environment for adults and children.

Leadership Insight: Apply what you know about Learning and environments

The same principles of guiding the learning and independence of children in the educational environment can be applied when helping new staff to move beyond understanding their role to actively embodying their role on your early care and education team. This process can be applied using the early education and care philosophies that are most important to you and relevant to your leadership context.

Reflecting on the philosophical and curricular choices you have made for your program and why you chose them can help you think about how you may want to apply those approaches for adult learning. This strategy works because it is integrated and intentional, and it builds skills by modeling skills in the “real world” context to make them stick.

Resources for Further Exploration

Scuole E Nindi D’Infanzia, Institutionzione del Comune di Reggio Emilia. (N.D). Reggio Emelia Approach . Reggiochildren.it, https://www.reggiochildren.it/en/reggio-emilia-approach/

Beirmeier, M. (2015). Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments . Young Children, 70(5), https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum

Schlieber, M. & McLean, C. (2020). Educator Work Environments Are Children’s Learning Environments: How and Why They Should Be Improved . Sequel, January 21, 2020. https://cscce.berkeley.edu/blog/educator-work-environments-are-childrens-learning-environments-how-and-why-they-should-be-improved/

Citations

Scuole E Nindi D’Infanzia, Institutionzione del Comune di Reggio Emilia . (N.D). Values. Reggiochildren.it, https://www.reggiochildren.it/en/reggio-emilia-approach/

Talan, T., Masterson, M., & Bella, J. (2023, April 4). Whole leadership: A framework for early childhood programs – 2023. Whole Leadership: A Framework for Early Childhood Programs – 2023 | McCormick Center for Early Childhood Leadership.

Scaffolded Beginnings: Navigating Orientation with Intentional Design: Part 1

Wed, 05 Nov 2025 05:22:48 GMT

Emilie Austin is the Manager of Learning Experience Design and Innovation for the McCormick Institute for Early Childhood at National Louis University. In this role, she leads the design, development, and implementation of innovative instructional solutions that enhance learning outcomes and advance the Institute’s mission to strengthen early childhood leadership and practice. Emilie collaborates with subject matter experts, trainers, and institutional partners to create engaging, accessible, and research-informed learning experiences across multiple modalities, including e-learning, blended, and instructor-led formats.

Emilie holds a Bachelor’s degree in Photography and Videography as well as a Master’s degree in Education Technology and Instructional Design. She is passionate about advancing equitable, learner-centered education and empowering educators through creative and effective instructional design.

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

By Emilie Austin

Introduction: The Power of Scaffolding in Leadership Onboarding

Starting a new role at any level can feel like stepping onto a treadmill already running at full speed. Between learning protocols, building relationships, and navigating new systems, leaders often experience both excitement and overwhelm. Yet, when orientation is intentionally scaffolded, the experience transforms from chaotic to purposeful. Materials are introduced in stages, checklists guide progress, supervisors encourage autonomy, and mentors offer timely feedback. These are components of an effective learning design that support confidence and competence.

This approach, used at the McCormick Institute for Early Childhood at National Louis University, reflects the backward design framework, emphasizing clear outcomes, alignment, and reflection. When applied to leadership onboarding, backward design ensures that new leaders quickly understand not just what to do, but also why their role matters and how it connects to the organization’s mission.

Learning Through Design

In the early weeks of transition into the Manager of Learning Experience Design and Innovation role, I quickly observed that McCormick’s onboarding process mirrored principles long used in instructional design. Orientation sessions are sequenced with intention, each building toward a deeper understanding of institutional culture, values, and systems. Rather than rushing to master everything at once, new employees are encouraged to move through a scaffolded structure. This eased the learning curve and modeled a key leadership competency of creating the conditions for others to succeed through thoughtful, staged support.

Leadership Insight: Observe Before You Act

Many leaders are driven by passion and a desire to make an immediate impact. However, effective leadership, especially in a new environment, begins with observation. Maria Montessori’s “observe first” principle applies as much to leadership as it does to teaching.

Observation allows new leaders to stand on the shoulders of those who came before, learning from their successes and challenges. It cultivates humility and respect, ensuring that decisions are grounded in the collective experience of the team. As in instructional design, intentional observation leads to intentional action, which builds trust, strengthens collaboration, and aligns innovation with purpose.

When leaders approach orientation and leadership development through the lens of scaffolding, they model the practices they hope to cultivate in their teams. A scaffolded approach communicates respect, clarity, and care. It reminds us that growth takes time, learning is relational, and the path from newcomer to contributor is built one intentional step at a time.

Practical Strategies for Leaders

Leaders can apply scaffolding and backward design principles to their own teams through the following steps:

Start with clear outcomes. Identify the skills, knowledge, and dispositions you want your team to build over time.
Sequence for success. Break complex initiatives into manageable stages that progressively build mastery and confidence.
Model reflection and feedback. Create opportunities for both giving and receiving constructive input.
Encourage observation. Invite new team members to spend time learning the organization’s culture and rhythm before leading change.
Balance urgency with intentionality. Move strategically, not reactively, ensuring that innovation aligns with shared goals.

Resources for Deeper Exploration

Bernstein, Ethan S. “Making Transparency Transparent: The Evolution of Observation in Management Theory.” The Academy of Management Annals, vol. 11, no. 1, 2017, pp. 217–66,
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Pearson.
Talan, T., Masterson, M., & Bella, J. (2023a, April 4). Whole leadership: A framework for early childhood programs – 2023 . McCormick Center for Early Childhood Leadership. https://www.mccormickinstitute.nl.edu/whole-leadership-framework

Welcoming Gen Z: Opportunities and Realities in the ECE Workforce

Tue, 04 Nov 2025 20:24:25 GMT

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

BY STEFFENIE MORAN AND JANE HUMPHRIES, ED.D.

Generation Z, the generation born in the late 1990s and early 2000s, is the newest group to enter the early childhood education workforce. Often referred to as Gen Z, this latest group of young adults brings fresh energy, digital fluency, and a strong desire for belonging and impact. Many are entering the workforce confident and well-prepared, while others face challenges with preparedness, expectations, and resilience. While not universal for all, these challenges can impact their effectiveness working with young children and their co-teachers.

VOICES FROM THE COHORTS: AIM4EXCELLENCE INSIGHTS

As part of the facilitated Aim4Excellence cohort model, we interact with groups of directors working to welcome and integrate Gen Z staff into their early childhood program settings. In our discussions with these cohort participants, we are learning that they require more than just orientation—development points include intentional mentoring, clear communication, and support systems that acknowledge their strengths and growth areas.

While it is reported that many Gen Z teachers are eager to make a difference, they often need help translating the day-to-day realities of early childhood work, which has tended to frustrate their coworkers born within a different generation. As each facilitated cohort occurs, shared experiences from early childhood program leaders note consistent trends emerging across the country. While Gen Z brings emerging strengths to the workforce, leaders note the struggle between the different generations of staff members. However, they also share what seems to work best with Gen Z staff members: including clear structure, consistent mentorship, and meaningful support to thrive. To address these generational dynamics effectively, it’s essential to first build a shared understanding of who makes up today’s workforce and the unique perspectives each generation brings.

WORKFORCE GENERATIONS: TRENDS, TRAITS, AND TAKEAWAYS

Each generation’s unique blend of historical events, cultural shifts, and technological advancements shapes its identity. The Baby Boomers (born 1946–1964) grew up in a time of post-war optimism, economic expansion, and social change, becoming a driving force behind movements like civil rights and feminism. Following them, Generation X (born 1965–1980) has been known for its independence and adaptability. This generation introduced technology and experienced the bridging between analog and what is now the digital age.

Millennials born between 1981 and 1996 witnessed the dawn of the internet, 9/11, and the Great Recession. This generation grew up using the internet to work collaboratively. They positively humanized it by connecting, creating, and empowering each other. Early forums such as MySpace and the beginning of Facebook were intended to be digital communities to provide inclusive spaces for niche interests, support groups, and cross-cultural exchange. Online communication was meant to be fun, relatable, and a creative way to communicate.

Generation Z members were born into the internet. Rather than it being a tool, as experienced by Millennials, Gen-Z has grown up living online . They blurred the line between online and offline, turning the internet into a key part of self-expression and belonging. Platforms like TikTok, Instagram, and multiple other apps allowed this generation to express identity, explore interests, and build community. In return, this constant need for digital connectivity exposed them to anxiety, comparison, and burnout. They inherited the downsides of the internet: information overload, mental health challenges, and a constant pressure to be “on”.

Each generation has navigated the world shaped by unique experiences. However, Gen Z emerges with both distinct strengths and unprecedented challenges. Their deep digital fluency and comfort with rapid change position them as innovative, resourceful, and socially conscious individuals. However, their upbringing in a highly virtual world—compounded by the isolation and disruption caused by the COVID-19 pandemic—has led to noticeable gaps in real-world interpersonal experience, emotional resilience, and professional readiness.

Understanding generational differences helps program leaders gain insight into their perspectives and those of more experienced staff. Marrying the generations together can be achieved by fostering a shared effort to support and connect with the needs of Gen Z.

GENZ PERSPECTIVES: WHAT YOU NEED TO KNOW

Due to limited real-world experience working with young children, Gen Z staff often struggle to read children’s cues, manage group dynamics, redirect behavior, and confidently lead play. Additionally, and possibly attributed to social interactions primarily being digital, Gen Z staff are challenged with communicating with families professionally and productively. While seasoned staff usually understand early childhood work is emotionally intense, Gen Z staff members may experience heightened emotional sensitivity, anxiety in chaotic classroom settings, and difficulty navigating professional relationships, especially with more experienced staff. Self-awareness, while valuable, must be paired with emotional regulation and coping strategies—tools that some Gen Z staff members are still building.

Since early childhood education may be the first professional role of Gen Z staff, challenges in navigating professionalism and workplace expectations are necessary steps in development. Many directors have reported recurring issues such as using personal phones during work hours, arriving late or frequently calling out, and struggling to receive constructive feedback as intended. It is important to realize that these behaviors are typically not rooted in laziness or lack of commitment , but instead reflect unclear expectations or generational differences in workplace norms and communication styles. Gen Z staff have also noted that they have been surprised by the demanding physical labor, emotional intensity, and structure required in group care environments. Without proper orientation and support, responsibilities such as cleaning, diapering, and maintaining consistent routines can come as a surprise and feel discouraging, often resulting in disengagement. Staff working with Gen-Z team members must be reminded to always assume positive intent .

One of the most significant challenges lies in the communication gap between generations, which can lead to misunderstandings. Gen Z places a high value on collaboration, continuous feedback, and a sense of psychological safety in the workplace. Meanwhile, experienced early childhood leaders—accustomed to top-down leadership styles—may misread these expectations as entitlement or resistance. At the same time, Gen Z staff might view traditional leadership approaches as inflexible or lacking support. These disconnects are often less about ability and more about unclear or unspoken expectations from both sides.

Finally, many Gen Zers view early childhood education as a meaningful stepping stone rather than a lifelong career. While they are often passionate about working with children, they tend to prioritize flexibility, a strong sense of purpose, and opportunities for personal and professional growth—often exploring various career options along the way. This tendency toward short-term employment can make it difficult for program leaders to build and maintain consistent, stable teaching teams, especially in a field already challenged by staffing shortages and high levels of burnout.

CREATING CONNECTIONS: WHAT BRINGS US TOGETHER

Facilitating conversations within Aim4Excellence cohorts has allowed us to learn more about the Gen Z workforce. Participants shared frustrations and also shared successful strategies. Discussions often led to realizing that Gen Z was a new generation who needed to be understood, mentored, and empowered. Early childhood leaders have an opportunity to support their growth and tap into their potential as they recruit the workforce. Through these rich discussions, three key areas emerged as essential for effectively supporting and growing our newest workforce members.

Clear Expectations

It’s essential to set clear expectations—from dress codes and attendance to communication styles and daily responsibilities. Don’t assume these expectations are understood; be explicit and consistent, creating opportunities for modeling, practice, follow-up, and feedback. Consider how expectations are presented and reinforced, and think creatively to ensure your Gen Z audience knows where to access information and how to take the next steps. Considerations may include digital distribution, classroom observations aligned with expectations, and staff meetings and training aligned to reinforce expectations.

Creating space for professional growth is equally important. Offer meaningful development opportunities, encourage reflection, and help Gen Z staff envision a long-term future in the field. A strong culture of feedback is key to their development, and using coaching provides opportunities for learning. Effective coaching must be based on open, two-way communication, which takes time to nurture and build. This has been found to alleviate power struggles rooted in generational differences by fostering a respectful and collaborative environment. An essential realization as an early childhood program leader is that the gap between expectation and reality is your responsibility.

Meaningful Mentorships

One of the most effective strategies is to mentor , not just manage. Purposefully pairing new staff with experienced educators or finding opportunities to pair staff members to complement strengths and areas of opportunity allows for modeling effective practices, real-time coaching, and building confidence through supportive relationships. It also allows for support and reinforcement to be provided by peers, allowing for empowerment and accountability across teams.

Quality mentorships are an approach that accelerates professional growth and strengthens organizational culture. When team members feel supported and valued, they are more likely to engage fully, share ideas, and take initiative. Mentorship fosters trust, encourages collaboration, and creates a sense of shared purpose. As an early childhood leader, the payoff over time creates connections, contributing to stronger retention, deeper expertise, and a more resilient team that thrives on collective success rather than individual effort.

Intentional Support to Thrive

All program leaders should be reminded about the importance of empathy. Empathy is a key driver in improved communication and stronger relationships. This is necessary to create the sense of workplace belonging that the Gen Z workforce craves. Knowing what we do about Gen Z, consider how communication and support can be tailored intentionally. Additional considerations include how best to support the development of the Gen Z workforce, knowing that their role within your program may not be aligned with their long-term goals. Should the outcome be short-term, early childhood leaders must remember the importance of helping shift perceptions to support their path forward.

By leading with empathy , program leaders can foster an environment where Gen Z staff members feel seen, heard, and valued. When communication reflects genuine understanding and support, it builds trust and encourages engagement. This helps young professionals stay motivated in their current roles and reinforces a sense of shared purpose, even if their long-term career path lies elsewhere. When leaders invest in understanding employees’ aspirations, they can better align responsibilities with individual strengths and provide meaningful development opportunities— ultimately cultivating loyalty, improving retention, and strengthening the organization’s overall culture.

IN CLOSING

Clearly, Gen Z brings emerging strengths to the workforce. Marrying these strengths with the strengths of current generations within the program environment provides great stability and balance in the workplace. As early childhood leaders, it is important to understand how to support this generation in the workplace effectively. With clear expectations, meaningful mentorship, and intentional support, Gen Z staff members have the potential to grow into compassionate, capable educators who make meaningful connections with young children. But it starts with leadership . To shape the future of early childhood education, we must meet Gen Z where they are—then guide, support, and inspire them to grow into the professionals our youngest learners deserve.

Want to Learn More About Supporting an Aim4Excellence Cohort? Contact: Lorena Rodriguez , Aim4Excellence Program Manager

Steffenie Moran , Manager-School Director Learning & Training at Goddard Systems, LLC, is an experienced early childhood educator with a demonstrated history of training and inspiring early childhood leaders. Steffenie is skilled in adult learning, live and virtual training, collaboration, social inclusion, customer service, and communication. She is a lifelong learner with a Bachelor’s degree focused in Human Services, Education, and Public Policy from the University of Delaware and graduate courses from Walden University. Steffenie is a recipient of the Aim4Excellence credential and has led many cohorts as a facilitator.

Jane Humphries , Ed.D., serves as the Director of Aim4Excellence at the McCormick Institute for Early Childhood at National Louis University. She has served as a director of an early childhood program, researcher, author, higher education faculty, and program leader for state programs serving children and families in Oklahoma. Providing oversight of the Aim4Excellence National Director Credential has allowed her to support growing early childhood leaders and work with multiple state professional development and quality rating and improvement systems.

Taller básico de Hojas de cálculo de Google para educadores de la primera infancia

Thu, 30 Oct 2025 18:28:41 GMT

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

Escrito por Julieta Muñoz y Sabrina Resendiz

Hoy en día, la tecnología es una herramienta esencial en todos los trabajos, incluso en educación infantil. Por eso, hemos diseñado un taller básico de Hojas de cálculo de Google (Google Sheets) para educadores, asistentes de salón de clase, coordinadores y directores de programas de la primera infancia que buscan mejorar su organización y el seguimiento y eficiencia administrativa. Este taller está dirigido a educadores, asistentes de aula, directores, personal administrativo y cualquier profesional en el área de la educación infanti l que desea mejorar sus habilidades digitales.

Este curso virtual ofrece una introducción sencilla para quienes están empezando a usar hojas de cálculo. Durante el taller, los participantes aprenderán a:

Navegar Google Sheets con confianza : aprenderán a usar la interfaz básica y a acceder a sus hojas de trabajo desde cualquier dispositivo con conexión a internet.
Crear y organizar hojas de cálculo : aprenderán a crear documentos, nombrarlos adecuadamente y organizarlos en Google Drive.
Ingresar y editar datos : cómo introducir información de manera ordenada y precisa, y cómo modificarla cuando sea necesario.
Usar funciones básicas : como SUMA, PROMEDIO y CONTAR; ideales para organizar y dar seguimiento a información como asistencia, inventario de materiales, y desarrollo infantil.
Aplicar formatos simples : para resaltar información importante, como cambiar colores, ajustar tamaños de texto y usar bordes para mejorar la visualización.
Compartir y colaborar en tiempo real : cómo compartir hojas de cálculo con colegas o supervisores y trabajar en equipo de manera remota.
Proteger la información sensible : conceptos básicos sobre cómo gestionar permisos de acceso y edición para mantener la información segura y confidencial.

Beneficios de participar en nuestro taller

Participar en esta formación y familiarizarse con las hojas de cálculo ofrece múltiples beneficios para los profesionales de la educación infantil:

Mejor organización diaria : Mantener un registro de asistencia, listas de materiales, programación de actividades y seguimiento de niños será más rápido y eficiente.
Ahorro de tiempo : Automatizar cálculos y organizar la información en un solo lugar reduce el tiempo dedicado a tareas administrativas.
Facilidad de colaboración : La posibilidad de trabajar en tiempo real con colegas mejora la comunicación y el trabajo en equipo, especialmente en ambientes virtuales o híbridos.
Fortalecimiento de habilidades digitales : Tener conocimientos básicos en Google Sheets es un paso importante para avanzar en otras herramientas tecnológicas educativas.
Mayor autonomía y confianza profesional : Al desarrollar estas habilidades, los educadores pueden trabajar con más seguridad y fluidez en sus tareas digitales diarias.

Si desea fortalecer sus competencias digitales, acompáñenos a este entrenamiento completamente gratuito. No se necesita experiencia previa en hojas de cálculo. El curso se ofrecerá en formato virtual con ejercicios prácticos y acompañamiento personalizado. ¡No pierdas la oportunidad de mejorar tus habilidades digitales y transformar tu práctica educativa con herramientas simples y efectivas como Google Sheets! Haga clic aquí para registrarse para este curso que se llevará a cabo el miércoles, 12 de noviembre de 6:00 a 7:30 p.m CST. ¡Lo esperamos!

Julieta Muñoz, MS , es Gerente de integración de sistemas y tecnología en el McCormick Institute for Early Childhood de la Universidad National Louis. Julieta tiene una maestría en liderazgo organizacional de la Universidad National Louis. En su rol, supervisa y gestiona la integración, el mantenimiento y la optimización de nuestro sistema de Gestión de Aprendizaje, sistema de Gestión de Relaciones con el Cliente (CRM) y otras aplicaciones empresariales.

Sabrina Resendiz , es la coordinadora de aprendizaje electrónico en el McCormick Institute for Early Childhood de la Universidad National Louis. Sabrina tiene una licenciatura en estudios de aprendizaje y educación, especialmente en el desarrollo de adultos en el lugar de trabajo de la universidad de Illinois en Urbana-Champaign. En su rol, ayuda a administrar el sistema de gestión del aprendizaje, y proporciona asistencia a los participantes interesados o inscritos en los cursos en línea de McCormick.

Supporting Family Child Care Providers: The Role of Technical Assistance in Managing Mixed-Age Groups

Tue, 07 Oct 2025 04:57:12 GMT

by Yvonne Williams, Ed.D.

“The idea of mixed-age groups, the notion of a blended family that’s born out of a family childcare program where you are around people… you learn from the older [children], and you get to interact with younger” (Williams, 2023, pp. 75-76).

Family Child Care (FCC) programs are unique in their ability to care for children of varied ages in the same learning environments. Research has noted that blending children of different ages, including siblings, and using a home-based child care supports the development of building social skills and the ability to self-regulate; together they are key for preparing for school (e.g., Porter et.al., 2010; Williams, 2023). These arrangements create environments where children naturally support and learn from one another throughout the day, enriching the overall learning atmosphere and building critical foundations for future learning.

The ability to offer mixed-age group care and education offers families a number of advantages: siblings remain together in one familiar setting, parents and the provider are able to sustain a long-term partnership, and families gain a sense of extended support by developing rich relationships with other children and families in the program. Mixed-age environments naturally allow older children to take on leadership roles. Younger children benefit from this by observing and learning new skills. All children gain from interacting with peers at various developmental stages, while also experiencing continuity of care with the provider. Since the FCC provider remains both educator and caregiver for many years, they also experience important benefits: deeper relationships with children, less pressure to constantly enroll and onboard new families, and a stronger sense of community with families.

The capacity to offer care to mixed age groups is anchored in the FCC environment, a cornerstone of quality in home-based care. I saw this firsthand in my own research, which identified three foundational pillars for effective FCC programs: the provider, the business, and the environment. (Williams, 2023).

An intentionally structured environment that safely accommodates mixed ages is often foundational to high-quality family child care, not an afterthought.

Although there are many benefits to mixed-age groups, managing mixed-age groups presents unique challenges for FCC providers. These include balancing the developmental needs of children at different stages, ensuring appropriate supervision, and creating an inclusive learning environment that caters to all age groups. Providers often report that the organizational structure of FCC settings, such as mixed-age groups and balancing multiple roles, can be perceived as challenges when implementing responsive feeding and other evidence-based practices.

Technical Assistants (TA) play a vital role in supporting FCC providers by offering personalized strategies and resources to address the complexities of mixed-age group settings. The most helpful technical assistance comes when people ask many questions instead of being told what to do. This helps them learn, try things out, and grow independently.

I recently returned from leading a Transformative Technical Assistance (TTA) institute in New York, where a colleague and I provided training to specialists who coach both family child care and center-based programs. At our TTA Institute , we emphasize that TAs should ask insightful questions instead of immediately giving answers. This approach nudges providers into deeper thinking and gives them ownership, allowing them to uncover strategies that truly matter to them and stick over time.

Below are three broad topics related to mixed-age groups, reframed as open-ended questions to help providers think deeply, act with intention, and create solutions tailored to their own programs.

When asking your questions, make sure to frame open-ended questions in ways that will help the provider reflect on their practice, explore possibilities, adapt what they do, and grow stronger rather than simply accept someone else’s fixed advice. Here are three areas that include questions that may be helpful when supporting family child care professionals:

Implementing Developmentally Appropriate Practices

To help a provider explore ways to support their routines and interactions to meet the diverse developmental stages of children in mixed-age groups, you might ask:

In what parts of your daily schedule do you see infants’ developmental needs being limited by the group dynamics or materials used? This is especially helpful when working with a provider who cares for infants along with older children.
How might you adapt daily transitions or caregiving routines (feeding, diapering/toileting, naps) so that infants’ developmental needs are better honored, while also supporting the older children in the same mixed-age group?

Enhancing Classroom Management

To brainstorm strategies to maintain a harmonious and productive environment that accommodates various age groups, you might ask:

In what ways could you change your interactions, routines, or choice of materials so that infants experience less stress and fewer behavioral challenges, while older children remain engaged and valued every day?
How might you design the physical layout or daily schedule so infants have freedom to explore safely, and older children can participate in age-appropriate activities without causing overload or disruption?

Promoting Inclusive Practices

To examine practices that ensure that all children, regardless of age or ability, have access to meaningful learning experiences, you might ask:

How might you adapt your daily routines and caregiving interactions so that every infant, regardless of ability or background, feels included, valued, and has opportunities to explore and learn?
What changes could you make to the materials, space, and interactions in your infant room so that infants at different developmental stages, with varied needs, or who speak other languages can all participate meaningfully?

By embedding these strategies that lead to rich dialogue and discovery, Technical Assistants help providers create learning environments that are both engaging and responsive, ones that truly foster growth and development for all children. As the landscape of early childhood education continues to evolve, ongoing support through TA remains essential in promoting the success and sustainability of Family Child Care programs.

References

Porter, T., Paulsell, D., Del Grosso, P., Avellar, S., Haas, R., & Vuong, L. (2010). A review of the literature on home-based child care: Implications for future directions, Princeton, N.J.: Mathematica Policy Research Report .

Williams, Y. S. (2023). Exploring attitudes of four groups of stakeholders toward family childcare and recommending best practices to promote positive experiences (Doctoral dissertation). National Louis University.

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

Yvonne William, Ed.D., is an Associate Director of Family Child Care Professional Learning at the McCormick Institute for Early Childhood at National Louis University. Currently, she leads the Taking the Lead and Building Better Business leadership academies and serves as co-chair of Family Child Care Summit. Additionally, Yvonne is a National Anchor for the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS). Yvonne previously worked as an Assessor and Training Specialist conducting ERS, BAS, and CLASS assessments for the state of Illinois. She also operated her own NAFCC accredited group family child care program for more than a decade. Yvonne holds a master's degree in Early Childhood Administration and a Doctorate in Teaching and Learning from National Louis University. She currently shares her expertise as an adjunct professor.

BAS Reliability Training Agenda

Mon, 08 Sep 2025 15:01:51 GMT

Agenda

Day 1

Day 2

Day 3

Day 4

*If you are making travel arrangements, note that the ending time for the Reliability Test varies for each training based on the pace of each training group and technology. Occasionally the Reliability Test continues into the lunch time. Plan travel based on an end time of no earlier than 1:30 pm.

Certified PAS/BAS Assessor Permission to Post Form

Sat, 06 Sep 2025 06:28:29 GMT

Participants who attend PAS/BAS Reliability Training and are reliable with the national anchors are eligible to become certified. If certification is achieved, they will be listed on the McCormick Institute's website as a certified PAS/BAS assessor. This form should be submitted when applying for certification/recertification and allows your contact information to be posted online.

PAS Summary of Teaching Staff Qualifications Worksheet

Sat, 06 Sep 2025 06:25:51 GMT

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

PAS Evaluation Consent Form

Sat, 06 Sep 2025 06:17:21 GMT

This form must be completed by the provider of each program you assess. It provides providers with an understanding about the purpose of your visit and informs them of how data about their program may be used in the future if they offer their consent.

PAS-3 Assessment Feedback Form – Administrator

Sat, 06 Sep 2025 05:23:37 GMT

Assessors can use this form to provide feedback about the PAS-3 assessment. The McCormick Center will use the to make improvements to the interview process. Please return your form to the McCormick Center along with the copy of the program’s completed PAS-3 book.

PAS-3 Certification Requirements: Selecting Programs for Certification

Sat, 06 Sep 2025 05:08:54 GMT

When conducting PAS-3 assessments for certification and recertification be sure to follow the certification requirements found on this form.

A 140 Years of Story: The Evolution of an Institute

Wed, 20 Aug 2025 17:12:57 GMT

Sim Loh is a family partnership coordinator at Children’s Village, a nationally-accredited Keystone 4 STARS early learning and school-age enrichment program in Philadelphia, Pennsylvania, serving about 350 children. She supports children and families, including non-English speaking families of immigrant status, by ensuring equitable access to education, health, employment, and legal information and resources on a day-to-day basis. She is a member of the Children First Racial Equity Early Childhood Education Provider Council, a community member representative of Philadelphia School District Multilingual Advisory Council, and a board member of Historic Philadelphia.

Sim explains, “I ensure families know their rights and educate them on ways to speak up for themselves and request for interpretation/translation services. I share families’ stories and experiences with legislators and decision-makers so that their needs are understood. Attending Leadership Connections will help me strengthen and grow my skills in all domains by interacting with and hearing from experienced leaders in different positions. With newly acquired skills, I seek to learn about the systems level while paying close attention to the accessibility and barriers of different systems and resources and their impacts on young children and their families.”

Copyright © Dimensions Educational Research Foundation All rights reserved. A single copy of these materials may be reprinted for noncommercial personal use only. Visit exchangepress.com or call (800) 221-2864.

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In 1891, Miss Harrison’s Training School was incorporated as the Chicago Kindergarten College. Harrison had very strict requirements for her students. She required a high school diploma, and her program was three years in length. Harrison is often credited with being one of the first to maintain high standards and uniform training for teachers in early childhood. Later, in 1930, Harrison’s College became the National College of Education, introducing the first four-year training program for teachers in Illinois. The College eventually evolved into the present-day National Louis University (NLU), an urban institution that focuses on innovation, access, excellence, and equity. Today, NLU embodies Elizabeth Harrison’s spirit in many ways, from maintaining high standards of excellence to finding ways to innovate, despite the changing tides of society, resources, and political ideologies.

Elizabeth Harrison is the reason I came to NLU as a young professional seeking a master’s degree. After being a childcare center director for a number of years, I saw the difficulties facing our workforce and programs across Chicago, and I wanted to make a difference. I enrolled at NLU after researching my options in Chicago and decided on NLU after learning about Harrison. After Harrison’s death, a close friend and correspondent of hers said, “Her keen sense of justice made her staunch in defense of what she believed was right.” I thought, “This place seems to have change in its DNA—I want to be a part of that.”

When I was ready to leave direct service behind, I went in search of training opportunities to help me plan my next step. It was then that I came across a training course being offered by the McCormick Center for Early Childhood Leadership at National Louis University, aptly called “Next Step”. NLU again.

During that training I met Dr. Paula Jorde Bloom, the founder of the Center for Early Childhood Leadership. Jorde Bloom started the Center in 1985 in an effort to identify, define, and support the competencies of early childhood program administrators and to bring credibility to the importance and complexity of the administrator’s role. While I was taking the Next Step training, Paula passed along two important lessons. The first was that advocacy takes on all forms—it can be in your face and loud, or it can be quieter and more systematic. The second was that when you diffuse your work across many areas of focus it becomes diluted. She told me to find my passion and stick with it—I would make more impact that way.

Wise Words

My training with Dr. Jorde Bloom and the Center led me to eventually becoming an ECE faculty member at NLU. I chose NLU for my next professional home because I knew what was at the heart of NLU—the mission and vision of Elizabeth Harrison. I also knew that focusing on preparing the next generation of teachers and leaders in Early Childhood Education and Care (ECEC) would speak to Paula’s advice for me. I could focus on where my passions lie and where I thought I could enact the most change.

Paula Jorde Bloom once said, “A problem is simply the gap between what is desired and what currently exists.” During my years at NLU as faculty and an Associate Dean, I began to see a pattern. We could train and graduate countless professionals, but the landscape remained the same. Teacher turnover continued to be high. Wages continued to be subpar, and accessible preparation opportunities for the field were in low supply. Further, there did not seem to be much research or discussion about how to support a troubled and flailing field. An idea began to take shape and bloom.

Because of our prominence and collective work in the field of ECEC, a group of us at NLU began talking about how to better impact the profession in lasting ways that could help address the ills of the landscape we found ourselves in. Our first goal was to bring all the ECEC assets at NLU under one figurative umbrella to create a more dynamic impact on the field. We needed to get everyone together in the same room and on the same page. As a result, we recognized that it is not enough to train teachers and leaders, we must continue to cultivate the landscape through applied research, community and policy engagement, and innovation that drives excellence for our entire profession.

These early talks led to the birth of a new enterprise at NLU. Thanks to generous funding from the Robert R. McCormick Foundation, The McCormick Institute for Early Childhood was launched in the academic year 2024–2025.

“The next era for the ECEC profession has arrived.”

Personally, I was thrilled to be named to the position of Executive Director, as it allowed me to contribute to the rich legacy of ECEC-related work at NLU, and if I got to walk in the footsteps of Elizabeth Harrison and Paula Jorde Bloom— even better!

Today NLU trains and prepares more ECEC professionals than any other institution in Illinois. The Center for Early Childhood Leadership is the flagship program of the Institute and is nationally recognized as the premier organization for advancing leaders as levers of quality in ECEC. This year, the Institute will launch an applied research agenda designed to impact the preparation, sustainment, and advancement of the profession. We will also use our research to engage community partners, advocates, and policy makers as we work to create lasting change for the profession that positively impacts children, families and communities. We will continue to lead innovation for the field of ECEC with programming that pushes the limits of what has been thought to be standard practice for the preparation of our field, while focusing on those areas of preparation where there are the most critical gaps and needs.

The next era for the ECEC profession has arrived. The McCormick Institute for Early Childhood at National Louis University is excited to be a vital part of the continued conversation. So am I.

References

Encyclopædia Britannica, inc. (2024, December 23). Kindergarten. Encyclopædia Britannica. britannica.com/ topic/kindergarten

Harrison, E. (1922). The Unseen Side of Child Life: For the Guardians of Young Children. Elizabeth Harrison’s Writings. 4. digitalcommons.nl.edu

Snyder, A. (n.d.). Dauntless Women in Early Childhood Education: 1856–1931. ERIC. files.eric.ed.gov

University, N. L. (n.d.). National Louis University: Our history. National Louis University. nl.edu

Dr. Lisa Downey is the Executive Director of the McCormick Institute for Early Childhood at National Louis University (NLU), where she oversees all programming and operations. She leads a team of 75 staff dedicated to advancing the Early Childhood Education and Care (ECEC) profession through leadership, applied research, community and policy engagement, and innovative professional preparation. With over 35 years of experience in the field, Dr. Downey’s career includes roles as a toddler classroom teacher, child care center director, Child Care Resource and Referral (CCR&R) resource developer, training coordinator, and Director of Provider Services at Illinois Action for Children, where she managed CCR&R professional development for the Chicago area. She has been a faculty member at NLU for more than 14 years. Today, Dr. Downey focuses on addressing the complex challenges facing the ECEC workforce, creating scalable solutions that support the profession and ensure children, families, and communities thrive now and in the future.

by Lisa M. Downey

Elizabeth Harrison once said, “There is nothing great accomplished in this world without faith in its greatness.”

Harrison, an educator and advocate for the kindergarten movement in the United States, settled in Chicago in 1885 and worked alongside other visionary women of the time to create a training school for kindergarten teachers and mothers that, at the time, was a truly radical idea. The prevailing thought of the day was that children should not attend school until they were at least 6 years of age. In the U.S., due to poverty and a gross lack of child labor laws, children were usually engaged in farming, industry, or other work-based activities within the home. Also, in the late 1800’s, most teachers were white men. Further, it was commonly believed that, if you were wealthy, a woman’s place was in the home and in support of society through philanthropic activities. If you were not wealthy, you were likely working in factories, farms, or other domestic forms of employment. The idea that women would be teachers was ludicrous to some. Harrison sought to change that, by empowering women and mothers to connect with their children in ways that were play based, focused on holistic development, and based on the theories and practices of Owen, Pestalozzi, Froebel, and Montessori.

Explora las oportunidades de Canva, una herramienta de diseño gráfico en línea

Tue, 12 Aug 2025 20:49:02 GMT

Editado y traducido por Isabel Landa

Como líder en el campo del cuidado y la educación infantil, es posible que su educación se haya centrado en cursos relacionados con los objetivos pedagógicos, la gestión del personal, la gestión de riesgos u otros temas directamente relacionados con los deberes prácticos que un administrador debe aprender para tener éxito. Sin duda, estos son temas importantes para aprender, y adquirir conocimiento y habilidades para agregar a su caja de herramientas profesionales. Sin embargo, pueden no cubrir todos los aspectos que un administrador debe saber en este campo con cambio constante.

Las escalas de administración para su programa son esenciales en el desarrollo profesional. La Escala de Administración de Programas (PAS) y la Escala de Administración de Empresas para el Cuidado Infantil Familiar (BAS) son herramientas validas y fuentes hacia la mejora de practica para empresarios administrando un programa de cuidado y la educación infantil. Las escalas benefician en manera de que puede aumentar el mercadeo y las relaciones comunitarias al utilizar varias herramientas de las relaciones públicas, por ejemplo, “volantes, folletos, tarjetas de presentación, logo,” (Talan & Bloom, 2020, pg. 26), y más. La mayor parte de estas herramientas pueden ser creadas en la plataforma de Canva; es manera de alcanzar la audiencia que usted necesita para aumentar su lista de espera o registración.

También es posible que haya tomado uno o dos cursos básicos en cuidado y educación infantil para administradores de mercadotecnia (si es que lo hay). Estaba listo y seguro cuando inicio al ámbito. Aun gestionando bien su programa, puede ser que falte algo que le haga cuestionar, "¿Por qué algunos programas de cuidado y educación infantil siempre tienen una lista de espera completa? ¿Cómo es que las familias inscritas y la comunidad siempre tienen conocimiento de lo que está sucediendo en su programa? ¿Cuál es el secreto al éxito?”

Bueno, todo es cuestión de mercadeo y relaciones comunitarias. Ahora es el momento de aprovechar la oportunidad para fortalecer sus habilidades de mercadeo. ¡Vivimos en un mundo en el que es esencial que los programas y negocios de la primera infancia tengan presencia en línea! McCormick Institute for Early Childhood se enfoca en capacitaciones para fortalecer sus habilidades de liderazgo y este artículo brinda información sobre una opción de mercadeo de bajo costo llamado Canva, que puede marcar la diferencia en sus esfuerzos de mercadeo para llegar a un público más amplio.

Expandiendo su técnica de mercadeo y las relaciones comunitarias le beneficia en manera que da a conocer porque usted está en el campo del cuidado y educación infantil, porque su programa es único, y como usted impacta las familias, niños, y la comunidad (Kelton, n.d.). Administrar su propio programa es clave al éxito de las familias en su comunidad, ya que usted aporta al éxito laboral que permite que los padres de familia, madres solteras, o toda clase de familias puedan generar y aportar dinero a la economía. Su programa es clave para su comunidad. Es solo de anunciarse en el lugar indicado y a la audiencia en necesidad de su servicio.

Canva es una herramienta de diseño gráfico en línea que se puede utilizar para cubrir necesidades cruciales de mercadeo, comunicaciones, y diseño gráfico. "Lanzado en 2013, Canva es una plataforma de diseño en línea y comunicación visual con la misión de empoderar a todos en el mundo para diseñar cualquier cosa y publicar en cualquier lugar,” (Canva, 2025). Todos, incluyendo y especialmente aquellos que no tienen experiencia en arte digital o mercadeo, pueden crear con Canva .

Desde una perspectiva administrativa de la primera infancia, ¡esta es una noticia maravillosa! Con Canva, puede crear materiales de mercadeo de forma gratuita o utilizar funciones de bajo costo para acceder a herramientas fáciles de usar accesibles en un navegador web, o en la aplicación disponible para descargar en su teléfono móvil. Esto le permite dejar volar su imaginación con muchas oportunidades. Aquí tiene algunas ideas de proyectos para empezar:

Un logotipo para su organización: Un logotipo ayuda a establecer la identidad de su empresa y la hace reconocible para los clientes. Personaliza una de las plantillas de Canva o crea tu logotipo desde cero. Usa herramientas como formas, colores, bolígrafos y gráficos en el estudio de diseño.
Contenido de redes sociales: diseñe gráficos, edite fotos o crea videos cortos para Facebook, Instagram, LinkedIn y otras plataformas de redes sociales. Las plantillas están disponibles para diferentes tipos de ubicaciones en redes sociales, como una foto de portada de Facebook o historia de Instagram.
Materiales promocionales: Comparta detalles sobre su próximo evento o anuncie sus servicios con volantes, folletos, carteles y más.
Ropa personalizada: diseñe camisetas personalizadas, gorras y mucho más. Canva también se puede usar para imprimir y enviar ropa por una tarifa.
Sitios web: Un sitio web es la base de la presencia en línea de su organización. Canva ofrece plantillas de sitios web personalizables y la opción de publicar sitios web.
Códigos QR: Los códigos QR, generados a partir del URL (Localizador Uniforme de Recursos - la dirección de una página web, imagen, o archivo) de su sitio web, pueden ayudar a llevar a los clientes de forma rápida y directa a su sitio. Solo tiene que introducir un URL o dirección de internet en una de las aplicaciones de Canva y generar un código QR al instante. Añade el código QR a otros diseños creados en Canva, o descarga el código QR como imagen y úsalo donde necesite.
Traducción: Utilice la aplicación de traducción para traducir el texto de cualquiera de sus proyectos.

Canva hace que sea fácil compartir su proyecto de mercadeo y relaciones comunitarias. Su proyecto se puede compartir a través de un enlace personalizado, o puede descargar sus archivos de diseño directamente a su computadora. Además, Canva ofrece servicios de imprenta para productos como cartelería, ropa, y tarjetas de contacto.

Si está listo para fortalecer sus esfuerzos de mercadeo mejorando sus habilidades de diseño, comience hoy mismo creando una cuenta gratuita cuando navegue a canva.com . Canva Pro, disponible por una tarifa, ofrece funciones y plantillas adicionales. Considere la posibilidad de buscar opciones de pago reducido o gratuito para quienes trabajan en el campo de la educación y en organizaciones sin fines de lucro .

¿Está motivado para aprender más sobre el uso de Canva para construir su marca? Únase a nosotros para obtener más información sobre cómo construir sus técnicas de mercadeo y relaciones comunitarias. Marque su calendario para la próxima capacitación virtual en español de tecnología presentada por el McCormick Institute for Early Childhood, Explora las oportunidades de Canva: Conceptos básicos. Haga clic aquí para registrarse en esta capacitación virtual gratuita, presentada el jueves 21 de agosto de 2025, de 1 p.m. a 2:30 p.m. CST. ¡Lo esperamos!

Si está interesado en emprender sus habilidades de liderazgo y aprender más sobre su empresa de educación y cuidado de la primera infancia, por favor mande un correo electrónico a pas.bas@nl.edu o visite y navegue el McCormick Institute for Early Childhood para más información. Únase a nuestra conferencia nacional Leadership Connections que ocurre anualmente. ¡Lo esperamos!

Marissa McCloy , es la Especialista en Comunicaciones y Diseño del McCormick Institute for Early Childhood de la Universidad National Louis. En su función, gestiona el sitio web del Instituto, las comunicaciones, las redes sociales y la estrategia de marca. Marissa tiene una Maestría en Administración de Empresas (MBA) de la Universidad National Louis y una Licenciatura en Artes en Periodismo y Diseño (concentración en diseño gráfico) de Lehigh University. Marissa también ha trabajado como diseñadora gráfica para organizaciones de noticias.

Cassandra Ibarra , es la coordinadora de Conferencias y Eventos Especiales del McCormick Institute for Early Childhood de la Universidad National Louis. En este rol, supervisa la planificación y ejecución de la conferencia nacional Leadership Connections, un evento destacado que reúne a líderes de todo el país para compartir ideas, inspirar el crecimiento y construir conexiones significativas. Con una sólida formación en participación cultural y comunitaria, Cassandra tiene una licenciatura en Español y Estudios Urbanos de Elmhurst University. Aporta una gran pasión por la organización de eventos inclusivos y con impacto, que promuevan el desarrollo del liderazgo y generen un cambio positivo.

I sabel Landa , es la Gerente de Capacitación y Certificación de Escala de Administración en el McCormick Institute for Early Childhood de la Universidad National Louis. En este cargo, se desempeña como presentadora nacional tanto para la Escala de Administración de Programas (PAS) como para la Escala de Administración de Empresas para el Cuidado Infantil Familiar (BAS), liderando capacitaciones y certificaciones de confiabilidad basadas en la fidelidad. Isabel es bilingüe y aporta más de 14 años de experiencia combinada en educación y cuidado de la primera infancia como maestra y administradora. Tiene un respaldo de ESL y obtuvo una Maestría en Educación en Administración de la Primera Infancia de la Universidad National Louis.

BIBLIOGRAFÍA

Canva. (2025). Empowering the world to design. Canva . https://www.canva.com/about/.

Ibarra, C., McCloy, M. (2025). Explore the opportunities of Canva, an online graphic design tool (I. Landa, Trans.). McCormick Institute for Early Childhood. (Original work published 2023).

Kelton, R. (n.d.). Marketing with a message: communicating the value of family childcare. Professional Development: Transformative TA Institute. McCormick Institute for Early Childhood.

Talan, T. Bloom, P. J. (2020). Escala de evaluación de la administración de negocios: para el cuidado de niños en el hogar, 2da edición. Teachers College Press.

Paula Steffen Reflects on 40+ Years of Service in Early Childhood Leadership

Wed, 23 Jul 2025 05:18:25 GMT

"What you do makes a difference, and you have to decide what kind of difference you want to make." – Jane Goodall

As I bring my career to a close, I find myself reflecting not only on the years that have passed, but on the people, places, and purpose that shaped my professional journey. It has been a privilege to serve the early childhood education community, and I am filled with gratitude for the relationships, growth, and shared mission that defined my work.

My time at the McCormick Institute for Early Childhood at National Louis University has been deeply rewarding. Since joining in 2007, I’ve worn many hats — from Assessor to Training Specialist to my final role as Quality Supports and Evaluation Manager. Throughout it all, I’ve been fortunate to work with a team of dedicated professionals who believe, as I do (and learned from Paula Jorde Bloom), that leadership rooted in quality can transform the lives of children and families,

“Leadership is not a position. It’s a disposition — a way of being.” Paula Jorde Bloom

Over the years, I had the honor of helping others grow into their roles — whether that meant guiding assessors to reliability on Program Administration Scale (PAS) and Business Administration Scale (BAS) , co-creating training materials, or leading professional development sessions for directors, consultants, and educators. My work as a national anchor and trainer has taken me across Illinois and beyond, where I’ve been inspired by the resilience, insight, and compassion of those working in the field.

Before my time at the McCormick Institute, I was privileged to serve in various leadership positions — at the Illinois Network of Child Care Resource & Referral Agencies, Joliet CCR&R, and as co-owner of Bright Ideas Children’s Center. Each chapter brought new challenges and new joys, but the thread that tied them all together was a simple belief: children deserve our best, and so do the adults who care for them.

"Do the best you can until you know better. Then when you know better, do better." – Maya Angelou

I’d like to thank my colleagues — past and present — for your friendship, support, and shared wisdom. I am especially grateful to those who challenged me to keep learning, those who trusted me with their own growth, and those who reminded me daily why this work matters.

As I step into retirement, I carry with me not just the lessons learned, but the hearts touched. To those I've mentored, assessed, trained, or simply stood beside — thank you. I hope our paths crossed in a way that left you encouraged and empowered.

"To the world you may be one person, but to one person you may be the world." – Dr. Seuss

Though I will no longer be in the field day-to-day, I remain an advocate at heart. My career has been one of service, and I step away proud of the difference we’ve made together.

With appreciation and hope,
Paula Steffen

My Bookshelf: Titles That Inspire, Inform, and Influence

Mon, 14 Jul 2025 04:44:03 GMT

by barb volpe

This summer, as I dove into Mindset : The New Psychology of Success by Carol Dweck, I found myself reflecting on the books that have shaped how I think, lead, coach, and grow—not just as a professional, but as a person. These books have informed how I show up in my work: how I support others, design and facilitate professional learning, and continue to learn myself. So, I thought I’d share what’s on my shelf—the books I’ve read and returned to, and the ones I’m looking forward to next. Maybe one will speak to you, too.

Books I’ve Read (or Reread) This Year (These have sparked recent insights or support current work.)

The PD book: 7 Habits that Transform Professional Development by Elena Aguilar and Lori Cohen . I love a book that is a perfect blend of the “why” and “how to” for designing transformational professional development. I am a big fan of Elena Aguilar’s books, and this is one of my favorites.
Lose the Lecture: Engaging Approaches to Early Childhood Professional Learning by Teresa A. Byington . Another great book with lots of tips and strategies to engage early childhood adult learners. This book is great for those who facilitate (coaches, mentors, early childhood directors, and trainers). It gave me new tools for designing interactive sessions.
Switch: How to Change Things When Change is Hard by Chip Heath and Dan Heath . A go-to resource on leading change, packed with memorable stories and practical strategies. The ideas of “directing the rider, motivating the elephant, and shaping the path” stuck with me.
The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever by Michael Bungay Stanier . This book is approachable, concise, and surprisingly powerful—it offers a way to ask key questions for coaching in your regular routine.
Onward: Cultivating the Emotional Resilience in Educators by Elena Aguilar . I found myself returning to this throughout the year. It’s not just a book—it’s a companion through the ups and downs of working in education.

Books I Return to Again and Again (These books live close by. They are grounding, uplifting, and continue to offer new insights no matter how many times I read them.)

Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella . Every time I revisit this book, I’m reminded of the power of listening and true dialogue in adult learning. A must-read for anyone who facilitates learning.
Circle of the Nine Muses: A Storytelling Field Guide for Innovators and Meaning Makers by David Hutchens . A playful and powerful guide to using storytelling in professional settings. I return to it when I want to bring more heart and creativity into facilitation.
Inspiring Peak Performance: Competence, Commitment, and Collaboration by Paula Jorde Bloom, Ann Hentschel, and Jill Bella . An excellent guide for leaders aiming to build strong teams. It offers frameworks that feel grounded in real early childhood contexts.
Reflecting in Communities of Practice: A Workbook for Early Childhood Educators by Deb Curtis, Debbie Lebo, Wendy C.M. Cividanes, Margie Carter . A hands-on, thoughtful workbook that helps teams go deeper together. The reflection prompts are gold for peer learning teams and coaching.
The Art of Awareness: How Observation Can Transform Your Teaching by Deb Curtis and Margie Carter . Reading this feels like an invitation to slow down and truly see children. A beautiful reminder of why observation matters.
Leading with Heart and Soul by Toni Christie . A heartfelt book on leadership that blends personal reflection with professional purpose. It speaks to the soul of early childhood leadership. I simply love this book; it brings me back to my “why”.
Graceful Leadership in Early Childhood Education by Ann McClain Terrell . This book models leadership that is dignified, values-driven, and relationship-based. It’s like a wise mentor in book form.
The Art of Possibility: Transforming Professional and Personal Life by Rosamund Stone Zander and Benjamin Zander . This book helps me reframe challenges and step into possibility. It’s equal parts philosophical and practical—a favorite when I need inspiration.

Books Waiting for Me (On my “to-be-read” list, each is chosen with curiosity and intention. I’m looking forward to what they will teach me!)

Power of Moments: Why Certain Experiences Have Extraordinary Impact by Dan Heath and Chip Heath
Joy, Inc.: How We Built a Workplace People Love by Richard Sheridan
Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang
Breath: The New Science of a Lost Art by James Nestor
Respect: An Exploration by Sara Lawrence-Lightfoot
Exit: The Endings That Set Us Free by Sara Lawrence-Lightfoot

These books have informed how I lead, learn, and reflect. I share this list not as a prescription, but as an invitation. I’d love to hear what’s on your bookshelf!

Here are a few questions to get you thinking:

What is a book that shaped your thinking or affirmed your values?
Which titles do you return to again and again—and why?
What kind of learning or growth are you seeking right now? Is there a book that might support that journey?
What book would you recommend to someone stepping into leadership for the first time?
Is there a story or quote from a book that has stayed with you?

Each time I finish a good book, I feel like something in me has shifted—even if just a little. The stories, ideas, and questions stay with me and often show up in unexpected ways in my work and life. As Oliver Wendell Holmes Jr. said, “The mind, once stretched by a new idea, never returns to its original dimensions.” I share this list not because I have all the answers, but because these books have helped stretch my thinking—and maybe one or two of them will do the same for you.

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

Barb Volpe, M.Ed. , is the Director of Professional Learning at the McCormick Institute for Early Childhood at National Louis University. She oversees the development, facilitation, and implementation of leadership academies for early childhood center administrators. Barb is a state and national trainer in areas of early childhood program leadership and administration. Barb obtained her M.Ed. from National Louis University (NLU) in early childhood administration and her B.S. in child and family development from Southern Illinois University-Carbondale (SIU-C). Building on past experience as a statewide assessor for the Illinois QRIS system, she supports statewide technical assistance providers through training on quality assessment tools and coaching practices. Prior to her work at the McCormick Institute, Barb worked as an infant/toddler and preschool teacher, site director, and education coordinator for both community-based and Head Start programs. She has written articles on topics in leadership and management of early childhood programs and taught for several years as adjunct faculty at a local community college. Barb's passion is to support early childhood leaders to continuously grow professionally and improve the essential care and education services they provide for young children and their families.

Examining the Role of Employer Benefits and Turnover in Center-based Child Care

Fri, 27 Jun 2025 16:11:20 GMT

By Robyn Kelton, M.A.

INTRODUCTION

Turnover rates in child care are among the highest in education, with over 160,000 workforce openings predicted annually (Bassok et al., 2014; Doromal et al., 2022; Joughin, 2021; U.S. Bureau of Labor Statistics, 2025). While some turnover is expected and even necessary, the levels of turnover experienced in the field of early childhood education and care (ECEC) are not only alarmingly high but deeply problematic. In 2021, a national survey conducted by the National Association for the Education of Young Children found that over 80% of child care centers were experiencing a staffing shortage, with the majority of those programs reporting one-to-five open roles, but 15% reporting between six and 15 open roles (NAEYC, 2021). Staffing shortages result in lost revenue, financial uncertainty, and program instability, often forcing administrators to operate below capacity and/or under reduced hours (NAEYC, 2021; NAEYC, 2024; Zero to Three, 2024). Limited enrollment slots and classroom and program closures lead to increased waiting lists (Zero to Three, 2024; Carrazana, 2023). In turn, families are placed in a highly vulnerable position of needing to leave the workforce to stay home with their child or turn to potentially unsafe or unregulated child care. Moreover, increased turnover in classrooms interrupts continuity of care and disrupts the relationships built between children and their educators (Reidt-Parker, J., & Chainski, M. J. (2015).

Research has begun to highlight some of the programmatic and personnel characteristics predictive of increased staff turnover in ECEC programs. Low wages are most commonly identified as a strong predictor of turnover (Amadon et al., 2023; Bryant et al., 2023; Fee, 2024; Guevara, 2022; Totenhagen et al., 2016). However, workforce advocates and some researchers have begun to expand conversations on compensation to explore the impact the profession’s general lack of benefits such as paid time off, access to health insurance, and retirement benefits has on retention (e.g., Amadon et al., 2023; Bryant et al., 2023; Fee, 2024; Lucas, 2023). While informative, this body of work has typically approached benefits as binary variables (i.e., have or do not have) rather than reflect the spectrum on which benefits are commonly offered (e.g., the number of days off, the percent of insurance covered by the employer, and levels of retirement matching funds).

This Research Note aims to expand on previous work investigating the relationship between benefits and turnover by exploring the possibility of a more nuanced relationship between the variables to determine if the level of benefits offered impacts turnover rates.

METHOD

This study used data collected via formal Program Administration Scale, 3rd Edition (PAS-3) assessments conducted by Certified PAS-3 Assessors between 2023 and 2025. To become certified, PAS-3 assessors must first achieve reliability (a score of at least 86%) on a test conducted after four days of training on the tool. Next, they must conduct two PAS assessments within three months of reliability training. PAS-3 national anchors reviewed the completed assessments for consistency, accuracy, and completeness. The study analyzed data from 133 PAS-3 assessments collected during the certification process across 12 states, the District of Columbia, and the U.S. Mariana Islands.

Measures

Data for this study were collected using the PAS-3, a valid and reliable tool used to measure and improve Whole Leadership practices in center-based programs (Talan, Bella, Jorde Bloom, 2022). The PAS-3 includes 25 items, each composed of 2-5 indicator strands and scored on a 7-point Likert scale (1 = inadequate, 3 = minimal, 5 = good, and 7 = excellent). Item scores are averaged to determine a mean PAS-3 score.

Of particular interest to this study is Item 5: Benefits. Item 5 measures employee access to health insurance and considers what percentage of the cost is paid by the employer, the total number of paid time off days within the first and fifth years of employment, access to a retirement plan, and the percentage at which the employer will match the employee’s contribution. Last, Item 5 explores provisions made to cover the costs of staff’s professional development. Non-applicable is allowed as a response for indicators related to health insurance and retirement if there are no full-time staff employed by the program.

Sample

Program enrollment ranged in size from four children to 285, with a mean enrollment of 65 and a median of 55. Total program staff for the sample ranged from two to 44 staff, with an average of just under 14 staff (13.93) and a standard deviation of 8.80. Table 1 below provides a detailed breakdown of staff by role and full-time and part-time status.

Seventy percent of the programs served infants, 81% served toddlers, 92% served preschoolers, and 47% served school-age children. Thirty-eight percent of the programs offered part-day programming, 71% offered full-day, and 40% offered before and after-school programming. Over half (57%) of the programs were for-profit, and 43% were not-for-profit. Only 14% of the programs reported receiving Head Start funding, and 30% reported receiving State Pre-K funding. Figure 1 below provides a breakdown of program auspices.

FINDINGSEleven percent of the programs were nationally accredited. PAS-3 assessment scores ranged from 1.04 to 5.92, with an average of 3.36, a median of 3.46, and a standard deviation of 1.19.

FINDINGS

First, descriptive statistics were used to explore average PAS-3 item scores and program turnover rates. The average score for Item 5: Benefits was 1.92 (SD 1.65), demonstrating that access to benefits was below what is considered a minimal level of quality according to PAS-3 benchmarks (Talan, Bella, & Bloom, 2022). Turnover within the past 12 months ranged from zero to 41, with a mode of 2, and an average of 4.53 staff departures (SD = 5.88) per center. Turnover percentage rate was calculated by dividing the total number of staff who had left the program within the previous 12 months by the current number of staff. Center turnover ranged from 0% to 164% (e.g., high staff turnover in small programs) with an average of 33% and a median of 23% (SD = .32). Table 2 provides a detailed breakdown of turnover by role.

The Relationship Between Turnover and Benefits

Bivariate analysis revealed that centers offering more comprehensive benefits (higher Item 5 scores) tended to have lower staff turnover rates. This relationship was statistically significant, meaning it is unlikely to be due to chance (r = .24, p = .005). Next, correlations were run at the indicator level to determine which of the 22 indicators had the strongest relationship to turnover.

Health Insurance. Just over half (52%) of centers offered full-time staff the option to purchase health insurance with some employer contribution. Of those, 38% percent of the programs offered health insurance with the employer paying at least 50% of the costs. Only 27% of programs covered at least 66% of the cost, and at this threshold, turnover rates were significantly lower (r = -.20, p < .05).

Paid Time Off. Just over half (53%) of the programs provided all employees 11 days of paid time off in the first year. After their fifth year of employment, only 28% of programs offered all staff 24 days of paid time off, and 19% offered 32 days of paid time off. Programs offering at least 24 or 32 days by the fifth year saw significantly lower turnover (r = -.27, p <.005 and r = -.23, p <.05, respectively).

Retirement. Just over half (56%) of the programs in the sample offered all full-time employees the option of contributing to a retirement plan, 41% of programs did not, and 2% of the programs in the sample were marked N/A because they had no full-time employees. Full-time employees having the option to contribute to a retirement plan was associated with less turnover. Although significant, the correlation was weak. (r = .17, p. <.05).

To further explore these relationships, a regression analysis was conducted to examine the combined effect of all benefits on staff turnover. The analysis found that, together, the benefits offered by a program significantly predicted turnover rates (F(3, 124) = 3.14, p <.05). The R2 was 0.09, indicating that the collective significant effect of the benefits accounted for about 9% of the variation in turnover between centers. However, no single benefit emerged as a significant predictor on its own. This suggests that the overall package of benefits, rather than any specific offering, may be most important for staff retention. See Table 3 for additional details on the regression model.

DISCUSSION

This study sought to better understand the relationship between employee benefits offered by center-based ECEC programs and staff turnover rates. The findings reinforce the growing body of research that highlights the importance of not only compensation but also benefits in retaining early childhood educators, while also providing new nuance about which aspects of benefits may matter most.

Consistent with prior studies, these results show that access to benefits in the child care sector remains limited. On average, programs in our sample fell below what is considered a minimal level of quality for benefits, and turnover rates were high, with an average annual turnover of 33%. These findings echo national concerns about instability in the early childhood workforce and the challenges faced by both providers and families.

The analysis found that, overall, programs offering more robust benefit packages tended to have lower staff turnover. Specifically, higher scores on the PAS-3 Item 5, Benefits were significantly associated with reduced turnover rates. When looking at specific types of benefits, the data revealed that more generous paid time off, higher employer contributions to health insurance, and access to retirement plans each showed significant negative correlations with turnover. This suggests that these particular benefits may be especially valued by staff and could play a role in their decisions to remain with their employer.

However, when all benefit indicators were considered together in a regression model, no single benefit emerged as a uniquely significant predictor of turnover. Instead, it was the combined presence of multiple benefits that made a difference, with the overall model explaining about 9% of the variance in turnover rates. While this may seem modest, it is notable given the complexity of factors that influence staff retention, including wages, organizational climate, leadership, and external labor market conditions.

These results suggest that efforts to improve retention in ECEC settings should focus on offering a comprehensive package of benefits, rather than emphasizing any one benefit in isolation. Programs that invest in their staff’s health and financial security, through paid time off, health insurance, and retirement options, may be better positioned to retain staff. This has important implications for policymakers and program leaders seeking to stabilize the sector and ensure continuity of care for children and families.

Despite these important findings, several limitations should be considered when interpreting the results. First, the data used in this study are cross-sectional and drawn from a convenience sample of programs undergoing PAS-3 certification, which may limit generalizability. Second, the study focused solely on benefits and did not control for other known predictors of turnover, such as wages, working conditions, leadership style, or staff demographics (Goffin & Washington, 2007; Whitebook, Phillips, & Howes, 2014; Totenhagen et al., 2016). As such, the results of this study should be interpreted as exploratory rather than causal. Future research should examine how benefits interact with these other factors, ideally through longitudinal studies that can better assess changes over time and directionality of effects.

Even with these limitations, the results of this study contribute valuable insight into how benefits, particularly when offered as a package, can support retention in ECEC settings. Programs with the capacity to invest in their staff’s health and financial well-being may be better positioned to reduce turnover and promote stable, high-quality learning environments for young children.

References

Amadon, S., Maxfield, E., Simons Gerson, C., & Keaton, H. (2023). Health Insurance Coverage of the Center-Based Child Care and Early Education Workforce: Findings from the 2019 National Survey of Early Care and Education. OPRE Report #2023-293. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.childtrends.org/publications/provider-experiences-with-staffing-and-compensation-in-early-care-and-education
Bassok, D., Fitzpatrick, M., Greenberg, E., & Loeb, S. (2014). Within‐and between‐sector quality differences in early childhood education and care. Child Development, 87(5), 1627–1645. https://doi.org/10.1111/cdev.12551
Bryant, K., McCready, L. T., & Iruka, I. U. (2023). Compensation Matters: The Impact of Wages and Benefits on Early Educator Well-Being. National Black Child Development Institute. https://www.nbcdi.org/resource/compensation-matters
Carrazana, C. (2023, September 6). Day care waitlists are so long, moms are quitting their jobs or choosing to stop having kids . The 19th. https://19thnews.org/2023/03/day-care-waitlists-child-care-strain-parenting/
Doromal, J.B., Bassok, D., Bellows, L. and Markowitz, A.J., 2022. Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover. Early Childhood Research Quarterly, 61, pp.170-178.
Goffin, S. G., & Washington, V. (2007). Ready or Not: Leadership Choices in Early Care and Education. Teachers College Press.
Fee, A. (2024). Using Worker Flows to Assess the Stability of the Early Childcare and Education Workforce, 2010-2022. Federal Resrve Bank of Clevland. https://www.clevelandfed.org /publications/cd-reports/2024/20240119-childcare-and-education-workforce
Joughin, J. (2021). Our Child Care System Is Not Meeting The Needs Of Families, Providers, or The Economy.First Five Years Fund. https://www.ffyf.org/resources/2021/06/our-child-care-system-is-not-meeting-the-needs-of-families-providers-or-the-economy/
Lucas, A. (2023). Retirement for early educators: Challenges and possibilities. Federal Reserve Bank of Boston.
National Association for the Education of Young Children (NAEYC). (2021). Progress and peril: Child care at a crossroads. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/blog/naeyc_july_2021_survey_progressperil_final.pdf
National Association for the Education of Young Children (NAEYC). (2024). Compensation Means More Than Wages: Increasing Early Childhood Educators’ Access To Benefits https://www.naeyc.org/ sites/default/files/wysiwyg/user73607/naeyc_benefits_brief.may_2024.pdf
Reidt-Parker, J., & Chainski, M. J. (2015). The importance of continuity of care: Policies and practices in early childhood systems and programs. The Ounce.
Talan, T. N., Bella, J., & Jorde Bloom, P. (2022). Program Administration Scale (PAS), 3rd ed. Teachers College Press.
Totenhagen, C. J., Hawkins, S. A., Casper, D. M., Bosch, L. A., Hawkey, K. R., & Borden, L. M. (2016). Retaining Early Childhood Education Workers: A Review of the Empirical Literature. Journal of Research in Childhood Education, 30(4), 585–599.
Whitebook, M., Phillips, D., & Howes, C. (2014). Worthy Work, STILL Unlivable Wages: The Early Childhood Workforce 25 Years after the National Child Care Staffing Study. Center for the Study of Child Care Employment, UC Berkeley.
U.S. Bureau of Labor Statistics. (2025). Childcare workers: Occupational outlook handbook. U.S. Department of Labor. https://www.bls.gov/ooh/personal-care-and-service/childcare-workers.htm
Zero to Three. (2024). How America’s Child Care Crisis Impacts Parents. https://www.zerotothree.org/ resource/how-americas-child-care-crisis-impacts-parents/

Let’s Talk About Bullying

Thu, 12 Jun 2025 08:59:12 GMT

Bullying has been around for ages. That doesn’t mean it’s ok, or we should get used to it. It is a persistent problem for all ages, and now it’s reaching into our early childhood programs. What can program administrators do? Some definitions and tips are below.

WHAT IS BULLYING?

Bullying has been described as a student’s repeated exposure to negative actions on the part of one or more students in which there is an imbalance of power between bullies and the victim. Some children learn that by bullying others, they can get ahead. It can affect the goals of education if not handled well.

While the behaviors of young children can sometimes be aggressive, they lack the more strategic and deliberate actions that typically define bullying. Still, early behaviors can be precursors to later behavior, so awareness and positive interventions are needed . Bullying prevention can be embedded into SEL practices, diversity awareness, and behavior guidance practices of early childhood programs.

HOW COMMON IS BULLYING?

Most studies look at bullying as something that involves older children. Research on early childhood bullying is still developing. The Olweus Bullying Prevention Program (OBPP) is considered one of the most effective school-based anti-bullying programs that schools and centers study. Its founder, Dan Olweus, Ph.D, found that 35-40% of boys characterized as bullies in grades 6-9 had been convicted of at least three officially registered crimes by the age of 24. Bullies sometimes teach their children to be bullies.

PREVENTION AND GUIDANCE CONCERNING BULLYING

There are things parents, teachers, and friends can do to prevent or stop bullying . During the early childhood years, programs to help prevent bullying are helpful. Teachers and parents should be role models of caring behavior. Children raised in safe and nurturing environments will learn to be caring individuals. As children’s abilities develop, they can learn anger management, problem-solving skills, and decision-making skills.

TEACHERS AND PARENTS CAN ALSO:

Dispel myths that bullying is part of childhood.
Encourage a positive environment by stating desirable behavior instead of negative behavior.
Emphasize respect, fairness, caring, and responsibility in classrooms.
Incorporate lessons about appropriate social skills in classrooms and everywhere; provide words for children to use.
Understand the seriousness of bullying.
Encourage children to consider the needs of others.
Parents can arrange play groups for their children.

A COMPREHENSIVE PROGRAM SHOULD:

Promote a caring, respectful environment
Help victims help themselves
Challenge the bullies’ thinking
Consider the effects of peer pressure
Elicit students’ input

FOR FURTHER INFORMATION:

Assistant Secretary for Public Affairs (ASPA). (2025, February 5). Get help now . StopBullying.gov.

The Institute on Family and Neighborhood Life. (n.d.). Olweus bullying prevention program, Clemson University. Olweus Bullying Prevention Program, Clemson University.

Temkin, D., & Snow, K. (2015, August 18). To prevent bullying, focus on early childhood . NAEYC.

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

Sherry Rocha, M.S.Ed., is an assessor and training specialist at the McCormick Institute for Early Childhood Leadership at National Louis University. She holds a master’s degree in curriculum and instruction with a specialization in multicultural education. Sherry has been dedicated to children and their welfare, safety, and emotional growth for over 30 years. She designed Nurturing Creativity in Children, a curriculum that won a national award from the National Extension Association of Family Consumer Sciences (NEAFCS), and was the recipient of additional awards for state and regional diversity work as the leader of the Education and Community committees of the Chicago Latino Coalition for Prevention. Sherry took the lead in creating the coalition’s video, Choosing Quality Childcare, in Spanish with subtitles in English.

Same Mission, Different Models: Examining Similarities and Differences Between Center-Based and Family Child Care Leaders

Thu, 12 Jun 2025 05:35:34 GMT

Self-Efficacy Across Leadership Competencies

One additional area of research interest was exploring differences and similarities in self-efficacy between FCC and center-based administrators across similar competencies. In both the ARPS and the ARPS-HB, respondents ranked their current level of confidence across 36 (ARPS) or 28 (ARPS-HB) specific competencies related to ECE administration. Each question was scored on a four-point Likert scale (1 = I am not confident in my ability , 2 = I am somewhat confident in my ability , 3 = I am confident in my ability , 4 = I am very confident in my ability ).

Given the unique demands of each role, many of the competencies differed between the two surveys. Notably, the highest- and lowest-rated areas of confidence also varied somewhat by group. FCC administrators reported the greatest confidence in working with mixed-age groups, promoting a positive program image in the community, and ensuring regulatory compliance. They reported the least confidence in financial management, using program assessment data for continuous quality improvement, and marketing to prospective clients. Center administrators, on the other hand, reported the highest confidence in building partnerships with families, promoting a positive program image, and modeling best practices for teaching staff. Their lowest confidence areas were developing and managing program finances, implementing equitable salary scales, and working with stakeholders to create a shared vision and priorities. Despite their differences, both groups showed high confidence in promoting their programs and lower confidence in financial-related competencies. Nine competencies directly overlapped across both surveys. While there were minor variations in mean scores among those nine areas, none of the differences were statistically significant. The infographic below illustrates how FCC and center administrators rated their confidence across these shared competencies.

DISCUSSION

Although both FCC and center-based administrators engage in similar leadership domains, the context in which they apply these competencies varies significantly. FCC administrators typically work alone, balancing education and care with business and entrepreneurial tasks, while center administrators tend to operate within larger and more complex organizational systems. These structural and contextual differences shape what leadership looks like in each setting and where individuals feel most—and least—confident.

This study reinforces that while administrators across settings may share some strengths and challenges, such as confidence in promoting their programs or struggles with financial management, their leadership experiences are deeply influenced by their operational realities. FCC leaders, for example, may feel isolated in their role, with limited access to peer networks or systems of support (Bromer et al., 2021). Center administrators, meanwhile, often navigate team dynamics, staff supervision, and institutional policies.

Given these differences, a one-size-fits-all model for leadership development is unlikely to be effective. While many leadership competencies are shared, their application—and the supports needed to build them—vary widely. Professional development initiatives must be context-responsive, honoring the motivations, structures, and day-to-day demands unique to each leadership role. Tailoring supports in this way is essential for strengthening leadership capacity and ultimately improving outcomes across the diverse early childhood education landscape.

REFERENCES

Amadon, S., Lin, Y-C., Padilla, C., M. (2023). Turnover in the Center-based Child Care and Early Education Workforce: Findings from the 2019 National Survey of Early Care and Education . OPRE Report #2023-061. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Bella, J., Abel, M., Bloom, P.J., & Talan, T. (2017). Administrator Role Perception Survey . McCormick Institute Center for Early Childhood Leadership, National Louis University.

Bella, J., & Kelton, R. (2018). Administrator Role Perception Survey—Home-Based . McCormick Institute Center for Early Childhood Leadership, National Louis University.

Bloom, P. J. (2010). Measuring work attitudes in the early childhood setting: Technical manual for the Early Childhood Job Satisfaction Survey and the Early Childhood Work Environment Survey . McCormick Center for Early Childhood Leadership, National Louis University.

Bromer, J., Melvin, S., Porter, T., & Ragonese-Barnes, M. (2021). The shifting supply of regulated family child care in the U.S.: A literature review and conceptual model . Chicago, IL: Herr Research Center, Erikson Institute.

Hogg, M. A., Deborah J. T., and M. K. (1995). A Tale of Two Theories: A Critical Comparison of Identity Theory with Social Identity Theory Author (S) . Social Psychology Quarterly. Vol. 58:(4) 255–269.

Hooper, A., Hallam, R., & Skrobot, C. (2019). “Our quality is a little bit different”: How family childcare providers who participate in a Quality Rating and Improvement System and receive childcare subsidy define quality. Contemporary Issues in Early Childhood , 22(1), 76-94.

Kelton, R. & Tenis, I. (2024). Family Child Care Professionals: Understanding a Critical Workforce . Research Notes . McCormick Institute Center for Early Childhood Leadership, National Louis University.

McCormick Center for Early Childhood Leadership (2018). Directors’ professional development needs differ by developmental stage . Research Notes. National Louis University.

Porter, T., & Reiman, K. (2016). Examining quality in family child care: An evaluation of All Our Kin . New Haven, CT: All Our Kin.

van der Meer, J., Vermeeren, B., & Steijn, B. (2023). Why do Role Perceptions Matter? A Qualitative Study on Role Conflicts and the Coping Behavior of Dutch Municipal Enforcement Officers . Urban Affairs Review, 60(2), 640-673.

Totenhagen, C. J., Hawkins, S. A., Casper, D. M., Bosch, L. A., Hawkey, K. R., & Borden, L. M. (2016). Retaining Early Childhood Education Workers: A Review of the Empirical Literature . Journal of Research in Childhood Education , 30(4), 585–599.

Wagner, B. D., & French, L. (2010). Motivation, Work Satisfaction, and Teacher Change Among Early Childhood Teachers . Journal of Research in Childhood Education , 24(2), 152–171.

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

By Robyn Kelton, M.A. and Irina Tenis, Ph.D. | June 12, 2025

INTRODUCTION

The early childhood education (ECE) workforce is diverse, encompassing professionals operating in various settings and under varying conditions. Among these, child care center directors and family child care (FCC) professionals—those who own and operate home-based child care programs—represent two critical groups of leaders who play pivotal roles in shaping the quality of children’s early learning experiences. Both groups function as administrators, responsible for delivering high-quality programming, ensuring compliance with licensing and regulatory standards, managing staff, and fostering relationships with families.

While their overarching goals often align, the day-to-day realities of their roles differ in many meaningful ways. Center directors typically manage larger teams and multi-classroom programs within formal organizational systems, whereas FCC professionals often operate as sole proprietors, balancing the role of mixed-age group educator and business owner with administrative duties and non-traditional working hours in a home-based setting (Bromer et al., 2021; Hooper et al., 2019; Kelton & Tenis, 2024; Porter & Reiman, 2016). These structural differences shape not only their work experiences but also their professional needs and identities.

Recognizing the commonalities and distinctions between these roles is essential to understanding the workforce and informing tailored workforce supports and professional development strategies. Moreover, understanding the perspectives of the administrators themselves is critical. This research brief contributes to those efforts by examining data from licensed FCC professionals and center-based administrators in Illinois, comparing their career motivations, job satisfaction, commitment, and self-efficacy across key leadership competencies.

METHOD

This study analyzed data from two distinct samples. The first included 89 FCC professionals who owned and operated FCC programs, and the second included 85 center-based administrators. All participants worked in licensed early childhood programs in Illinois. Data were collected as part of the registration process for various leadership academies hosted by the McCormick Institute’s Center for Early Childhood Leadership, prior to the start of the academies, between 2022 and 2025.

Although each sample is reasonably robust, caution should be used when generalizing findings, as participants were not selected through random sampling but were instead individuals enrolled in leadership academies.

Samples. Broadly, both groups had similar years of experience in the ECE field. On average, FCC administrators had 13 years of experience (range less than 1 year to 35 years), while center administrators also averaged 13 years of experience in the field (range 1 to 36 years). Both groups were generally well-educated, but the FCC sample had a smaller percentage of participants without degrees. Notably, 74% of FCC professionals without a degree had completed some college coursework. Twenty-eight percent of center-based administrators held an administrator or director credential, compared to 27% of FCC professionals who held an FCC credential.

The infographics below provide further demographic comparisons between the two samples, including age, race, and educational background. While differences in variables collected limited the ability to make direct program-level comparisons, a few overlapping variables revealed meaningful distinctions in program auspice, funding, and operating models, and accreditation status. These findings are also highlighted in the infographic section.

Measures. Data were collected using two tailored versions of the Administrator Role Perception Survey (ARPS): the ARPS, designed for center-based administrators, and the ARPS–Home Based (ARPS-HB) for FCC professionals (Bella et al., 2017; Bella & Kelton, 2021). Both surveys are administered online and take approximately 25 minutes to complete. They assess alignment between current and ideal work experiences, past perspectives, current role perceptions, self-efficacy levels, and mastery perceptions.

FINDINGS

Below are key findings regarding similarities and differences between home-based and center-based administrators. Career motivation, satisfaction, and commitment are explored, and confidence levels in leadership competencies are compared.

Career Motivation, Satisfaction, and Commitment

Our previous research has identified differences in the motivations of FCC professionals and center directors for pursuing administrative roles (Kelton & Tenis, 2024; McCormick Center for Early Childhood Leadership, 2018), and this study replicates those findings. Center directors most often enter administration through a professionalized pathway, shaped by encouragement from others and hierarchical organizational structures. In this sample, 86% of center directors had prior experience teaching in an ECE program, K-12 school, or both, consistent with previous findings that directors are often promoted from teaching positions.

In contrast, FCC professionals most frequently cited self-driven, family-oriented, or entrepreneurial motivations for entering administration. Prior research has also found that FCC administrators’ strong sense of work autonomy is linked to higher engagement and commitment (Kelton & Tenis, 2024; Lee et al., 2019).

The ARPS and ARPS-HB asked participants to reflect on their initial experiences and perceptions when stepping into administrative roles. Understanding these career trajectories is essential for designing leadership development opportunities that reflect the operational realities of each role and the motivations and professional identities of the individuals in them.

Role perception and job satisfaction have been shown to influence behavior and to be critical indicators of both performance and commitment (e.g., Hogg et al., 1995; Bloom, 2010; Wagner & French, 2009). Both groups were asked to rate on a Likert scale how well elements of their work aligned with their ideals (0 = not at all like my ideal , to 5 = is my ideal ) and were asked to share their greatest areas of satisfaction and frustration. As demonstrated in the figures below, both groups experience high alignment and satisfaction in the relational aspects of their roles, and they also share concerns about compensation, stability, and professional growth. In terms of frustrations, both groups commonly noted hindrances around staffing. However, the differences between the groups may reflect FCC administrators’ concerns about the overall sustainability and structure of the program. In contrast, center directors’ concerns focus more on the complexities of managing a larger team.

Last, indicators of commitment trended slightly higher for FCC with a statistically significant difference in only one area: FCC administrators reported significantly higher levels of pride in the work ( M = .88, SD = .33) than center administrators ( M = .73, SD = .45; t (151) = 2.32, p < .05).

Leadership and Gardens

Wed, 11 Jun 2025 07:31:19 GMT

A few weeks ago, on a cold Chicago evening in January, my niece arrived at our front door as she often does, semi-unannounced, but radiating a joyful presence that causes you to forget the shoes cluttering the foyer and the toddler toys every three to four feet.

She arrived as usual with a gift in hand, a testament to her generous personality and old soul. With a quick hug, she placed a flower pot filled with beautiful yellow tulips in my hands, along with a card, and said, “Read this later, Aunty Kim.”

Hours later when the kids were tucked away, I picked up the bright sky-blue envelope. Inside, I found a beautifully hand-written message along with a lesson about tulips. The line that stood out most to me was that tulips grow best in winter. As a self-proclaimed “nature girl,” this line set me on a quest to more deeply explore gardening, an activity that I have always found fascinating. As a former kindergarten teacher, Froebel-influenced educator, and advocate for the “children’s garden,” this deeply resonated with me and so the journey began.

The idea of a tulip, something so delicate, growing in winter stuck with me and reminded me how many beautiful things in the world are born and nurtured in dark, cold conditions—circumstances that, to the naked eye, might be perceived as hopeless. Yet beautiful things can emerge out of the soil of life, and while tulips typically flourish and bloom in spring, the most critical growth happens in winter.

Chicago’s dark, cold winters and blustery winds off Lake Michigan can overshadow memories of flowers in bloom, but gardening, as I have learned, is much more about the process than the product, a relatable concept for early educators. At its core, the gardening process includes cultivating, planting, nurturing, and harvesting. My exploration into gardening became a reflective metaphor for the state of our “world garden” today and the transitions that I believe are calling our true values and beliefs to the surface.

Amid this exploration, I found myself reflecting deeply on how the principles of gardening could be applied to the current challenges impacting our profession.

During these times of challenge and change, it might seem trite to talk about gardens and flowers, but I challenge each of you to simply use the gardening metaphor as a landscape for our collective work as early childhood professionals and institutional leaders.

The principles of gardening are like many things, an “art,” but gardening is also a science. It is easy to focus on the beautiful blooms and foliage that appear above ground, but what lies beneath the surface is what matters.

The scientific element of gardening is about planning and cultivating the deep dark soil where the seeds will be planted. Make no mistake, a wise gardener knows that gardens are full of surprises and that not every seed will thrive or survive, but there are lessons to be learned in both successes and failures in gardening.

Our theme for the Leadership Connections 2025 conference is “Leadership in Bloom.” While the theme is a nod to our past and the visionary leadership of our founder, Dr. Paula Jorde Bloom, it is also an aspirational look toward the future and what it can be. It is also an acknowledgment of the seasons and circles of life.

Audrey Hepburn said, “To plant a garden is to believe in tomorrow.” As leaders in communities and institutions of higher education and early learning, I challenge you to consider what you want to cultivate as you mentor future leaders, nurture learning communities, strategically advocate, and honor every voice within reach of our care.

I also challenge you to examine your soil. Check the condition, provide extra nutrients if necessary, and be willing to break up the fallow ground. Once the soil is ready, consider intentionally planting seeds of hope, knowledge, collaboration, and kindness.

Remember, not all plants need the same thing, so be mindful of what’s in your garden and be careful not to give too much or too little water or sunlight.

I believe it is important to be generationally minded and think about those who will follow us and that is why I am so inspired by the African proverb that says, “We must be willing to plant gardens from which we may never eat.” Even the possibility that someone might be encouraged or empowered because of my contributions makes it worth the effort and sacrifice.

As I close, I want to share this inspiring quote from Dr. Maya Angelou, “As I gaze at my garden and regard the varying colors the Creator has made for us, red, yellow, blue, white, pink, purple, etc..., I also think of the many colors the Creator has made of us, black, beige, brown, red, yellow and white—and all of us are beautiful.”

By the time this article is published, it will be Spring and I hope that like the tulips, we have grown through winter and that we all recognize the beauty in the garden.

Read the article on Exchange's website

This document may be printed, photocopied, and disseminated freely with attribution.

The Conference Is Over – Now What?

Thu, 29 May 2025 05:00:07 GMT

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

EXTENDING THE LIFE OF YOUR PROFESSIONAL LEARNING

Professional learning opportunities, specifically workshops and conferences, are among the most exciting places to be as an early childhood education and care leader. The chance to step away from your day-to-day work, reflect deeply on your growth and the state of the profession, and learn from many diverse individuals is stimulating and dynamic. It can also bring unique challenges, namely, what do you do when it's over?

You may feel overwhelmed, inspired, or fatigued. These are all normal. But once you've unpacked your bags and gotten a good night's sleep, you'll want to capitalize on all you took away from your professional development experience. Using the ideas below, you can ensure that your insights and learnings continue growing beyond the days you attended the conference. Instead of gathering dust, you'll gather momentum.

ORGANIZE YOURSELF

You’ve likely come out of this experience with much more than you entered it with: intangibles, like ideas, wonderings, a-ha moments, and likely many tangibles like notes, flyers, brochures, and branded gifts! It can feel like an overwhelming amount of “stuff.” Dedicate time to sort through it all. Determine what you want to keep, and put things where they belong. Organize these items according to your intended use. Here are some suggestions for how that might look:

Notes: You likely took many notes, and you may have them in a multi-media format (something scribbled on a post-it, perhaps, or a photo of a slide). Bring all of the information you want to remember to a central location. You may like to type up everything into a document. You could have a folder on your computer for professional development containing a Word document for each conference and workshop you attend. Or you can group items by function. For example, all your notes on compliance may go with your previous professional development on licensing and compliance. Whatever the system, ensure your new learnings quickly join the rest of your information and knowledge.
Promotional materials: Water bottles, notepads, and product samples. The list goes on. Sort through those things and put them where they need to go. For example, my McCormick Institute for Early Childhood tote is stored with my reusable grocery bags, and my Leadership Connections 2026 boat is in my desk drawer, ready to squeeze in a stressful moment.
Connection materials: These are the business cards you may have collected. Any brochures or handouts for organizations you want to follow also belong here. You'll want them together to use them for the next step.

REFLECT AND CONNECT

You'll want to think deeply about all the information you took in. It likely all seemed vital and exciting in the moment, and much of it still is. But now that you're out of the excitement and long days that come with conferences, determine the most helpful information. Make a list of what you want to keep front-of-mind.

And once that’s done, remember the little stack of connection materials you made? Go through them! This is one of my favorite parts about a professional development experience – you've met wonderful people and don't want that professional bond to end. Whatever social networks you use, jump on and connect! Maybe it's following Michelle Kang on LinkedIn after her remarks at the Colloquium or browsing the new MIEC website . Was there a presenter you couldn't stop thinking about? Find them and send them a message – tell them how exciting it was to sit in their session. You'll never know when these professional acquaintances will have a meaningful impact on your growth.

DEBRIEF WITH COLLEAGUES

A colleague once said that the best way to learn something is to teach it to someone else. If your colleagues did not have a chance to join you in this experience, bring the experience to them. Schedule a lunch-and-learn with your staff to share the knowledge you gained with them. Use this as an accountability checkpoint for yourself. You can discuss any actionable changes you're considering with them so they know what to look for. Make it exciting! Show the photos you took, and display the additional materials presenters posted in the conference app (for example, the LC25 App or here for Android phones).

If you were able to attend with colleagues, schedule a separate debrief with that group. Share what you learned with one another. Someone may have a perspective from a workshop you hadn't considered. This helps maintain accountability and lets you process all your learnings.

TAKE SUSTAINABLE ACTION

You likely want to do so much based on all the learning you did. Start immediately by taking one small action. It can be as small as emailing your local legislator and discussing the importance of quality early-childhood learning experiences for all children. Maybe you want to purchase a copy of Dan Wuori's book to put in your site’s professional development library. Was there a Professional Learning offering that you wanted to recommend to a colleague?

Extend your learning onward

The most crucial step to take is to keep the momentum going. Your energy and enthusiasm about what you've learned may not always be as high as it is right after a conference. Use this opportunity to plan intentional experiences for your future self. You may want to research and register for other workshops related to the informative sessions you attended. You could schedule regular reflective sessions for your leadership practice and check in with how you're applying those actionable steps from above. It could be as simple as marking your calendar for Leadership Connections 2026. Whatever your next step is, your look to the future will propel your professional development onward while keeping you connected to the knowledge you've gained.

Natalia Ambrozek, B.S. , is a Quality Assessment Coordinator at the McCormick Institute for Early Childhood at National Louis University. Natalia earned a bachelor’s degree in Early Childhood Education with a concentration in French at DePaul University and has since completed her ESL endorsement. Previously, Natalia taught for over 10 years in Chicago in Head Start and Early Head Start classrooms and has experience as an Assistant Director. Natalia is also part of the leadership team for the Illinois Southland chapter of NAEYC and an alumnus of the Maria Whelan Leadership Institute.

AAPI Month | Celebrating AAPI in your program

Wed, 23 Apr 2025 14:26:41 GMT

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

The term AAPI refers to Asian Americans and Pacific Islanders and covers countries from East, Southeast, and South Asia, such as Pakistan, Malaysia, and Cambodia. This term also includes descendants from the countries of Melanesia, Micronesia, and Polynesia, such as Fiji, Hawaii, and Tonga. Asian/Pacific American Heritage Month is observed during the month of May.

Early childhood leaders and staff need to educate themselves about the importance of AAPI Heritage Month and how they can lead classroom activities that inform and celebrate people from this heritage. This is especially important when enrolled families or staff are members of the large group called “AAPI.”

Asian Americans and Pacific Islanders are among the two fastest-growing racial groups in the United. But growing up in a South Asian household in the late 80s and 90s, I was never aware that there was a day in May, let alone a month, to celebrate people who shared my heritage. Even as an adult, people still question that I refer to myself as Asian because many associate the word “Asian” with those from countries such as China, Japan, and the Philippines, to name a few. If adults are confused, imagine the children in your classrooms with far less exposure to the world.

HISTORY OF AAPI MONTH

In 1979, President Carter proclaimed the first Asian/Pacific American Heritage Week in May to celebrate the contributions and influences of Asian Americans, Pacific Islanders, and Native Hawaiians. The month of May was chosen to highlight two important days. The first is May 7, which signifies the arrival of the first Japanese immigrants in the United States. The second date is May 10, marking the completion of the first transcontinental railroad in the United States, with significant contributions from people of Chinese descent. AAPI week continued to be celebrated until 1990, when President George W. Bush proclaimed the first AAPI month. In 1992, Congress passed Pub. L. No. 102-450 , which permanently designated May as Asian/Pacific American Heritage Month each year.

INTRODUCTION OF AAPI MONTH IN YOUR PROGRAM

Before deciding what activities you can do to celebrate AAPI month, get to know the children and families in your program. If you have families that fall under the umbrella of AAPI, include them in collaborating and planning activities. Not only will this create positive and meaningful connections with your families, but those families will also be great resources.

Below are different ways your program can increase familiarity with AAPI heritage. One key note is that AAPI covers people from over 200 different countries. It is not realistic to be able to introduce aspects from all of their cultures respectfully. However, you can categorize countries to be able to expose your program to as many different types as possible. For example, one could group the South Asian countries together; there are similarities between the clothing and music even though different languages are spoken. Exposure is key! You do not have to spend much of your budget buying resources. With technology, finding budget-friendly or cost-free educational materials for your center is easier than ever.

Music: This can be as simple as playing music from various cultures. Asian Playground includes various songs from India to China. Pictures or videos of instruments unique to these cultures can also interest children.
Books: These can be physical books or even online books. Here are a few recommendations and resources to access free online read-alouds:
Common Sense Education
epic!
Eyes that Kiss in the Corners
Ohana Means Family
Bilal Cooks Daal
Foods: If you have families under the AAPI umbrella, you might have them bring their favorite recipes to share. Staff can also add pictures of food or plastic food items from these cultures to the dramatic play center. This would also be an excellent opportunity to do a cooking activity in the classroom.

These are just a few suggestions for integrating AAPI culture into your program during May (and year-round!) There are endless possibilities to engage the staff and children in your program. You just need to ask yourself which methods will be most impactful for you and your program.

Sharmeen Reyes, B.A. , is an assessor and training specialist with McCormick Institute for Early Childhood at National Louis University. She earned her baccalaureate degree from the University of Illinois Chicago and is a licensed teacher with an endorsement in Early Childhood Education. She also holds an Infant Toddler credential, issued by DHS. Before moving to assessment work, Sharmeen had nine years of experience in early childhood settings as a Head Start teacher and an education coordinator.

Engaging Families in Child Care

Mon, 14 Apr 2025 16:21:00 GMT

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

What is “Family Engagement?” Early childhood program administrators often hear that they should “engage” families in order to best meet the needs of children and ensure understanding of their programming. Family engagement is a partnership with the families in your program. It can develop and grow from birth to school age, and change with circumstances. Family engagement may look different from family to family and can also contain some similar qualities from family to family.

Why Engage Families?

What happens when we engage families? Engagement can have a lasting effect and sets the stage for a positive future, for both the child and the family.

Family engagement includes actions, habits, and collaborations which can change as the child ages.

Who should Engage Families?

Directors are the first to engage the family, but it doesn’t stop there. The classroom teacher and other staff need to get involved as well.

How to Engage Families

In your daily work as program administrators, many of the things you are already doing contribute to family engagement and help families feel secure in their decision to use your facility to help care for and teach their children.

These can include:

Sharing photos you take with parents
Talking with parents at enrollment about important items in your parent handbook
Learning about each child’s developmental history
Greeting each child and parent daily
Sending at-home activities for parents and children to do together

Directors and teachers need to be responsive , strengths-based , accessible, and effective. There are surveys that can help directors and teachers to understand family needs . They can help identify things like time constraints that might make it difficult for families to engage in program activities.

Get creative as you see the needs in your area. Involve other agencies, businesses, and other programs. Establish collaborations within your community that can help each family in your program. Offer volunteer opportunities for the caregivers to get involved with the program and classroom. Continually invite feedback from the families. Make sure parents and relatives know that they can volunteer to read books or share information about the family customs etc.

One specific example could be to have the program stay open a little longer for a day and offer a meal as parents pick up children. Parents and children can eat together, then have time for separate parent and child activities. Invite a speaker to come for the parent session on a topic of interest while children complete a planned activity.

What do your families need?

To determine how best to help families and encourage relationships that grow, remember to consider family structures. There are many types of family structures today. Learn about your families, how they say their names, who is important in each child’s life, and how you can understand and support them.

The environment in your child care center or home shows what is important to you. It comes through in your engagement with families, the displays families see, and the organization of your child care space. Looking over your environment can be a starting place for directors and teachers as you imagine how it feels to someone who has never entered your space before.

This first engagement can lead to engaging other families and the community, and it can set the stage for continued engagement with the schools and community as the child ages.

Some family engagement ideas:

Potlucks
Reading nights
Date nights
Resource nights
Food pantries
Health departments
Library days
Community gardens
Host social events
Participate in community events
Host fun and educational activities

In closing, start implementing your strategies for engaging families. Keep it as an item for your staff meetings so new ideas always come forward. The better you get to know your families, the stronger your program will be.

Cara Murdoch, B.A. , is an assessor and training specialist at the McCormick Institute, Center for Early Childhood Leadership at National Louis University. Cara earned a baccalaureate degree in art and psychology and a lifetime teaching certificate for Art K-12 from Culver-Stockton College. Previously, Cara was a Quality Specialist. She spent 20 years in the Early Childhood Education field in classroom settings and as an assistant director. Cara initiated, advised, and was a consultant in the development of the year-round Essentials Preschool Curriculum for Gospel Publishing House.

Sherry Rocha, MS.Ed., is an assessor and training specialist at the McCormick Institute, Center for Early Childhood Leadership at National Louis University. She holds a master’s degree in curriculum and instruction with a specialization in multicultural education. Sherry has been dedicated to children and their welfare, safety, and emotional growth for over 30 years. She designed Nurturing Creativity in Children, a curriculum that won a national award from the National Extension Association of Family Consumer Sciences (NEAFCS), and was the recipient of additional awards for state and regional diversity work as the leader of the Education and Community committees of the Chicago Latino Coalition for Prevention. Sherry took the lead in creating the coalition’s video, Choosing Quality Childcare, in Spanish with subtitles in English.

The Power of Facilitated Cohorts and Online Learning Using Aim4Excellence

Mon, 14 Apr 2025 09:30:15 GMT

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

In 2008, Dr. Paula Jorde Bloom launched an online program called Aim4Excellence, a credential early childhood leaders could earn to support their professional growth and learning. Utilizing state-of-the-art online learning tools, Dr. Bloom, with the assistance of other early childhood experts, created a unique curriculum. The purpose was to support early childhood leaders. Lessons focused on systems thinking, operational management, and, most importantly, leadership development—how to be a leader in the field of early childhood education and care. Video recordings captured leaders from across the field who shared the lessons they had learned, including insights gleaned from years of experience serving in the role. Over time, the program continued to evolve with updated content and enhanced technology. Facilitated cohorts, led by trained Aim4Excellence Facilitators, began to take flight across the country and included a partnership with South Carolina (SC) First Steps 4K .

As a child care owner and director, Kristine Jenkins sought out the Aim4Excellence program to gain higher-level learning experiences for herself. In 2012, she transitioned to SC First Steps as a 4K Coach and serves today as 4K Manager. In her new role, she interacted with child care directors across the state who also felt they needed additional educational opportunities specific to early childhood leadership. As Kristine collaborated with other colleagues within the 4K program, they provided their leaders with additional support and premier professional development opportunities. Borrowing a phrase from Dr. Jorde Bloom, they recognized early childhood leaders as the “gatekeepers to quality.”

In 2018, the SC First Steps 4K Program offered its first tuition scholarships for early childhood leaders to complete the Aim4Excellence National Director Credential. This included undergraduate tuition for anyone who had not yet completed a 4-year or Bachelor’s degree. Kristine completed the National Director Credential, the Aim4Excellence Facilitator Training, and served as the very first facilitator in South Carolina. Since then, the program has supported six cohorts, with a seventh currently taking place, and has sponsored over 100 early childhood education leaders who earned the Aim4Excellence National Director Credential.

Why did SC First Steps 4K choose to utilize the Aim4Excellence cohort model? Adults differ from children in their learning as they bring a vast array of history and experience to the learning environment. They are all at different stages in life, have well-developed individual strengths, and have a range of learning experiences behind them. SC First Steps 4K cohort members committed to strengthening their professional development by engaging in a new learning journey. With the support provided by the program, there were opportunities for ongoing development, active participation, and completion of each module. Supported by the facilitator’s knowledge of the principles of self-directed learning, motivational theory, critical reflection, and transformative learning, participants were guided based on where they were within the learning process. SC First Steps 4K recognized that while early childhood pedagogy was important, program leaders also needed to enhance business skills and build leadership skills. They also knew that accessibility was a barrier for many directors; courses through the South Carolina technical college system were primarily available in person. By providing Aim4Excellence as an online learning option, it could be delivered to meet the needs of early childhood leaders across their state, including having it approved by their professional development registry system, SC Endeavors .

As the Aim4Excellence Facilitator, Kristine understood that all cohort members were committed to lifelong learning. Acknowledging this as the facilitator, she supported cohort members by adding meaning and insight to new learning. Understanding the dynamics of the relationships in relation to participant motivation, self-discovery, and learning provided the foundation needed to take advantage of the shared day-to-day experiences of ongoing leadership in the program environment and the function of the cohort model as they met each month. She was attuned to what motivated each participant, highlighting opportunities for growth and providing the resources and support needed for self-directed learning. Bridging the gap between the participants’ online learning and the day-to-day leadership practice experiences, opportunities for deep reflection occurred during the meetings. By asking key questions, Kristine led discussions that connected ongoing experiences with the content contained within the Aim4Excellence curriculum. Her role has played a vital part in the success of the participants.

Since 2018, SC First Steps 4K has observed graduates strengthening their leadership skills while also valuing their roles as leaders within their programs, the community, and the profession. Participants have reported feeling more informed, prepared, and competent as early childhood leaders. SC First Steps 4K staff have witnessed improved practices as pedagogical leaders within programs. Evidence of this has included program leaders championing instructional support for their teachers, resulting in improved student outcomes. Graduates of AIM4Excellence have developed practices to recruit, hire, and retain quality staff. They have become exemplary leaders for others by serving as mentors within the SC First Steps 4K program. Many have assumed leadership roles in other sectors of the early childhood field, including serving as board members for professional organizations such as the South Carolina Association for the Education of Young Children (SCAEYC) and the South Carolina Early Childhood Association (SCECA).

The power of the facilitated cohort provides much promise and opportunity for those interested in growing early childhood leaders. Providing support to develop a community of practice allows participants to continue learning while valuing their experiences.

Let’s review some of the testimonials from SC First Steps 4K graduates:

I have definitely taken away some valuable organizational and redeveloped mental skills that my center will benefit from. This course confirmed what I always believed: that childcare starts with a vision and knowledge, but it takes “real” passion to be successful. In taking this course, I have improved my communication skills and have learned to think a little more creatively as I developed several networking campaigns for my center. Mrs. Alice Williams-Ellison, Little Love Christian Academy

This course was SO helpful for me. I have a lot of experience in childcare–I have worked in licensed centers and public schools for the last 13 years, I have a degree in early childhood education–and I felt confident in my knowledge of development and best practices. However, I have only been in the role of director now for 2 years and I still feel new at it most days! This course was extremely helpful in teaching me things about the business side of things and running a high quality child care center. Every single module taught me something new and I was able to take away a lot of valuable resources that will serve me for years to come. Morgan Horning, Miss Tammy’s Little Learning Center

I really enjoyed taking this course. When I was made director 6 years ago it was literally, “here you are our new director”, and I knew nothing about being a director. I feel much better after going through these modules. Cindy Johnson, Child Development Ministry at First United Methodist

I’ve learned a lot over the past nine months about being a director and being a leader! I really enjoyed learning the different techniques from each module that I didn’t know! I think a lot of directors would benefit from Aim4Excellence! Thanks for allowing me to get the knowledge that I needed to become a more successful director! Sharon Hunter-Graham, Dream Big Academy

As a person with physical challenges, this credential helps me show what I am capable of, and that I can do this job well, despite physical limitations. Jenn Davis, Oxford Children’s Academy

The process of completing the credential is very manageable. It was fully online. You are given ample time to complete each course at your own pace, with access and support from 4K Manager, peers and the McCormick Center. This certification helped me to identify and enhance my leadership skills and improve operations of the business on many levels such as: staff, students, parent engagement, community involvement, finances and more. If you are a Director that is very busy and may think that time does not permit, but would like to gain some additional credentials in your profession, I would recommend this program. Stephanie Webster, Jehovah Missionary Baptist Church Christian & Academic School

Want to learn more about supporting an Aim4Excellence online cohort?

Contact: Lorena Rodriquez, Aim4Excellence Program Manager at Lorena.rodriguez@nl.edu

Kristine Jenkins, M.Ed., 4K Manager with First Steps 4K, has over 28 years of experience in the field of Early Childhood Education. Of these years, 17 years were spent as an owner/director of three childcare centers in Myrtle Beach, South Carolina. The last 12 years have been with SC First Steps 4K program where she serves as a 4K Manager, supervising a team of six coaches, and is responsible for Leadership Development, working with childcare directors on the implementation of 4K in their locations and building the overall quality of their programs. Kristine earned her undergraduate degree in Biology Secondary Education from SUNY Albany, NY and her master’s degree in Early Childhood Education from the University of South Carolina, Columbia.

Jane Humphries, Ed.D., serves as the Associate Director for Professional eLearning for the McCormick Institute, Center for Early Childhood Leadership, at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. Part of her role is to provide oversight of the Aim4Excellence National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation and is incorporated in multiple state quality rating and improvement systems.

Leading Under Pressure: Stress, Burnout, and Commitment Among Novice ECEC Administrators

Thu, 03 Apr 2025 03:57:08 GMT

INTRODUCTION

In recent years, there has been growing interest in the well-being, work stress, and coping strategies of the early childhood education and care (ECEC) workforce. Research has found that ECEC educators experience elevated rates of depression and stress compared to the general population (e.g., Brophy-Herb et al., 2023; Canobi et al., 2024; Kwon et al., 2019; Roberts et al., 2019). When adults’ well-being suffers, children’s well-being is likely affected as well. Teachers who experience stress and depression struggle to offer emotional support, model pro-social behavior, and effectively engage with students. They are also more likely to leave the profession (Jeon et al., 2014; 2018; Jepson & Forrest, 2006; Kwon et al., 2019; Whitebook et al., 2001).

While the focus on teacher well-being has increased, the experiences of ECEC center administrators remain largely unexamined. Administrators are critical to program quality. They serve as the linchpin for numerous functions that influence staff satisfaction and retention with responsibilities that include hiring and onboarding staff, supervising and promoting employees, managing finances, fostering a shared mission and vision, and shaping the overall organizational climate (Bloom & Abel, 2015; Doherty et al., 2015; Douglass, 2019; Douglass & Kirby, 2022; Sims et al., 2015; Kelton & Talan, 2023; Talan et al., 2014). Administrators also, directly and indirectly, affect teachers’ daily experiences, teaching practices, and job satisfaction and influence decisions to remain in their roles (Zinsser et al., 2016). Notably, Doromal and Markowitz (2023) surveyed 1,114 ECEC educators and found that perceptions of leader support were significantly associated with both teachers’ intentions to leave and actual turnover rates.

New or novice administrators in early ECEC settings typically have formal education and training in early education and child development but often lack preparation in program administration and leadership (Kelton & Talan, 2023; Kelton & Tenis, 2024; Talan et al., 2014). As a result, many struggle to navigate responsibilities in areas where they have little or no prior experience, such as human resources, coaching and supervision, program operations, strategic planning, and fiscal management (Kelton & Talan, 2023).

Decades of research in organizational psychology and human resources underscore the need for structured training and support for individuals transitioning into leadership roles. As Nick Taylor, CEO and co-founder of Unmind, aptly stated, “One minute, [managers] are praised for their individual contributions. Next, they are elevated into positions that can feel dramatically different from the ones they previously held. Then they’re left to decipher their way through the managerial maze without the additional support or development needed to succeed – or even to comprehend what their team actually needs from them.” This quote captures the challenges that many novice ECEC administrators face.

Better understanding administrators’ work experience is essential, given their pivotal role in program quality and teacher retention. Moreover, while formal data on administrator turnover is lacking, it is likely that administrators’ stress and well-being also affect their own retention. Despite the critical role administrators play in the sustainability of high-quality ECEC programs, empirical research on their unique experiences, needs, and challenges remains limited (Kelton & Tenis, 2024; Talan et al., 2014). This study seeks to understand the relationship between indicators of well-being, work-related positive and negative thoughts and emotions, and resignation considerations among novice administrators.

STUDY METHODOLOGY

Sample

The sample included 90 center-based administrators. Data were collected as a part of a registration process for Ready to Lead, the McCormick Center for Early Childhood Leadership’s 3-month-long leadership academy designed to support administrators who are new (within the first five years) to their administrative role. Forty-one percent of the sample identified their current role title as director, 38% as assistant director, 7% as executive director, 4% as coordinator, 4% as owner-director, 2% as manager, and 3% as other. Eighty-three percent indicated they shared their administrative responsibilities with at least one other person, and 22% indicated that their job description included regularly assigned classroom teaching. The sample predominantly identified as female (97%), 2% male, and 1% non-binary. The sample also represented a wide range of diverse races and ages (see Figures 1 and 2 below).

Figure 1
Participant Self-identified Race

Regarding more negative thoughts and feelings, 63% of the sample indicated that at least half the time, they felt uncertain about others’ reactions to their decisions. The majority (53%) also worried about how their staff perceived them at least half of the time. Forty-two percent (42%) indicated that at least half of the time, they felt as though no one could relate to the challenges they faced. At least half of the time, 34% felt as though they were in over their head, and a quarter of the sample (25%) said they were afraid they were not the right person for the job. Figure 6 provides a more detailed breakdown.

Figure 6
Frequency of Negative Thoughts and Emotions

Experience in the field of ECEC ranged from 1 to 36 years, with an average of 13 (SD = 8.45) years of experience. Experience in current administrative position ranged from 0 to 5 years with an average of less than one and a half years (X = 1.36; SD = 1.43) and median of one year of experience (n = 89). The majority (93%) of the sample reported having a college degree. Figure 3 breaks down the degree by type. Of the six participants without a degree, three had previously taken college coursework in leadership, management, or program administration, and all six had taken college coursework in early childhood education or child development. Seventeen percent of the sample had a CDA, 33% (30) had a state or national administrator credential, 28% (26) had an early childhood teaching license or certificate, 10% (9) had an elementary teaching license or certificate, and 2% (2) had a principal endorsement.

Figure 3
Participant Highest Completed Level of Education

Work-Related Thoughts and Emotions

Next, administrators were asked how often they experienced both positive and negative thoughts and emotions about their work. The majority reported feeling hopeful about their programs at least half of the time (93%) and excited to arrive at work with the same frequency (91%). Additionally, 88% felt confident in their decisions at least half of the time, and 76% believed they were excelling in their role at least half of the time. Figure 5 provides a detailed breakdown of the frequency of positive thoughts and emotions.

Figure 5
Frequency of Positive Thoughts and Emotions

Commitment to Role and Field

We also examined novice administrators’ commitment to their current role, their dedication to the field, and the frequency with which they considered quitting. Overall, commitment appeared strong: 74% intended to stay in their current role for at least three more years, and 96% planned to remain in the field for at least that long. However, responses regarding thoughts of quitting were more nuanced. Nearly half (49%) of administrators reported never having considered quitting in the past six months. The remaining 51% had thought about quitting, with 30% considering it once or twice, 4% three to six times, and 17% six or more times during that period (see Figure 7).

Figure 7
Number of Times Admin istrators Considered Quitting During the Past Six Months

Figure 2
Participant Age

The frequency with which novice administrators considered quitting was also significantly positively correlated with the frequency of negative feelings regarding their capabilities, concerns about staff perceptions, and a sense of isolation. Specifically, administrators who more frequently felt they were not the right person for the job ( r = .37, p < .001) or felt they were in over their heads ( r = .45, p < .05) reported thinking about quitting more often. Additionally, those who more frequently worried about staff perceptions ( r = .22, p < .05) or felt uncertain about how others would react to their decisions ( r = .27, p < .01) were likely to report thinking about quitting more often. A significant positive correlation was also found between feeling that no one could relate to their challenges and the frequency of thoughts of quitting ( r = .31, p < .001).

Conversely, thoughts of quitting were significantly negatively correlated with excitement about work ( r = -.28, p < .01) and hope for the program’s future ( r = -.26, p < .001). While both correlations were weak, they suggest that the more positively administrators feel about their work, the less frequently they consider leaving.

DISCUSSION

Key Findings and Implications

This study supports the notion that novice administrators—those within their first five years in an administrative role—experience significant stress, uncertainty, and emotional strain. Specifically, this study found that:

Stress and burnout were prevalent. More than half of novice administrators reported feeling physically or emotionally drained at least once a week. Many also struggled to disconnect from work stressors during their time off and often prioritized others’ needs over their own.
Thoughts of quitting were common. While a majority of administrators reported commitment to their role and the field, more than half had considered quitting within the past six months, with17% having thought about it six or more times during that period.
Insecurity and concerns about leadership capabilities played a role in resignation considerations. Administrators who frequently felt they were not the right person for the job, were in over their heads, or worried about staff perceptions were significantly more likely to report increased instances of considering quitting.
Positive emotions were protective factors. Administrators who felt hopeful about their programs’ futures and excited about their work were significantly less likely to think about quitting, underscoring the importance of fostering a positive workplace culture and professional support systems.

Practical Implications and Future Directions

These findings highlight the urgent need for targeted support for novice ECEC administrators. Without adequate preparation and ongoing professional development, administrators may struggle with the demands of leadership, potentially leading to high turnover rates that further destabilize early childhood programs. Addressing these challenges could involve:

Comprehensive leadership training. Investing in structured training programs that equip new administrators with essential skills in administrative leadership, leadership essentials, and pedagogical leadership.
Mentorship and peer networks. Establishing mentorship opportunities and peer support groups to help novice administrators navigate the transition into leadership.
Workplace well-being initiatives. Promoting well-being strategies, such as leadership coaching, mental health resources, and workload management, to reduce burnout.
Clearer pathways for career advancement. Ensuring that ECEC administrators have access to leadership development opportunities to build confidence and long-term commitment to their roles.

Future research should further explore the long-term impacts of stress and role strain on administrator retention and the effectiveness of targeted interventions in reducing turnover. Understanding how pre-service professional preparation, organizational supports, and in-service leadership development experiences influence job satisfaction could help create more sustainable career pathways for ECEC administrators.

REFERENCES

Bloom, P., & Abel, M. (2015). Expanding the Lens—Leadership as an Organizational Asset. YC: Young Children, 70, 10-17.

Brophy-Herb, H. E., Brincks, A., Cook, J. L., Stacks, A., Vallotton, C. D., Frosch, C., Carson, R., Wheeler, R., Perkins, H. A., & Jennings, P. A. (2023). Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use. Early Education and Development, 34(7), 1545–1564.

Canobi, K. H., Eadie, P., Murray, L., Levickis, P., Page, J., & McFarland, L. (2024). Profiles of Professional Well-being and Turnover Intentions Among Australian Early Childhood Educators. Early Education and Development, 35(5), 1063–1079.

Doherty, G., Ferguson, T. M., Ressler, G., & Lomotey, J. (2015). Enhancing child care quality by director training and collegial mentoring. Early Childhood Research and Practice, 17(1).

Doromal, J. B., & Markowitz, A. J. (2023). Following the Leader: Associations between Leader Support and Teacher Retention in Child Care Settings. Early Childhood Research Quarterly, 65, 250-260.

Douglass, A. (2019). Leadership for quality early childhood education and care. OECD Education Working Papers, N 211. OECD Publishing.

Douglass, A. &. Kirby, G. (2022). Evaluating leadership development in early care and education. OPRE Brief #2022-141. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Jeon, H.-J., Kwon, K.-A., Walsh, B. A., Burnham, M. M., & Choi, Y.-J. (2018). Relations of early childhood education teachers’ depressive symptoms, job-related stress, and professional motivation to beliefs about children and teaching practices. Early Education and Development, 30(1), 131–144.

Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76(1), 183–197

Kelton, R., & Talan, T. N. (2023). We can’t afford to lose leaders: Professional development to increase administrator retention during the first few years. Research Notes. McCormick Center for Early Childhood Leadership, National Louis University.

Kirby, G., Douglass, A., & Malone, L. (2023). Understanding and measuring leadership in center-based early care and education to inform policy and practice. OPRE Brief, #2023-177. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Kwon, K.-A., Jeon, S., Jeon, L., & Castle, S. (2019). The role of teachers’ depressive symptoms in classroom quality and children’s developmental outcomes in Early Head Start programs. Learning and Individual Differences, 74.

Sims, M., Forrest, R., Semann, A., & Slattery, C. (2014). Conceptions of early childhood leadership: Driving new professionalism? International Journal of Leadership in Education, 18(2), 149–166.

Talan, T., N., Bloom, P. J, & Kelton, R. (2014). Building the leadership capacity of early childhood directors: An evaluation of a leadership development model. Early Childhood Research & Practice, 16.

Zinsser, K. M., Christensen, C. G., & Torres, L. (2016). She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology, 59, 55–66.

Whitebook M, Sakai L, Gerber E, Howes C. Then … now: Changes in child care staffing, 1994–2000. Technical report. Washington, DC: Center for the Child Care Workforce; 2001.

Relationship Between Workplace Stress, Positive and Negative Thoughts and Feelings, and Commitment

Spearman correlations were conducted to examine the relationship between administrators’ frequency of considering resignation and subjective indicators of stress, well-being, and work-related thoughts and emotions.

All correlations between workplace stress, poor well-being, and thoughts of quitting were positive and statistically significant (p < .001), indicating that as stress and well-being declined, thoughts of resignation increased (see Table 1). Among the measured variables, the frequency with which novice directors felt emotionally drained showed the strongest correlation with the frequency with which they thought of quitting (r = .52, p < .001). Table 1 below provides a detailed breakdown of all the correlations between workplace stress and well-being and thoughts of quitting.

T able 1
Correlations Between Thoughts of Quitting and Indicators of Workplace Stress and Well-being

Total enrollment across the sample was 9,255 children and enrollment in individual programs ranged from 12 to 347 children. Average program enrollment was 102 children with a mode of 83. Eighty-eight percent (79) of the programs served infants, 92% (83) of the programs served toddlers, 97% (87) served preschoolers, and 57% (51) served school-age children. Ninety-seven percent (84) of the programs served a total of 4,910 children who had some portion of their child care cost covered by state subsidy. Twenty-one percent (20) of programs received Head Start or Early Head Start funding, and 16% (14) received Pre-K funding. Thirty-eight percent (34) of the programs were accredited.

Measures

Prior to the launch of each Ready to Lead cohort, participants are asked to complete a series of surveys, including an intake survey. Data for this study were pulled from the intake survey, which takes approximately 15 minutes to complete and includes participant and program demographic information and questions about the administrators’ previous professional experiences, subjective well-being, and commitment.

FINDINGS

Indicators of Work-Related Stress and Burnout

Participants were asked to reflect on their current role and rate how frequently they experienced physical and emotional stress using a Likert scale (1 = almost never, 2 = once or twice a month, 3 = once or twice a week, 4 = almost daily). Administrators were also asked how often they experienced specific stress and burnout indicators using the same scale. The majority reported feeling physically (54%) or emotionally drained (57%) at least once a week. Additionally, 70% of the sample indicated thinking about work stressors or challenges during their time off at least once a week, and 71% reported prioritizing others at the expense of themselves with the same frequency. Figure 4 provides a detailed breakdown of responses for each question.

Figure 4
Frequency of Indicators of Work-related Stress and Burnout

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

Transformative Breakthrough from the Start, Part II: Empowering Bilingual Families and Children

Wed, 19 Mar 2025 14:34:43 GMT

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

In my previous e-resource article , I shared my story of connecting with a family and building trust through a shared experience. When the mother felt comfortable telling me her story of the trauma her family faced, trust was built. We were able to make adaptations in the classroom for her child, and we also reflected on best practices for supporting bilingual families. We also discussed the advantages of being bilingual at an early age (Byers-Heinlein & Lew-Williams, 2013). Let’s take a closer look at what that can look like.

REFLECTING ON BEST PRACTICES

The Business Administration Scale for Family Child Care (BAS-2) and the Program Administration Scale (PAS-3) both highlight the importance of soliciting information about the child’s developmental history and the family’s beliefs, culture, and childrearing practices during the intake process (Talan & Bloom, 2018; Talan et al., 2022).

Building Trusting Relationships

Supporting bilingual families begins well before a child enters the classroom. For families, it starts with the search for your program, reading reviews online, and perhaps taking a tour of the facility. From there, engagement continues through enrollment and the initial stages of the child’s experience in your program. It is crucial to create a welcoming environment from the start. Below are some actionable tips for welcoming and supporting bilingual families:

Respect Culture, Language, and Community
Learn a few words or phrases in the child’s primary language to help them feel more comfortable.
Use technology to assist in language learning if an interpreter is unavailable.
Add questions to enrollment forms to learn more about the family and community context.
Create a Culture of Family Engagement
Utilize a Home Language Survey to learn about the language(s) spoken at home.
Maintain daily two-way communication with families in their preferred language, documenting notes and updates about the child’s day.
Encourage families to share insights about their children, fostering a deeper understanding of their needs and background.
Build a Welcoming Environment
Display pictures and posters in the classroom that reflect the diversity of the children and their families.
Use color-coded labels to represent different languages and make the space more inclusive.

Transformative Thinking for Bilingual Communities

As educators, we must reflect on our practices and take responsibility for how we partner with bilingual families. Consider the following questions to help you assess and improve your approach:

How do you build trust with bilingual families who may be reluctant to disclose personal information to protect their identity?
Do you have clear policies to protect bilingual families’ linguistic preferences?
Do you analyze the impact of your work on bilingual families and children?

Though creating change is challenging, it begins with small steps. By understanding your community profile and tailoring intake questions and language surveys to gather more meaningful information, you build trust and authentic relationships with families.

Being bilingual is a unique experience requiring constant learning and growth. We all face challenges in the pursuit of our goals. However, with intentional action, strong partnerships, and a commitment to cultural humility, we can transform the experience of bilingual families and children in our programs.

Want to learn more about the PAS, BAS, or any of our family engagement professional development opportunities? Contact us at pas.bas@nl.edu

REFERENCES

Byers-Heinlein, K., Lew-Williams, C. (2013). Bilingualism in the early years: What the science says. Learn Landsc. , 7(1), 95-112. https://pmc.ncbi.nlm.nih.gov/articles/PMC6168212/pdf/nihms940156.pdf

Talan, T., Bella, J. M., Bloom, P. J. (2022). Program administration scale: Measuring whole leadership in early childhood centers, third edition. Teachers College Press.

Talan, T., Bloom, P. J. (2018). Business administration scale for family child care, second edition. Teachers College Press.

Isabel Landa, M.ED. , is a Quality Training Specialist for the McCormick Institute for Early Childhood at National Louis University. In this role, she serves as a national anchor for the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS). Previously, she served as an Assessor and Training Specialist conducting Environment Rating Scales (ERS) and the Classroom Assessment Scoring System (CLASS) assessments for the state of Illinois. Prior to joining the McCormick Institute, Isabel was the Education Manager and Teacher Coach at recognized non-profit social service agencies. Isabel has over 14 years of experience as a teacher and administrator in early childhood education and care. Her prior experience also includes accounting and retail campus banking. Isabel holds an English as a Second Language (ESL) endorsement and a Master of Education in early childhood administration from National Louis University.

Introducing the 2025 Paula Jorde Bloom Scholarship recipient

Wed, 19 Mar 2025 01:09:31 GMT

Meet the 2025 Paula Jorde Bloom Scholarship recipient and learn how this outstanding individual is advancing leadership and excellence in early childhood education.

Amplifying Your Teaching with AI Tools in Early Childhood Education

Tue, 18 Mar 2025 16:17:08 GMT

Taking the time to discover more about the family and allowing the family to learn more about the provider and the provider’s program is an essential step for getting it right, from the start.

References

Talan, T.T. & Bloom, P.J. (2018). Business Administration Scale for Family Child Care (2nd ed.). New York: NY: Teachers College Press.

If you are a family child care provider and interested in learning more about business and professional practices apply for Taking the Lead, a nine-month leadership academy.

Note: Throughout this resource the term family is used to include parent(s) and guardian(s).

Many of the families I know who are looking for family child care (FCC) take the responsibility of finding the right program for their children very seriously. Family child care providers must also carefully consider if a family is the right fit for their program. It is a two-way process and when families and providers are equally invested, everyone—children, families, and providers—wins.

Usually when a family begins looking for care, they receive references from people they know or a list of options from a child care resource and referral agency (CCR&R). They might also be directed to websites to get more information. Subsequently, they might have a phone conversation with a provider. If they consider the program a viable option, the next step is usually an onsite visit to meet with the provider and tour the program. During the current pandemic, both the meeting and tour may be done virtually. This enrollment process provides an opportunity for both the family and provider to learn more about one another. Indicator 5.3 in Item 7 of the Business Administration Scale for Family Child Care (BAS) states, “Before making the enrollment decision, an effort is made to determine whether the provider and the family are a good fit.” The BAS goes on to describe a good fit as “determined by a face-to-face exchange of information in which the provider explains the terms of the enrollment contract and program policies. [The] provider shares sample menus and contact information for two or more references” (Talan and Bloom, 2018).

The first meeting and tour are often a time when both the provider and the family are asking questions and explaining what is important to them. While providers share details about the program and their qualifications, they are also finding out more about the child’s likes, dislikes, and strengths along with what the family values and wants for their child. The family is finding out more about the provider’s beliefs, values, and personality, along with the daily operations, curriculum, activities, routines, meals served, and other unique features while determining if the program will meet their needs. And typically, it is at this point that a decision is made to enroll the child or not.

Indicator 7.3 in Item 7 of the BAS considers another step in the enrollment process. It requires “more than one visit by the family and child, providing a gradual transition” (Talan and Bloom, 2018). Creating an opportunity to gradually transition provides more information and can be beneficial for everyone. A family is able to see the provider respond to their child and other children in care, observe the routines of the day, watch how their child engages with other children, and see how their child relates to the provider. The provider can also learn a lot from the family during these visits. The provider has the opportunity to see the interaction between the family and the child. The provider can learn how best to soothe the child, and how the family encourages the child and handles challenging behaviors. The provider can learn common words and phrases used by the family. In addition, the provider and family can follow up informally on any questions during the second visit. Multiple visits allow the provider and family to recognize and respect one another’s knowledge and expertise. Equally as important in this process is allowing the child time to ease into this new environment, with a new caregiver, and new friends with the support of their family being present. During these visits the provider, family, and child are making connections and building a relationship. Multiple visits, as part of the enrollment process, serve as the beginning of a partnership that may last years.

If current COVID-19 restrictions prevent you from face-to-face visits, another option is setting up virtual visits. The provider can take the family on a virtual tour of the program. The family and the child can also join the provider in a video conference to observe different routines and activities throughout the day. Time to get to know one another better could be set aside after hours, or when other children are napping. If you decide to conduct virtual visits, be sure to either avoid having any faces of other children and families on camera, or receive written consent to do so beforehand.

If a gradual transition to care through multiple enrollment visits is new to you, use the following questions to reflect on this process:

What are times during the day that might be good for a family and their child to visit the program (consider at least two different times so that the provider and the family may engage in a variety of experiences)?
What does the provider need to know about the enrolling child and family that can best be explored during a gradual transition (i.e., eating habits, sleeping preferences, nicknames, soothing techniques, and important people in the child’s life)?
What knowledge and expertise do families have that would help the provider build a bridge between home and the program (i.e., are there common words or phrases that the family often uses to refer to important items, what interests does the child have that could be further explored at the FCC program, what are overlapping values and beliefs the family and provider share)?

The following exercise is designed to help the provider and family get to know one another. Set aside time to take turns answering each pair of questions.

Leading with Heart: Why Empathy is the Key to Stronger Early Childhood Leadership

Wed, 12 Mar 2025 14:54:43 GMT

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

Let’s talk about something that doesn’t always get the spotlight in leadership discussions—empathy. Often overlooked and categorized as a “soft skill,” empathy is rarely listed as a top leadership quality, yet it plays a crucial role in success. If you are a center director, coach, or leader in early childhood education, your role goes beyond keeping schedules on track and ensuring compliance with licensing and various funding streams –it’s about people. Your teachers, children, and their families rely on you. Empathy is the glue that holds it all together.

Looking at key leadership frameworks and research, we see that empathy isn’t just a complementary trait; it’s a fundamental strength that can transform your leadership effectiveness. Effective early childhood leadership requires the integration of administrative leadership, pedagogical leadership, and leadership essentials. Examples of how empathy strengthens each of these domains are listed below:

Administrative Leadership:

Creating schedules that consider staff’s personal obligations
Developing policies that balance program needs with staff wellbeing
Managing resources in ways that show you understand classroom challenges

Pedagogical Leadership:

Supporting teachers’ professional growth with sensitivity to their learning styles
Providing feedback that acknowledges both strengths and areas for growth
Understanding and accounting for different teaching philosophies

Leadership Essentials:

Building trust through consistent empathetic responses
Making decisions that demonstrate care for all stakeholders
Fostering a culture where emotional intelligence is valued

WHAT MAKES EMPATHY A LEADERSHIP STRENGTH?

We hear a lot about qualities like confidence, organization, and decision-making in leadership. But what about the ability to truly understand and connect with those around you? That’s where empathy shines. According to Strength-Based Leadership , the best leaders don’t try to be good at everything—they lean into their natural strengths. If empathy is one of yours, you have an incredible tool to build relationships, boost morale, and create a culture where people thrive. Research shows empathetic leaders:

Recognize and meet their team’s needs. When teachers feel overwhelmed, frustrated, or unsupported, you notice—and you step in with understanding and solutions.
Create a culture of trust. When people feel heard, they feel valued, and that leads to a team that’s more engaged and invested.
Foster collaboration. Empathy helps you navigate conflicts and create an environment where teamwork flourishes.
Make better decisions. Considering different perspectives leads to solutions that truly work for your staff, children, and families.
Reduce burnout. When educators feel seen and supported, they’re more likely to stay in the field and continue making a difference.

FIVE WAYS TO CULTIVATE EMPATHY IN LEADERSHIP

If empathy isn’t one of your strongest traits but you’d like to strengthen this skill, here are some steps to help you develop it.

Listen—really listen. Put down the to-do list and be present in conversations.
Try perspective-taking. Before making a decision, ask yourself how it impacts your teachers and families.
Be open about your own challenges. Vulnerability builds trust and connection.
Support staff well-being. Encourage breaks, check in on emotional health, and offer resources.
Model empathy daily. Your team follows your lead—set the tone with compassion and understanding.

EXAMPLES OF APPLICATION IN EARLY CHILDHOOD SETTINGS

Empathetic qualities can be applied in early childhood programs in the following ways:

Daily Leadership Practices

Start meetings with genuine check-ins
Practice active listening without immediately problem-solving
Take regular walks through classrooms to sense the emotional climate
Keep a reflection journal about team dynamics

Program Development

Create mentorship programs that emphasize emotional intelligence
Develop professional learning communities that support emotional growth
Establish feedback systems that honor all perspectives

Staff Support

Implement regular one-on-one check-ins
Create safe spaces for sharing concerns
Develop emotional intelligence training opportunities
Recognize and celebrate emotional competence

Empathy is not just a leadership trait; it is a transformative strength that enriches early childhood centers. When leaders cultivate empathy, they create an environment where educators, children, and families thrive. By embedding empathy into leadership practices, early childhood directors and coaches can build resilient teams, foster emotional intelligence, and ultimately enhance the quality of early childhood education.

As you reflect on your own leadership journey, consider: How can you use empathy to strengthen your impact today?

REFERENCES

Rath, T., & Conchie, B. (2013). Strengths based leadership: Great leaders, teams, and why people follow. Gallup Press.

Masterson, M., Abel, M., Talan, T., Bella, (2019). Building on whole leadership: Energizing and strengthening your early childhood program. Gryphon House Publishing.

Sipe, J. W., Frick, D. M. (2009). Seven pillars of servant leadership: Practicing the wisdom of leading by serving. Paulist Press.

Paula Steffen, M.A ., is the Manager of Quality Supports and Evaluation for the Center for Early Childhood Leadership in the McCormick Institute for Early Childhood at National Louis University. In this role, she serves as a National Anchor for the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS). Previously she served as a State Assessor conducting assessments using the PAS, BAS, Classroom Assessment Scoring System (CLASS), and Environment Rating Scale (ERS) tools for ExceleRate – Illinois’ Early Childhood Quality Rating and Improvement System. In addition, she was the Illinois State Assessor Anchor for the PAS, BAS, and Infant Toddler Rating Scale (ITERS). Prior to joining McCormick in 2007, Paula was the Professional Development Manager for Illinois Network of Child Care Resource and Referral Agencies, co-owned a child care center, and worked as a director and professional development advisor in both Head Start and community college-based programs. Paula holds a Bachelor of Arts degree in family and consumer sciences from Iowa State University and a Masters of Education in early childhood administration from National Louis University.

Transformative Breakthrough from the Start: Empowering Bilingual Families and Children

Thu, 20 Feb 2025 14:31:06 GMT

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

Learning a new language and adapting to mainstream customs can be intimidating. Culture shock is a real and powerful experience affecting one’s mental health and overall well-being in ways that are often overlooked. Low-income Latino families often experience greater challenges in engaging with their child’s learning and development compared to other ethnicities due to “educational, cultural, and linguistic barriers” (Miller & Greenfader, 2021, p.1). Many individuals come to the U.S. in pursuit of the American Dream—a goal that requires hard work, sacrifice, and overcoming these educational, cultural, and linguistic barriers.

In homes and center-based programs, early childhood administrators establish protocols and set the tone for welcoming children and families into their programs. Administrators are also responsible for supporting classroom staff who deal with the behaviors sometimes seen when children and families enter new settings. The story below offers some lessons learned and some things to think about as administrators make intentional plans to welcome families, especially those who may also be new to the country, into programs.

Building Trust Through Shared Experience

Imagine being a five-year-old preschooler, crying every morning at drop-off and clinging to your mother as if it were the last time you would see one another. This was the situation I encountered as a preschool assistant teacher, struggling to understand why a child had such a difficult transition every day during arrival. The child’s distress was a mystery until one day, during a parent-teacher conference, the child’s mother finally shared their story, revealing the deep trauma they both had faced.

As a first-generation Mexican-American, I could relate to the challenges of adapting to a new language and culture. I shared my experience as a bilingual student during a parent-teacher conference. This personal connection fostered a breakthrough, helping the mother and I form a trusting relationship. After that, the mother shared some of the trauma her family had experienced when immigrating to America. Circumstances in their country of origin forced her to send her child to America ahead of her to live with relatives who were strangers for a few weeks. This left both the mother and the child with deep trauma and anxiety around separation. Additionally, the mother shared that she feared that her child’s behavior would be misconstrued by school authorities and worried about being seen as a bad mother. This likely added to both her and her child’s stress and anxiety during drop-off.

Supporting the Child’s Needs in the Classroom

Armed with this new information, the teaching team tailored our approach to meet the child’s emotional needs. We comforted the child if they cried, explained that mom would always return, and provided a calming item and a family photo for comfort. We also created an individualized visual schedule, pairing it with the classroom schedule to reduce anxiety. After some time, the child stopped crying routinely, and the mother expressed her deep gratitude for our support. Reflecting on the experience, I remember the helplessness I initially felt when the child cried every morning. Now, I deeply appreciate the opportunity to build authentic, trusting relationships with families, children, and educators.

REFLECTING ON BEST PRACTICES

The mother’s willingness to share her story and partner with me to better support her child was transformative. It marked the beginning of the development of an effective transition plan for her child and the development of strong communication between the mother and teaching staff. I listened actively, ensuring she felt safe and comfortable, and then shared my own experience. Speaking the same primary language didn’t give me an automatic advantage; trust had to be earned, and it was through consistent actions that we demonstrated care and support for the child. Trust and respect were the keys to success.

Looking back, expanding the enrollment form to inquire more about the child’s family and community would have been beneficial. During enrollment, many early childhood programs focus on learning basic child-related information like medical information, food preferences, and/or individuals authorized to pick up the child. However, capitalizing on the enrollment period as an opportunity to learn more about the child and family allows us to better meet their needs.

The Business Administration Scale for Family Child Care (BAS-2) and the Program Administration Scale (PAS-3) both highlight the importance of soliciting information about each child’s developmental history, families’ beliefs, culture, and childrearing practices during the intake process (Talan & Bloom, 2018; Talan et al., 2022). If I had understood this particular family’s previous experiences right from the start, it could have eased the child’s transition. We could have provided better support for the child. Even if the mother only disclosed a small amount of information at enrollment, it would have helped jumpstart our trust and partnership.

Reflective Questions

Below are some topics and questions you may want to consider adding to your enrollment and intake processes and procedures. Add questions that make the most sense in your setting.

What would be helpful to know about a new child’s developmental history?
Questions asking when the child met certain development milestones (crawl, walk, etc.)
Questions about the child’s preferred interests when playing (puzzles, books, paint, etc.)
Others:
What would be helpful to know about a new family’s beliefs and culture?
Questions asking about days or celebrations that are important to the family
Questions asking about the family’s hopes and dreams for their child
Names for important items or people (e.g., what does your child call their favorite toy or stuffed animal, relatives, etc.)
What would be helpful to know about a new family’s childrearing practices?
Schedule times for napping, eating, enrichment activities, etc.
Potty training preferences, meal practices, limited screen time, etc.
Others:

Want to learn more about the PAS, BAS, or any of our family engagement professional development opportunities? Contact us at pas.bas@nl.edu

Click here to read the second part of this article.

REFERENCES

Miller, E., Greenfader, C. (2021, September 27). Latino family engagement in Head Start and elementary school: Associations with outcomes in two datasets. Society for Research on Educational Effectiveness (SREE). https://eric.ed.gov/?q=Social+AND+behaviors+AND+parents&ff1=lawHead+Start&id=ED656947

Talan, T., Bella, J. M., Bloom, P. J. (2022). Program administration scale: Measuring whole leadership in early childhood centers, third edition. Teachers College Press.

Talan, T., Bloom, P. J. (2018). Business administration scale for family child care, second edition. Teachers College Press.

Data Made Simple: How Early Childhood Administrators Can Leverage Google Sheets

Mon, 10 Feb 2025 14:58:09 GMT

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

Early childhood administrators must track, organize, and manipulate many kinds of data in many areas of their work. Organized and actionable data is needed for family applications and surveys, environmental assessments, learner assessments, licensing requirements, budgeting, and more. Knowing how to collect, review, and visualize data for various audiences and business processes is an important part of your role as an Early Childhood Leader.

Google Sheets is a free online spreadsheet tool that offers ways to collect, store, manipulate, filter, analyze, and visualize your program data. It also integrates with other Google services to connect sheets to forms, emails, documents, and other tools. Your data is only as powerful as your ability to understand it, use it, and present it to others. Google Sheets has many built-in capabilities designed to make your data work for you.

You can use Google Sheets to make your data more impactful and actionable. Some examples include:

Filtering through multiple applications by the response to a specific application question
Using pivot tables to show change in learners’ progress over time
Creating visualizations of program data that can be included on websites, marketing materials, and reports
Creating QR codes to share surveys with your families easily
Checking for valid email addresses on a marketing listserv

These worksheets can pull data from a website, create visual charts and graphs, and send information from one sheet to another.

Here are some specific examples of how you might use Google Forms as a program administrator:

Use filters to see differentiated data quickly.

Let’s say you are reviewing applications for open slots across multiple different early childhood locations you manage. You could create a filter from a larger database to see applications for a specific site or age range. You can then save those filters so that they can be used again.

Pivot Tables allow you to save and analyze your data without changing the source data .

Learner assessment data over time could be entered into a Google Sheet quickly using an assessment tool built into a Google Form. Pivot tables could then be used to show score averages quickly, score changes over time, and scores above or below specific cut scores for intervention.

Create visualizations of data for reports as tables and charts.

Input spending in different areas of your business into a Google Sheet, and create a pie chart showing the spending percentage in each area. That pie chart can easily be added to other documents for reporting. The charts can also be automatically updated when new data is added to the sheet.

Embed Google Translate into a worksheet to use the sheet to translate words from one language to another!

In our upcoming technology training, Displaying Data with Google Sheets, we provide an overview of some of the key features of Google Sheets that can help Early Childhood Administrators save time and make the best use of their data. We will offer hands-on practice so that you leave feeling confident about your ability to implement what you have learned.

Leslie Layman, M.S. , is Director of Strategic Initiatives for the McCormick Institute for Early Childhood at National Louis University (NLU). In this role, she supports early childhood professional preparation, alignments across Early Childhood professional learning and academics, and innovations in early childhood workforce development. She holds a master’s degree in Child Development with a Specialization in Children with Special Needs from Erikson Institute. Prior to working at NLU, she was the Director of Teaching and Learning at Harry S Truman College, where she designed and implemented learning environments, courses, professional development, and technology supports for faculty, students, and staff.

ExceleRate Illinois Resources

Mon, 10 Feb 2025 10:06:28 GMT

Family child care providers can find ExceleRate Illinois assessment information, including FCCERS-R tip sheets and resources, at Preparing for Assessments – Excelerate Illinois. Child care centers can find ExceleRate Illinois assessment information, including ITERS-R, ECERS-3, and SACERS-U tip sheets and resources at Preparing for Assessments – Excelerate Illinois.

Giving Feedback Can Be Tricky! You Can Do It With These Essential Tips

Thu, 12 Dec 2024 16:27:53 GMT

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

“To become more effective and fulfilled at work, people need a keen understanding of their impact on others and the extent to which they’re achieving their goals in their working relationships. Direct feedback is the most efficient way for them to gather this information and learn from it.”

— Ed Batista

Giving feedback on someone’s work is valuable, impactful, and essential to professional growth and development. However, it can also feel vulnerable, uncomfortable, and tricky. It requires emotional intelligence , self-awareness, and empathy since you have to manage how you deliver your feedback while also being sensitive to the feelings of others. Giving feedback is a great privilege because you are pushing someone to grow and improve.

As part of my job, I provide feedback to educational assessors on their written reports to teachers and coaches. I apply a critical eye to every aspect of their writing. I check to ensure that the writing is informative and clear and that the notes and scoring are accurate. I describe myself as a cheerleader and coach all in one.

When I initially began giving written feedback on my colleagues’ work, I was motivated to help them improve, but I was also pretty nervous. I didn’t take the prospect lightly because I understood the significance and delicacy of my role. Will they be annoyed by all the suggestions I am making? Will they be embarrassed by the mistakes I pointed out? Will they trust and accept my feedback? After all, I was new to the role, and most of my colleagues had been in the organization for longer than me. Looking back, I marvel at the level of trust, humility, and vulnerability in the process for them and me. It is a relationship that we have proudly built upon over time.

Early childhood program leaders’ many essential roles include supervision and performance appraisals. You are responsible for providing ongoing feedback and support so your staff can regularly reflect on and improve their daily practices. This accountability system shows you are paying attention and committed to your staff’s career growth and development.

Here are some essential tips to consider when giving feedback:

Establish a respectful relationship to build trust and safety. You don’t have to be best friends, but getting to know someone – listening to them, paying attention, and observing their needs – can go a long way in establishing a connection. The working relationship you develop is the foundation for the feedback that you provide.
Be clear, specific, and consistent . Feedback should be easy to understand for any changes to occur. If you ask someone to revise something, tell them exactly what needs to be fixed and how they can do it. If you need to provide feedback at specific times, adhere to that timing regularly. If someone is waiting for your daily feedback, and you give it to them the following work day, ensure it is provided at a similar time each time. Giving feedback consistently also makes people feel more comfortable receiving it. When people anticipate what to expect, they feel safer and better equipped to grow. They know they can rely on you and trust you.
Attempt to individualize feedback, understanding that not everyone has the same communication style. Giving feedback is not always a one-size-fits-all approach . For example, some may want direct and concise feedback. However, others may want more details and context regarding what you ask them to do. If you are uncertain, don’t be afraid to ask them what they prefer. Doing this will show that you are considering their needs, further reinforcing the trusting relationship necessary for growth. Getting to know someone and recognizing that everyone might have different needs for receiving feedback is essential.
Always mix your feedback with positive reinforcement . It should be genuine and meaningful. Training your eyes to look for the good can help balance out a critical eye. In my experience, this is pretty easy to find.
Maintain a record of an individual’s progress and areas of improvement. By doing this, you are helping them see any growth patterns or opportunities in their work.
Provide ongoing support and encouragement. Make yourself available. Your genuine investment in helping your colleagues grow will nurture that relationship and motivate them because they know you care about their work.

Providing feedback can be sensitive and tricky. It requires empathy and intentionality. However, if implemented thoughtfully, with these tips in mind, it can foster meaningful relationships, increase engagement, and significantly impact professional growth and development within your organization.

Samantha Parker, M.Ed , is the Report Review Specialist for the McCormick Institute for Early Childhood at National Louis University (NLU). She oversees and reviews reports for the City of Chicago assessment team that conducts classroom and program assessments throughout the Chicagoland area. Samantha holds a baccalaureate degree in Communications with a concentration in Psychology from the University of Illinois at Urbana-Champaign and a graduate degree in Early Childhood Education with a concentration in Special Education from the University of Illinois at Chicago. Prior to joining the McCormick Institute, Samantha worked with the Illinois Early Intervention Program as a Developmental Therapist, providing services to families of infants and toddlers facing developmental challenges. Most of her work has been in underserved populations around the Chicagoland area.

How to Use Artificial Intelligence (AI) and Prompting in Your Early Childhood Program

Fri, 06 Dec 2024 17:25:58 GMT

Red Light: An educator who identifies their beliefs in AI with a red light is not ready or open to using the tool in any way in their classroom. They could be skeptical about the reliability of AI, wary of its ethical effects, or uncertain how it will affect traditional teaching methodologies.

Yellow Light: A yellow light means that a person is interested and willing to try AI but is not ready to go “all in.” They will be willing to try it in small increments but may need further assistance or training to adopt AI fully.

Green Light: Educators in this category are ready to investigate how AI might add to their pedagogies and make administrative work more manageable.

Dr. Neal Green is an Associate Professor and Director of Online Operations at National Louis University. He switched to teaching online early in his career from more traditional face-to-face instruction. As a person who has spent more than a decade in his higher education career, Dr. Green has taken various aspects relating to flipping content and teaching strategies for different learning modalities. His pedagogy centers around the students and is transformational, removing barriers to higher education, making a way for successful learners of all kinds. Among many accolades, Dr. Green has received the following recognitions including: NLU Undergraduate Faculty of the Year, 2021-2022; David A. Wilson Award for Excellence in Teaching and Learning recipient, 2017, and a Kendall College Award for Excellence in Teaching in 2015. He has a Ph.D. in Education, with a dissertation that addressed adult student persistence in bachelor’s programs.

This prompting technique helps refine AI responses and provides relevant and actionable results that you can use immediately in your classroom. The Persona-Task-Context-Format prompting technique reduces miscommunication and assists AI in creating personalized content for the students you serve.

PRACTICAL PROMPTING EXAMPLE FOR EARLY CHILDHOOD ADMINISTRATORS AND EDUCATORS

The following example guides you through forming a well-framed prompt using the Persona-Task-Context-Format method to design a family engagement activity plan for preschool-aged children. You can use a Graphic Organizer for the Persona-Task-Context-Format AI prompting technique.

Persona : “I am an experienced early childhood education professional with experiences in family engagement.”
Task: “Although many early childhood educators do a great job in their classrooms, effectively planning for family engagement is difficult. Using your knowledge, develop a Family Engagement Activity Plan to promote learning at home and increase family engagement in the program.”
Context: “I am an early childhood educator working with 3- to 4-year-old children in a preschool setting. Our goal is to develop a monthly family engagement plan that incorporates simple hands-on activities parents can do with their children to reinforce classroom learning.”
Format: Describe the format you want. “Format the response as a list of three activities, each with a description, materials list, and a tip for parents.”

FINAL PROMPT:

“You are an experienced early childhood education specialist with a background in family engagement. Many early childhood educators do very well in classroom activities but find designing interactive family engagement plans challenging. With this in mind, create a family engagement activity that encourages learning at home and increases family engagement with the program. As early childhood educators of 3- and 4-year-old children in a preschool setting, we want to provide a sample monthly family engagement plan that gives substance to simple, hands-on activities that parents can engage their children in to promote learning within the classroom. This month, we are focusing on fine motor development and early literacy skills. Please provide a description of each activity, the materials needed, and a parent tip that would encourage their child’s learning. Format the response as a list of three activities, including a description, materials list, and a tip for parents.”

This prompt provides a clear outline for AI regarding how to develop a family involvement plan relevant to early childhood education and clearly defined parental roles.

BUILDING AI SKILLS THROUGH PROMPTING PRACTICE

Now, you have a strategy to support you when prompting AI for better results. The next step is to continue to experiment and gain confidence. No matter what your stoplight level, there is space for you to grow your AI skills.

Red Light: Keep it low-stakes! Prompt AI for individual elements of a lesson, such as a warm-up activity or discussion question. Starting with lower stakes requests allows you time for more practice and helps alleviate concerns.
Yellow Light: You are ready for more! Try drafting a classroom policy, creating a schedule for your site, or any other daily task you encounter at work. Follow the prompt structure of Persona-Task-Context-Format, and continue to hone and refine your results until you get what you want.
Green Light: Let’s go! Prompt AI to design a survey, create an outline of a slide deck, analyze employee responses, or create a report for that important proposal you are making. Don’t limit yourself to what you ask AI to try; build your confidence, and remember that the sky is the limit concerning AI uses. We educators are learning with everyone else about what AI can do, so embrace it, have fun, and use AI for good.

CONCLUSION: EMBRACING AI AS A PRACTICAL TOOL IN ECE

AI makes administrative and planning tasks quicker, easier, and more efficient. Using prompting techniques such as Persona-Task-Context-Format from Awa-abuon (2024) improves results. Auburn University (2024) described AI users in terms of a stoplight. Our ability to self-reflect and assess where we are in terms of our use of AI in administration and education will support our gradual journey to using this remarkable tool efficiently. Regardless of where you stand with AI currently, these outlined strategies will help your AI journey, and you can start to reap the benefits of a more efficient workday.

Learn more about how AI can assist in daily operations and increase efficiency in your early childhood program by attending McCormick’s December 18 technology training, “ Demystifying Artificial Intelligence (AI): Practical Tools for Early Childhood Program Administrators .” Click here to register for free for the online session, which will be held as a Zoom meeting.

REFERENCES

Awa-abuon, J. (2024, August 26). Try this AI prompting formula and I guarantee you’ll love the results. MakeUseOf. https://www.makeuseof.com/ai-prompting-formula-guaranteed-results/

Biggio Center for the Enhancement of Teaching and Learning, Auburn University. (2024). Teaching with artificial intelligence [Course].

Coursera. (2024, April 3). What Is Artificial Intelligence? Definition, Uses, and Types. https://www.coursera.org/articles/what-is-artificial-intelligence

Graphic Organizer. Persona-Task-Context-Format. Adapted from Awa-abuon (2024) https://docs.google.com/document/d/15LzdqunjY9AB4qCYXPgmdJsMWOgTtyVhU-Bd7GxGd6E/edit?usp=sharing

Persona: Explain who you are.

Task: Be direct and inform AI what you want it to do.

Context: Provide context to help guide the AI’s output .

Format: Describe the format you want.

This revised model from Auburn University (2024) provides a systemized method for considering comfort with AI and suggests the next steps given one’s readiness.

USING THE STOPLIGHT MODEL: START WITH YOUR COMFORT LEVEL

Red Light educators may start by learning about generic AI tools in a low-commitment way, such as attending an introductory workshop or watching short tutorials.
Yellow Light educators may attempt to use one AI tool in practice for tasks such as brainstorming or survey result analysis.
Green Light educators can try complex tasks such as unit planning or automating repetitive job functions to improve efficiency.

THE POWER OF PROMPTING: GARBAGE IN, GARBAGE OUT

Once you have found your comfort level, the next step is clear communication with AI. The ability to effectively prompt is one of the primary keys to getting useful results. After all, as they say, “Garbage in, garbage out.” Awa-abuon (2024) developed a strong prompting strategy that constructs AI prompts to elicit targeted responses, summarized as Persona-Task-Context-Format.

A LOOK AT THE PERSONA-TASK-CONTEXT-FORMAT PROMPTING TECHNIQUE

This is a structured approach developed by Awa-abuon (2024). It breaks down AI prompting into four essential elements, which include:

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

How much more could you get done if you could shave minutes from administrative burdens? From scheduling and meal planning to requesting feedback from families, it is easier and quicker with AI, freeing up time in administrators’ and educators’ schedules to devote to children and families. Coursera (2024) defines AI as “computer systems capable of performing complex tasks that historically only a human could do, such as reasoning, making decisions, or solving problems” (Para. 1). By utilizing AI, educators and administrators can automate these complex tasks, allowing them to focus more on the human-centered aspects of their roles.

If you are new to AI, the best approach is experimenting to see how AI can improve your work life. Whether you use ChatGPT, Gemini, CoPilot, or another AI platform is not as important as signing up and “taking it for a test drive.” Adopting a simplistic approach and practicing with AI is central to gaining comfort and producing better results.

Additionally, the quality of your AI results directly correlates with your prompt. An effective prompt is the first step in maximizing the usefulness of AI’s responses. AI will not replace human educators. However, it is undeniable that the technology is here to stay. AI cannot replicate the nuanced interactions and personal connections teachers have with students and administrators have with families and staff. When used correctly, it is a tool that holds the promise of improving how we do our work.

This article covers some best practices for AI prompting. It reflects on Auburn University’s Biggio Center (2024) model, which helps educators determine their comfort level with AI and then provides practical steps for plotting AI use for early childhood administrators and educators.

MEASURING YOUR AI COMFORT LEVEL USING THE STOPLIGHT FRAMEWORK

According to Auburn University’s Biggio Center for the Enhancement of Teaching and Learning (2024), the initial steps in integrating AI in education involve assessing where educators fall on the “stoplight” model. An educator’s level of comfort can be categorized into three levels including:

Harnessing Your Observation Skills to Inspire Leadership

Fri, 22 Nov 2024 15:08:57 GMT

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

As part of an assessment team, I constantly use my observation skills. Daily, I observe teacher effectiveness and produce feedback reports to help improve practices. Program leaders widely use the observation and feedback process to improve classroom quality, and for a good reason. By focusing deliberately on what teachers are doing, you notice their strengths and capitalize on growth opportunities. As a result, teachers know where they have room to grow and can implement the necessary changes to improve. In time and with subsequent observations, the effectiveness of those changes is evaluated. Then, the cycle begins again.

The process feels very familiar within the context of a classroom and teacher performance. But can these same principles of observation be used with staff outside the classroom? Can observation and feedback be a tool for inspiring connections among staff and cultivating leadership opportunities? With the proper steps, it can! Let’s explore how center leaders can easily apply these observation strategies to inspire staff leadership.

OBSERVE AND RECOGNIZE STAFF EXPERTISE

Teachers all come with tremendous knowledge and skills. However, just as parents are the experts on their children’s unique strengths because of the depth of that relationship, you can become the expert on your individual staff members’ strengths by observing them within and beyond the classroom. Make a list of what each staff member does well and their areas of expertise. Treat the list as a living document and update it regularly. These areas of expertise can be broad (maybe you have a teacher who is very good at having challenging conversations with families) or highly specific (one staff member made an engaging lesson based on a popular book). No strength is too small. All your staff members are experts on something – create a running list for each.

BE THE CONNECTION MAKER

Once you know your staff’s strengths, connect them with other staff who could benefit from that knowledge. Listen attentively for pain points and areas of struggle that your staff members share with you during conversations or reflective supervision sessions. Highlight that there is another staff member whose knowledge matches their needs and offer to connect them. In this step, avoiding the urge to provide the answer yourself is essential. You may have a solution ready – as a leader in the field, that’s a skill you’ve developed. But the goal here is to cultivate those same skills in your staff, so taking a back seat in the problem-solving process will allow the experts in your organization to shine.

One crucial consideration to keep in mind is the trust of your staff. Before connecting your staff members, quickly mention the situation to each. “Another teacher wants to go deeper into [insert topic here] to improve their understanding. I remember you said you’re confident in that skill. Would you feel comfortable talking to them?” You’ve let your teacher know there is someone at the center who could benefit from their specific expertise. You also allow your staff members to indicate their readiness for this leadership opportunity. (And if they’re hesitant the first time and don’t want to collaborate, that’s ok. Keep asking them whenever new situations arise. The more your staff sees that you recognize their leadership, the more they will realize it themselves.)

RECOGNIZE STAFF EXPERTISE – EVERY TIME

Ensure your teachers know you see what they’re good at individually and in group settings. That teacher who navigates tough conversations with families? Remind her how easy she makes it seem after every difficult conversation. Or that teacher with the excellent literature-based lesson plan? Mention him and the compelling activity to your staff during your next professional development day and any time the book title comes up in conversations with teachers. During your reflective supervision meetings, thank them individually for connecting and collaborating. By regularly providing that feedback to your staff members, you’re reinforcing their areas of expertise. Just as feedback is essential after observations in improving teacher performance in the classroom, it’s also necessary when observing for and creating leadership opportunities. You’ll never know what kinds of ideas you’ll spark and the growth opportunities you’ll reinforce.

In time, you may find your staff members volunteering to share their expertise with others. Because of your consistent observation and feedback, they will recognize their strengths and the value they provide to your organization. Your one-on-one meetings may include teachers reflecting on what they’re good at and offering to help their colleagues.

You can leverage your staff’s strengths into impactful leadership.

By implementing the strategies outlined – observing and recognizing staff expertise, making meaningful connections, and consistently acknowledging their strengths – you can utilize the familiar observation and feedback process to cultivate an environment where leadership is nurtured and celebrated. Remember, each staff member brings unique skills and insights to your program. With your keen eye, support, and encouragement, you help them grow as leaders to benefit your programs and those you serve.

RESOURCES

If strengths-based leadership is new to you, below are some resources to encourage you to reflect upon the practice.

Activate HCG. (n.d.). Maximizing team performance through strengths-based management .

Gallup. (2023, April 12). Strengths-based leadership: How to be an effective leader .

Gallup. (2023, October 10). Why build a strengths-based culture?

Natalia Ambrozek, B.S. , is a Quality Assessment Coordinator at the McCormick Center for Early Childhood Leadership. Natalia earned a bachelor’s degree in Early Childhood Education with a concentration in French at DePaul University and has since completed her ESL endorsement. Previously, Natalia taught for over 10 years in Chicago in Head Start and Early Head Start classrooms and has experience as an Assistant Director. Natalia is also part of the leadership team for the Illinois Southland chapter of NAEYC and an alumnus of the Maria Whelan Leadership Institute.

Strengthening Leadership in Early Childhood: Using “Communication in the Workplace” for Job-Embedded Professional Development in Communities of Practice

Thu, 14 Nov 2024 16:38:16 GMT

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

For early childhood program administrators, a lot of the work involves balancing the demands of leadership, communication, and conflict resolution while fostering a supportive environment for staff and children alike. However, the nature of this work can often leave directors feeling isolated, without sufficient opportunities to connect with peers and share experiences. This is where a Community of Practice (CoP)—a collaborative network of professionals who share common goals and challenges—can offer powerful support.

A Community of Practice (CoP) is a group of individuals who share a common interest or passion and work together to learn from one another, solve problems, and deepen their knowledge in a particular domain. The term, coined by Jean Lave and Etienne Wenger in the early 1990s, originated from the idea that learning is inherently social. CoPs are built on the principle that ongoing, collaborative learning within a community leads to personal and collective growth.

In my work with a cohort of early childhood administrators involved in the Smart Start Quality Support program in Illinois, I’ve been integrating using online modules as part of our job-embedded professional development. I began the practice with this group in 2022. Everyone independently watched a portion of a module each month, completed the activities, and then met in the Community of Practice to discuss and learn together. The following month, they applied what they had learned and discussed it with their staff. Currently, we are using the online module Communication in the Workplace: Crafting Connections, Managing Meetings, and Resolving Rifts as part of our job-embedded professional development in our Community of Practice. This module offers practical strategies that directors can immediately apply to their work while creating a shared learning experience.

JOB-EMBEDDED PROFESSIONAL DEVELOPMENT: LEARNING WHILE LEADING

Directors are responsible for creating and leading teams, managing programs, and ensuring high-quality care, so meaningful professional development often takes a backseat. The pressure of daily responsibilities, combined with the isolation that can come from working in a leadership role, makes it difficult for administrators to find the time or space to reflect and grow. This is particularly true for directors working in settings where they may have limited opportunities for collaboration with other leaders.

One of the major benefits of incorporating a Community of Practice (CoP) into professional development is that it provides directors with a supportive, collaborative environment. As part of a CoP, directors have access to shared learning experiences and a safe space to discuss challenges, exchange insights, and offer support. This collaborative model combats isolation and ensures that professional development is rooted in real-world practice—allowing directors to bring what they learn directly into their leadership roles.

In our cohort, this sense of connection has been invaluable. The cohort’s directors have been able to discuss their experiences, share strategies, and troubleshoot common challenges. For example, after working through the first section of the module, “Communication Styles at Work,” directors took the communication styles survey. In small groups, they reflected on how their communication styles align or differ from those of their staff. This dialogue sparked discussions about improving communication in their unique settings and led to a greater sense of shared understanding among the group.

MODULE OVERVIEW: A SHARED LEARNING EXPERIENCE

The Communication in the Workplace module is designed to provide directors with tools and strategies that are both practical and immediately applicable to their roles. The module is divided into three sections:

1. Communication Styles at Work

This section introduces an assessment tool that allows directors to examine their communication styles and understand how their styles interact with those of their staff. By understanding the dynamics of communication styles, directors can better navigate daily interactions and improve team relationships.

2. Meeting Practices that Foster Communication

Meetings are a critical tool for fostering collaboration, yet many directors struggle with making them engaging and productive. This section of the module offers strategies for conducting meetings that not only clarify goals and share information but also promote team cohesion and involvement. Directors in my cohort have found these strategies particularly valuable as they look to improve their staff meetings and ensure that all voices are heard. They are working on turning their meetings from “reviewing the rules…again, and information sharing” to a time for shared decision-making and staff involvement.

3. Conflict Resolution Strategies

Conflict, whether task-related or interpersonal, is inevitable in any team. This section of the module focuses on transforming conflict from a negative force into a productive one. Directors learn techniques for addressing both task conflicts (disagreements about procedures or decisions) and relationship conflicts (interpersonal issues). These strategies are essential for maintaining a positive work culture and ensuring that conflicts are resolved in ways that lead to growth and understanding.

JOB-EMBEDDED LEARNING IN ACTION

A key component of this professional development approach is that it is job-embedded, meaning that the learning is directly tied to the directors’ day-to-day responsibilities. Unlike traditional professional development that may feel disconnected from real-world work, this module is designed to be immediately actionable. Directors complete the module’s sections and then apply what they’ve learned in their work settings, reflecting on their experiences during group discussions.

For example, after completing the section “Meeting Practices that Foster Communication,” directors in our group shared how they applied strategies for more inclusive meetings. One director introduced a “round-robin” style of sharing, where every staff member has a chance to contribute, which led to more productive meetings and a greater sense of team cohesion. Another shared how she is developing a team to help plan the meetings and create more inclusive agendas. These real-world applications solidify the learning and enhance the collaborative experience within the CoP. The directors are learning from the module—and they are learning from each other’s successes and challenges.

This job-embedded, collaborative approach is an effective way to create sustained professional growth. Directors are learning new strategies and refining their leadership practices in real-time, directly impacting their teams.

THE BENEFITS OF COLLABORATION AND SHARED LEADERSHIP

In addition to enhancing communication and conflict resolution skills, the collaborative nature of a CoP helps alleviate the isolation that many directors experience. By working together in a supportive, non-judgmental space, directors can share their challenges and brainstorm solutions collectively. This creates a sense of camaraderie and encourages a culture of shared leadership.

Through our CoP, directors have learned they are not alone in their difficulties. Whether navigating tough conversations with staff or managing staff burnout, these shared experiences have made it easier for directors to problem-solve together and support one another through challenges.

Working within a CoP provides an ongoing source of encouragement and accountability. By checking in with one another, sharing progress, and celebrating wins, directors remain motivated to apply what they’re learning in meaningful ways. This sustained, collective approach to learning leads to deeper professional growth and stronger leadership practices across the group.

Whether you are a coach who works with center directors or a coach or leader who works with teachers, you can implement this professional development strategy with your community or team.

IDEAS TO CONSIDER

For early childhood directors, professional development is most impactful when it is connected to the realities of their work. The module “Communication in the Workplace” is just one of many modules offered by the McCormick Institute’s Center for Early Childhood Leadership that can provide opportunities for directors to engage in job-embedded professional development while strengthening their leadership practices through collaboration.

I encourage you to explore how this module can enhance the work of the leaders you support and help build the skills and confidence they need to thrive in their roles.

Wendy Connell, M.Ed. , is the Manager, Early Childhood Leadership Coach at the Center for Early Childhood Leadership at the McCormick Institute. Wendy has been with the organization since 2017, serving as the IDHS Report and Certification Specialist, then Leadership Coach for the Smart Start Quality Support program (formerly ExceleRate Pilot) before being promoted to the Manager role in 2024. She is also an adjunct professor in ECE at Waubonsee Community College. Through her career, Wendy has been a director of early childhood programs, an elementary school teacher, educator, volunteer coordinator, supervisor, and family child care provider.

Using Google Forms for Productivity and Communication

Tue, 22 Oct 2024 16:42:15 GMT

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

Think of all the information that early childhood program administrators need to track each year: family and employee applications, assessments, feedback from staff and families, and advisory board information. You can likely think of several more pieces of data to track. It can be overwhelming to think about creating a system for collecting, storing, and accessing information over time and how to use it year over year for program improvement and management. Purchasing data management software or a suite of software tools can be cost-prohibitive, and many software programs are not tailored to the unique needs of a center-based early childhood program or family child care program. You may be growing your program and feel reluctant to purchase expensive software without more information about how you might use it.

Google Workspace offers a variety of free products that can be tied directly to your free Google account. While they offer many powerful products, one that can be especially helpful for program administration is Google Forms. Google Forms allows you to easily build specialized online fillable forms that can be shared quickly and automatically store information in an editable database in your Google Cloud account.

You could use Google Forms to create and personalize:

applications for families,
applications for employment,
environmental, program, and teaching assessments,
daily checklists for health, safety, and attendance,
and quick ways to check in with families.

The forms can be easily shared with unique web links or QR codes and quickly texted and emailed.

HERE ARE SOME OF THE MOST VALUABLE FEATURES OF GOOGLE FORMS:

The application can use decision logic

people who fill out the forms to see only the questions they need to see. For example, if you created a daily health check form for staff, you could use decision logic to show specific questions for each classroom or age group.

Automatic saving of form responses

Google forms are easily converted into worksheets that automatically update every time someone fills out the form. You can then see, sort, and edit the form data as needed. For instance, you could create an intake form for families applying to your program, save that data to a workbook, and update that workbook to include the date of the family’s scheduled intake meeting.

The ability to edit the form even when it is “live”

Google forms can be edited in real-time. For example, perhaps you created an attendance form and wanted to add a new child’s name. You can edit the form while it is available to your staff so they see the new child’s name in real-time. You can also lock the form to stop accepting responses with a personalized message.

You can get started here if you want to create a free Google account and try some of their products.

In our upcoming technology training, Using Google Forms for Productivity and Communication , we will review the features and functions of Google Forms, ways to use them for childcare program administration, and how to store and access data collected with Google Forms. We will offer hands-on practice, so you leave feeling confident about your ability to implement new processes in your program.

Meetings Don’t Have to be Miserable! Planning to Improve Staff Engagement

Tue, 22 Oct 2024 15:26:26 GMT

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

Not-so-fun fact : 17% of employees would rather watch paint dry than attend a status meeting. ¹

If staff in your program are not jumping for joy when you announce an upcoming staff meeting, don’t worry—they are in good company. In fact, many of us would rather do just about anything else than sit in a meeting, often because we perceive the meetings we are required to attend as unproductive, irrelevant, and frustrating. ² It should come as no surprise then that many meeting attendees admit they don’t actively participate in required meetings. One study, for example, found that 73% of meeting attendees reported using meeting time to do unrelated work, and 90% reported daydreaming during meetings. ² Even more worrisome is that many meeting leaders seem to have opposite perspectives and report that the meetings they lead are very productive. ³ This suggests a disconnect, where leaders overestimate the effectiveness of their meetings while attendees are scrolling on their phones and daydreaming about dinner.

Robyn Kelton, M.A. , is the Director of Research and Evaluation for the McCormick Institute’s Center for Early Childhood Leadership at National Louis University (NLU). In this role, Robyn oversees work related to the McCormick Center’s research interests and evaluation and quality support tools including Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS), the Early Childhood Work Environment Survey (ECWES), and the Administrator Role Perception Survey (ARPS). Robyn also oversees research related to the evaluation needs of the professional learning initiatives at the Center as well as the relationship between evaluation tools and program quality, workforce retention, and leadership development. Other research interests include cognitive and developmental psychology, memory development, and learning. Robyn holds a Baccalaureate degree in psychology from the University of Kansas (KU) and a Masters of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral candidate in the brain, behavior, and quantitative science Ph.D. psychology program at KU. Prior to joining the McCormick Center in 2006, Robyn worked as a lead teacher in a kindergarten classroom for an after-school program and a lead teacher of a 4-5 year old classroom in a child care center.

Robyn.kelton@nl.edu | 847.947.5698

My colleague Wendy Connell and I recently created a new self-paced online module for leaders called, Communication in the Workplace: Crafting Connections, Managing Meetings, and Resolving Rifts . Along with exploring communication styles and conflict resolution, the module examines how to transform meeting dread into exciting and productive opportunities for staff to feel seen and heard. To do this, we share several strategies for leading more effective meetings. In doing so, we also address a few common meeting challenges and provide strategies to combat the issues. Below is one example of a common challenge with meetings, lack of engagement and some of the strategies we share in the module to increase staff investment and participation.

LACK OF ENGAGEMENT

Both meeting attendees and leaders are frustrated by the lack of participation and engagement. Attendees don’t want to be lectured, and meeting leaders don’t want to stare out at a sea of people texting under the table or staring into the abyss. Below are four strategies to help leaders craft a meeting agenda that fosters participant engagement and sets the stage for effective and enjoyable meeting experiences.

CRAFT AN AGENDA THAT FOSTERS ENGAGEMENT ³

1. Put staff to work on the agenda. Get staff invested in the meeting from the start by asking them to help you plan the meeting. As you begin to draft an agenda, email staff and ask them what topics they feel are important to discuss during the meeting. This communicates to staff that you value their input, provides insight into the areas they are worried or excited about, and helps make the best use of meeting time by focusing on topics relevant to those in attendance.

2. Give staff pre-work . If you dream of the day when staff arrive at your meeting ready to engage, give them pre-meeting tasks, such as brainstorming ideas, reflecting on their thoughts, or researching answers. Let’s say, for example, you recently updated your program’s family handbook and want to ensure that staff read and understand the updated policies before they go into effect. Instead of reviewing each updated policy in detail during the meeting, send them to staff in advance for review. Use technology – such as email replies, a Doodle poll, a survey, or a shared Google doc – to collect comments, questions, and concerns before the meeting. This approach serves multiple purposes: it allows staff adequate time to closely read and reflect on the policies themselves without the influence of groupthink, gives you a sense of staff’s thoughts and feelings, and helps you plan how to best use the meeting time to address questions or concerns that have been raised. Additionally, it frees up meeting time for deeper discussions around the policy. A bonus benefit to this strategy is that it provides the time and a comfortable space for shy or more introverted staff to share their opinions without the pressure of an audience.

3. Limit information overload. Meetings are social activities in which participants are invested and engaged with the content and everyone has a chance to have their thoughts heard. As you plan your agenda, remind yourself of the various memes and coffee mugs that say something like, “I survived another meeting that could have been an email.” Then, review your agenda items and note how many involve one or two people simply sharing information with the group compared to those that engage attendees in activities and discussions. If your meeting agenda includes a large portion of time when only one or two people are sharing information, it might be time to consider an email. Meetings offer a rare chance for staff to be together and it’s important for leaders to use that to their advantage. Most of the time, you can disseminate important information in advance of a meeting and then use the meeting time focus only on critical components and opportunities for active participation, like group dialogue, consensus voting, or action planning. This approach will help staff feel that their presence at meetings matter and that their time is not being wasted.

4. Transform agenda items into problems to be solved. ^3,4 Who doesn’t love a good mystery to solve?! This is one of my favorite strategies to make meetings more effective and enjoyable because it taps into our natural tendency to enjoy problem-solving. To put this strategy into practice, simply reframe your agenda items as problems to be solved or complex questions to be answered.

For example, imagine your program is preparing for upcoming family-teacher conferences and you want to make sure staff understand why conferences are a critical part of supporting young children’s learning and development. You also want to help them use conferences to forge stronger relationships with families.
Rather than listing the agenda topic as Preparing for teacher-family conferences try reframing the topic into two questions for staff to ponder: 1) In what ways does having a dedicated time to speak with a child’s family one-on-one (as opposed to talking with families in-passing at pick-up or drop-off), help you better support that child’s growth and development? 2) If you only had 30 minutes for a staff meeting on the topic of family-teacher conferences, what would you say are the three most important topics to discuss? Why?

Curiosity and problem-solving are great motivators for learning. By transforming agenda topics into questions, you’re likely to capture staff’s attention and capitalize on their natural tendency to want to solve things.

Patrick Lencioni said, “The majority of meetings should be discussions that lead to decisions.” However, most of us never received formal training on conducting meetings. So, it is no surprise that many meetings cause frustration. Hopefully, the strategies listed above and the reflection questions below will help you leverage your planning efforts in ways that lead to more effective, efficient, and engaging meetings.

For more strategies on making meetings a little less miserable, as well as other topics related to communication in the early childhood workplace, check out the Communication in the Workplace module or contact PAS.BAS@nl.edu to inquire about virtual or in-person training options.

Please download the resource to access our Meeting Leader Reflection Questions.

RESOURCES AND REFERENCES

¹ Zetlin, M. (2015). 17 Percent of Employees Would Rather Watch Paint Dry Than Attend Meetings: Try these alternatives instead. Inc. https://www.inc.com/minda-zetlin/17-percent-of-employees-would-rather-watch-paint-dry-than-attend-team-meetings.html

² Leach, D., Rogelberg, S., Warr, P., & Burnfield, J. (2009). Perceived Meeting Effectiveness: The Role of Design Characteristics. Journal of Business and Psychology. 24. 65-76. 10.1007/s10869-009-9092-6.

³ Kelton, R. & Connell, W. (2024). Communication in the Workplace: Crafting Connections, Managing Meetings, and Resolving Rifts. Center for Early Childhood Leadership, McCormick Institute, National Louis University. https://mccormickcenterelearning.nl.edu/ets/store/

⁴ Grant, A. (Host). (2023, September 26). Why meetings suck and how to fix them. Worklife [Audio podcast]. TED. https://www.ted.com/podcasts/worklife/why-meetings-suck-and-how-to-fix-them-transcript

Shifting Perceptions: Elevating the Role and Recognition of Family Childcare Professionals

Mon, 14 Oct 2024 14:18:23 GMT

Recently, I attended the annual conference of the National Association for Family Child Care (NAFCC), where I had the opportunity to present a workshop and interact directly with family childcare (FCC) professionals. This experience was refreshing and inspiring. Our discussions encouraged family childcare professionals to consider community perspectives and critically assess business and professional practices and behaviors that could contribute to negative perception of their profession. During the workshop, many FCC professionals shared their frustration with the community and their colleagues who challenged their roles, questioned their legitimacy as business owners, and reduced them to children’s care.

It is crucial to recognize the potential of family caregivers to positively influence their business and professional reputations. The workshop, “Let’s Talk… Community Voices on Family Childcare: Advocating for Recognition,” presented by Robyn Kelton and I, is based on my doctoral research. It aimed to illustrate that even a single change could alter the perceptions of family childcare and highlight the important contributions that FCC professionals make to early childhood education and their communities. By improving business and professional practices, these professionals can change community views, helping others recognize that family care is a legitimate profession that educates and cares for children and recognizing their dual roles as educators and business owners.

During the session, utilizing technology proved to be highly effective in engaging participants and delivering information in a compelling way. This approach encouraged FCC professionals to reflect more deeply on their practices and implement changes that enhance perceptions and drive business growth. By using various tools, participants were able to share their insights and access data in a manner that promoted greater engagement and clarity. They also observed how technology facilitated collaborative efforts to reshape perceptions of their profession. Overall, this interactive experience deepened discussions and empowered attendees to apply their insights in their work environments, fostering continuous improvement and innovation.

The experience highlighted the professionals’ enthusiasm for learning and refining their practices. Discussions about family childcare professionals often include terms like caring, fun, and passionate, which is encouraging. However, it is disappointing that not everyone fully recognizes the unique value that family childcare professionals bring through their professional achievements, educational backgrounds, empowerment as women business owners, and overall contributions to the community and early childhood education.

Additionally, the meeting revealed that these professionals wanted more recognition and support from colleagues and the wider community. Many expressed the need for formal opportunities to demonstrate their expertise and achievements and suggested that visibility and recognition could further improve the value of their work. This desire for validation underscores the importance of continuing efforts to promote and improve the status of family childcare professionals within a broader social framework. This includes participation in professional development that supports child readiness and helps children transition smoothly into kindergarten. Additionally, they should have opportunities to articulate the benefits of their work, such as building relationships with children and their families, which fosters family engagement and collaboration to meet children’s needs.

In conclusion, the workshop highlighted family childcare professionals’ deep passion and commitment to educating and caring for young children. It also emphasized their frustration about being undervalued by the community. The workshop gave them valuable opportunities to change perceptions and affirm their role as legitimate educators and influential entrepreneurs.

By integrating technologies and reflecting on the findings of my research and discussions, participants were inspired to re-evaluate and improve their programs, further emphasizing their essential contributions to early childhood education and community development. It is important to recognize that refining practices is an ongoing effort in which advocacy plays a key role in changing perceptions and achieving the recognition FCC professionals deserve.

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

Yvonne Williams, Ed.D. is a Quality Training Specialist at the McCormick Center for Early Childhood Leadership at National Louis University. In this role, she serves as a National Anchor for the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS). Prior to this position, she worked as an Assessor and Training Specialist conducting ERS, BAS, and CLASS assessments for the state of Illinois. She has always been passionate about working with families and young children and successfully completed research on family child care programs. Yvonne holds a master’s degree from National Louis University in early childhood administration and a doctorate in the teaching and learning program at National Louis University. Yvonne has held additional positions within the early childhood education sector as a licensed group family childcare provider and an adjunct instructor for National Louis University, Rasmussen College and Joliet Junior College. Combined, Yvonne has over 17 years of experience in Early Childhood Education.

Retiree Marleen Barrett celebrates her 15 years with National Louis University

Thu, 29 Aug 2024 20:02:00 GMT

The words from the song PEOPLE:
People who need people
Are the luckiest people in the world

These words are what come to mind as I reflect on my career at National Louis University (NLU).

I want to thank all those people whom I have I worked with, encountered, coached, and served in the various roles I have held.

I began in the NCE Dean’s office under the supervision and leadership of Alison Hilsabeck and Joan Fedota. During my four years in the Dean’s office, I met and interacted with so many NLU staff and faculty. It was a privilege to serve on the NCE Leadership team, the strategic planning team, and participate in an accreditation review. I learned so much from the NCE team and have very fond memories of my deep dive into the field of Higher Education.

From the Dean’s office, I ventured across the Wheeling campus parking lot to the McCormick Center for Early Childhood Leadership (MCECL). My pre-NLU career was as a Director of Training and Development at a National Association and the move to MCECL allowed me to return to my passion of adult training in leadership.

Through our Leadership Academies of Ready to Lead, Taking Charge of Change, and Taking the Lead I have had the pleasure to coach a number of child care center directors and family child care owners throughout Illinois. The friendships I made with these participants have been so important and life-changing for me.

My role at MCECL also included nine years as the coordinator for the yearly MCECL Leadership Connections National Conference . During that time we doubled the attendance of the conference. The conference opened the door to meeting and building relationships with sponsors, exhibitors, speakers, presenters, the MCECL advisory board, and staff. Again, it was working with and getting to know people! So many of them have left an imprint on my life.

The many staff I have worked alongside at the McCormick Center are like family and I would like to recognize each of them but will scale it down to a mention of three special supervisors I have worked with. A special thank you to Mike Able, Marsha Hawley, and Barbara Volpe. Each of them have helped me to grow and develop as a professional.

In closing, not only has NLU provided many benefits to my family and myself, my hope would be that in your encounters with me, you would have experienced my joy in Christ my Lord, and my love of people.

In the words of yet another song, Thanks for the memories!

Retiree Marleen Barrett celebrates her 15 years with National Louis University

McCormick Center for Early Childhood Leadership

Meeting the Needs of the Proficient Early Childhood Administrator

Fri, 21 Jun 2024 07:30:09 GMT

INTRODUCTION

Research has established the vital role administrators play in the success and sustainability of high- quality early childhood care and education (ECEC) programs (Doherty et al., 2015; Lower & Cassidy 2007; McCormick Center for Early Childhood Leadership, 2010, 2022; Rohacek, et al., 2010). However, many center-based program administrators assume their leadership roles by being promoted from a teaching position (Abel et al., 2018; Douglass, 2019; Kirby et al., 2023; Kelton & Talan, 2023; McCormick Center for Early Childhood Leadership, 2018). Consequently, while they may assume their administrative role with a strong background in teaching young children, they often lack the specific education, specialized training, and experience needed to successfully lead and sustain a high-quality ECEC program (Abel et al., 2018; Bloom et al., 2013; Kelton & Talan, 2023; McCormick Center for Early Childhood Leadership, 2018; Talan et al., 2014). In fact, a recent study found that 71% of program administrators reported feeling unprepared for the issues they faced (Kelton & Talan, 2023).

Adult learning theory, as well as research across many workforce sectors, including early childhood education (e.g., Raduan & Na, 2020; Dall’Alba & Sandberg 2006; Dreyfus & Dreyfus, 1986; Fukkink & Lont, 2007; Kinchin & Cabot, 2010) highlights the need to align professional development opportunities with career development stages. In 1997, Paula Jorde Bloom created The Directors’ Role Perceptions Survey (DRPS) to examine the perceived roles and work history of 257 center administrators (Rafanello & Bloom, 1997; Bella et al., 2017). For nearly 30 years, the DRPS and, more recently, the Administrator Role Perception Survey (ARPS) have used self-perceptions of mastery of key early childhood program leadership competencies, rather than years of experience to categorize ECEC center-based administrators into three distinct career development stages—novice, proficient or capable, and advanced or master (Abel et al., 2019; Bloom, 2007, 2019; McCormick Center for Early Childhood Leadership, 2018; Rafanello & Bloom, 1997).

Predictably, specific differences in the training and coaching needs of administrators for each stage have emerged in the literature (e.g., Bloom & Bella, 2005; Bloom et al., 2013; Kelton & Talan, 2023; McCormick Center for Early Childhood Leadership, 2018). Further research has shown that professional development, tailored to the needs of administrators at different career stages, leads to individual improvement in self-efficacy and mastery of leadership competencies as well as organizational gains in program quality and organizational climate (e.g., Bloom et al., 2013; Doherty, 2015; Kelton & Talan, 2023; Talan et al., 2014). This highlights the importance of considering career development stages when designing and delivering professional learning opportunities for administrators. Yet, many professional learning experiences for administrators are broadly approached with a one-size-fits-all mentality, placing little emphasis on the different competencies, experiences, and needs of administrators at various career stages.

As Douglass & Kirby noted, “ECE leadership development and practice needs more empirical evidence to inform the supports and systems that are necessary to strengthen leadership at all stages of its development” (2022, p. 11). While McCormick Center for Early Childhood Leadership’s work (2018) provided broad profiles of administrators’ role perceptions and self-identified professional development needs by career development stage, this Research Brief aims to expand on that work by providing an in- depth profile of the largest career development stage group: the proficient administrator. Building on the established characterization of proficient administrators as those who shift from struggling to juggling responsibilities, focus on improving their efficiency and effectiveness, and fit into the conscious competence learning stage (Bloom, 2007, 2019), this study examines their perceived alignment between current and ideal work experiences, career origins, current role perceptions, levels of self-efficacy, and mastery of critical leadership competencies.

METHOD

This study included 103 center-based administrators whose ARPS profile scores identified them as in the proficient career development stage. The ARPS is a self-report measure completed by early childhood program administrators to measure perceptions about their roles, leadership competency, and professional development needs aligned with the McCormick Center for Early Childhood Leadership’s Whole Leadership Framework (Abel et al., 2019; Bella et al., 2017). The sample included ECEC administrators from nine US states (KS, IL, IN, MI, MN, NJ, OK, TX, & WA). The majority (61%) of the sample identified their current role title as director, 15% as assistant director, 13% as owner-director, and 12% as executive director. Seventy-two percent indicated that they shared their administrative responsibilities with at least one other person, and 20% indicated that their job description included regularly assigned classroom teaching.

The majority (62%) of the sample identified as White or Caucasian, 15% as Hispanic/Latinx, 11% Black or African American, 5% Asian, 4% as Multiracial, 2% American Indian or Alaska Native, and 2% selected other. The sample predominantly identified as female (94%); 6% identified as male.

The majority (86%) of the sample reported having earned a college degree. See Table 1 for a detailed breakdown. Of 89 respondents who reported having earned a college degree, 65% majored in child development or early childhood education. Thirty-three percent of the sample had an early childhood teaching license, and 14% had an elementary teaching license. Comparatively, only 28% of the sample had a state or national administrator or director credential, and 4% had a principal endorsement. Eleven percent reported having previously participated in an early childhood leadership academy.

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

Respondents reported having worked in the ECEC field between three and 45 years with an average of 18 years. Years of experience in an administrative role ranged from less than one to 37 with an average of ten years. Years of experience in their current administrative role ranged from less than one to 37 with an average of seven. The 103 administrators represented ECEC programs that varied in size, ages served, legal auspice, and funding. Table 2 provides details on program demographics.

by Robyn Kelton, MA, and Irina Tenis, PhD

Meeting the Needs of the Proficient Early Childhood Administrator

Commitment

Our sample of proficient directors appeared to be strongly committed to their role and dedicated to their work with 96% of proficient directors reporting that they intend to work as an administrator for at least three more years. However, when examining specific components of their current position and commitment to their organization, the data is more complex. Seventy-nine percent of respondents reported feeling very committed to their current organization, 80% reported taking pride in their organization, and 71% indicated that they put in a lot of extra time at work. And yet, 40% reported that they did not intend to work at their current organization for at least two more years, 11% percent expressed that they often think of quitting, and 67% did not feel it would be difficult to find another job as good as their current one.

DISCUSSION

Early childhood program leadership is crucial for ensuring high-quality education, supporting teacher development, promoting child development, engaging families, maintaining safety, driving innovation, and achieving overall program success. Effective administrators create nurturing, efficient, and forward- thinking environments that lay a strong foundation for children’s future learning and development.

Research and theory in adult learning provide a robust foundation of theoretical and empirical support for the alignment of professional development with career development stages. Such alignment for ECEC administrators suggests that professional development targeted for specific career development stages leads to effective learning experiences, greater employee satisfaction, and enhanced organizational performance. Kelton and Talan (2023), for example, found that participation in an intensive leadership academy created to meet the specific needs of new directors (those in their first 5 years of an administrative role) resulted in statistically significant gains in a number of specific leadership competencies and across all three of the Whole Leadership Framework domains: administrative leadership, pedagogical leadership, and leadership essentials. Similarly, researchers examined outcomes over 20 years of Taking Charge of Change, an intensive 10-month leadership academy targeting more seasoned directors in Illinois, and found statistically significant increases on three items in the Program Administration Scale (PAS): staff orientation, staff development, and family communication. Organizational climate, as measured by program staff responses to the Early Childhood Work Environment Survey, also showed gains with statistically significant increases in the domains of decision making, goal consensus, innovation, and overall organizational climate (Bloom et al., 2013, Talan et al, 2014).

Yet, little is published regarding the developmental career stages of ECEC administrators. Expanding on the narrative work of Bloom and previous research by the McCormick Center for Early Childhood Leadership, this Research Brief provides a detailed profile of the proficient administrator.

Findings reveal a nuanced picture of proficient administrators’ initial experiences in their roles. While a substantial proportion (48%) felt confident and self-assured when first stepping into their administrative positions, an equally significant number (52%) harbored fears of being unprepared and scared. These data indicate that although many administrators believed their expectations were realistic (66%) and felt confident they would be liked by teachers and families (67%), a considerable majority (72%) felt unprepared for the challenges they encountered. This dichotomy suggests a need for more comprehensive preparatory programs that address the practical challenges administrators face early in their careers.

The majority of proficient administrators have teaching and some leadership experience, as well as a college degree. However, less than a third (28%) have an administrator credential, and only 11% report having completed a leadership academy. This background experience seems to provide a foundation, albeit insufficient, for the complex demands of leadership.

In their current roles, proficient administrators identified themselves primarily as leaders, problem solvers, and decision makers. Despite finding their roles rewarding (47%), they also described them as challenging (47%) and demanding (39%). This complexity in role perception underscores the multifaceted nature of administrative positions in ECEC settings. The survey data on role perceptions highlight that while most administrators felt respected by both staff (86%) and families (98%), a significant portion still experienced uncertainty about their authority (17%) and struggled with feeling overwhelmed by everyday management tasks (27%). These findings point to areas where targeted support and training could help alleviate stress and enhance role clarity and effectiveness.

Job satisfaction among proficient administrators appears to be influenced by several factors, including relationships with staff and supervisors, which were rated highly in terms of alignment with their ideals. However, elements such as pay and promotion opportunities were less satisfactory, with only 15% rating these aspects as ideal. This dissatisfaction with compensation and career advancement opportunities is a critical area for policy intervention as it impacts retention and overall job satisfaction.

With regards to levels of self-efficacy and perceptions of mastery of critical leadership competencies, the proficient administrator appears strongest in the Whole Leadership domain of pedagogical leadership. Across individual competency areas, proficient administrators felt strongest in: public relations and marketing expertise, coaching and mentoring, and communication and team building. Conversely, areas to highlight for improvement include the ability to mobilize staff, the ability to plan strategically, assessment methodology, and continuous quality improvement practices.

These findings highlight potential areas for targeted professional development that could aim to scale-up strengths where proficient administrators are moderately confident, such as knowledge of the ECEC profession or adult learning theory, as well as areas in which proficient administrators struggle, such as developing a budget. These data also point to some nuanced findings within Whole Leadership domains. For example, professional development regarding family engagement may want to focus more on gaining knowledge and skills that support collaborative decision-making processes and practices with families while spending less time on developing family partnerships to support children’s learning.

Despite the challenges, proficient administrators showed a strong commitment to their roles, with 96% intending to continue in their administrative capacity for at least three more years. However, commitment to their current organizations was less stable, with 40% not intending to remain with their current employer for two more years and 67% believing they could find an equivalent job elsewhere. These findings suggest that while administrators are dedicated to their profession, organizational factors such as financial support, professional resources, and career advancement opportunities play a crucial role in their long-term retention.

In summary, this research underscores the complexity and multifaceted nature of proficient administrators’ experiences in program leadership. The findings point to significant areas for support and development, particularly in financial management, strategic planning, and advocacy skills, while also highlighting the importance of addressing compensation and organizational support to enhance job satisfaction and commitment.

While limited in sample size, this study reaffirms the original description of the proficient administrator while providing critical details that can aid in the design and delivery of targeted professional development efforts to assist the proficient administrator progress to the advanced career development stage. As Bloom and Bella noted, career development progression from novice to proficient, and then to advanced, represents a transformation that is more multifaceted than the accumulation of new knowledge (2005). Therefore, future research and professional development opportunities for program administrators should consider Whole Leadership domains competencies, the relationship between Whole Leadership domains and competencies, efforts to increase self-efficacy as the fuel for leadership development, and the critical alignment of leadership development to career development stages.

REFERENCES

Abel, M., Bella, J., Talen, T., & Magid, M. (2019). Administrators Role Perceptions Survey validation study: Technical report. McCormick Center for Early Childhood Leadership, August 2019
Abel, M. B., Talan, T. N., & Magid, M. (2018). Closing the leadership gap: 2017 status report on early childhood program leadership in the United States. McCormick Center for Early Childhood Leadership, National Louis University.
Bella, J., Abel, M., Bloom, P.J., & Talan, T. (2017). Administrator Role Perception Survey. McCormick Center for Early Childhood Leadership, National Louis University.
Bloom, P.J. (2007). From the inside out: The power of reflection and self-awareness. New Horizons.
Bloom, P., J. (2019). Director’s developmental Stages. McCormick Center for Early Childhood Leadership, National Louis University.
Bloom, P. J., & Bella, J. (2005). Investment in leadership training: The payoff for early childhood education. Young Children, 60(1), 32–40
Bloom, P. J., Jackson, S., Talan, T. N., & Kelton, R. (2013). Taking Charge of Change: A 20-year review of empowering early childhood administrators through leadership training. McCormick Center for Early Childhood Leadership, National Louis University.
Dall’Alba, G., & Sandberg, J. (2006). Unveiling professional development: A Critical review of stage models. Review of Educational Research, 76(3), 383-412
Doherty, G., Ferguson, T. M., Ressler, G., & Lomotey, J. (2015). Enhancing child care quality by director training and collegial mentoring. Early Childhood Research and Practice, 17(1).
Douglass, A. (2019). Leadership for quality early childhood education and care. OECD Education Working Papers, N 211. OECD Publishing.
Douglass, A. &. Kirby, G. (2022). Evaluating leadership development in early care and education. OPRE Brief #2022-141. Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.
Dreyfus H., L. & Dreyfus S., E. (1986) Mind over machine: The power of human intuition and expertise in the era of the computer. New York Free Press.
Ehrlich, S. B., Pacchiano, D., Stein, A.G., & Wagner, M.R. (2018). Early education essentials: Validation of surveys measuring early education organizational conditions. Early Education and Development, 30(2), 1-28.
Fukkink, R. & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly. 22. 294-311.
Kelton, R., & Talan, T. N. (2023). We can’t afford to lose leaders: Professional development to increase administrator retention during the first few years. Research Notes. McCormick Center for Early Childhood Leadership, National Louis University.
Kinchin, I., M., & Cabot, L., B. (2010). Reconsidering the dimensions of expertise: from linear stages towards dual processing. London Review of Education, 8(2), 153 – 166.
Kirby, G., Douglass, A., & Malone, L. (2023). Understanding and measuring leadership in center-based early care and education to inform policy and practice. OPRE Brief, #2023-177. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Lower, J.K., & Cassidy, D., J. (2007). Child care work environments: The relationship with learning environments. Journal of Research in Childhood Education, 22(2), 189−204.
McCormick Center for Early Childhood Leadership. (2010). Connecting the dots: Director qualifications, instructional leadership practices, and learning environments in early childhood program. Research Notes. National Louis University.
McCormick Center for Early Childhood Leadership. (2018). Director’s professional development needs differ by developmental stage. Research Notes. National Louis University
McCormick Center for Early Childhood Leadership. (2019). Whole Leadership framework for early childhood programs. National Louis University
McCormick Center for Early Childhood Leadership. (2022). The relationship between global classroom and administrative quality: A cross-cultural comparison. Research Notes. National Louis University.
Raduan, N. A., & Na, S. I. (2020). An integrative review of the models for teacher expertise and career development. European Journal of Teacher Education, 43(3), 428–451.
Rafanello, D. & Bloom, P. (1997, August). The 1997 Illinois Directors’ Study. A Report to the Robert R. McCormick Foundation.
Rohacek, M., Adams, G. C., & Kisker, E. E. (2010). Understanding quality in context: Child care centers, communities, markets, and public policy. The Urban Institute.
Sims, M., Forrest, R., Semann, A., & Slattery, C. (2014). Conceptions of early childhood leadership: driving new professionalism? International Journal of Leadership in Education, 18(2), 149–166.
Talan, T., N., Bloom, P. J, & Kelton, R. (2014). Building the leadership capacity of early childhood directors: An evaluation of a leadership development model. Early Childhood Research & Practice, 16.

Nearly all of the sample (95%) reported staffing turnover had occurred in their program within the past 12 months. Of the 103 programs represented, 97 programs (94%) had at least one teaching staff member leave their program within the past twelve months, 29% of programs had administrator turnover, and 39% had support staff turnover. Table 3 provides the statistics of staff turnover by role across all 103 programs.

Measures

The Administrator Role Perception Survey (ARPS) was used to collect data for this study between 2022 and 2024. The ARPS examines role perception, commitment, job satisfaction, and identifies administrators’ developmental career stages based on their perceptions of mastery of key early childhood program leadership competencies (Abel et al., 2019; Bella et al., 2017). The ARPS also provides information regarding administrators’ internalized practices, levels of self-efficacy, and competencies in 36 areas across the three Whole Leadership domains: leadership essentials, administrative leadership, and pedagogical leadership. The survey is administered online, takes about 25-minutes to complete, and consists of 48 items regarding role perceptions and self-efficacy, 14 demographic items, and 7 items about program characteristics. Higher scores on the leadership self- efficacy subscales indicate higher levels of confidence in perceived leadership competence. The ARPS is able to categorize administrators as novice, proficient, or advanced based on self-identified levels of self-efficacy and competence across key leadership functions (Abel et al., 2019; McCormick Center for Early Childhood Leadership, 2018).

FINDINGS

Career Beginnings

While most proficient administrators reported that when first assuming their administrative role, they felt confident that they would be liked and that they had realistic expectations for themselves, they also reported being unprepared and scared. Figure 1 provides a breakdown of responses. Proficient administrators were also asked about their previous ECEC experience. On average, respondents had held two previous ECEC-related roles. The vast majority (80%) had previous ECEC teaching experience, and 65% of proficient administrators held at least one previous supervisory or managerial role. Table 4 below provides a breakdown of previous ECEC role experience.

Current Role Perception, Job Satisfaction, and Confidence

Role Perception

Respondents were asked to select the three words or phrases that best described their role. Based on frequency, the top three choices for proficient administrators were leader (48%), problem solver (48%), and decision maker (38%). Proficient administrators also tend to describe their job as rewarding (47%), yet challenging (47%) and demanding (39%).

Respondents were also asked to respond to seven Likert-type items about how they perceived aspects of their relational leadership and their workload as an administrator. Table 5 summarizes the responses for each question regarding the respondent’s perceptions, with 1 being the most negative answer (e.g., “I am often uncertain about how much authority I have”) and 4 being the most positive answer (e.g., “I always know how much authority I have”).

Job Satisfaction

Respondents were asked to rate, on a Likert-scale, how well specific elements of their work aligned with their ideals (0 = not at all like my ideal, to 5 = is my ideal). Table 6 shows the alignment percentages by element.

The ARPS also asked administrators to describe the aspects of their work that brought them the greatest sense of satisfaction and greatest frustration. For proficient administrators, a significant source of frustration was staffing issues, including difficulty finding and retaining qualified staff, staff turnover, lack of work ethic or professionalism, and staff conflicts or gossip. Time management was also frequently noted as a source of frustration, with proficient administrators struggling to complete tasks and balance responsibilities. Other frustrations included lack of support or resources, navigating rules and regulations, dealing with difficult families, and feeling a lack of autonomy or control. Some also expressed frustration with the low pay and lack of respect for the field. Despite the challenges, proficient administrators appeared to take pride in their work and the connections they form. Common areas of satisfaction included seeing children grow and learn, building positive relationships with staff and families, and making a meaningful impact.

Confidence in Leadership Functions

Respondents were asked to estimate the amount of time they spend on administrative leadership and pedagogical leadership functions based on 24 domain specific functions using a 5-point Likert scale, from “1 = No time spent” to “5 = A great deal of time spent”. Figure 2 below depicts the perceived distribution of time spent focused on administrative and pedagogical leadership.

Respondents also rated their confidence on each of the 36 competency statements in the ARPS using a 4-point Likert scale (“1 = I am not confident in my ability to…” to “4 = I am very confident in my ability to…”). The statements where respondents felt most confident and least confident are provided in Table 7.

Confidence ratings across the three Whole Leadership domains were calculated based on the responses to 36 competency statements in the ARPS that captured competency areas within 23 areas across administrative leadership, pedagogical leadership, and leadership essentials. Table 8 provides mean ratings and standard deviations for each domain as well as competency across specific areas within each domain. For added perspective, Figure 3 demonstrates how means across the three domains of Whole Leadership differ by career stage. Figure 4 shows the five areas with the largest mean difference between proficient and advanced administrators, followed by the five areas with the smallest mean difference between the groups.

Last, Figure 5 provides a visual spread of the percent of proficient leaders who rated themselves as not confident or somewhat confident, somewhat confident to confident, and confident to very confident across competency areas within each Whole Leadership domain.

The Power Ingredient to Manage Your Time

Tue, 04 Jun 2024 15:31:33 GMT

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

“I have too many things on my to-do list and not enough time to finish them!” Early childhood administrators have expressed this sentiment often when the subject of workload is discussed. You most likely have said or heard it said as well. Rest assured; you are not alone. Managing time is a universal struggle.

Time management has been a quest of mine for most of my professional career. In my first position out of college, I was given a time management tool to organize work and time. It proved very helpful and launched my pursuit to learn as many time management skills as possible. During my career, I have utilized a number of planners and delivered training on them as well. Even with all my experience with time management systems, I admit they are only as good as the dedication and discipline you put into using them. I have discovered that the power ingredient in managing time is discipline.

The Collins dictionary defines discipline as training that develops self-control. Daniel Walter wrote a book, The Power of Discipline: How to Use Self Control and Mental Toughness to Achieve Your Goals . He said, “Discipline is about doing what you know you’ve got to do even when you don’t feel like it. But for your efforts to make a difference, you must be consistent.”

Any success I experience in time management comes from the discipline of setting aside time daily, weekly, and monthly to determine the priorities of the work and then to put into practice the tools and tips to increase productivity and focus on the priorities of my work and life. Discipline is what sets the casual basketball player apart from the Michael Jordans. Discipline takes commitment and a quest not to back down, but it also reaps big rewards. If you have ever embarked on eliminating a bad habit in your life and were successful, it most likely was because of the discipline you employed to change your thought processes and routines.

When I am disciplined in setting aside time to use the tools to manage my priorities, the results I experience include accomplishing more of my big bucket priorities, feeling energized at the end of the day, and having a sense of empowerment and purpose. These are achieved when the day is comprised of action versus motion.

James Clear, the author of Atomic Habits: An Easy & Proven Way to Build Good Habits and Break Bad Ones , takes a deeper dive into this concept in the blog, “The Mistake Smart People Make: Being in Motion vs. Taking Action. ” Think of it like an equation: Motion (i.e., planning time) + action on the priorities = achieving your goals for managing time.

Using tools will increase your success in planning time. Here are some statistics discovered in a recent study conducted by Acuity Training in the United Kingdom:

Less than one in five people (18%) have a proper time management system.
Eighty-two percent of people don’t have a time management system. They just use a list or their email inbox.
The Eisenhower matrix is the most successful time management technique.
One hundred percent of people using these techniques feel their work is under control either four or five days per week.
Only 20% (one in five) people carry out a monthly time audit to review how they are spending their time.
Forty-nine percent of people have never carried out a time audit.

Here are the three tools/systems I have found most helpful. Two of them were mentioned in the UK study:

Stephen Covey popularized the Eisenhower Matrix in his book, The 7 Habits of Highly Effective People . The four-square matrix of “important” and “urgent” aims to focus your actions on the important tasks versus being driven by urgency. Keeping a copy of this matrix handy during your planning time is most helpful.

I like the simplicity of the Ivy Lee Method, and it is a good second step after you have determined the important tasks using the Eisenhower Matrix. List the week’s top five or six priorities and rank them one to six. Do the same each day and determine the top five or six priorities of the day. Start with number one, and don’t move on to others until you complete number one. This method has staying power and has been successful for over 100 years! Don’t be fooled by the simplicity, and enjoy the results you will experience from trying it.

I discovered the Pomodoro Technique a couple of years ago, and it has been a game changer. For me, it is step three and works well together with the other two. This technique is all about focus, giving yourself undistracted time to focus using 30-minute time blocks. Start on one task and give yourself 25 minutes of undistracted time to focus on that one task. Then, take a five-minute break. Depending upon the task you are working on, you may need multiple 30-minute time blocks to complete the task. You will discover how much you can accomplish in 25 minutes when you don’t allow yourself to get distracted.

An additional benefit to these three tools is that you can use them with any time management system you prefer. Several sound systems have been designed to incorporate all of them, but you can modify any tool you currently use to include them.

Consider these action steps:

Set aside 30 minutes this week to read about the three tools/systems.
Set a goal to implement one tip you gained.
Use the tip for a minimum of four weeks.
At the end of each week, reflect on the outcomes.

The tools are helpful, but only if you use the power tool of discipline. Just as establishing a routine of dedicating 20 minutes a day to exercise will have long-term health benefits, giving 10 to15 minutes a day and 20 to 30 minutes a week to establishing your priorities for time will pay off in the efficiency and effectiveness of your week. The purpose is not to increase the amount of time spent working or the quantity of work achieved each day, but instead, shift the focus to accomplishing the work that matters most.

To check out the many resources and professional development offerings at McCormick Center for Early Childhood Leadership, please see: https://mccormickcenter.nl.edu/

Marleen Barrett, M.S., serves as a leadership training specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). In this role, she assists with the development, facilitation, and coordination of training for McCormick Center Leadership Academies. Marleen serves as a coach for academy participants. She holds a master’s degree in training and development from Loyola University. Prior to working at NLU, she was the director of leadership development for the American Farm Bureau Federation, where she conducted training programs on strategic planning, organizational skills, and team building throughout the United States.

Family Child Care Professionals: Understanding a Critical Workforce

Tue, 04 Jun 2024 04:11:58 GMT

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

Confidence in Competencies

Respondents ranked their current level of confidence across 38 competencies related to owning and operating a FCC business. Each question was scored on a four-point Likert scale (1 = I am not confident in my ability , 2 = I am somewhat confident in my ability , 3 = I am confident in my ability , 4 = I am very confident in my ability ). The average score across all 38 competencies was 2.87 (SD = 0.66) and ranged from 1.24 to 4.00. Table 4 provides a breakdown of the five competencies in which FCC professionals expressed the highest level of confidence and the five competencies with the lowest level of confidence.

Table 4

Highest and Lowest Areas of Confidence

Current Role Perception, Job Satisfaction, and Confidence

A large body of research supports the theory that role perception, job satisfaction, and self-efficacy are important predictors of role commitment, job performance, and burnout (e.g., Khani & Mirzaee, 2015; Kotaro et al., 2015; Liu et al., 2021; Sandstrom et al., 2022; Skaalvik & Skaalvik, 2010; Spreitzer et al., 2005). The overarching findings from these studies suggest that when practitioners have favorable views of their professional role and a strong sense of competence in completing work-related tasks, they tend to be committed to their work and are better able to handle job-related challenges and stress.

Role Perception

Respondents were asked to select the three words or phrases that best described their role. Based on frequency, the top three choices for the full sample were educator (65%), family supporter (46%), and nurturer (37%). Role descriptors were further examined by years of FCC experience. Professionals with 0-5 years FCC experience were classified as novice professionals (n = 24), those with 6 – 15 years were classified as established professionals (n = 15), and 16 or more years were classified as seasoned professionals (n = 13). As demonstrated in Figure 7, over the course of their careers FCC professionals consistently referred to their work as educators and family supporters; however, across their years of experience, there appears to be an interesting evolution of the third descriptor representing increased identification as entrepreneurs and role models for established professional, and identification as advocates for seasoned professionals.

Figure 7

Role Descriptors by Years of Experience

Together the 52 FCC programs served a total of 595 children. Individual program enrollment ranged from 1 to 36 children with higher numbers of enrollment reflecting programs that offered a combination of care options and/or served children who attended the program less than five days a week. Average enrollment was 11.44 children with a mode (most common enrollment number) of seven. As described in Figure 5, the majority of the programs served children across all age groups. All of the programs had children enrolled full-day, 58% had children who were enrolled part-day, 33% of programs had children enrolled in extended, evening, or overnight care, and 37% had children enrolled part-time (attending less than five days a week). These program demographics are aligned with other research findings and highlight the critical span of services offered through FCC, especially those that meet the needs of families with infants and toddlers and those working non-traditional hours (Bromer et al., 2021; Kelton & Tenis, 2024; National Center on Early Childhood Quality Assurance, 2020).

Critical Issues, Satisfactions, and Frustrations

Next, respondents were asked to select the three most critical issues they face running a FCC business. The most commonly selected issues were the demands of the job (47%), lack of benefits (44%), and difficulty recruiting and retaining qualified staff (33%).

Respondents were also asked to describe the aspects of their work that brought them the greatest satisfaction and greatest frustration. Open-ended responses were then categorized into themes. As noted in Table 3, the top satisfaction themes revolved around relationships with children and families, positive impact on children’s lives, and personal and professional growth (e.g., overcoming challenges, worries, or fears).

Table 3

Satisfaction and Frustration Themes

By Robyn Kelton, M.A. and Irina Tenis, Ph.D. | June 4, 2024

INTRODUCTION

The early childhood education care (ECEC) practitioner landscape is complex and encompasses many roles including center-based and school-based administrative, teaching, and support staff as well as home-based unregulated child care family child care (FCC) providers and home-based regulated (e.g., registered or licensed) FCC providers who simultaneously operate as small business owners and early childhood educators. FCC providers are sometimes referred to as home-based educators, small business owners, or entrepreneurs. For this research study, the term FCC professional is used to refer to a home-based educator who owns and operates a licensed FCC business.

FCC professionals represent an “essential component of the child care landscape,” yet the number of FCC programs has seen an alarming decline for the past two decades (Bipartisan Policy Center, 2021, p. 6). Moreover, while other professions often have well-defined steps or universal requirements for entry-level positions and identified milestones and clear pathways for advancement, those who open FCC programs tend to represent a more varied and flexible professional pathway. This makes it difficult to gain a systemic understanding of the experiences and characteristics that make up the workforce. Research is necessary to gain a deeper understanding of this distinct yet crucial sector of the ECEC workforce including motivations, role perceptions, and job satisfaction. This Research Brief aims to bridge this gap in the literature by offering a detailed professional report of FCC professionals.

METHOD

Sample

The sample included 52 FCC professionals who owned and operated a licensed FCC program in Illinois between 2020 and 2024. Data were collected as a part of a registration process for the McCormick Center for Early Childhood Leadership’s Taking the Lead Family Child Care Leadership Academy prior to the start of the academy. The sample predominantly identified as female (94%), 2% male, 2% non-binary, and 2% of the sample chose not to answer this question. The sample also represented a range of ages and races (see Figures 1 and 2 below).

Respondents were also asked to select the three words that best described their current job. For the full sample, the most frequent descriptor was rewarding (65%), followed by enjoyable (40%), and challenging (37%). Further analysis by experience found overlap with rewarding and enjoyable remaining stable across time, but that novice professionals most often selected challenging as their third descriptor, experienced professionals most often selected creative, and seasoned professionals most often selected exciting as their third descriptor (see Figure 8).

The majority (70%) of the sample reported having a college degree. Figure 3 breaks down the degree by type while Figure 4 breaks down the degree by relevant major. Of those without a degree, 81% had previously completed some college coursework. Over half of the sample (60%) reported they had taken business or professional practices training in the past 12 months. Twenty-three percent had a state-issued family child care credential and 20% had a CDA. Fifty-four percent of the sample were members of a formal FCC network or association and 17% were members of a staffed FCC network. Experience in the field of ECEC ranged from 0 to 35 years with an average of 13 ( SD = 9.56) years of experience. Experience as a FCC professional ranged from 0 to 27 years with an average of 11 years ( SD = 6.90) years of experience.

Forty-eight percent of the FCC programs were located in suburban settings, 42% were located in urban settings, and 10% were located in rural areas. While only 6% of the programs were accredited by the National Association for Family Child Care, 17% reported being in the self-study phase of becoming accredited. Twelve percent of the programs received Head Start or Early Head Start funding and 2% received state pre-K funding. More than half (62%) of the family child care professionals in the sample were also employers. Sixty percent employed at least one assistant and 21% employed at least one substitute (note that many programs employed both substitutes and assistants).

Measures

The Administrator Role Perception Survey—Home Based (ARPS-HB) was used to collect data. The ARPS-HB is a 70-question online survey exploring FCC professionals’ perceptions of their work (Bella & Kelton, 2021). The ARPS-HB examines the alignment between current and ideal work experience as well as past perspectives, current role perceptions, levels of self-efficacy, and perceptions of mastery of key family child care educator and entrepreneurial competencies. The ARPS-HB also collects practitioner and program demographic data. The APRS-HB was modeled after the Bella et al., (2017), Administrator Role Perception Survey (ARPS), but refined to reflect the unique needs and characteristics of FCC programs (2017).

FINDINGS

Career Beginnings

Respondents were asked about their motivations for becoming FCC professionals, work experience, and thoughts and feelings when they first opened their businesses. As noted in Figure 6, the leading motivation for becoming a FCC professional was the opportunity to run their own business (23%) and to stay home with their children (23%). Both of these motivations represent a level of career autonomy that is often seen as a unique advantage of being a FCC professional and may represent an attractive feature of the role. Because of the highly variable career pathway associated with FCC professionals, prior work experience in the field was also of interest. While 52% of the sample had no previous ECEC work experience, 46% of the professionals had held at least one previous teaching position. Only 15% had any prior administrative experience (see Table 1 for all previous experience).

Table 1

Previous ECEC Experience

As Table 2 shows, when the FCC professionals first opened their FCC business, the majority of the sample felt confident in themselves, secure that the families they served would like them, and that their own expectations for themselves had been realistic. However, the majority of the sample also indicated that they were not well prepared for their role, with 64% reporting they were not prepared specifically for the challenges they encountered in their work with children and families. Moreover, the majority (67%) were not prepared for the business-related issues they faced.

Table 2

Feelings and Beliefs at Career Beginning

Role Congruence

Respondents were asked to rate on a Likert-scale how well elements of their work aligned with their ideals (0 = not at all like my ideal , to 5 = is my ideal ). Figure 9 below shows the means for each comparison by element. Average congruence of how closely current conditions resembled their ideal was 3.37 ( SD = 1.27) suggesting that overall, the role of the FCC professional is somewhat like the ideal. Figure 9 breaks down levels of congruence by specific elements of the role.

Role Commitment

The sample appeared to be strongly committed to their work. Eighty-one percent of respondents reported feeling very committed to their business, 88% reported taking pride in their business and 77% reported that they put a lot of extra effort into their work. Moreover, knowing what they know today about the satisfaction of their job, 96% would still become a FCC professional. However, the intention to stay in the role appears more nuanced with only 65% reporting they intend to run their program for at least two more years. Additionally, 14% reported that they often think about closing, and 8% reported that they sometimes feel trapped in their job. This may reflect FCC professionals desire for a career pathway that allows them to grow and advance in the field. This highlights a need for additional research on next steps for the FCC professionals after they close their programs.

DISCUSSION

Research and reports focused on roles in ECEC serve as valuable resources for individuals considering a career in this field, as well as for educators, employers, policymakers, and other stakeholders interested in workforce development, talent management, and industry trends. They can inform decision-making processes related to education, training, recruitment, and workforce planning. This Research Brief provides a report of the regulated (licensed) segment of the FCC workforce. Data from a small, but relatively diverse sample of 52 FCC professionals suggest that they tend to enter the field feeling confident and self-assured. Despite their confidence; however, many felt unprepared for the challenges they face, especially in business-related areas. While 52% of the sample had no previous experience in ECEC, 46% did have prior teaching experience, yet only 15% had administrative experience. This diversity in backgrounds underscores the multidisciplinary nature of the FCC profession, with individuals entering from a range of educational and professional backgrounds.

The findings regarding the motivations for individuals to become FCC professionals provide valuable insights into the unique appeal and potential career pathways within the ECEC field. As illustrated in Figure 6, two primary motivations emerged as leading factors: the desire to be one’s own boss or run a business (23%) and the aspiration to be able to stay home with their own children (23%). These motivations reflect a distinct aspect of the FCC profession, highlighting the appeal of flexibility and autonomy that comes with operating a FCC program. The fact that only 10% of the sample were motivated by the encouragement of others presents an interesting contrast to data on center-based administrators, who often cite encouragement from others as a primary reason for entering their role (McCormick Center for Early Childhood Leadership, 2018). More research is needed to further understand career motivations, but this discrepancy may suggest that FCC professionals are more often self-driven and motivated by intrinsic factors such as independence and the desire to balance work with family responsibilities.

A prominent discovery across the ECEC literature concerning leadership underscores the significance of individuals’ professional identity and their perception of themselves as leaders. Work in this area has highlighted the crucial role of self-efficacy, reflective practices, empowerment, and leadership purpose. This underscores the importance of measuring and supporting role-related factors when considering workforce well-being and sustainability.

Our findings reveal a consistent role-perception of FCC professionals as educators and family supporters across the span of their careers. However, an intriguing evolution is observed in experienced and seasoned FCC professionals that seems to extend beyond direct interactions with children and families. Mid-career professionals (with 6 – 15 years of FCC experience) appear to broaden their role identity to emphasize their work as small business owners and role models and seasoned professionals (16 or more years of experience) extend to include their role as advocates.

Interestingly, we found a similar evolution in how FCC professionals described their work. While rewarding and enjoyable remained consistent descriptors across time, new professionals most often selected challenging as a third descriptor, experienced professionals most often selected creative, and seasoned professionals most often selected exciting as their third descriptor. Additional research is needed but the shift may reflect a sense of resiliency and empowerment as professionals advance in their career.

This preliminary data begin to demonstrate how FCC professionals’ perceptions evolve across time. When new to the role, FCC professionals seem to emphasize their direct work with children and families, finding the work to be rewarding yet challenging. Mid-career FCC professionals’ role perceptions may expand to highlight their powerful role as small business owners embracing autonomy and creativity—the combination of being an entrepreneur and an educator is enticing for the mid-career FCC professional. Later in their career, the perception seems to extend past their influence within their individual programs to encompass the exciting role they play in advocating for and supporting the larger FCC and ECEC field.

The thematic analysis of the FCC professionals’ frustrations revealed several common themes including challenges in parent-provider relationships, time management and workload, financial concerns, and the need for staffing and support. Unsurprisingly, these areas overlap with the areas in which FCC professionals reported having the least confidence—the business and professional practices that foster a successful and sustainable business.

These findings also mirror previous research measuring FCC business and professional practices using the Business Administration Scale for Family Child Care (BAS) which found income and benefits, fiscal management, and provider as employer to be among the lowest rated items in a national sample of 210 FCC programs as well as a clear parallel to other research highlighting factors hypothesized to lead to professional burnout and program closure (e.g., Bromer et al., 2021; Kelton & Tenis, 2024; National Center on Early Childhood Quality Assurance, 2020; Vieria & Hill, 2019). Given the context of the sample’s educational background and work experience, these findings further elucidate the need for specialized training and coursework related to the business aspects of FCC. Addressing competencies in business and professional practice is crucial in improving the well-being and effectiveness of FCC professionals in delivering quality care to children and families.

This study provided nuanced results regarding the FCC professional’s commitment to the role. While the vast majority (85%) of the sample identified as very committed to their business, only 65% indicated that they plan to run their business for at least two more years. These data taken in conjunction with the role perception data raise interesting questions regarding the possibility that as their career advances, FCC professionals may look to close their programs but not necessarily leave the field. While there is a great deal of critical conversation around the alarming rates of FCC program closure, there is limited information about what FCC professionals do after closing their FCC businesses. Future research on FCC professionals should investigate if they move to other roles within the ECEC field, particularly if they obtain positions that allow them to support and advocate for FCC at the community or state level (e.g., with resource and referral agencies, unions, or FCC networks or associations).

While limited in sample size, the findings from this Research Brief underscore the multifaceted nature of the FCC profession, highlighting both its rewards and challenges. Areas of strength, such as dedication to children and families, are contrasted by areas needing greater support, particularly in business management and sustainability. These data also offer insight into the potential of individualizing professional development and support based on the FCC professional’s career stage. Specifically, highlighting the need to extend beyond education and caregiving practices to also encompass business and professional practices mid-career and to foster community and professional advocacy and leadership in more seasoned professionals. Addressing these needs and challenges, as well as delivering targeted professional development is crucial for the well-being, effectiveness, and retention of FCC professionals.

REFERENCES

Bella, J., Abel, M., Bloom, P.J., & Talan, T. (2017). Administrator Role Perception Survey. McCormick Center for Early Childhood Leadership, National Louis University.

Bella, J., & Kelton, R. (2018). Administrator Role Perception Survey—Home-Based. McCormick Center for Early Childhood Leadership, National Louis University.

Bipartisan Policy Center. (2021). Family child care policy framework .

Bloom, P. J. (2010). Measuring work attitudes in the early childhood setting: Technical manual for the Early Childhood Job Satisfaction Survey and the Early Childhood Work Environment Survey. McCormick Center for Early Childhood Leadership, National Louis University.

Liu, D., Zhang, S., Wang, Y., & Yan, Y. (2021). The antecedents of thriving at work: A meta-analytic review. Frontiers in Psychology, 12, 1-20.

Khani R. & Mirzaee A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? Journal of Educational Psychology, 35(1), 93–109.

Kelton, R. & Tenis, I. (2024). Small business, big implications: A look at business practices in family child care programs . Research Notes. McCormick Center for Early Childhood Leadership, National Louis University.

Kotaro, S., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C., & Luszczynska, A. (2015): Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 1-20.

McCormick Center for Early Childhood Leadership (2018). Director’s professional development needs differ by developmental stage . Research Notes. National Louis University.

National Center on Early Childhood Quality Assurance. (2020). Addressing the decline in family child care . Administration for Children and Families, Office of Child Care.

Sandstorm, H., Casas, M., Hernadez-Lepe, F., & Greenberg, E. (2022). Early educators’ work experiences and job satisfaction: Findings from the District of Columbia child care policy research partnership. Urban Institute .

Skaalvik, E. M., Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069.

Spreitzer, G., Sutcliffe, K., Dutton, J., Sonenshein, S., & Grant, A. M. (2005). A socially embedded model of thriving at work . Organization Science, 16(5), 537-549.

Vieira, N. & Hill. S. (2017). Creating the conditions for family child care to thrive. All Our Kin .

Updates to the Whole Leadership Framework: Responding to Voices in the Field

Tue, 28 May 2024 18:15:04 GMT

In 2017, the McCormick Center for Early Childhood Leadership at National Louis University developed the Whole Leadership Framework with diverse voices from the field to define the critical components of early childhood leadership and to ensure consistent approaches to leadership standards and competencies. In 2023, the framework was revised by Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Program authors (Masterson, M.L., Talan, T.N., & Bella, J.M.) in response to current research, the needs of the profession, and additional feedback collected from over 200 early childhood leaders as part of the Building Leaders Project, funded by the Foundation for Child Development. The book, Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Program , provides a variety of tools that can be used by administrators to enhance their core knowledge, skills, and behaviors to foster effective and thriving early childhood organizations.

Please click here to download the Whole Leadership Framework.

Editor’s Note: This article originally appeared in the Summer 2024 edition of Exchange magazine.

Leading for Impact with Infants and Toddlers: High-Impact Levers for Leadership, Teaching, and Advocacy

Wed, 22 May 2024 17:35:56 GMT

Marie L. Masterson, Ph.D. , is the director of quality assessment for the state of Illinois ExceleRate at the McCormick Center for Early Childhood Leadership. She holds a doctorate in early childhood education, is a licensed teacher, and is a national speaker and award-winning author of many books and articles that address research-based, practical skills for high-quality teaching, quality improvement, and leadership. She is a contributing author and editor of Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Fourth Edition (NAEYC), author of Transforming Teaching: Creating Lesson Plans for Child-Centered Learning in Preschool (NAEYC)and Let’s Talk Toddlers: A Practical Guide to High Quality Teaching (Redleaf Press), and co-author of Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Program (Gryphon House). Dr. Masterson is a former higher education faculty teacher trainer and early childhood specialist for the Virginia Department of Education.

With more than half of children under age three in the United States enrolled in non-parental care on a weekly basis, there is increasing demand for high-quality early education and care programming for infants and toddlers. Despite the need, more than 51 percent of families live in child care deserts , defined as geographical areas where there are three or more children for each available licensed child care slot. Nationally, some states have more than five infants and toddlers for every licensed child care slot, with low-income counties offering the fewest options.

The Center for American Progress explains that infants and toddlers living in low-income families are impacted by a range of persistent stressors that undermine child development, including disparities in housing, health, nutrition, and economic security. Optimal child development is dependent on high-quality care, yet the 2021 fact sheet from Zero to Three shows that 75 percent of toddlers enrolled in center care and 93 percent enrolled in home-based care are in programs of low to mediocre quality. This means children are not experiencing the kind of relational, language, and cognitive stimulation that can positively impact development and learning. “Poorer quality child care does not provide this boost and can even be detrimental to development where children lack other resources” (4).

Because of the rapid growth of the brain during the first three years of life, low-quality child care experiences are particularly concerning. In Illinois , data reflects national trends, with less than 20 percent of infants and toddlers having access to licensed child care and only 5 percent having access to high-quality care. Across the United States, the quality of care for infants and toddlers remains low and variable . Expanding access to high-quality, affordable child care is a key priority for leadership training, policy, and practice.

The State of Child Care for Babies: The Need to Do Better for Our Youngest Children (2021) points out that barriers to high-quality programming are connected to systemic weaknesses. Critical anchors for high-quality child care for infants and toddlers include the following:

State licensing requirements for adult-child ratios to ensure researched-based standards;
Sustained public funding to increase available slots for infants and toddlers;
Implementation of key quality indicators, standards, and aligned curriculum that explicitly strengthens all areas of development and learning for infants and toddlers;
Focused professional development for early childhood educators, including equitable career pathways and scholarships to overcome educational barriers;
Access to targeted training that builds on principles of child development in diverse contexts, the essential role of the family in decision-making and curriculum planning, and alignment of competencies for diversity, equity, inclusion, and belonging articulated by the NAEYC Statement on Developmentally Appropriate Practice (2020) and the book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, Fourth Edition (2022); and
Focused attention on the health and well-being of infant and toddler teachers, including equitable pathways to higher education and increased compensation linked to opportunities for career advancement.

Infant and toddler teachers have a higher turnover rate than other early childhood professionals. Up to 49 percent of infant and toddler teachers leave their centers or the field each year. According to the most recent OPRE report (March 2023), centers that serve children ages birth through three only or birth through five years old have higher turnover rates than centers that serve children ages three through five years old only. This level of turnover is particularly detrimental for infants and toddlers due to their rapidly developing brains and their essential need for predictable relationships, high-quality cognitive and language stimulation, and individualized care. In addition, the high turnover rate has enormous implications for the training and preparation of the workforce and for the role of early childhood leaders facing immense challenges in staffing, training, building learning communities, and promoting quality improvement.

What steps can program leaders take?

Teaching infants and toddlers is incredibly complex and demanding. There are several high-impact practices that can strengthen early childhood programs that serve infants and toddlers. Leaders need to ensure teachers experience a sense of belonging, have access to personal and professional resources, and feel included in decisions that impact them. The following strategies can help achieve those goals:

Incorporate a trauma-informed approach to leadership. Infant and toddler teachers face particularly demanding work-related stressors such as long work hours, insufficient professional support, and limited control over their working conditions. Important research shows that for infant and toddler teachers, professional stress is magnified by economic hardship, mental health struggles, and personal stressors. Make compassionate support the norm for your program:

Introduce ongoing discussions and resources that promote trauma-informed care with staff.
Explore how the program can become a healing space for children and families by implementing trauma-informed teaching and intentionally promoting resilience.
Connect staff and families with information about trauma-informed child care to jumpstart conversations and action plans.
Share information about community mental health and counseling resources, community programs, and public benefits, such as food programs, federal assistance, and local sources for food, clothing, health and wellness, and housing.

Focus on building an inclusive, caring learning community. Program leaders need to focus on building a cohesive community within programs, strengthening professional relationships, and spending time with individual staff. One-on-one relationships with program staff can make all the difference to the program’s stability and to the staff’s well-being. Teachers who report high levels of connectedness with other staff, experience better supervisor support, and feel more control over their work report lower stress, provide higher quality care, and are less likely to leave their jobs . Positive relationships with supervisors and overall organizational well-being are essential to achieving staff stability. Importantly, teacher well-being is a consistent predictor of teachers’ intentions to keep working at their current programs and to continue in the early education and care profession. The following action steps can help you facilitate these priorities:

Meet with teachers at a regularly scheduled time. Use reflective supervision . Ask staff what is working and not working. How do they need your support or additional resources? What are they learning about themselves, children, and families?
Reserve time to be in classrooms. Set aside thirty minutes daily, rotating to spend time with each teacher. Become a helping hand and bring words of affirmation and encouragement. Take notes about issues you may observe and follow up during reflective supervision. In this way, reflective practice will become a program norm rather than an infrequent part of more formal evaluation.
Hold monthly program meetings to focus on continuous quality improvement. Ask teachers and families for feedback to set goals. Discuss data from program and classroom assessments that can be used to guide action steps for change.
Ask teachers to contribute to staff meetings. Ask what is working well. What are successes and joys? What are important insights and lessons learned? With this information, you can create a culture of shared learning that strengthens ownership and self-agency.
Invite staff to participate in regular formal feedback, including surveys. Seek staff ideas about program needs, directions, and decisions. Use data from staff surveys to plan staff meeting topics and guide how you connect with community resources.

Make family engagement a priority. Build on and expand the ways families are included in the daily life of the program:

Hold at least two formal conferences with families annually. Even when there are other kinds of communication and meetings, establish set times where teachers seek family feedback and share progress.
Learn about the values and goals of families. Teachers should ask families to demonstrate how children are fed, diapered, and put down for a nap. Ensure teachers incorporate family priorities during teaching, routines, and transitions.
Invite families to participate on your advisory board.
Seek frequent family feedback, including formal surveys that can be used to adapt communication and programming.
Connect families to resources, activities, information, and services. Create connections among families and with the community.
Invite families to participate regularly in the classroom, reading, playing, and singing with the children.
Learn about and anchor teaching in the social, cultural, and linguistic contexts of families, teachers, and the community. For example, books, stories, songs, activities, materials, and conversations should reflect the experiences children know and enjoy.

Build a vision for high-quality teaching. In a review of 161 peer-reviewed papers between 2009 and 2020, infant and toddler teachers received fewer professional development supports than other early education teachers, with the fewest supports available for teachers in under-resourced communities. Existing training, coaching, and technical assistance should be focused on the specific work of teaching infants and toddlers. Consider new strategies to add to your practices:

Distribute materials and resources that explain the importance of high-quality, culturally responsive teaching on infants’ and toddlers’ development and learning. See the list of resources at the end of this article for more information.
Offer training and coaching focusing on procedures and processes for screening every child annually, providing results to families, and distributing information to connect families with related resources and information.
Include a priority on observation, documentation, and assessment for infants and toddlers, and provide strategies that explain how to use assessment results to guide curriculum planning.
Prioritize rich language and literacy interactions, including language acquisition, communication, and multi-lingual learning for infants and toddlers. This priority area of quality significantly impacts whether or not children experience adequately challenging learning throughout each day.

Step up into advocacy. Information and resources linked in this article can be used to communicate with community and state leaders about the importance of providing high-quality programming for infants and toddlers. Share your personal story with community leaders. Invite your local newspaper to highlight outstanding child care programs in your community – beginning with your own. Share the ways your program is having an impact on the lives of children and families. Join with national and state organizations to leverage collective impact on behalf of infants, toddlers, families, and teachers. Spread the message that infants and toddlers are worthy of great investment, and boldly ask for support.

While tremendous progress has been made in updating professional competencies and standards related to infant and toddler teaching, many challenges remain. Together, we can celebrate, encourage, and celebrate the work of family child care and early education and care programs serving our most vulnerable children. Collectively, we can increase our impact by offering important facts, recommendations for practice, and action steps for advocacy that can empower and strengthen the field.

ADDITIONAL RESOURCES

Look for the upcoming NAEYC book release: Focus on Developmentally Appropriate Practice: Equitable & Joyful Learning with Infants and Toddlers, edited by Marie Masterson and Ron Grady.
Explore Head Start resources for infant/toddler settings.
Share Zero to Three teaching and advocacy information.
Learn about child development in context through the Center on the Developing Child at Harvard University.
Check out the NAEYC workforce supports for infant and toddler teachers.
Provide teachers and families with the NAEYC Statement on Developmentally Appropriate Practice to jumpstart conversation and connection.
Explore the revised Whole Leadership Framework to inspire and guide pedagogical leadership with program staff.

For support or more information about this article, please contact Marie Masterson at: mmasterson1@nl.edu

To check out the many resources and professional development offerings at McCormick Center for Early Childhood Leadership, please see: https://mccormickcenter.nl.edu/

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

The Big Yellow Bus and Magic of Community Partnership

Mon, 13 May 2024 14:15:27 GMT

Early childhood care providers and administrators are often encouraged to connect with community resources to enhance programming for the children in their care. Sometimes, the idea of connecting with others seems out of reach. But often, resources and connections are right in front of us.

As a family child care (FCC) provider, I built on a connection with my local librarian to provide the children in my program with experiences around literacy, language, and social development—all skills that helped to prepare them to be successful in kindergarten.

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

When my children were young, we participated in so many of the activities my local library hosted that the librarian was familiar with myself and my girls as they progressed into elementary school. One of our favorite activities was when the bookmobile came to our neighborhood during the summer months. The bookmobile stopped about a block from our home for only about 30 minutes. Our walking (sometimes running) trips to the bookmobile were a big deal! During the school year, the bookmobile would go to the girls’ elementary school each week, so having the bookmobile in our neighborhood during the summer helped build an exciting home and school connection for me and my girls because I experienced it with them.

Around the time my youngest child was 7, I opened my family child care program, and the librarian noticed that I began checking out many books for children younger than 7. Because she was familiar with my girls and knew they did not fall into this age range, she asked if I had other young children at home. She was right. In fact, I had four preschoolers in my house, only they were my FCC children! When she learned of my child care program, she arranged for the summer bookmobile to change its location from a block away to right in front of my house. Now, we only needed to step out of the front door to find the magnificent yellow bookmobile bus with the giant mural of a bookworm reading a book. The children in my program, some of whom may not have had any previous exposure to the library in their communities, were now treated to their own private library experience once a week!

Children do not learn in a silo. Forming relationships with community resources enhances learning for children. Partnering with community resources and encouraging learning outside the classrooms can also support healthy transitions and positive achievement for children. Having a community connection with the library and the bookmobile stop in front of my program also served as excellent marketing. Families in my neighborhood saw the bookmobile, and the librarian recommended my program to families she met.

The Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale, 3rd Edition (PAS-3) highlight the importance of community outreach and relations for early childhood programs. The tools provide ideas for possible community organizations to engage with and also explore how such connections are great opportunities to market your business.

Reflection Questions

Take a few minutes to enter your program’s address into Google Maps and then zoom in and out to explore community organizations located nearby.

What is one new community resource you found that can enhance your program?
What community resources do you already utilize to support your families? How might you be able to build on those connections?

Click here to learn more about the BAS and PAS-3 or the professional learning opportunities about family and community partnerships offered by the McCormick Center for Early Childhood Leadership.

Leading Change: The Vision and Impact of the Whole Leadership Framework

Thu, 09 May 2024 18:32:51 GMT

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

Marie L. Masterson, Ph.D., is the director of quality assessment for the state of Illinois ExceleRate at the McCormick Center for Early Childhood Leadership. She holds a doctorate in early childhood education, is a licensed teacher, and is a national speaker and award-winning author of many books and articles that address research-based, practical skills for high-quality teaching, quality improvement, and leadership. She is a contributing author and editor of Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Fourth Edition (NAEYC), author of Transforming Teaching: Creating Lesson Plans for Child-Centered Learning in Preschool (NAEYC)and Let’s Talk Toddlers: A Practical Guide to High Quality Teaching (Redleaf Press), and co-author of Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Program (Gryphon House). Dr. Masterson is a former higher education faculty teacher trainer and early childhood specialist for the Virginia Department of Education.

Teri N. Talan, Ed.D., is the Michael W. Louis chair and senior policy advisor to the McCormick Center for Early Childhood Leadership and professor of early childhood education at National Louis University. She is a passionate voice for the McCormick Center’s call to action: Leadership Matters: Invest in Leaders. She promotes action by state and national policymakers on the early childhood workforce, leadership development, and program administration issues. She holds a law degree from Northwestern University, a doctorate in Adult and Continuing Education, and an M.Ed. in Early Childhood Education. Dr. Talan is co-author of the Program Administration Scale: Measuring Whole Leadership in Early Childhood Centers, Third Edition, Business Administration Scale for Family Child Care, Second Edition, Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Program, and the reports, Who’s Caring for the Kids? The Status of the Early Childhood Workforce in Illinois and Taking Charge of Change: A 20-Year Review of Empowering Early Childhood Administrators through Leadership Training.

The field must reposition leadership in early childhood programs as essential to advancing equity , justice, inclusion, and belonging, with leaders facilitating the practical and meaningful work of creating caring learning communities for staff and families, as well as children. Program administrators must step into the important role of the pedagogical leader as a matter of equity to ensure access to the highest quality teacher-child interactions, developmentally appropriate learning environments, and rich curriculum experiences that promote child development and learning. In these ways, strong program leaders are gatekeepers of quality, providing for the health and stability of programs, maximizing staffing resources and well-being, and collaborating within communities of practice to sustain effectiveness and impact.

Since 2017, the Whole Leadership Framework has provided a conceptual model for national competencies for early childhood program leaders. The framework is aligned with the Program Administration Scale: Measuring Whole Leadership in Early Childhood Centers, Third Edition (2022) by Talan, Bella, and Bloom, utilized by more than a dozen state Quality Improvement Systems and Aim4Excellence, which provides training for the national early childhood administrator’s credential, and utilized by 26 state professional development systems and the Department of Defense. The book, Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Programs (2019) by Masterson, Abel, Talan, and Bella, is used nationally in higher education leadership coursework, as well as in other leadership training.

For states embracing administrator credentialing and the use of competencies, the Whole Leadership Framework provides an organizing structure. For example, the Illinois Director Credential has ten administrative content areas organized by the three domains of the Whole Leadership Framework. Other states have used the framework as a model when developing core knowledge competencies for program administrators.

With the seismic changes in the profession since 2017, the framework has been revised to reflect critical transformations. The revision processes and significant changes to the framework are presented in Updates to the Whole Leadership Framework: Responding to Voices in the Field , published in Exchange Press by Masterson, Talan, and Bella in the May 2024 edition of Exchange.

Listening to the voices from the field is a core element of the current transformations in the early childhood education and care field. A new mantra – Nothing about us without us! —has been championed by an empowered workforce. In response, we recognize the many contributors and their significant contributions to the revised Whole Leadership Framework. These contributions include:

Feedback from over 200 program leaders participating in the Building Leaders initiative who were asked whether the Whole Leadership Framework represents the competencies needed to effectively lead early childhood programs situated in centers, schools, and family childcare homes;
Feedback from 65 program leaders of color participating in Leading with Equity: Building Leaders , Part II, who were asked about the impact of race, culture, and language on their professional journeys;
Updated competencies to identify and address structural barriers and remove deeply embedded inequities that impact children and families;
Revisions to professional standards and competencies, specifically the NAEYC Position Statements on Advancing Equity (2019) and Developmentally Appropriate Practice (2020), and the revised book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children Ages Birth through Age Eight, Fourth Edition (2022);
Content expert review and feedback from the field regarding the development of the Program Administration Scale: Measuring Whole Leadership in Early Childhood Centers, Third Edition; and
Peer review of conference presentations and published blogs focused on the framework and whole leadership in practice.

The feedback, critical values, and revisions have been incorporated into the competency area of Administrative Leadership, which includes four areas of operational, strategic, advocacy, and community leadership. Through these competencies, leaders guide the vision and goals of organizations, provide administrative and fiscal management, facilitate oversight of the infrastructure of daily operations, lead competency-building for staff, develop and foster partnerships with families and the community, instill professionalism, and guide ongoing quality improvement as a priority for growth.

Similarly, the competencies of Pedagogical Leadership address how leaders support educators to implement inclusive and developmentally appropriate curriculum, build on family strengths, promote equitable engagement, and foster vital advocacy on behalf of children and families.

Finally, updates to Leadership Essentials anchor the work of the organization, as leaders create a culture of caring and equity through competencies in leadership for quality improvement, intrapersonal and interpersonal leadership, and culturally responsive leadership. Importantly, positive relationships with supervisors and overall organizational well-being are essential to staff stability. Teachers who report high levels of connectedness with other staff, better supervisor support, and more control over their work report lower stress, provide higher quality care, and are less likely to leave their jobs . The competencies of Leadership Essentials offer tools for valuing and building on the talents and strengths of program staff and families and provide critical elements for organizational health, stability, and growth.

We invite you to download the Whole Leadership Framework and incorporate the competencies in your work. We also invite you to read the Exchange article, Updates to The Whole Leadership Framework: Responding to Voices in the Field , and provide additional feedback and reflections about the use of the framework in your state’s early childhood system, early childhood program, or professional growth.

To provide feedback, please contact Marie Masterson at mmasterson1@nl.edu and Teri Talan at teri.talan@nl.edu

For more information about Exchange Press or membership subscriptions, please contact info@exchangepress.com

Leadership development in early education and care is one of the most pressing priorities in the field today. The newly released report, Top Down-Bottom Up : Building a State Child Care Center Workforce (2024), emphasizes the critical role of program leaders. “Program leadership should be included in all aspects of stabilizing the workforce” (15). While much attention and funding from local, state, and national policymakers has focused on building the qualifications of the workforce and supporting the skills of teachers, early childhood leadership holds the potential to stabilize and strengthen the workforce from within early childhood organizations. In turn, strong early childhood organizations have a positive impact on the strength and stability of communities and systems.

Mastering Financial Management

Mon, 06 May 2024 23:48:52 GMT

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

Child care providers find themselves juggling numerous responsibilities that cover a wide span ranging from managing staff, to paying bills, to nurturing young minds. Amidst these demands, maintaining accurate financial records often becomes a daunting task. Child care providers, like many other business owners, generally tend to hate bookkeeping and paperwork, but it’s critically important to have it done and to have it done correctly.

Efficient financial management is one of the keys to success for early child care providers. Key business decisions start with having accurate and up-to-date financial information, which provides critical insight into your business and aids in decision-making.

More and more child care providers find themselves having to navigate accounting tasks independently, as rising costs force them to cut back on many tasks or items they could previously outsource. However, a correctly designed accounting system can aid in this transition and provide the skills necessary to confidently navigate the intricacies of financial management.

The McCormick Center’s upcoming virtual technology training, “ Mastering Financial Management: QuickBooks Training for Child Care Providers ,” will help child care providers overcome the fear of the financials that plague small business entrepreneurs. There is a saying, “What gets measured, gets managed,” and it is true that meticulous financial tracking can not only optimize operations but also assist with informed decision-making.

A well-structured setup in QuickBooks is crucial for effective financial management, and it can be adapted to meet the unique needs of childcare businesses. Learning to navigate QuickBooks effectively will allow you to use QuickBooks more efficiently to make critical management decisions and reduce outsourcing costs.

key elements of child care program financial management:

Income Transactions: Proper tracking and the categorization of income sources, such as tuition, fees, grants, food reimbursements, and extracurricular activities.
Expense Transactions: Efficient tracking of operational expenses, including rent, utilities, supplies, meals, reimbursements, transportation, and professional fees, as well as processing more complex transactions such as asset purchases, depreciations, bill and loan payments.
Banking Transactions: Accurate utilization of bank feeds to track bank and credit card transactions and monthly reconciliations to ensure accuracy between bank statements and QuickBooks records.
Report Creation: Generating reports essential for tax purposes, management decisions, budgeting, and forecasting.
Year-End Reports: Utilizing QuickBooks for year-end reporting requirements such as financial statements, child care expenses reports for families, and 1099 vendor payment reports.

“Mastering Financial Management: QuickBooks Training for Child Care Providers” will walk participants through how QuickBooks can be used for income transactions, expense transactions, banking tractions, report creations, and year-end reports. In addition, the session will explore strategies for optimizing workflows by automating recurring transactions and demonstrate how to integrate QuickBooks with other software and tools to enhance efficiency.

The May 17 session will also cover challenges encountered by QuickBooks users with insights into how to avoid common errors. Participants will be able to engage in a live Q&A session where they can ask specific questions and gain insight with fellow child care providers.

By adopting the practices outlined in the webinar, child care providers can streamline financial performance enabling them to focus their energies on nurturing the next generation.

Annette Brown is a Certified Public Accountant and the owner of ABC Accounting Services, LLC. She received her BS in Accountancy from Northern Illinois University and her CPA Certification from the University of Illinois. Annette began her accounting career in the corporate sector and has over 25 years of accounting experience. She started ABC Accounting Services to empower small business entrepreneurs to thrive in their businesses.

Lisa Downey assumes the role of Executive Director of the McCormick Institute for Early Childhood

Fri, 26 Apr 2024 19:29:00 GMT

Lisa Downey assumes the role of Executive Director of the McCormick Institute for Early Childhood

McCormick Center for Early Childhood Leadership

Explore the Opportunities of Canva, an Online Graphic Design Tool

Mon, 15 Apr 2024 07:11:42 GMT

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

As a leader in the early care and education field, your education may have focused on courses related to pedagogical objectives, staff management, risk management, or other subjects directly related to hands-on duties an administrator must learn to succeed. These are undoubtedly important subjects to learn, and you gained knowledge and skills to add to your professional toolbox. Somehow, though, they may fall short of covering all aspects of what an administrator should know in this ever-changing field.

You may have also taken one or two marketing courses (if that). You were ready and confident when you entered the field. You manage your program well, but something may be missing that makes you question yourself. “Why do some early care and education programs always have a full waiting list? How do the enrolled families and the community always have knowledge of what is happening in that program? What is their secret?”

Well, it is all about marketing. Now is the time to seize the opportunity to strengthen your marketing skills. We are living in a world where it is essential for early childhood programs and businesses to have an online presence! While the McCormick Center focuses on trainings to strengthen your leadership skills, this article provides insights into one low-cost marketing option called Canva that can make all the difference in your marketing efforts to reach a broader audience.

Canva is an online graphic design tool that can be leveraged to fill in crucial marketing, communications, and graphic design gaps. “Launched in 2013, Canva is an online design and visual communication platform with a mission to empower everyone in the world to design anything and publish anywhere.” Everyone — including and especially those who do not have a background in digital art or marketing – can create with Canva.

From an early childhood administrative perspective, this is wonderful news! With Canva, you can create marketing materials for free or utilize low-cost features to access user-friendly tools accessible on a web browser. This allows you to let your imagination run wild with opportunities aplenty. Here are a few project ideas to get you started:

A logo for your organization: A logo helps establish your business’ identity and makes it recognizable to customers. Customize one of Canva’s templates or create your logo from scratch. Use tools like shapes, colors, pens, and graphics in the design studio.
Social media content: Design graphics, edit photos, or create short videos for Facebook, Instagram, LinkedIn, and other social media platforms. Templates are available for different types of social media placements, such as Facebook Cover Photo or Instagram Story .
Promotional Materials: Share details about your next event or advertise your services with flyers, brochures, posters, and more.
Custom apparel: Design custom t-shirts, hats, and more. Canva can also be used to get apparel printed and shipped for a fee.
Websites: A website is the foundation of your organization’s online presence. Canva offers customizable website templates and the option to publish websites.
QR codes: QR codes, generated from your website’s URL, can help take customers quickly and directly to your site. Simply enter a URL into one of Canva’s apps and have a QR code instantly generated. Add the QR code to other designs created on Canva, or download the QR code as an image and use it wherever you need.
Translation: Use the translation app to translate the text in any of your projects.

Selecting a template to begin your project is a great way to get started with Canva. One of the guides shared at the McCormick Center’s December 2023 technology training, Explore the Opportunities of Canva: Basics , allowed participants to discover more about utilizing this resource. Access the webinar recording to see design demonstrations in the Canva studio.

Once you’ve created your first project, Canva makes it easy to share. Your project can be shared via a custom link, or you may download your design files directly onto your computer. Additionally, Canva offers printing services for products such as signage, apparel, and business cards. Click here for additional information .

If you are ready to strengthen your marketing efforts by enhancing your design skills, get started today by making an account for free when you navigate to canva.com . Canva Pro , available for a fee, offers additional features and templates. Consider checking into reduced or no-fee options for those working in the education field and at nonprofit organizations . Are you motivated to learn more about using Canva to build your brand? Join us to learn more about building your brand and making and sharing your business card. Mark your calendar for the McCormick Center’s upcoming virtual technology training, Explore the Opportunities of Canva: Building Your Brand .

Marissa McCloy is the Communications & Design Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. Marissa provides graphic design, marketing, and communications support to all McCormick Center teams. Marissa holds a bachelor’s degree in Journalism and Graphic Design from Lehigh University in Bethlehem, PA. Prior to joining the McCormick Center, she worked as a page designer for printed newspapers.

Cassandra Ibarra is a Professional eLearning Assistant for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, Cassandra provides administrative, technical support and customer service for participants enrolled in the center’s online training. Cassandra holds a bachelor’s degree in Urban Studies and Spanish from Elmhurst University. Before joining the McCormick Center, she assisted Elmhurst University guests, students, faculty, and staff in navigating Elmhurst University through the Elmhurst University Information Desk.

Are Cherry LifeSavers Really the Best? Pausing to Reflect on Biases

Mon, 08 Apr 2024 07:04:49 GMT

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

When you look in the mirror, what do you see? You will likely quickly notice some obvious features— the shape of your face, nose, and mouth, and the color of your skin, hair, and eyes. But what requires a deeper level of self-reflection is what’s inside – what we think and feel, our values and beliefs, and personal preferences, as well as our thoughts, likes, and dislikes.

If we look hard enough in the mirror, we will see that we are all biased. I am biased. You are biased. And these biases affect how we interact with others, form judgments, and develop societal attitudes.

According to Merriam-Webster, a bias is a tendency , inclination, or prejudice toward or against something or someone. As a child, I loved cherry LifeSavers. In fact, I couldn’t figure out why the Mars candy company would even bother to put the pineapple LifeSavers in the packet. They were my least favorite – to the point that I threw them away. You can imagine my delight when they came out with a roll of ONLY the cherry flavor! Based on my taste preference, I was biased in favor of the cherry LifeSavers and against the pineapple. It wasn’t until I was older that I realized some people loved the pineapple LifeSavers as much as I loved the cherry.

My bias or preference for cherry LifeSavers was relatively harmless. However, when we exhibit favoritism or discrimination against certain groups, particularly based on their traits such as race, ethnicity, gender, socioeconomic status, or abilities, it can have a detrimental impact.

Personal biases can be implicit (unconscious) or explicit (conscious), and at times, they are easily spotted, while other times, they show subtly in our decisions or interactions with others. Either way, as early childhood leaders, it is essential to pause and reflect on our own biases and help staff understand the importance of reflecting on their biases. As a center administrator, I practiced reflecting on my personal biases by journaling about times in the day that caused me to pause or the situations that “hit a nerve.” This allowed me to consider whether my assumptions were accurate, the other person’s perspective, and why I felt the way I did in the moment.

As you can imagine, failing to recognize and address our biases can have disastrous results, setting the stage for stereotyping, prejudice, and inequity. In their book, “Blindspot: Hidden Biases of Good People,” Mahzarin R. Banaji and Anthony G. Greenwald suggest several proactive steps individuals can take to address their unconscious biases, starting with:

Be self-aware : Take time to observe your thoughts and reactions in various situations throughout the day. Are there any instances where you notice automatic judgments or assumptions about others? What might be underlying these biases? Below are two situations for you to reflect on to practice self-awareness.
Reflect on a recent interaction you had with someone from a different cultural background. Were there any moments where you noticed biases or assumptions influencing your thoughts or behaviors?
Think about a time when you made a snap judgment about someone. What factors do you think contributed to that judgment? How might those factors be influenced by bias?

Self-awareness is a critical part of working with young children because our biases influence how we care for children and how we lead program staff. In the 3 ^rd edition of Program Administration Scale (PAS-3), an assessment tool for measuring and improving Whole Leadership in early care and education programs, Drs Talan, Bella, and Bloom highlight the importance of administrators reflecting on personal bias as well as providing staff with opportunities to reflect on biases and their influence on behaviors.

Education : Raise your and your program’s awareness about bias through trainings and educational programs. This can include workshops, seminars, or online courses designed to help individuals understand the nature and impact of bias. Again, the PAS-3 recognizes the value of continuing education by emphasizing the importance of professional development opportunities exploring diversity, equity, and inclusion.
Mindfulness : Practicing mindfulness techniques can help us become more attuned to our thoughts, feelings, and behaviors, enabling us to identify and counteract biases as they arise.
Question Assumptions : Banaji and Greenwald encourage us to question our assumptions and stereotypes about others. By challenging preconceived notions, we can avoid making snap judgments based on bias.
Seek Diverse Perspectives : Actively seeking out diverse perspectives and experiences can help counteract bias by broadening one’s understanding of different groups and cultures. Over the years, I have been exposed to so many wonderful treats, and while I still enjoy the occasional cherry LifeSaver, my life is much richer because I have had opportunities to explore other candies, including my now favorite – anything chocolate.
Create Inclusive Environments : In workplaces and other settings, fostering inclusivity and diversity can help mitigate the impact of bias. This can involve implementing policies and practices that promote fairness and equality for all individuals.
Hold Yourself Accountable : Finally, Banaji and Greenwald emphasize the importance of holding oneself accountable for addressing bias. This includes acknowledging mistakes, apologizing when necessary, and committing to ongoing efforts to challenge and overcome bias.

Below is a list of resources that might be helpful as you begin to look in the mirror and reflect on your own biases. As leaders in the early childhood care and education field, we must recognize and address our personal biases so we can create inclusive environments where children can thrive. Commit with me to challenging bias to build a brighter future for all children.

BOOKS

Banaji, M. R., & Greenwald, A. G. (2016). Blindspot: Hidden biases of good people. Bantam Books.
Chugh, D. (2021). Person you mean to be: How good people fight bias. Harper Business.
Deiner, P. L. (2013). Inclusive early childhood education: Development, resources, and Practice. Wadsworth.
Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for Young Children & Ourselves. National Association for the Education of Young Children.
DiAngelo, R., & Tatusian, A. (2016). White Fragility. Public Science.
Eberhardt, J. L. (2020). Biased: Uncovering the hidden prejudices that shape our lives. Windmill Books.
Page, S. E. (2019). The Diversity Bonus: How Great Teams pay off in the knowledge economy. Princeton University Press.
O’Sullivan, J., & Cigman, J. (2018). Bias in the Early Years: Supporting Inclusion and Equality in Early Childhood. Sage Publications.

ONLINE COURSES AND WORKSHOPS

Implicit Association Test (IAT) – Developed by researchers at Harvard University, the IAT is a widely used tool for measuring implicit biases. You can take the test online to gain insights into your own biases.
Diversity, Equity, and Inclusion (DEI) Training Programs – Many organizations offer DEI training programs that address personal biases and provide strategies for creating more inclusive environments.

PODCASTS

Hidden Brain , hosted by Shankar Vedantam – This podcast explores the unconscious patterns that drive human behavior, including biases, and offers insights into how to navigate them effectively.
HBR IdeaCast – This weekly podcast features leading thinkers in business and management. Episode 78: A New Way to Combat Bias at Work .

REFERENCES

Unconscious bias training. Unconscious Bias Training | Office of Diversity and Outreach UCSF. (n.d.).

https://diversity.ucsf.edu/programs-resources/training/unconscious-bias-training

Are you aware of your biases? Harvard Business Review. (2023, July 27).

Banaji, M. R., & Greenwald, A. G. (2016b). Blindspot: Hidden biases of good people. Bantam Books.

Talan, T. N., Bella, J., & Bloom, P. J. (2022). Program administration scale: Measuring Whole Leadership in early childhood centers. Teachers College Press.

Paula Steffen, M.A. , is the Manager for Quality Supports and Evaluation for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, she serves as a National Anchor for the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS) and oversees all certification processes related to these tools. Previously, she served as a State Assessor conducting assessments using the PAS, BAS, Classroom Assessment Scoring System (CLASS), and Environment Rating Scale (ERS) tools for ExceleRate – Illinois’ Early Childhood Quality Rating and Improvement System. In addition, she was the Illinois State Assessor Anchor for the PAS, BAS, and Infant Toddler Rating Scale (ITERS). Prior to joining the McCormick Center in 2007, Paula was the Professional Development Manager for Illinois Network of Child Care Resource and Referral Agencies, co-owned a child care center, and worked as a director and professional development advisor in both Head Start and community college-based programs. Paula holds a Baccalaureate degree in family and consumer sciences from Iowa State University and a Master of Education in early childhood administration from National Louis University.

National Louis University to Launch Institute for Early Childhood with $5 Million McCormick Foundation Grant

Thu, 04 Apr 2024 17:40:00 GMT

National Louis University to Launch Institute for Early Childhood with $5 Million McCormick Foundation Grant

McCormick Center for Early Childhood Leadership

Conversations with AI: How Artificial Intelligence Can Make Life and Work Easier

Wed, 03 Apr 2024 06:40:41 GMT

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

What do you picture when you hear Artificial Intelligence (AI)? Most people might think of futuristic robots and sometimes terrifying machines capable of doing everything we can but better. This perception is often influenced by popular culture, including movies, television shows, and books that depict AI in various forms, from helpful assistants, like Rosie the Robot from The Jetsons Cartoon to menacing rivals. Additionally, discussions around AI often frame it as a threat, emphasizing potential negative impacts on jobs and society. As a result, many people may associate AI with uncertainty about the future.

Feeling intimidated by new things is natural. But you know what helps? Embracing them! Once you understand a technology and start playing around with it, you might just find yourself loving it!

This is what happened to me with AI, particularly ChatGPT – a popular AI tool developed by the IT company OpenAI and trained to assist with a variety of tasks and respond to our questions and statements in a conversational, human-like manner.

Initially, I brushed off AI, thinking of it as something that only concerned those in the technology world where teams of tech experts were working on futuristic concepts. However, the topic of AI and ChatGPT was getting so much attention that it piqued my curiosity. I discovered numerous videos of people demonstrating a number of ways they were using AI in their everyday work. Many also often shared how using ChatGPT to expedite tedious or repetitive tasks freed up more of their time to focus on other, more critical responsibilities. So, I thought, Why not give it a try?

Before I go much further, I thought it might help to give definitions of a few key terms:

Prompt: The input the user enters to initiate a conversation or request a specific response from ChatGPT. It can be a question, statement, or any text to start the interaction provided by ChatGPT. ChatGPT generates responses based on the prompt it receives, showcasing its ability to understand the context and provide relevant information.
Prompt Expansion: Providing additional context or information in the prompt to guide ChatGPT’s responses. This enhances ChatGPT’s understanding of what the user is looking for.
Response: The output generated by ChatGPT in reply to the user’s prompt. It can vary in length and complexity depending on the input provided.

My first encounter with ChatGPT involved creating an important email. I drafted a prompt – a few sentences to explain what I wanted – and then submitted it to ChatGPT: “Write an email for my supervisor who is retiring. Express well wishes for her retirement and gratitude for all her support over the years.”

I was thrilled by the initial response : ChatGPT took my prompt and returned a well-polished email—the flow, language, and tone were all spot-on! I also discovered that I could shape ChatGPT’s output. Whether specifying writing style, providing context, or explaining the task at hand, I realized that I could use prompt expansions to guide ChatGPT in generating the unique responses I needed. I was able to edit my prompts and ask follow-up questions, and ChatGPT kept building on our interaction. Ultimately, it felt like I had a full conversation with ChatGPT. We had back-and-forth written dialogue, and it kept adjusting its responses to better meet my requests. I thought it was amazing.

Since then, ChatGPT has been an ally. We have had numerous conversations, and it has assisted me with a variety of tasks ranging from asking quick questions to providing resume revisions. ChatGPT even assisted in writing this blog! As an early childhood leader, AI can become your ally, too!

For example, AI can assist with:

Organizing staffing schedules and calendars
Generating and fine-tuning program communications like emails or memos to staff, letters to grant funders, or newsletters to families
Support with menu planning and making sure that nutrition guidelines are being met
Revising policies and procedures like crafting a checklist for opening and closing or wordsmithing a late pick-up policy
Finding resources to support staff training and development
Generating ideas for family resources
Brainstorming creative ways to enhance learning in the classroom
Creating marketing content such as an elevator pitch highlighting the benefits of your program
Simply serving as a thought partner

The potential to embrace AI is truly endless! If you need to cite AI in your work, you can find information about how to do that here https://apastyle.apa.org/blog/how-to-cite-chatgpt .

In our upcoming technology training Unlocking the Potential of AI in Child Care , my colleague Robyn Kelton and I plan to share a number of ways administrators can harness AI’s power in their own programs. Participants will learn how ChatGPT can provide instant answers, enhance lesson planning, facilitate communication, and assist in problem-solving.

Irina Tenis, Ph.D., is the Data and Evaluation Coordinator for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Irina was trained as a data analyst at Northwestern University, IL, where she completed Data Science and Visualization Boot Camp. She also holds a PhD in Linguistics, along with Bachelor’s and Master’s degrees in Education and English as a Foreign Language. Irina has worked in education for more than 20 years now, and prior to joining the McCormick Center, she worked as Senior ESL Academic Assistant at College of DuPage where she supervised the work of the department with non-native students.

Growing Understanding to Support Family Engagement

Mon, 25 Mar 2024 17:38:23 GMT

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

Children succeed in an early childhood program when staff and their families are comfortable with each other. Strong partnerships are based on communication that meets the needs of children, staff, and families. Success comes from a strong partnership based on the type and quality of communication. A program leader sets the tone by providing warm, respectful greetings and timely responses to all those involved in the child’s life. For some teaching staff, this comes naturally; others will learn from role modeling, understanding, and encouragement from the program leader. Family engagement begins with program staff understanding the families they serve while utilizing communication strategies based on mutual respect.

The first reality all program leaders and teaching staff must realize is many families face a variety of pressures daily. From the economic costs of maintaining a household to the cost of child care and additional family responsibilities, life can quickly become expensive and complicated to manage. Due to this, hurried families may come across as unwilling to engage and may not participate in the children’s activities planned by the program. While outward signals may make families appear uninterested, the reality may be that families do not have enough time to stay current with daily notes. Another possibility is that language or reading barriers make program newsletters difficult to access or understand. Rather than make assumptions about families’ abilities and motivation, program leaders and teaching staff must work together to find the best way to approach families. Ongoing relationship-building, observing, and inquiring about how to communicate best to meet their needs can be beneficial. Let us learn more from one program’s experience as they grew their understanding to support an enrolled family.

A couple of months ago, program director Liz enrolled the Perez family. They have two children: one 18-month-old in Rosa and Karli’s class and a 4-year-old who enjoys Maria and Deb’s class. During the enrollment process, Liz learned the mother was the only family member who spoke English, and their busy home life included the mother’s parents, who lived with them, and the father’s parents, who lived nearby. Most days, the staff observed the mother picking up the children. One afternoon, she shared with Deb that her home responsibilities included preparing large family dinners and caring for her ailing father. Karli noticed that the children’s father rarely came to the program. When he did, the teachers in both classrooms tried to engage him. Most responses simply included a nod or smile, but he chattered with the children in Spanish. One evening, when the father picked up the children, Rosa and Karli attempted a conversation in Spanish. During the short conversation, the father appeared hesitant to answer questions about his toddler’s care. Rosa mentioned the recent notes sent home stating they needed diapers and wipes. The father appeared frustrated with the inquiry and stated in broken English, “Talk Mama.” When the mother came in the following day, she was visibly upset and close to tears. She apologized profusely and handed the teachers diapers and wipes with the promise to “try and do better.” Both Rosa and Karli felt terrible that the mother was so upset and began to wonder if they had done the right thing by trying to engage the father in conversation. They contacted Liz immediately to make her aware of the interactions.

Inclusivity and diversity of children and families must be considered in all areas of program development, particularly in family engagement. Many resources encourage program administrators and staff to consider the following when engaging families:

Provide inclusive communication opportunities (i.e., in the home languages of families) using voice software or online translation for all forms, paperwork, and electronic communications;
Provide continuous teacher training on diversity to include ways to welcome and include all populations;
Engage all families to serve in leadership roles, including boards and committees that serve the program; and,
Support teaching staff by role-modeling inclusive practices within all program planning.

During the experience with this family, Rosa and Karli tried to connect by providing written and spoken communication. However, the attempts resulted in frustration and hurt feelings for everyone involved. The day after the upsetting interaction with the father, Liz brought the teachers in both classrooms together during naptime to discuss the next steps to rebuild the relationship with the family. During the shared conversation of observations and conversations that had taken place over the past few months in both classrooms, everyone became aware of the mother’s enormous responsibilities in caring for her family. They also discussed the father’s infrequent visits, which meant he was not familiar with his children’s day-to-day program routines. The mother’s response demonstrated how much she cared for her children and her respect for the teachers who cared for them each day. As they talked as a team, they decided to address the issue by doing the following:

Schedule a time for Liz to meet with the mother sooner rather than later;
Provide reassurance to the mother and discuss strategies together to best meet the family’s needs;
Gain further insights on family dynamics; and,
Establish effective communication strategies to support the family.

Right after the teacher meeting, Liz contacted the mother, and they met that afternoon before she picked up the children. Liz apologized and reassured the mother that she was doing an excellent job as the children’s mother, including gently reminding her she was her children’s first expert and was highly valued in the ongoing relationship to care for them. Liz asked the mother what communication strategies would support her to address the children’s needs. Was it text messages, conversations, notes, or something else they had not considered? The mother agreed that text messages were the best solution for her due to the ease of translation for the father.

Liz then approached the subject of communication with the father. The mother shared men rarely cared for children’s specific needs in her culture, so he was confused by the teachers’ attempts to talk with him that afternoon. Due to this, he was frustrated and could not understand why the need had not already been taken care of. The mother also said she wanted him to be more involved, but it would take time. During the conversation, Liz also learned that the father had conversations utilizing an app on his phone. The mother expressed her gratitude for the teaching staff and agreed that the meeting together was helpful and appreciated.

Liz learned so much from the conversation and shared insights with both teaching teams the next morning. The teachers were relieved and pleased to know how to support the mother best and continue building a communication bridge with the father. From that day forward, the teachers engaged him by talking through the app when communication was needed. Over time, the father became more engaged, and the mother became more involved in program activities. This included her support of the teachers’ program planning by working with other parents. Friendships with other families began to bloom, including play times at the local park. The teachers noticed the mother was able to grow a support network of other mothers, and the father began participating in more program events.

What did Liz and her teaching staff learn from this situation? First, programs providing enrollment information in the home languages of enrolling families should ask about the best way to communicate at the beginning of their relationship to avoid circumstances such as this. Second, rather than allowing the situation to spiral out of control or, worse, lack any resolve, strategies were quickly discussed and implemented to rebuild the relationship. Finally, Liz and the teaching staff decided it was important to share what took place so that others in the program could learn from their experience. Because the program valued family engagement, sharing with others at the next staff meeting helped the entire staff learn more about the continued commitment to building an inclusive program environment.

All families deserve to be a part of a warm and welcoming environment. Liz and her teaching staff took a negative interaction and completely turned it around by engaging in positive strategies to understand the dynamics and needs of the Perez family. When program leaders are role models and provide appropriate strategies to teaching staff, everyone learns more about families’ unique and diverse needs. Family engagement becomes possible when interactions between staff and families are respectful, meaningful, and focused on supporting children’s development in the early childhood program environment.

Did you know that Aim4Excellence™ has a module devoted to learning more about family engagement? Module eight of the program series will show you how to enhance family engagement as you transform your program’s effectiveness and impact children’s learning and development. Explore the role of linguistically and culturally responsive practice that energizes relationship-based teaching and fosters continuous quality improvement. Find out more by accessing this link !

Jane Humphries, Ed.D. , serves as the Aim4Excellence™ Program Specialist and curriculum developer for the McCormick Center for Early Childhood Leadership at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. The Aim4Excellence program is the online National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation and is incorporated in multiple state quality rating and improvement systems.

Some Simple Ways to Create a Healthier Workplace

Mon, 18 Mar 2024 13:41:26 GMT

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

Do you spend all of your time trying to find and hire that perfect staff person, just to have them leave after a few months? Its probably not the pay, and it’s probably not lack of opportunity for advancement. Studies show that some of the top reasons for leaving organizations include feeling undervalued and trying to work within a poor company culture .

Leaders can take action to develop supportive work environments, leading to happier employees and decreased turnover.

Here are a few simple ideas that cost nothing and might make a difference in staff retention.

CREATE A CULTURE OF RECOGNITION AND FEEDBACK

Do your teachers know how they positively affect the children in their care? Point it out to them every day. Catch them being difference-makers. When you visit the classrooms, make note of the small, seemingly insignificant things they do that make a difference. These might include a smile when a child wakes up from a nap or a gentle touch on the back to calm a child to sleep. Even if your staff member has areas they need to work on, starting conversations with what they are doing right will set the tone for any discussion. You might see that if you do this, others will catch each other making a difference, and it will spread throughout your program. How you recognize this is up to you: a small note, a mention in a group setting, or in a one-on-one meeting, as long as you recognize it.

Another way of creating a healthy workplace is giving all staff a time and place to reflect. Sometimes, we call it Reflective Supervision , other times it’s called One-on-Ones , but regardless of the terminology, we all need someone to reflect with and discuss what is going well and what is not. A healthy workplace will build in time for each staff person, including the support staff and even the kitchen and maintenance staff, to have regular, weekly, protected time with their supervisor. If this doesn’t happen, as human beings, we will turn to our co-workers. This is where unproductive negativity can start. Reflecting with someone who has the power to make changes or who can go to those who do is healthy. Reflecting with our coworkers leads to negativity and complaining, and it rarely creates positive change.

CREATE A POSITIVE WORK CULTURE- DO NOT TOLERATE GOSSIP, NEGATIVITY, OR CLIQUES

We have all worked at a place where negativity was allowed or even promoted. As a program leader, you can squelch non-productive negative talk. You are responsible for creating the culture of your team, and your positive-thinking staff will appreciate this, so choose positivity as your new norm. This can mean that if staff have complaints of any kind, they can be directed to express them only to those who have the power to make the changes, most likely a supervisor. Making complaints, rather than suggestions, in a meeting or other group setting or to one another will set the tone for your team’s culture in a negative way. This will likely make newer staff uncomfortable and cause them to wonder if they made the right decision. There is no upside to allowing negative talk or complaints to flow freely. Let it be known that if someone needs to vent, it should be to their immediate supervisor one-on-one.

Create a Gossip-Free Environment

Gossip has been around since human existence in some way or another. We all have experienced it. As a leader, you can prohibit it in your center. You have every right to make your environment gossip-free. First, check yourself and make sure that you are refraining from using it. You will probably need to define “gossip” so everyone understands what you mean. You will also want this to apply to parents and families. To truly create a gossip-free zone, it should apply to everyone who enters your center. You might find that everyone or nearly everyone will appreciate this. As a group, you can devise strategies to use, such as just excusing yourself when someone starts to gossip. They will get the hint, and it will soon be part of the culture of your center. You might see that this also helps to eliminate cliques. People want to work in a place that makes them feel welcome, supported, and appreciated. Fairness and positivity are essential requirements for this to happen.

Create a Clique-Free Environment

We all have had feelings of being on the outside of something. We have seen that there are favorite people in an organization. Sometimes, it might be us; other times, it might not. Since the opportunity for advancement is one aspect of staff retention, forming cliques works against this idea for many people. As a leader in an organization, know that fairness to all is noticed if it happens and is noticed if it is not the case. One example I recall in my past experiences was staff birthdays. How do we recognize them? There was no policy for this, so if someone was well-known and well-liked, a group of their friends would bring a cake, get a card and balloons, and have a little celebration at lunchtime. For less known or popular staff, the birthdays were passed by with little or no recognition. One of the first changes I made was to work as a group to develop a policy that would apply to all staff birthdays. It ended up being a sign-up to bring a cake to celebrate all the staff who had birthdays that month–nothing less, nothing more, all equal.

As a leader, check yourself for the appearance of “favorite employees.” Ensure that you treat all staff equally, even if you have a personal relationship with some and not others. All staff must feel equal in your eyes, or retaining good employees will be difficult. Staff must feel that there will be no bias when it comes to promotions and that promotions will be based on performance and skill, not favoritism.

CREATE GROUP NORMS

The culture within an organization is crucial, and a healthy environment plays a major role in morale and commitment to an organization. The organizational culture can drive the norms of meetings. Group norms are a great way to create a healthy environment. As a group, develop norms that fit your organization. Here are some I have used in the past:

Use “I” statements, remembering that you speak only for yourself, not for a group.
Refrain from interrupting, dominating the conversation, and side conversations.
Everyone has a voice, and everyone is encouraged to contribute in meetings.
We will be mindful of each other’s time, so we will start and end meetings on time.
Refrain from gossip and cliques. No one is to be excluded; everyone is included.

Throughout all of our differences lies a universal hope for a positive workplace. No one starts a job hoping it will end. We all want to like our place of employment, and as leaders, we set the tone for our work culture. Introducing recognition of positivity will promote positivity, and setting norms will keep negativity at bay. Your workplace can be a vicious circle of negativity, or it can be a virtuous circle of positivity; it’s up to you!

Pamela Costakis, MS Ed. , is the Quality Assessment Manager for the McCormick Center for Early Childhood Leadership at National Louis University (NLU), where she manages the two state assessment teams that conduct classroom and program assessments throughout the state of Illinois. Pam holds a baccalaureate degree in psychology from Bradley University and a graduate degree in early childhood education from Northern Illinois University. She also has a certificate from Erikson Institute in Infant Specialist Studies. Prior to joining the McCormick Center, Pam was a nursery school teacher, an early childhood special education teacher, family childcare network coordinator, state pre-K director of a large child care center, center director of a therapeutic preschool, center director of a child care center for women in treatment, and a master teacher in a Head Start center. The majority of her work has been with underserved populations.

Up Front and Center: reflecting on leadership approaches to current cultural issues and topics

Mon, 04 Mar 2024 07:09:37 GMT

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

Living in times of complex divisions demands that early childhood education (ECE) leaders have a clear foundation of strong principles and best practices for the children, families, and staff in our programs. Current political and cultural clashes inevitably filter into our programs – whether we like it or not. As citizens, as neighbors, and as families in our communities, we are impacted by the larger dynamics happening in our nation and world.

Considering our individual academic history and professional growth, it’s time to gather all lessons learned and put them into action. Begin by focusing on your leadership skills by reaffirming the foundational principles and considerations at the core of ECE practices. These will include research, proven practices, reliable trends, and trustworthy information sources. That’s a lot to take in! We want to confront uneasy situations and difficult conversations with a strong, strength-based approach.

Daily, we confront complex topics and issues. How can we address political differences in an election year? How do we respond to concerns about wars in corners of the world? How do we bridge religious differences between the families and staff? How do we best honor particular holidays and celebrations shared by the children and families? Is AI going to take over my job? All these will require knowing the emotional context of individuals, families, and the communities we live and work in.

These complex dynamics call for incredible tact, intentional strategies, understanding, and resolve. As you deliberate on a path forward, begin with open conversations with the families and the staff at the center. Be honest in your initial approach: “I need your comments and ideas on how to best address this issue and ideas for some next steps.” Always start with what is best for the children, how to engage families in meaningful ways, and how to professionally uplift the staff at the center.

As with any challenging situation, know and use your strengths to address it – whether with your family members, co-workers, neighbors, folks at places of worship, etc. Each response and action will be a reflection of our persona. That complexity reflects our image, personality, attitudes, abilities, and knowledge base. Our response will be a combination of verbal communication and our physical and non-verbal language styles. As much as we try to manage our communication, our facial and body expressions tell more!

Grow a strategic backbone! As much as we try to avoid confrontations at any cost, there are many times the “me” as a leader needs to step up. Remember, EVERYONE is looking at you to resolve a difficult situation. The introvert in us may need to muster extra power to counter a loud argument. For the extrovert in us, it may mean toning down our rush of words and arm waving. In other words, step up for introverts; step back for extroverts. Either approach requires quiet confidence, a sense of control, and a path toward a mutual resolution. Fire up the strength and will with words and actions highlighting confidence in understanding and best approaches.

As leaders, we are (mostly) in control. You can control your words and actions within your proximity. You cannot control situations outside your range. An example from the COVID epidemic was the use of masks at a supermarket: you could control wearing a mask, but you could not control others who did not wear a mask. In our ECE world, for example, you can control staff using their phones for personal calls or scrolling while supervising children during outdoor play. But you will not have control over how they react when confronted by the center’s policy and the consequences of No Phones rules. A difficult conversation will ensue, but be confident you are doing the right thing based on principles, solid practices, and core values.

How do you get to Carnegie Hall? Practice! To strengthen that backbone when confrontations make you uneasy, rehearse disagreeing or confronting with people you trust. Because you need to feel psychologically safe, try getting comfortable by role-playing with a trusted friend: “I disagree with that,” “We have standards that are mandatory in this workplace,” and “That behavior is unacceptable in front of children.” Practice, practice, practice. Build the muscles that a backbone requires.

Are we all on the same page? ECE leaders understand that there will be differences along with common similarities as part of a large learning community. Always affirm the organizational values of the program – a set of aspirational goals that are the common ground for all. These values are regularly affirmed as well as revisited and updated as needed. Some are at the core of a program, while others reflect current trends and research.

Discussion of values is an integral part of professional development. For example, do we all share the same beliefs about play? Are parents “always right?” Does the staff feel respected in their various roles? And much more! In tangible ways, values are vital in fostering a meaningful purpose for the work at hand and the catalyst for authentic relationships among all. We may not all be on the same page, but we all know the foundational values of our organization.

As a Leader – teacher, supervisor, director – gather a baseline of understanding and knowledge about issues and topics. Dust up a sense of curiosity and inquiry by reading, asking others, listening to a podcast, or speaking with a trusted source. In other words, as you face a difficult conversation – know your stuff! Use the many current ECE strategies on reflection, intentionality, mindfulness, and coaching to ease into a discussion by citing facts and policies along with describing emotions. And turn these discussions into “learning conversations.” Most importantly – listen! Ask open-ended questions, get clarifications, do follow-up when needed, and mutually seek possible solutions.

As we ponder the times we live in, build an armor of courage and hope. With so much of our work, it is about individual relationships with others who will be similar to us as well as different from us. We don’t all have to be best friends, but we can affirm civility, understanding, and kindness. Always be ready to agree and disagree. At the core of all relationships, start with respect embedded in trust. The common good of our learning communities provides hope and optimism for these times and the ones just ahead.

Luis A. Hernandez , Early Childhood Education Specialist, brings solid expertise based on his work history in Head Start, Pre-K programs, colleges and universities. His expertise includes early literacy, dual language learners, adult learning practices, and ECE management and leadership topics. As a regular presenter and keynote speaker at national, state, and local conferences, Luis is highly regarded for his motivational and energizing presentations. In addition, Luis is an author. His book, “Learning from Bumps on the Road,” focuses on leadership topics and is a compilation of presentations and conversations with three fantastic leaders in the field. Mr. Hernandez is active in a number of organizations that support children and family interests.

Why Juneteenth Matters

Mon, 19 Feb 2024 13:48:02 GMT

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

Leaders of high-quality early childhood programs continually reevaluate how their programs operate. They consider what is important to their enrolled families and changes in the external environment as well. In 2023, Juneteenth became a federal holiday, causing program directors and administrators to consider changes to their holiday calendars. It also gave many the opportunity to think about how and what to teach young children about our country’s history. That is why I am already thinking ahead to Juneteenth as we celebrate Black History month this February. As we approach the second federal acknowledgment of Juneteenth, leaders have the chance to build upon what they did last year.

The Juneteenth holiday represents an important moment in American history. Juneteenth is also called Emancipation Day and marks the actual end of slavery in the United States. Many people mistake January 1, 1863, as the end of slavery. However, although the original Emancipation Proclamation was made on January 1, 1863, it was difficult to enforce in areas still under Confederate control. Specifically in western Texas, about 250,000 black people remained enslaved until over two years later. On June 19, 1865, Union troops arrived in Galveston, Texas, and freed the remaining people by an executive decree. This day came to be known as “Juneteenth” by the newly freed people in Texas. Those freed began to refer to the day as Juneteenth.

In 2021, President Biden signed legislation making Juneteenth a federal holiday. President Biden stated, “Making Juneteenth a federal holiday was only one part of my Administration’s efforts to advance racial equity and ensure that America lives up to its highest ideals.” This continues to make me think about how things have changed, yet some things have remained the same over time. It took one hundred and fifty-eight years, and now this day is a national holiday.

While we are four months away from Juneteenth, you can start brainstorming how you might want to celebrate the holiday in your own early care and education program. Ways African Americans have celebrated Juneteenth include parades, picnics, exhibits, and festivals. Here are a few ideas to get you thinking:

Visit an African American Museum.
Meet with staff before and after the visit to discuss what you learned, what you felt, and how you might be able to engage with children and families in gaining a better understanding of Black History.
Discuss what you have learned or didn’t learn about Juneteenth.
Share your personal understanding of Juneteenth and how you came to learn about it, how you celebrate it, or if you celebrate at all.
Be a visionary of fun ideas.
Create an environment during Juneteenth that allows children to learn while having fun.
Engage in cultural activities that can help staff and families learn from one another.
Host cultural festivals or events with exhibits and food from different cultures.
Engage with businesses and organizations owned by African Americans.

My family and I dine at African-American-owned restaurants on Juneteenth to support their businesses. This year, my organization will collaborate with another non-profit organization to host a Juneteenth community festival.

Participating in these activities will enhance our understanding of one another, bridging the gaps that have kept us divided.

Shuntae Richardson, M.P.A. , is Quality Supports Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. She is also the founder of the One Accord Community Development Organization and a member of The National Society of Leadership and Success. Shuntae holds an Associate degree in hospitality from Robert Morris University, a baccalaureate in behavioral science, and a Master’s degree in public administration from National Louis University. Shuntae has over 20 years of experience in the non-profit and corporate sectors. Her professional experience includes accounting, customer service, insurance claims, office management, mortgage lending, event planning, and community and business development. Shuntae has professional affiliations with many organizations and has served as a board of trustee member for several non-profit organizations. She has served on planning committees for villages, townships, and the chambers of commerce in various communities. Shuntae has traveled throughout the Chicagoland area, presenting workshops in corporate settings and facilitating budgeting simulations in high schools. She has been instrumental in motivating and encouraging others to reach their highest potential.

Small Business, Big Implications: A Look at Business Practices in Family Child Care Programs

Wed, 31 Jan 2024 04:22:58 GMT

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

A CLOSER LOOK AT CURRENT PRACTICES

The average BAS score of 3.26 places FCC business and professional practices slightly above minimal quality, suggesting there are great strides to be made in supporting FCC professionals as business owners. Previous literature has suggested a number of specific areas that may be especially pertinent to the decline in FCC (Bromer & Porter., 2019; Bromer et al., 2021; National Center on Early Childhood Quality Assurance, 2020; Vieira & Hill, 2019). And while the average BAS score offers an overarching sense of the current state, a deeper examination of individual quality indicators will no doubt provide the field with much-needed details on the status of specific business and professional practices. To further explore this point, we selected three specific items within the BAS (i.e., Qualifications and Professional Development, Income and Benefits, and Fiscal Management) to examine at the indicator level.

QUALIFICATIONS AND PROFESSIONAL DEVELOPMENT

One of the many factors suggested to contribute to the decline in FCC is a lack of business expertise (Bromer & Porter, 2019; Bromer et al., 2021; National Center on Early Childhood Quality Assurance, 2020; Vieira & Hill, 2019). Item 1 in the BAS, Provider Qualifications and Professional Development, includes information regarding the provider’s level of formal education, specialized ECE/CD coursework, and hours of professional development in business or management training. In our national sample, 60% of FCC providers had at least some college coursework, and 32% had a minimum of a bachelor’s degree. Further, 81% had a minimum of six semester hours of ECE/CD coursework or a current CDA or Montessori credential, and 48% had a minimum of 24 semester hours of college credit in ECE/CD coursework. Comparatively, our sample seems to suggest a promising increase in bachelor’s degrees compared to 17.9% in 2019 (Datta et al., 2021).

Our data showed FCC providers as strongly committed to ongoing professional development, with 81% having attended 15 or more and 56% having attended 30 or more hours of professional development during the last calendar year. The majority of our sample was also connected to other FCC professionals, with 61% demonstrating membership in a formal network or FCC association.

With regards to professional development targeting business and management, our sample showed that throughout their lifetimes, 15% of providers had not attended any business or management training or coursework; however, 66% of providers had at least 15 clock hours of professional development in business or management. While the percentage of providers in our sample with training specific to business or management was over 50%, 15 clock hours of training is unlikely to meet the vast amount of knowledge and skills needed to promote the success of a small business.

Despite understanding the importance of business knowledge and skills, many providers still face substantial challenges in this area (Vieira & Hill, 2017; Kelton, 2020; Zeng et al., 2020). Importantly, research has demonstrated that targeted professional development related to small business and administrative practices leads to significant improvements in provider self-efficacy, commitment to the field, business practices, and increased income (Kelton, 2020; Vieira & Hill, 2019; Zeng et al., 2020). For example, Vieira and Hill (2019) found a 93% increase in income for providers who participated in a one-on-one business coaching program. Kelton (2020) found statistically significant increases in provider perceived knowledge and skills, statistically significant gains in BAS scores, and increased engagement in quality improvement initiatives and professional growth activities for providers who participated in a 9-month leadership academy.

INCOME AND BENEFITS

The National Center on Early Childhood Quality Assurance (2020) points to compensation and benefits, as well as business operation factors, as two reasons for the decline in FCC programs nationwide. While the early care and education sector, in general, is considered to be low-earning, FCC providers, in particular, struggle. Low and erratic income, as well as a lack of benefits, are often highlighted as strong contributors to the decline in FCC programs (National Center on Early Childhood Quality Assurance, 2020; Vieira & Hill, 2019).

Item 2 in the BAS examines income and benefits. Our sample showed that 30% of FCC programs had not increased or added any new fees within the past three years, and only 25% of programs had increased or added a new fee in each of the past three years. It is important to highlight that a provider does not have to raise tuition rates in order to receive credit for these indicators; they could increase any fee (e.g., late pick-up fee, registration fee, field trip fee, etc.) or introduce any new fee (Talan & Bloom, 2018). The lack of new or increased fees is particularly alarming given that the cost of living and conducting business continued to increase yearly between 2018 and 2023, with inflation rates averaging as high as 8.4% in 2022 (Child Care Aware, 2023). Moreover, state subsidy reimbursement rates for 2024 are set to be at or above the 75 ^th percentile of the true market rate for preschoolers in only four states (Coffey, 2023).

The cost of family child care is typically less than that of center-based care, and while the reduced cost of enrolling in a FCC program may make FCC a more affordable option for many families, it also represents an ECEC “system that is built at the expense of the early childhood workforce” (Workman, 2021, p5). FCC professionals may be less likely to increase fees than center directors out of empathy towards the families or out of fear that families will enroll their children in less expensive care options. However, if FCC programs do not have business practices in place to increase revenues to offset the costs of doing business, the financial stability of the program is at risk.

Along with information on ways to increase income, Item 2 in the BAS looks at professional benefits. Our data showed that 19% of FCC providers do not receive at least six paid holidays per year. Yet41% do receive at least 16 days of paid time off (inclusive of paid holidays, vacation, professional development, and sick leave). On average, US workers receive eight days of paid sick time, 7.6 paid holidays, and 11 days of paid vacation time per year (Baluch & Bottorff, 2023). With regards to other benefits, our sample also showed that 11% of FCC providers do not have health insurance, and an alarming 64% had not contributed to a qualified retirement plan within the past 12 months. In order to attract and retain a strong workforce, the FCC profession needs to include access to benefits such as paid time off, health insurance, and retirement plans (Gerstenblatt et al., 2014; Vieira & Hill, 2019).

FISCAL MANAGEMENT

Item 4 in the BAS examines fiscal management practices. Sound fiscal management practices are essential to the financial sustainability of a program. Our data showed that 18% of programs did not review their accounting records, and only 60% reviewed accounting records monthly. When a business does not track income and expenses, it is hard to determine its true costs and profitability. Additionally, without knowing the costs and profit margin for the business, it is difficult to price child care services appropriately.

An operating budget is a critical component of operating a business. Our data showed that 66% of FCC programs had no current operating budget, and only 25% had a budget that projected a profit. A budget allows a program to set measurable financial goals, determine spending caps, and monitor progress. Without a plan in place, business profit or losses are left up to chance.

CONCLUSION

The opportunity to own and operate one’s own FCC business has many advantages, including role autonomy, financial independence, and the ability to work from home. FCC programs, however, have been experiencing an alarming decline in numbers. Small business ownership and entrepreneurship are foundational to FCC, and yet they receive little attention both in the research literature and in the supports offered to FCC providers (Bromer et al., 2021; Fernandez et al., 2018; Garner & McCarron, 2022; Gerstenblatt et al., 2014). While research has begun to hypothesize the critical role that sound business and professional practices play in a FCC program’s success and sustainability, there is limited data informing the current status of such practices across FCC programs.

Although descriptive in nature, this study offers a window into the current quality of business and professional practices across a large national sample of FCC programs. This research offers insight into specific areas to offer targeted support and professional development that can build FCC providers’ small business knowledge and entrepreneurial skills. Efforts aimed to educate providers on effective fiscal management practices, as well as advocacy efforts to increase income and access to benefits (from both private and public funding sources), appear to be two such avenues for targeted support.

REFERENCES

Baluch, A. & Bottorff, C. (2023, March 30). Average PTO In the US and other PTO statistics (2024) . Forbes. https://www.forbes.com/advisor/business/pto-statistics/

Belfield, C. (2023). Child care and working families: A post-pandemic economic analysis for the U.S. Technical Report . StrongNation. https://www.strongnation.org/articles/2038-122-billion-the-growing-annual-cost-of-the-infant-toddler-child-care-crisis

Bishop, S. (2023). $122 Billion: The growing, annual cost of the infant-toddler child care crisis . ReadyNation. https://www.strongnation.org/articles/2038-122-billion-the-growing-annual-cost-of-the-infant-toddler-child-care-crisis

Bromer, J. & Porter, T.B. (2019). Mapping the Family Child Care Network Landscape: Findings from the National Study of Family Child Care Networks. Herr Research Center, Erikson Institute.

Coffey, M. (2023, March). States can improve child care assistance programs through cost modeling . American Progress. https://www.americanprogress.org/article/states-can-improve-child-care-assistance-programs-through-cost-modeling/

Coffey, M. & Khattar, R. (2022). The child care sector will continue to struggle hiring staff unless it creates good jobs . Center for American Progress. https://www.americanprogress.org/article/the-child-care-sector-will-continue-to-struggle-hiring-staff-unless-it-creates-good-jobs/

Child Care Aware of America. (2022). Annual child care landscape analysis . Child Care Aware of America. https://www.childcareaware.org/catalyzing-growth-using-data-to-change-child-care-2022/#LandscapeAnalysis

Datta, A.R., Milesi, C., Srivastava, S., & Zapata-Gietl, C. (2021). NSECE chartbook – Home-based early care and education providers in 2012 and 2019: Counts and characteristics . OPRE Report No. 2021-85, Washington DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/sites/default /files/documents/opre/NSECE-chartbook-homebased-may-2021.pdf

Flynn, S. (2023, November 2). U.S. child care crisis is holding back the workforce . Forbes. https://www.forbes.com/sites/mariaflynn/2023/11/02/us-child-care-crisis-is-holding-back-the-workforce/?sh=be0198d5bfe8

Fernandez, J., Mootoo, C.J., Romero, S., & Rasmussen, A. (2018). Role conflict among family childcare providers in the Bronx. Children and Society, 32 470-480.

Gerstenblatt, P., Faulkner, M., Lee, A., Doan, L. T., Travis, D. (2014). Not babysitting: Work stress and well-being for family child providers. Early Childhood Education, 42, 67-75.

Henly, J. R., & Adams, G. (2019). Addressing the decreasing number of family child care providers in the United States. National Center on Early Childhood Quality Assurance https://childcareta.acf.hhs. gov/sites/default/files/public/addressing_ decreasing_fcc_providers_september2020_final.pdf

Kelton, R., Talan, T., & Bloom, P.J. (2014). Alternative pathways to quality in family child care quality rating and improvement systems. Early Childhood Research and Practice, 15(2).

Kelton, R. (2020). Taking the Lead: Investing in family child care . Research Notes. McCormick Center for Early Childhood Leadership at National Louis University. https://mccormickcenter.nl.edu/library/taking-the-lead/

National Center on Early Childhood Quality Assurance. (2020). Addressing the decline in family child care. Administration for Children and Families, Office of Child Care. https://childcareta .acf.hhs.gov/sites/default/files/addressing_decreasing_fcc_providers_revised_march2020_final.pdf

National Center on Early Childhood Quality Assurance (2015). State policies that support business practices of child care providers . U.S Department of Health and Human Services, Administration for Children and Families, Office of Head Start, Office of Child Care, and Health Resources and Services Administration. https://childcareta.acf.hhs.gov/resource/state-policies-support-business-practices-child-care-providers

National Survey of Early Care and Education Project Team. (2016). Characteristics of home-based early care and education providers: Initial findings from the National Survey of Early Care and Education . OPRE Report #2016-13. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/sites/default/files/documents/opre/characteristics_of_home_based_early_care_and_education_toopre_032416.pdf

National Center on Early Childhood Quality Assurance. (2017). Developing and revising child care licensing requirements. Office of Child Care.

Porter, T., Paulsell, D., Del Grosso, P., Avellar, S. A., Hass, R., & Vuong, L. (2010). A review of the literature on home-based child care: Implications for future directions . Mathematica Policy Research. https://www.acf.hhs.gov/opre/report/review-literature-home-based-child-care-implications-future-directions-final

Stoney, L., & Blank, S. (2011). Delivering quality: Strengthening the business side of early care and education . Opportunities Exchange. https://childcareta.acf.hhs.gov/sites/default/files/new-occ/resource/files/delivering_quality_strengthening_the_business_side_of_ece.pdf

Talan, T., & Jorde Bloom, P. (2018). Business Administration Scale for Family Child Care (2nd ed). Teachers College Press.

Vieira, N. & Hill. S. (2017). Creating the conditions for family child care to thrive . All Our Kin. CT. https://allourkin.org/files/galleries/Family_Child_Care_to_Thrive.pdf

Workman, S., (2021, June 28). The true cost of high-quality child care across the United States . Center for

American Progress. https://www.americanprogress.org/article/true-cost-high-quality-child-care-across-united-states/

Zeng, S., Douglass, A., Lee, Y., & Delvecchio, B. (2021). Preliminary efficacy and feasibility of a business

leadership training program for small child care providers. Early Childhood Education Journal, 49, 27-36.

Family child care (FCC) programs in which listed or licensed child care professionals run early childhood education and care (ECEC) programs out of their homes meet the diverse economic, cultural, and logistical needs of families and communities across the country; yet FCC programs have been declining in number for nearly twenty years (National Center on Early Childhood Quality Assurance, 2020). One hypothesized factor contributing to the loss of FCC programs is deficits in critical business knowledge and practices (Bromer et al., 2021; National Center on Early Childhood Quality Assurance, 2020; Kelton, 2020; Vieria & Hill, 2019; Zeng et al., 2020). As Stoney and Blank (2021) note, “Without careful attention to the business side of the equation, a program risks not only an erosion in the quality of its services but, all too often, outright failure” (p. 4). However, little is known about the current level of business and professional practices in FCC programs. This article aims to help fill that literature gap by providing a window into the current status of business and professional practices in FCC programs and some of the potential implications of lagging small business practices.

THE DECLINE IN FCC

Research has demonstrated that families needing infant and toddler careor extended hours of care, families of color, and those living in rural areas are more likely to seek family child care than center-based care (Datta et al., 2021; Henly & Adams, 2018; National Center on Early Childhood Quality Assurance, 2020). However, the number of FCC programs has been declining for close to two decades. Pre-Covid pandemic data showed a 52% decline in licensed FCC programs between 2005 and 2017 with 22% of the decline occurring between 2014 and 2017 (National Center on Early Childhood Quality Assurance, 2020). The decrease seen between 2005 and 2017 was primarily due to the closure of 92,402 small FCC homes, and while there was a slight increase of 2,359 in large family child care homes, it is worth noting that the number of large FCC homes in 2005 was only 35,148 (National Center on Early Childhood Quality Assurance, 2020). The decline of FCC programs was mirrored by a decrease of 59% of FCC professionals receiving subsidy payments between 2005 and 2017 (National Center on Early Childhood Quality Assurance, 2020). More recent data demonstrated an 11% decline in licensed FCC programs from 2019 to 2022 (Child Care Aware of America, 2022).

THE IMPACT ON CHILDREN AND FAMILIES

It is no secret that the United States is experiencing a child care crisis. Despite the pandemic highlighting the essential role of child care in sustaining the American workforce and economy, the availability of child care slots continues to fall well below demand (Bishop, 2023; Coffey & Khatter, 2022; Flynn, 2023; Schochet, 2019). The extensive reduction in FCC programs adds to working families’ already insufficient access to high-quality child care. More specifically, the decline in FCC programs poses a significant threat to families of color, those needing care for infants and toddlers, and those working non-traditional hours (Bromer et al., 2021; National Center on Early Childhood Quality Assurance, 2020). Additionally, the loss of over half of the population of FCC providers receiving subsidy funds disproportionately threatens low-income families who are more likely to rely on FCC to meet their needs (Bromer et al., 2021; National Center on Early Childhood Quality Assurance, 2020; Vieria & Hill, 2019).

THE IMPACT ON THE ECONOMY

The United States child care crisis not only threatens the labor market by forcing working parents to stay home due to lack of child care, but also has a strong negative impact on the economy (Belfied, 2023; Bishop, 2023; Coffey & Khatter, 2022; 3Flynn, 2023). Bishop (2023) found that the economic costs of insufficient access to affordable, quality infant and toddler care led to an annual $78 billion in lost income for families, a $23 billion loss in productivity for employers, and a $21 billion loss in federal and state/local tax revenue. Even more alarming is that the total economic losses more than doubled between 2018 to 2022, and the number of infant and toddler parents who reported lack of child care caused them to be fired, have hours reduced, or pay decreased nearly tripled (Bishop, 2023).

THE IMPACT ON WOMEN’S CAREER AND BUSINESS PATHWAYS AND ECONOMIC INDEPENDENCE

It is highly likely that the decline in FCC disproportionally impacts women. When families cannot access affordable and high-quality child care, mothers are most likely to leave the workforce in order to stay home with their children (Schochet, 2019). Not only does the lack of child care prevent women from fully participating in the workforce to stay home with their children, but the ECEC field is dominated by women educators and entrepreneurs (Schochet, 2019). Women are estimated to own 90% of ECEC businesses, and more than half of those are owned by women of color (U.S. Senate Committee on Small Business and Entrepreneurship, 2023). Therefore, the decline in FCC programs implies a significant economic loss for women in general and women of color in particular.

INCREASED BUSINESS AND PROFESSIONAL COMPETENCIES AS A MECHANISM TO PREVENT DECLINE

While inferential research on the FCC workforce is scarce, recent work has hypothesized variables that may drive program closures. One domain of interest thought to impact FCC provider retention is business and professional practices. For example, in their literature review of quality in home-based child care, Bromer et al. (2021) highlighted conditions for operational sustainability as one of the four components of quality. The quality of working conditions and business practices and caregiver resources were identified as key subcomponents. While many providers may enter the field because of a passion for working with children, that passion is not always accompanied by the knowledge and skills needed to run a small business (Bromer et al., 2021). As the U.S. Senate Committee on Small Business and Entrepreneurship stated, child care businesses are “one of the most necessary, but difficult businesses to operate as operator pay is low and margins are tight” (2023, p. 9). To this point, numerous studies have highlighted the need to strengthen providers as small business owners (e.g,. Bromer et al., 2021; National Center on Early Childhood Quality Assurance, 2020; Vieria & Hill, 2019).

While the consensus grows regarding the importance of business and professional practices on the success and sustainability of FCC programs, little is known about the current quality of such practices. Without a clear sense of where FCC programs’ current practices are, it is difficult to determine what supports will best serve to grow and sustain this critical component of the ECEC workforce. This research aims to contribute to the literature focused on the success and sustainability of the FCC workforce by exploring the business and professional practices, as measured by the Business Administration Scale for Family Child Care (BAS), across a national sample of FCC programs.

STUDY METHODOLOGY

SAMPLE

Formal BAS assessments measuring business and professional practices were conducted in 210 family child care programs across 19 states and the Commonwealth of the Northern Mariana Islands between 2018 and 2023. Program demographic information was also collected using the Home Descriptive Information Form. Total enrollment across the sample of 210 FCC programs was 2,008 children. Program enrollment ranged from 1 to 24 (higher numbers of enrollment reflect programs that offered a combination of care options, including extended, evening, or overnight care or children who attended the program less than five days a week). Average enrollment was 9.61 children with a mode of 6. Forty-six percent (96) of the programs served infants, 84% (117) of the programs served toddlers, 90% (190) served preschoolers, and 63% (132) served school-age children. Eighteen percent (37) of programs had children enrolled in extended, evening, or overnight care, and 40% (84) had children who attended less than five days a week.

Seventy percent (147) of the programs served a total of 1,023 children who had some portion of their child care cost covered by state subsidy. Twenty-one percent (44) of programs served at least one child whose primary language was not English. Fifteen percent (32) of programs received Head Start or Early Head Start funding for a total of 173 children. Twelve percent (25) of the programs were accredited by the National Association for Family Child Care (NAFCC). Just over half (54%) of the family child care professionals in the sample were also employers. Forty-six percent (97) of programs employed at least one assistant, and twenty-six percent (56) employed at least one substitute (note that many programs employed both substitutes and assistants).

MEASURES

Data on business and professional practices were collected using the BAS,a valid and reliable tool used to measure the quality of business and professional practices in family child care programs. All indicators (statements of quality) are initially rated during an interview with the provider. After the interview, ratings are verified through a review of the program’s documentation. Following documentation verification, ratings are updated, and items are scored on a 7-point Likert scale with a score of 1 considered inadequate , 3 considered minimal , 5 considered good , and 7 considered excellent quality. If the provider is not an employer as defined in the BAS, item 10 (provider as employer) is nonapplicable. Item scores are averaged to determine a mean BAS score for the family child care program (Talan & Bloom, 2018). The BAS is moderately, yet significantly ( r = .35, p < .05) correlated with quality as measured by the Family Child Care Environment Rating Scale (Kelton et al., 2014). The BAS includes ten items, each consisting of three to five indicator strands. All BAS assessments were conducted by Certified BAS Assessors who had received extensive training on the tool and achieved interrater reliability of 85% or above with the tool’s National Anchors.

FINDINGS

The average BAS score for the sample was 3.26 with a standard deviation of 1.30. Individual mean item scores ranged from 2.27 (Fiscal Management) to 5.58 (Work Environment). Table 1 provides the means, standard deviations, and ranges for all individual item scores as well as the overall score. As noted in the table, item averages fell between the good and excellent quality in only one item (Work Environment), between the minimal and good range in four areas (Qualifications and Professional Development, Recordkeeping, Provider-Family Communication, and Marketing and Community Relations), and below minimal quality in five items (Income and Benefits, Fiscal Management, Risk Management, Family Support and Engagement, and Provider as Employer).

Introducing the 2024 Paula Jorde Bloom Scholarship recipient

Thu, 21 Dec 2023 15:28:00 GMT

As the scholarship recipient, Brittany was awarded complimentary full-conference registration to Leadership Connections 2024, meals provided to conference registrants, and lodging at the conference hotel.

Learn more and register today for Leadership Connections 2024, “Mission Possible: Reconnect, Reignite, Reimagine.”

Introducing the 2024 Paula Jorde Bloom Scholarship recipient

McCormick Center for Early Childhood Leadership

Taking Steps Toward Cultural Competence Through Meaningful Conversations

Mon, 11 Dec 2023 14:39:10 GMT

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

How can busy leaders engage more meaningfully with the experiences and stories of staff, families, and children to understand the way culture and language influence ways of thinking, being, and learning? State and professional standards require foundations of diversity as an essential requirement for linguistically and culturally appropriate practice. Program leaders and staff are required to participate in trainings that focus on the relationships among culture, race, and language and learn about the ways family contexts can be utilized as strengths to understand and teach children. Many quality checklists require programs to represent diversity in classrooms, with a resulting abundance of community helper accessories with disabilities in block areas, cloth dolls with various skin tones in the housekeeping areas, and plastic chop suey and pizza in the pretend kitchens. But do these efforts to add diverse materials to classrooms qualify as “adding diversity” to the curriculum?

Because ways of caring for and interacting with children are culturally determined, exploring staff beliefs about teaching and caring for children is an important part of developing cultural competence . Studies find that early childhood educators are less likely than other educators to expect bias to be present in programs . This mindset is known as the “bias blind spot,” where staff may recognize bias in others but not in themselves. Leaders can set aside time for staff to share their experiences, reflect on their perceptions, and explore the ways values and expectations may inadvertently impact judgments about and communication with others.

Some of you may work in programs that reflect many kinds of family and staff diversities in language, race, culture, socioeconomic status, family structure, gender, age, and more. Others may work in programs that represent a single race, culture, or language. Even when programs are mono-cultural, conversations about culture provide a necessary anchor for developing an understanding of self and others and for exploring the role of culture in all aspects of organizational functioning.

The NAEYC Advancing Equity in Early Childhood Education Position Statement (2019) encourages leaders to view the classroom and program through the eyes of children and their families. It states that children should “demonstrate self-awareness, confidence, family pride, and positive social identities; and will express comfort and joy with human diversity, use accurate language for human differences, and form deep, caring human connections across diverse backgrounds” (5). Important recommendations include that programs will “uphold the unique value and dignity of each child and family and ensure that all children see themselves and their daily experiences, as well as the daily lives of others within and beyond their community, positively reflected in the design and implementation of pedagogy, curriculum, learning environment, interactions, and materials. They celebrate diversity by acknowledging similarities and differences and provide perspectives that recognize beauty and value across differences” (7).

The NAEYC Developmentally Appropriate Practice Position Statement (2020) also provides guidance for program staff to examine classroom experiences through the eyes of children and families. It suggests that “curriculum should provide mirrors so that children see themselves, their families, and their communities reflected in the learning environment, materials, and activities. The curriculum should also provide windows on the world so that children learn about peoples, places, arts, sciences, and so on that they would otherwise not encounter. In diverse and inclusive learning communities, one child’s mirrors are another child’s windows, making for wonderful opportunities for collaborative learning” (25).

What do you imagine when you read these inspiring goals? Does your thinking fill with ideas about how families can experience a caring and inclusive community and ways children can have a sense of continuity between their homes and the program? Or does your program need support to move from great ideas to practice? Have you been planning on bringing staff together to talk about strengthening diversity in all areas of program life? Maybe you have been considering new ways to guide reflective practice to explore inclusive approaches to teaching.

The best steps forward start simply, by learning more about yourself, your staff, families, and children. There are many ways to create a vital learning community that reflects genuine inclusiveness in communication and practice. The goal is to get started by exploring steps that fit with your own and your program’s specific needs. Below are some helpful steps for busy leaders.

1. Start where you are in your journey and take steps to create positive change. Think about your own ideas and feelings related to those who represent cultures different from your own. What do you really think about children and families? What do you really enjoy about your current program focus – and what do you wish you could do differently? The following questions can guide ongoing reflection.

How do you imagine families feel when they enter your program and classrooms?
What experiences contribute to family safety and belonging?
What interactions have been effective in developing relationships with families?
What obstacles or barriers have prevented deeper conversations or the development of trust with families?
What are you doing or would you like to do to guide staff exploration of diversity and dive deeper into promoting family and children’s authentic connections to the program?
How can you help your staff strengthen their pride and commitment to fostering a more inclusive, safe learning community?
What are some first steps that come to mind when you think about building a more diverse and inclusive program?

2. Activate reflective practice with your staff. Identify time to talk individually and as a group with staff. Encourage staff to set aside time to explore their ideas. When bringing teachers together to talk about diversity, the following questions can spur new insights and strengthen relationships among staff .

What child rearing beliefs were important in your home of origin?
What do you value about your own cultural identities?
What child rearing values and goals do families have for the children in your classroom?
What have you learned about how your own ways of being differ from those of other staff and families?
What family funds of knowledge are present in your program, and how can these strengthen your teaching practice?
What does it mean to have a cultural context for learning and development?
How may communication, goal-setting, and priorities differ across contexts?
What cultural and linguistic assets do children experience in their homes, neighborhoods, and extended family?

3. Invite families to engage in meaningful connections . Consider moving beyond one-on-one meetings with families. Add family chat groups that focus on topics of high interest requested by families. Connect families that share similar experiences during coffee or virtual events at times that work for their busy schedules. Reconvene your family advisory board and family focus groups and use the following questions as a conversation guide.

In what ways do families see themselves reflected in and included in the life of the program?
What do families wish for in the program? What else would they like to see, experience, contribute, and do?
What do families hope for their children? What character traits and skills do they value?
What are family insights about the classroom or program? Does the program feel “like home” to their children? What would make it more inclusive?
What do families observe their children doing in the classroom that feels meaningful and personal?
How are families invited into the classroom to read, share skills, and spend time with their children?
What practices, traditions, attributes of the setting, messages, or interactions are missing but would be valued by families? Would families be willing to share these with the teachers and children?
What else would families like to tell you about their children, their experiences, or the program?

4. Use materials to inspire great conversations in the classroom . The goal of reflecting diversity in classrooms can be met by incorporating cultural artifacts from families that are meaningful to the children and that allow play to reflect what children experience at home. Cultural and linguistic diversity can be represented through objects familiar in children’s homes, families, and communities. Messages should promote pride and acceptance of diversities, including skin color, languages, family structures, abilities, and gender roles.

Importantly, diverse materials provide teachers with opportunities to talk with children about their families, how they help at home, activities they enjoy with friends, and adventures they enjoy in the neighborhood. Beyond the materials, the conversations should promote pride in the home and family and confidence in developing one’s sense of self.

Invite families to share items for the classroom and spend time in the classroom reading and sharing songs and skills.
Include songs, lullabies, and fingerplays that represent the linguistic and cultural backgrounds of the families.
Place family photos, posters, and child-safe mirrors at children’s eye level.
Create a photo “me” book for each child.
Incorporate family suggestions for dramatic play that can represent items and experiences in the home.
Talk personally with children to build pride in their families. Use familiar words for families and high-frequency words from the child’s home language.
Include books and stories that reflect the lives and contexts of children in the program and that introduce children to new and interesting experiences and people.

The direct path toward positive change is to take one small step at a time – and then another. Ask staff and families what steps they would like to take. Together, explore the many available resources for growth and reflection that address culture and cultural competence. Together, you can create a more cohesive and vibrant learning community that embraces cultural competency as foundational to an inclusive, caring community.

For additional information, please see the following resources:

Cultural Competence
Cultural Competency in Early Care and Education Classrooms
Culture and Language: Multicultural Principles for Early Childhood Leaders
Diversity, Equity, and Cultural Competence
Listening: A Key to Cultural Competence
The ABCs of Diversity and Inclusion: Developing an Inclusive Environment for Diverse Families in Early Childhood Education
Rethinking Cultural Competence : Shifting to Cultural Humility
Standard 4 : Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Valuing Diversity : Developing a Deeper Understanding of All Young Children’s Behavior

Note: The above content is adapted from Chapter 7: Setting Priorities for High-Quality Teaching in Dr. Masterson’s forthcoming book, Culturally Responsive and Inclusive Care for Infants and Toddlers: Strategies for High Quality Teaching , published by Teachers College Press.

Marie Masterson, Ph.D. , is the senior director of quality assessment at the McCormick Center for Early Childhood Leadership. She holds a doctorate in early childhood education, is a licensed teacher, and is a national speaker and author of many books and articles that address research-based, practical skills for high-quality teaching, behavior guidance, quality improvement, and leadership. She is a contributing author and editor of the book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Fourth Edition.

Información descriptiva del hogar

Wed, 06 Dec 2023 17:10:57 GMT

Building Trust Through Shared Experience

Supporting the Child’s Needs in the Classroom

REFLECTING ON BEST PRACTICES

Reflective Questions

Below are some topics and questions you may want to consider adding to your enrollment and intake processes and procedures. Add questions that make the most sense in your setting.

What would be helpful to know about a new child’s developmental history?
Questions asking when the child met certain development milestones (crawl, walk, etc.)
Questions about the child’s preferred interests when playing (puzzles, books, paint, etc.)
Others:
What would be helpful to know about a new family’s beliefs and culture?
Questions asking about days or celebrations that are important to the family
Questions asking about the family’s hopes and dreams for their child
Names for important items or people (e.g., what does your child call their favorite toy or stuffed animal, relatives, etc.)
What would be helpful to know about a new family’s childrearing practices?
Schedule times for napping, eating, enrichment activities, etc.
Potty training preferences, meal practices, limited screen time, etc.
Others:

Want to learn more about the PAS, BAS, or any of our family engagement professional development opportunities? Contact us at pas.bas@nl.edu

REFERENCES

Talan, T., Bella, J. M., Bloom, P. J. (2022). Program administration scale: Measuring whole leadership in early childhood centers, third edition. Teachers College Press.

Talan, T., Bloom, P. J. (2018). Business administration scale for family child care, second edition. Teachers College Press.

Answering the Call for Data-Informed Decisions

Mon, 20 Nov 2023 07:08:34 GMT

The call for center directors, family child care educators and entrepreneurs, teachers, and other early childhood professionals to use data to inform decisions is loud and clear. What may be less clear, however, is how to actually use data to answer that call.

Broadly, data equates to information. Information that can be used to help understand complex problems, make wiser decisions, and discern feelings from facts. To me, working with data is like being in on a really great secret—you get to pull back the curtain and see what is really going on behind the scenes. Sometimes we are able to easily use data to inform decisions, evaluate our practices, make improvements, and plan ahead. But we can also get bogged-down, confused, or overwhelmed with information leading data to become a source of frustration rather than enlightenment. This is especially true when we are expected to make data-informed decisions, but don’t have a clear sense of how.

I love data and quotes about data (as you’ll see). But if you are someone who feels your eyes glaze over, a ping of anxiety, or the desire to turn and run when you hear the word ‘data’, I implore you to give it one more try. Let’s start with examining the ways you are already using and benefiting from data.

THINK ABOUT THE PAST 24 HOURS

What are some of the ways you have engaged with data in your personal life in the past 24 hours? Did you use the weather forecast to inform your clothing choices? Did you use Google Maps drive times or traffic conditions to select what roads to take or determine when to begin your commute? Did you look to a smartwatch to monitor the number of steps you had taken? Did you look up online ratings to determine which restaurant to try for dinner? Chances are you’ve used data in countless ways during the past 24 hours. One of the most magical properties of data is that we are all, in a way, data scientists constantly calling upon data to help guide our decisions.

THE QUESTION ISN’T REALLY IF YOU ARE USING DATA, BUT HOW YOU ARE USING DATA

This is all the more important when we consider ways to use data to inform programmatic decisions. The overarching goal of working with data is to use the information available to make more effective and efficient choices. In the training Dancing with Data: Using Numbers to Inform Your Next Steps ¹ , I discuss four helpful ways to use data in early care and education programs: 1) to describe what is happening, 2) to diagnose a problem, 3) to predict the future, and 4) to prescribe the best path forward. On their own and in combination, all these uses can lead us to better data-informed decisions.

Let me walk you through some examples. When faced with a question or challenge I often ask myself, what can the data do for me? I start with a hunch or opinion and then I focus my attention on the data by asking:

What does the data tell me about the reality of what is actually happening (describe) ? Oftentimes our gut instincts will tip us off to something, but descriptive data lets us peel back our own bias to get a clearer picture of reality. One example of this might be looking at the attendance records from family engagement events to count how many families attend, which events get the most attendance, and how frequently specific families attend. The data could reveal exactly what you were expecting or it might surprise you. Either way, you are better able to evaluate the effectiveness of current engagement strategies and explore possible ways to improve. This process always reminds me of one of my favorite quotes, “Without data, you’re just another person with an opinion.”
Why is something happening (diagnose)? Knowing the what of something is helpful, but understanding the why is insightful. Let’s say cash flow is lower than expected for this month. Data from income and expenses can tell me if cash flow is low because there are families who are late making payments, the program has had increased or unexpected expenses, or a combination of both. When thinking about how data helps diagnose something, I think about Albert Einstein’s quote, “If you can’t explain it simply, you don’t understand it well enough.”
What can data from the past tell me about the future (predict)? Here we get into making predictions—one of my favorite uses of data. Although we often have too little or too much data, as long as we have sufficient information about the past, we are better equipped to form theories and predict the future. A great example of this is using previous years’ birth records to predict the demand for early childhood services. If my area experienced a larger than typical cohort of babies born four years ago, I can reasonably predict that there will be an increased need for preschool services for four- and five-year-olds this year. The data we have and the predictions we can make will rarely be perfect, but they are almost always better than nothing at all. As Dean Abbott said, “No data is clean, but most is useful.”
What does the data tell me to do (prescribe)? Now that we know what has happened, why, and how the future might unfold, we can decide what, if anything, we want to do about it. A common example of this is using aggregated data from developmental screening results to inform lesson planning. If a number of three-year-olds in the program are behind in fine motor development, teaching staff can use that data to intentionally incorporate more fine motor activities into the day. Another great example of using data to prescribe is using income and expense statements to project a budget. The data from past financial habits lets you determine how you want your future financial habits to look (you can read more about this process in the previous blog series Fiscal Check-Up for FCC ).

Suhail Dosh said, “Most of the world will make decisions by either guessing or using their gut. They will be either lucky or wrong.” I vote we use data and I hope this information has encouraged you to think about data in different and exciting ways.

REFLECTIVE ACTIVITY

“The core advantage of data is that it tells you something about the world that you didn’t know before.” ~ Hilary Mason

Think of a challenge you are currently facing and respond to the questions below.

What data do you have or could you easily get to help you better understand the situation?
What does your intuition tell you is the likely cause(s) of the problem?
What would the data look like to confirm your intuition?
What would the data look like to prove your intuition wrong?
How could you use the data to better predict what will happen next or decide what you should do next?

Click to more about Dancing with Data and other professional learning opportunities for center administrators , FCC educators and entrepreneurs , or coaches and TAs or contact PAS.BAS@nl.edu

¹ Dancing with Data: Helping Directors Use Numbers to Inform Change | PROGRAM ADMINISTRATION SCALE, 3 ^rd Edition | Item 16. Evaluation and Continuous Improvement

We can’t improve what we don’t measure. Continuous quality improvement involves data collection, decision making, and reflective change. But making sense of data can sometimes be overwhelming. Participants in this session will explore formal and informal evaluation tools, learn a variety of ways to use data to inform decisions, and examine strategies incorporating data into continuous quality improvement efforts.

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

by Robyn Kelton, M.A.

Answering the Call for Data-Informed Decisions

Robyn Kelton, M.A., is the Director of Research and Evaluation for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). In this role, Robyn oversees work related to the McCormick Center’s research interests and evaluation and quality support tools, including Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS), the Early Childhood Work Environment Survey (ECWES), and the Administrator Role Perception Survey (ARPS). Robyn also oversees research related to the evaluation needs of the professional learning initiatives at the Center, as well as the relationship between evaluation tools and program quality, workforce retention, and leadership development. Robyn holds a Baccalaureate degree in psychology from the University of Kansas (KU) and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral candidate in the brain, behavior, and quantitative science Ph.D. psychology program at KU. Prior to joining the McCormick Center in 2006, Robyn worked as lead teacher in a kindergarten classroom for an after-school program and as lead teacher of a 4–5-year-old classroom at a community-based child care center.

Embracing Connections with 2023 Paula Jorde Bloom Scholarship Winner Mona Webber

Tue, 17 Oct 2023 13:15:00 GMT

Paula Jorde Bloom’s legacy brought 2023 Scholarship Winner Mona Webber to Leadership Connections; Mona then brought her newfound inspiration and ideas to her child care center.

Mona Webber

Leadership Connections introduced the 2023 Paula Jorde Bloom scholarship winner to Carla Sparks and Sarah Lukas, the authors of “Be the Manatee: Affirming Advice for Your Leadership Journey.” Webber found their workshop so inspiring she suggested that her school purchase the book for her center’s staff and coordinated a session with Sparks and Lukas.

According to Webber, the opportunity to connect with leaders across the country was a highlight of her Leadership Connections experience.

“I think it was great because we could connect and network with so many leaders within the field — Birth to Five, home child care, Headstart, quality specialists and coaches — and not just people from Chicago, but all over the country.”

Webber emphasizes the importance of advocating for her staff.

“The teacher’s voice is so critical,” she said. “It is critical to use our voice for teachers. A lot of the policymakers making decisions are not the ones in the classroom — we are.”

Webber spent years in the classroom working as a teacher before becoming an assistant director and, last year, became a Director at the Goddard School in Darien, IL. She said her service as a 2021-2022 Teach Plus Illinois Early Childhood Policy Fellow motivated her to advocate more strongly for children and teachers.

Webber sees advocacy and professional development opportunities, such as the “Be the Manatee” session, as crucial to her role as a leader. But on a more individual level, she says, it’s important to encourage staff to take care of themselves.

“Teachers right now, because of COVID, are dealing with a lot of different things we didn’t deal with years ago,” she said.

During COVID, she started selecting motivational quotes to hang in classrooms every Friday. Now, she said, a few of the classroom teachers at her school have started finding and posting their motivational quotes around the center. She even sees these in the employee bathroom these days.

Mona believes that, as an educator, you always aspire to learn and grow.

“You can just tell — with everyone at the McCormick Center and all of the presenters — how passionate everybody is,” Webber said.

Paula Jorde Bloom, the McCormick Center founder, dedicated her career to bringing national attention to the role of leaders in early care and education and inspiring those leaders to learn more and improve the quality of their programs. The Paula Jorde Bloom Scholarship Fund was established by her family after her passing in 2018, allowing emerging and aspiring leaders like Webber to attend Leadership Connections.

The Paula Jorde Bloom Scholarship will be awarded at the Leadership Connections 2024 National Conference to an early childhood education professional aspiring to learn and grow.

Embracing Connections with 2023 Paula Jorde Bloom Scholarship Winner Mona Webber

McCormick Center for Early Childhood Leadership

Financial Strategies to Support Program Stability

Tue, 03 Oct 2023 07:05:19 GMT

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

The past few years have taken a significant toll on the field of early childhood care and education. Many programs have had to close, while others have re-opened or are new to the field and are struggling to survive. When talking with leaders whose programs are thriving, three strategies have emerged as keys to stability. These strategies include carefully managing cash flow, utilizing multiple payment options for tuition, and adhering to tuition policies and procedures. Let’s learn a little more about each strategy.

MANAGING CASH FLOW

Tuition paid by families is the largest revenue stream for many early childhood programs. This tuition, the foundation of a program’s budget, is distributed across the fiscal year and serves as the educated guess for income when operating a program. A budget guides income and expenditures throughout the year. Additional reviews by accountants provide insights based on the history of program budgets by analyzing and presenting numbers that help to determine actual costs. While all of this financial data helps to manage the overall fiscal operations of an early childhood program, why is managing cash flow so important?

Adequate cash flow keeps a program operating day-to-day. In some instances, this can include using a line of credit, should that become necessary. A cash flow statement shows what funds are immediately available for use. The statement, which reflects current amounts within similar budget categories and line items, reflects the mental exercise of going through all income and expenses to determine the dollar amount on hand at any given time. This provides the ability to know when actual funds arrive and when expenditures can be scheduled for payment and allows a program leader to manage cash flow proactively instead of reactively. Cash flow relies on receiving tuition in a timely, efficient, and predictable way. Having efficient payment options for families to utilize assists with this process.

OPTIONS FOR TUITION PAYMENT

Getting cash in the door quickly and securely is the next strategy. Today’s banking industry provides many options to small and large early childhood program businesses. Some of the most commonly used include:

Bank drafts (sometimes referred to as ACH)
Credit card and online payments (such as PayPal, Apple Pay, and Google Pay)
Automatic ‘Bill Pay’ services through bank checking accounts to handle recurring payments (similar to utility or mortgage payments)
Check deposits using bank apps
Cash apps
Cash

Each one of these payment options has monitoring and cost considerations:

Bank drafts may not be funded if there are no funds in a family’s account, and follow-up would be necessary to include collecting fees potentially charged by banks.
Many love the ease of swiping a credit card or the use of popular online payment services to benefit from participation in reward programs. However, it may be necessary to charge the user ‘swipe or use fee’ percentage to offset the convenience of credit card use.
Automatic bill pay services secure funds as long as the amount due does not exceed the account balance. Too many overdrafts or insufficient fund fees may result in dealing with a family’s account switching to another payment method. This may result in family members playing “catch-up” on their tuition for a few weeks.
Payment by check is still accepted, which has resulted in programs utilizing bank apps to upload images of the checks within these apps to avoid trips to the bank and allow quicker access to the funds within the program account. While this means tracking checks and pursuing those presented with insufficient funds, it allows for quicker fund availability. Check for hidden fees as some banks may charge a small fee after a certain number of electronic deposits.
While cash apps are very convenient and have minimal fees, in 2023, the IRS now requires that any business transaction must be reported on a Form 1099-K if more than $600 is received. Cash apps may provide this service for a fee.
Accepting cash. Smaller programs may appreciate having cash in hand, while larger programs might prefer to avoid accepting cash payments due to the risks associated with having cash on the premises. A program may want to minimize the risk of theft or harm to an employee. Tracking cash payments for IRS purposes is also cumbersome if a system of accountability is not set up.

There are many options for receiving payments to have access to funds promptly. Choosing the best option requires understanding a family’s needs and utilizing effective tracking systems. However, none of this will work if tuition is not paid regularly. This is when a program leader must develop, implement, and enforce tuition policies and procedures.

TUITION POLICIES AND PROCEDURES

Collecting payments is vital to maintaining the financial health of any early childhood program. However, it is probably one of the least favorite roles of a program leader. Careful consideration must be given when creating tuition policies and developing procedures to collect funds. It is essential to have daily management practices and processes that minimize collection issues. Proper accounts receivable management allows program leaders and their staff to do what they love, be with the children.

Programs must have effective policies in place, and they must enforce them consistently. Inconsistent enforcement can result in a strain on cash flow. Managing the accounts receivable will always require time from a program leader. The first step is ensuring that effective policies are articulated and provided in writing to all family members or caretakers responsible for the child. Most programs have payment policies that impose significant fees for late payments. Those who do not pay can also face the possibility of children being disenrolled when payments are not received promptly.

For policies to be effective, program leaders must follow account receivable procedures regularly. Program leaders should allocate time each week to review the accounts receivable. Any outstanding balances should be dealt with by a formal written or electronic notification and personal contact by phone and during the morning or afternoon pick-up hours. While email collection notices or notes to families serve as documentation, these are easy to avoid and ignore. Speaking personally with each family member is more likely to yield results. Special arrangements can be considered for long-term families who communicate regularly, but they should be in writing and followed through.

CONCLUSION

Managing cash flow, offering multiple options for tuition payment, and staying on top of tuition policies and collection procedures are administrative leadership strategies to support program stability. Program leaders should not apologize for having consistent policies and procedures in place. By maintaining control of cash flow, program leaders have a better opportunity to provide a safe, stable early childhood program where children can grow and learn.

Want to learn more about Building a Sound Business Strategy? Check out our Aim4Excellence ™ online professional development opportunity, and also consider joining us in February 2024 by attending, in person, Leadership Connections™ to learn how experts in our field are navigating these and other challenges. Mark your calendar for February 7-9, 2024, and watch for registration to open soon!

Jane Humphries, Ed.D., serves as the Aim4Excellence™ Program Specialist and curriculum developer for the McCormick Center for Early Childhood Leadership at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. The Aim4Excellence program is the online National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation and is incorporated in multiple state quality rating and improvement systems.

We Can’t Afford to Lose Leaders: Professional Development to Increase Administrator Retention During the First Few Years

Tue, 27 Jun 2023 06:53:20 GMT

DISCUSSION

Professional development needs of program administrators differ by career stage, with novice administrators needing targeted support in the realm of leadership essentials—the foundational competencies needed to build or maintain a thriving organization and lead quality improvement efforts at the classroom, program, and organizational levels (Kelton, et al., 2022; Talan et al., 2014). Now more than ever, it is imperative that the field of ECEC develop innovative approaches to meet the professional development needs of administrators in ways that align with their career stage and offer practical application of the knowledge and skills needed to keep programs operational and retain the workforce. RTL appears to be one model that has demonstrated the ability to meet the unique needs of novice administrators and likely enhance program sustainability through the acquisition of skills in areas of human resources, staff coaching and supervision, program operations, strategic planning, and fiscal management. While this study is limited in scope and does not include any longitudinal data on retention, it is reasonable to hypothesize that increased levels of confidence and mastery of these foundational competencies will aid in the retention of leaders and teaching staff, the satisfaction of program staff, and the overall quality and sustainability of programs.

^A The NAEYC survey defined staffing shortage as having at least one open role unfilled for at least one month.

^B Novice Administrators refers to those who have less than five years of experience in their role as an ECEC administrator.

REFERENCES

Béteille T., Kalogrides, D., & Loeb, S. (2011). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41, 904–919.
Bloom, P. J., & Abel, M. (2015). Expanding the lens: Leadership as an organizational asset . Young Children 70(2). https://www.naeyc.org/resources/pubs/yc/may2015/expanding-the-lens
Buckman, D. (2021). The influence of principal retention and principal turnover on teacher turnover. Journal of Educational Leadership and Policy Studies, 5.
Doherty, G., McCormick Ferguson, T., Ressler, G., & Lomotey, J. (2015). Enhancing child care quality by director training and collegial mentoring. Early Childhood Research and Practice 17(1).
Douglass, A. (2019). Leadership for quality early childhood education and care . Organization for Economic Co-Operation and Development (OECD): Working Paper #211. http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)19&docLanguage=En
Hadi-Tabassum, S. & Beaudoin Ryan, L (2023). 2023 Evaluation report for the McCormick Center for Early Childhood Leadership at National Louis University (NLU): The Ready to Lead academy. Erikson Institute.
Han, M., Buell, M., Hallam, R., & Hooper, A. (2021). An intensive professional development in family child care: A promising approach . International Journal of Early Years Education, DOI:10.1080/09669760.2021.1914558. http://doi.org/10.1080/09669760.2021.1914558
Hashikawa, A., Sells, J., DeJonge, P., Alkon, A., Martin, E., & Shope, T. (2020). Child care in the time of coronavirus disease-19: A period of challenge and opportunity . Journal of Pediatrics. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7366077/
Kelton, R., Talan, T., & Magid, M. (2022, Fall). Meeting the need for intensive and cohesive professional development during challenging times. Research Brief. McCormick Center for Early Childhood Leadership at National Louis University.
National Association for the Education of Young Children (NAEYC). (2021, July). Progress and peril: Child care at a crossroads. NAEYC.
McCormick Center for Early Childhood Leadership (Summer 2018). Director’s professional development needs differ by developmental stage . Research Notes. Chicago, IL: National Louis University. https://mccormickcenter.nl.edu/wp-content/uploads/2018/07/ResearchNote_July2018.pdf
Miller, A. (2009). Principal turnover, student achievement, and teacher retention. Princeton University: NJ.
Sims, M., Forrest, R., Semann, A., & Slattery, C. (2015). Conceptions of early childhood leadership: Driving new professionalism? International Journal of Leadership in Education: Theory and Practice 18(2). http://doi.org/10.1080/13603124.2014.962101
Talan, T., Bloom, P. J., & Kelton, R. (2014). Building the Leadership Capacity of Early Childhood Directors: An Evaluation of a Leadership Development Model . Early Childhood Research and Practice. 16(1). https://files.eric.ed.gov/fulltext/EJ1045231.pdf

We Can’t Afford to Lose Leaders: Professional Development to Increase Administrator Retention During the First Few Years

The field of early childhood education and care (ECEC) has an undeniable educator retention problem (NAEYC, 2021)A. Staffing shortages in programs have a detrimental impact on the children and families served, the communities in which they are located, and the well-being of the remaining staff. While the field’s administrator retention crisis is less publicized, it is arguably no less important. In fact, nearly a quarter (23%) of directors/administrators who responded to NAEYC’s 2021 survey reported that they were considering leaving or closing their child care program within the next year (NAEYC, 2021). Additionally, across all workforce roles, those who are new to their roles or the ECEC field are at an even greater risk of leaving, with 45% of respondents who had been in the field for a year or less and 34% of those with 2-5 years of experience reporting that they were considering leaving (NAEYC, 2021).

Administrators are the gatekeepers to program quality and the linchpin for an array of program functions that impact staff satisfaction and retention, including hiring and orienting new staff, supervising and promoting current staff, managing program finances, creating a shared mission and vision, and setting the overall tone for the organizational climate (Bloom & Abel, 2015; Doherty et al., 2015; Douglass, 2019; Sims et al., 2015; Talan et al., 2014). Moreover, research in the K-12 education sector has repeatedly found that principal turnover is tied to teacher turnover (e.g., Béteille et al., 2012; Buckman, 2021; Miller, 2013). While there is limited research on this relationship within the ECEC field, there is no reason to think the pattern would differ. To compound the problem, without effective leadership, ECEC programs risk not only staff turnover and declining quality but program closure as well (Talan et al., 2014).

Most new or noviceB administrators have formal education and training in early education and child development. However, because they tend to be promoted from the ranks of the teaching workforce, they often lack the education and training in program administration and leadership needed to successfully run and sustain an ECEC organization (Talan et al., 2014). To that point, research has found that novice administrators report struggling to navigate responsibilities in areas where they have no prior experience, such as human resources, coaching and supervision, program operations, strategic planning, and fiscal management (Kelton et al., 2022). Administrators who receive early career support are more likely to remain in the field, better support staff, improve the overall quality of their programs, and continue to grow professionally.

One way in which the McCormick Center for Early Childhood Leadership has worked to support novice ECEC administrators is through the Ready to Lead Leadership Academy (RTL). RTL was created in 2018 as an intensive, four-month leadership academy to meet the unique needs of new and novice early childhood administrators. RTL content covers the power of reflection and self-awareness, leadership in action, transitioning from peer to supervisor, productivity and time management, and strategies for creating a balanced workload. Additionally, the RTL curriculum was strategically aligned with competencies within the Illinois Director Credential, part of the Illinois Gateways to Opportunity professional development system.

To date, the McCormick Center has conducted seven cohorts of RTL with 119 novice administrators from across Illinois completing the academy. At the conclusion of the seventh cohort, the McCormick Center engaged Erikson Institute to conduct an external evaluation report on the effectiveness of the RTL academy (Hadi-Tabassum & Beaudoin Ryan, 2023). This research brief focuses on two of four of the main research questions addressed in the evaluation: 1) if RTL meets the unique needs of novice administrators and 2) the potential impact of RTL on administrators’ own commitment to the field, support for professional development for teaching staff, and future staff retention. The two research questions highlighted here have theoretical implications regarding staff turnover in the field. The information presented reflects key findings from the external evaluation as well as additional internal analyses of the data by McCormick Center staff.

METHODS

Sample. Ninety-seven percent of RTL participants identified as female. The majority (46%) were in their thirties, close to 15% were in their late twenties, 22% were in their forties, and 17% were in their fifties. Thirty-five percent of participants identified as White, 25% as Black or African American, 26% as Multiracial, 7% as Native Hawaiian or other Pacific Islander, 2% as Asian, 1% as American Indian or Alaska Native, and 4% identified as Other. Additionally, 7% of participants who provided information on ethnicity identified as Hispanic or Latinx. Years of early childhood experience ranged from less than one to 38, with an average of 13 years in the ECEC field, and all participants were within their first five years as an administrator. At the onset of RTL, 43% of participants reported their highest level of formal education to be a bachelor’s degree, 27% an associate degree, 24% a master’s degree, and 5% a high school diploma or GED. Close to 73% had formal education in child development/early childhood education; however, only 16% reported having a state or national administrator credential.

An important goal of RTL was to target diverse communities across Illinois; therefore, cohorts were launched in several geographic areas. Thirty-four participants were located in communities around the western suburb of Lisle. Nineteen participants were in communities on the southwest side of Chicago. Sixteen participants were located in communities on Chicago’s near west side. Additionally, 50 participants were located in counties in southern Illinois. Forty-seven percent of the programs were for-profit, and 53% were nonprofit. Thirty-four percent of the programs received Head Start or Early Head Start funding, and 41% received state Pre-k funding. Due to the pandemic, 31 participants (cohorts 1 and 2) engaged in a fully in-person RTL model, 32 engaged in a fully online-via-Zoom model (cohorts 3 and 4), and 53 engaged in a hybrid model (cohorts 5, 6, and 7).

MEASURES

Administrator Role Perception Survey (ARPS). The ARPS is a 25-minute survey for center-based program administrators. The ARPS identifies administrators’ developmental career stages based on their perceptions of mastery of key early childhood program leadership competencies. The ARPS also provides information regarding administrators’ internalized practices, levels of self-efficacy, and competencies in 36 areas across the three Whole Leadership domains.

Final Evaluation Survey. A final evaluation survey was administered online after the conclusion of RTL for cohorts three through seven. Participants were asked to provide feedback regarding their experience with various components of the leadership academy, perceived areas of professional growth, and information regarding the role of the leadership academy in their professional journey. Data from the final evaluations provided a global reflection on the overall leadership academy as well as detailed participant feedback related to specific components of the academy and the identification of targeted areas for future improvement.

KEY FINDINGS

Q1: How well does RTL meet the needs of novice administrators?

Prior to the first RTL session, participants were asked to reflect back on their thoughts and feelings when they assumed their administrative position. Data revealed that the majority (71%) of administrators entered their roles feeling unprepared for the types of issues they faced and with the hope that no one would find out how scared they were (58%). Over a third reported that their expectations for themselves were unrealistic, and 40% worried that teachers and families would not like them.

Pre- and post-ARPS asked administrators about their confidence levels in specific areas that are critical for leaders to master in order to retain staff and support and sustain quality in their ECEC program. At the start of RTL, administrators reported having the least confidence in budgeting and fiscal management, implementing practices to share leadership, and creating a shared program vision and priorities. However, a number of notable areas, including those initially rated the lowest, showed statistically significant gains at the conclusion of RTL (see Table 1).

by Robyn Kelton and Teri Talan

Across all seven cohorts, there were 168 RTL applicants, 142 of whom were accepted. Of those accepted 127 enrolled for RTL and 119 completed the leadership academy resulting in a 94% completion rate. Taken together, the above findings support the notion that novice center administrators have unique professional development needs and that RTL was successful in meeting those needs.

Q2: What is the potential impact of RTL on administrators’ own commitment to the field, support for professional development for teaching staff, and practices to support staff retention?

Administrator commitment to the field. ARPS data revealed that at the conclusion of RTL, 94% of RTL graduates reported that they intended to work as an ECEC administrator for at least three more years. This is a striking finding given the alarming rates of turnover in the field, especially when compared to the 2021 NAEYC survey results. Sixty-one percent of final evaluation survey respondents also reported that the statement, “I am more passionate about my work,” was either quite a bit or completely true. Moreover, 100% of respondents felt that the statement, “I am more committed to my program and my work,” was true. Lastly, participants demonstrated a deep interest in continued professional growth, with 49% reporting that they were very likely to enroll in new college coursework and 71% reporting that they were very likely to apply for a new director credential.

Practices to support the professional development of teaching staff and employee retention efforts. Final evaluation responses showed that 100% of RTL participants felt they had increased the reflective practices at their program. In comparisons between pre- and post-ARPS data, participants also showed statistically significant gains in confidence in practices related to improving organizational health, including the implementation of an equitable salary scale based on clear criteria. Additionally, there were statistically significant gains related to distributed leadership among staff and job-embedded practices for supporting the professional growth of teaching staff (see Table 3).

It is commonly accepted that equitable pay is one of the strongest predictors of employee retention in the field of ECEC. While RTL did not have the means to increase staff salaries directly, it is worth noting that increased competence in implementing an equitable salary scale along with a deeper understanding and commitment to self as well as staff professional development may indirectly impact compensation and, thus, employee retention.

Data also found statistically significant gains in competency in a number of important areas, including between:

pre levels of coaching and mentoring (M = 2.88, SD = 0.81) and post levels (M = 3.24, SD = 0.66), t(204) = 3.49 p = .001);
pre levels of ethical conduct and equitable practice (M = 2.53, SD = 0.83) and post levels (M = 3.06, SD = 0.78), t(204) = 4.69, p = .000);
pre levels of expertise in human resource development (M = 2.53, SD = 0.69) and post levels (M = 3.03, SD = 0.58), t(204) = 5.55, p = .000);
pre levels of financial and legal knowledge (M = 2.55, SD = 0.71) and post levels (M = 2.83, SD = 0.68), t(204) = 2.79, p = .006);
pre levels of talent development (M = 2.65, SD = 0.79) and post levels (M = 3.07, SD = 0.73), t(204) = 3.93, p = .000); and
pre levels of awareness of self and others (M = 2.77, SD = 0.63) and post levels (M = 3.15, SD = 0.50 ), t(204) = 4.72, p = .000).

Additionally, ARPS pre- and post-comparisons examined gains in each of the three Whole Leadership domains and found statistically significant increases in all three as well as an overall increase (see Table 2).

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

Why Did I Believe Being an Early Childhood Administrator Would Be Easy?

Thu, 08 Jun 2023 06:53:42 GMT

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

If you had told me that I would become an early childhood administrator, I would never have believed you. After graduating high school, my goal was to become a school counselor or a social worker to work with families. That was my plan, and after earning my degree in social service-family welfare, I was happy to be working as a Parent Support Coordinator in an early childhood program.

One day my supervisor asked to speak to me. She said that she had observed qualities in me that could make me an excellent program administrator. I had never given any thought to being a program administrator until she mentioned it. Her words stayed with me, and after much thought and consideration, I made an important decision. I enrolled in graduate school to pursue my new goal of becoming an early childhood administrator!

Graduate school was an amazing learning experience for me. Dr. Paula Jorde Bloom , founder of the McCormick Center for Early Childhood Leadership, was one of my professors. I was surrounded by cohort members who consisted of classroom teachers with administrative duties, support staff (such as myself), and administrators whose experience levels ranged from novice to proficient. I received so much support from each of them.

After two years, I earned my master’s degree in early childhood administration. I had so much confidence in myself; I believed I could be the amazing administrator I was told I could be. So, I stepped into a new administrator position, believing I could handle anything that came my way. I did not know that I would need much more than confidence, a degree, and words of affirmation to succeed and reach my highest potential.

The first day I entered my new position, I quickly realized I still had much to learn. It is true, book knowledge is very different from life experiences. I struggled to fulfill my responsibilities in the new role, and finding my balance became difficult. These new tasks, as eager as I was to learn them, seemed to be over my head and almost unreachable. In addition, I now supervised a team of four. The supervisory role was new to me. I struggled so much that my passion for the field slowly diminished. Part of me wanted to return to my previous position, where I did everything “right.” I had been a star as a Parent Support Coordinator but not so much as a Director. However, I knew I could not go backward. I had paved a new path and needed to move forward to see where it would lead. Samuel Beckett wrote, “Try again. Fail again. Fail better.” That is exactly what I did; I gave it another try.

If you are wondering if my passion returned and if I reached my highest potential, the answer is “YES!” I stayed in an administrator role for ten years. As I took additional training, I learned to delegate, manage my time, and absorb all I could from experienced colleagues. I felt my passion return! My experiences ranged from assisting with creating a new preschool building to teaching early childhood courses at the university level. I accomplished so much and never doubted that my ambition would take me far. I took risks and fell many times, but I got back up and learned from what life had taught me.

As a Leadership Training Specialist at the McCormick Center, I have the privilege of working with administrators who are trying to find their balance. They ask me, “How did you do it?” I usually respond that it took dedication, commitment, and time. I also mention that some additional knowledge would have made my transition into being an administrator smoother. I would have focused on the following subjects:

Prioritizing time
Managing conflict between staff
Building trust with staff
Enlisting community support
Delegating
Finding balance between work and home
De-stressing from the pressures of work

Being a new administrator is difficult, and we may question whether or not we made the right choice when leaving a position we performed competently. The challenges are real until you learn the skills and gain the experience needed to move from struggling with all your tasks to feeling you have a handle on them and finally being able to manage them. I knew I had made the right choice because it meant that I would play an important role in the lives of children and their families, and I did. I still see families today who stop me to ask how I am and remind me of their wonderful experiences at the preschool. I smile and respond that I had a wonderful experience as well working with their families.

REFERENCES

Bernstein, L. E. (2021). Peer today, boss Tomorrow: Navigating your changing role. Walk the Talk Co.

R, D. (2018, June 19). Time Management Tips for child care directors or day care managers . ChildWatch.

Are you new to your role as a director? Find support and a professional learning community through the Ready to Lead leadership academy. To check out all of our leadership academies, go to https://mccormickcenter.nl.edu/services/leadership-academies/ .

Iris Corral, M.Ed., is Leadership Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, Iris assists with trainings for the Taking the Lead, Ready to Lead, and Taking Charge of Change leadership academies. Iris holds an associate degree in social service from Harold Washington College, a baccalaureate degree in integrative studies from Governors State University, and a master’s degree in early childhood administration from National Louis University. She has also earned her Illinois Director Credential-Level III and an ECE Credential-Level V. In addition to her role at the McCormick Center, Iris serves as adjunct faculty at Morton College, where she teaches early childhood education courses. Before joining our team, Iris spent eight years working as a preschool director in a Preschool for All (PFA) program. Iris also worked for eleven years as a teacher assistant and a parent support/health coordinator.

What Leaders Do: Embed Systems of Continuous Quality Improvement

Mon, 22 May 2023 07:01:44 GMT

What Leaders Do: Embed Systems of Continuous Quality Improvement

Center-Level Improvements

Nine of the 10 dimensions of organizational climate saw increases in scores following the intervention. Moreover, statistically significant increases were seen in commitment to the organization (t(31) = 2.07, p <. 048), professional growth (t(31) = 2.57, p <. 015), and reward system (t(31) = 2.84, p <. 008), and decision making (t(31) = 3.30, p <. 003).
Nearly all program administrators (97%) identified an increase in distributed leadership via shared decision making during Plan Do Review cycles. Further, administrators’ perceptions were supported by staff responses on the ECWES showing a signification increase in their perceived levels of involvement in decision making (t(31) = 3.30, p <. 003).
87% of administrators reported that the feedback from ERS assessments conducted in two classrooms was used to support all classrooms and teaching staff in their center.

Individual Growth

Self-reported growth in leadership skills indicated that administrators believed their greatest areas of growth as a result of participation in the pilot were their ability to communicate effectively with staff (58%), coach and mentor staff (39%), and team-building skills (32%).
94% of administrators reported that staff had increased credential levels, and 90% reported staff members had engaged in college coursework.
An average of five staff members per center achieved or increased a credential level during the pilot; an average of five staff members per center had enrolled in college coursework.
17% of administrators reported earning a new Illinois Director Credential or increasing their credential level, and 32% reported enrolling in college coursework as a result of the pilot.
Ten administrators reported enrolling in leadership academies as a result of the pilot, and four enrolled in the Aim for Excellence National Director Credential.

Further Support Needed

When asked to select the areas in which participants felt they were currently struggling the most, the top three areas were family engagement (33%), team-building skills (30%), and having difficult conversations (30%).
Administrators most frequently reported that moving forward they would benefit the most from more coaching (53%), completing online modules (50%), and participating in a facilitated COP (47%).

DISCUSSION

Encouraging professional growth and improving the reward system were built into the ExceleRate Pilot’s objectives and deliverables. Seeing a significant increase in these dimensions of organizational climate as measured by the ECWES demonstrates the pilot’s effectiveness. What is especially notable was the significant increase in the decision-making dimension as well as in overall commitment to the organization. Research in the area of shared decision making has found that when teachers believe their input matters in decisions related to classroom practices and center-wide goals, they are more committed to implementing program goals and to the organization (Bloom, 2016; Allensworth, 2012). Our findings appear to support previous research in this area. Shared decision making was not the focus of the content of the professional learning provided nor was it an intentional outcome of the pilot. The significant increases in shared decision making and commitment to the organization were likely the result of embedding systems of continuous quality improvement at the classroom and organizational levels. Two of the components of the pilot, described in more detail below, focused on iterative cycles of quality improvement based on data.

Plan Do Review Cycles

To embed a system of CQI at the classroom level, administrators were introduced to the Plan Do Review process. The Plan Do Review process involves the classroom teachers and administrator meeting monthly to collaboratively identify an area of focus for improvement, choose specific action steps to take, do the work, then reflect and celebrate, make adjustments, and document the work. Administrators had to intentionally schedule time to meet with teaching staff each month to complete this work. All reflections and new goals were documented on the Plan Do Review Meeting Template each month and submitted to the Governor’s Office of Early Childhood Development. This structure helped keep the administrators accountable to the process of meeting regularly with staff to improve the quality in the classrooms.

All centers started the Plan Do Review process with the two classrooms that had received formal ERS assessments as well as assessor feedback and coaching. The teachers used their ECERS-3 and ITERS-R assessment feedback to choose their areas of focus and make improvements. Over time, additional formal and informal assessment data were collected. Using that data, the Plan Do Review process was introduced in other classrooms, used at the organizational level with items from the Program Administration Scale, Second Edition, and three centers used their work with the Pyramid Model as the foundation of their Plan Do Review work. All center administrators complied with meeting with teaching staff and submitting a minimum of ten Plan Do Review reports each year.

Nearly all respondents (97%, n = 30) indicated that teachers had participated in shared decision making during the Plan Do Review meetings. When asked to describe the impact of shared decision making, all 27 participants who provided a comment described improved teamwork, buy-in to the center’s mission, and empowerment of staff. Representative comments include:

“Coming up with solutions and allowing them to work together seems to be impactful for them as a team.”
“All the teachers have been so excited in sharing their ideas instead of the director coming in and telling them what to do.”
“Buy-in to the center, improved retention.”
“I feel like giving some of the decision making up to the teaching staff has empowered them to take quality in their classrooms more seriously.”
“It has empowered the teachers to take ownership of the ideas.”
“They discuss and share their ideas and come to an agreement on which idea to use or not to use.”
“Having accountability and continuous goal setting keeps us moving forward.”
“The bonding and relationships that have been formed with the teachers at these meetings have been a benefit at our center. It is an uninterrupted time for us to talk and discuss new ideas.”
“The meetings force us to stay on task. It allows us the opportunity to evaluate and challenge each other. As an owner, I want and need accountability. We have never had this type of support and follow up in the last 20 years.”
“Staff get excited when they see things change for the better. They understand that more materials isn’t more mess, it’s more engagement!”

Leadership Coaching

A Leadership Coach provided monthly relationship-based professional development with center administrators focused on leadership skills development and embedding CQI practices at the personal and professional levels. Using the individual data from the Administrator Role Perception Survey (ARPS) and the organizational data from the Early Childhood Work Environment Survey (ECWES), all administrators set goals using a documented Individual Leadership Development Plan (ILDP). The goals focused on advancing their education and credentials, advancing their leadership skills (ARPS), and embedding CQI practices throughout their organizations to improve the work environment (ECWES). Throughout the month, administrators would do the work to make progress on their goals and embed CQI in the organization. During the monthly coaching meetings, the coach and administrator reviewed the ILDP documentation, reported on incremental steps taken each month, reflected on the work accomplished, celebrated successes, and discussed challenges or barriers to getting the work accomplished.

It is notable that 84% of respondents (n = 26) indicated that their work was positively impacted by the leadership coaching. Representative comments regarding the usefulness of leadership coaching include:

“Discussions with the leadership coach helped me decide when and understand how to respond to organizational conflicts.”
“I focus more on reflective practice and being more organized. I also set goals for delegation that have helped me empower other staff.”
“She helped me forgive myself when I could not accomplish all my plans and had to rewrite my plans due to COVID. My coach pushed me to just do my best and celebrate small steps and helped me to realize that I was making progress even when it did not seem like it.”
“I was able to plan goals for myself, my staff, and my center and discuss them with someone who not only cared but had valuable information to give.”
“These monthly meetings kept me accountable for the things that I needed to be doing in my role as a director. They also helped me cope with the day to day stressors that come along with being a director of a center…”
“I knew what I needed to work on, but it was nice to be able to talk it out each month and discuss the action steps coming up, to keep it all front and center in my work. Sometimes it is easy to put plans on the back burner as things pop up, and the coaching meetings helped me to stay focused and gave me a sounding board for steps to take.”
“These meetings were very valuable to me. I never asked a question or had a problem that I didn’t get an answer and or a resource. I received help on a conflict resolution training and policy I needed. I received help from my coach on improving the areas we scored low on during our state visit. I had many credentialing questions that were answered, and was given information on how to get quick answers for my staff. My coach was very positive and encouraging.”

Implications for Further Study and for Policy

The ExceleRate Pilot field tested two areas of innovation—foundational contracts for centers to support an increased number of adequately compensated and well-qualified staff and enhanced leadership and classroom supports for CQI. While the results of the evaluation are promising, they also suggest the need to further test and study scaling up in both areas of innovation. Increasing compensation and staffing through contracts alone is unlikely to reach the quality outcomes achieved through this pilot. At the same time, supports for CQI alone, without creating the mechanisms to ensure a living wage as a base and compensation parity as an imperative, would do little to stabilize the early care and education workforce. The implication for policymakers is to consider the adoption of an “and/with” strategy—ensure increased compensation and additional staffing with enhanced quality supports for leaders and teachers.

by Teri Talan, Wendy Connell, and Marina Magid

* This project was made possible by grant number 90TP0057. Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the United States Department of Health and Human Services, Administration for Children and Families.

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

REFERENCES

Allensworth, E. (2012, Fall). Want to improve teaching? Create collaborative supportive schools. American Educator, 30-32.
Bloom, P. J. (2016). Measuring work attitudes: Technical manual for the Early Childhood Job Satisfaction Survey and Early Childhood Work Environment Survey (3rd ed.). New Horizons.
Bloom, P. J., and Abel, M. (2015). Expanding the lens: Leadership as an organizational asset. Young Children 70(2), 10-17.
Douglass, A. (2017). Leading for change in early care and education: Cultivating leadership from within. Teachers College Press.
Joo, Y. S., Magnuson, K., Duncan, G. J., Schindler, H. S., Yoshikawa, H., & Ziol-Guest, K. M. (2020). What works in early childhood education programs?: A meta–analysis of preschool enhancement programs. Early Education and Development, 31(1), 1-26.
Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84-96.
Kirby, G., Douglass, A., Lyskawa, J., et al. (2021). Understanding leadership in early care and education: A literature review. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/sites/default/files/documents/opre/understanding-leadership-ECE-march-2021.pdf
Talan, T. N., Bloom, P. J., & Kelton, R. (2014). Building the leadership capacity of early childhood directors: An evaluation of a leadership development model. Early Childhood Research and Practice, 16(1 & 2). https://files.eric.ed.gov/fulltext/EJ1045231.pdf

Effective leadership is key to organizational health and to the delivery of high quality services. While there is a substantial body of research studying the impact of leadership on positive outcomes in business, health care, and K-12 education, the literature is less robust in regard to early childhood education. However, the significance of ECE program leadership as a driver of quality outcomes for children, families, and staff is now emerging (Kirby et al., 2021; Douglass, 2017; Bloom & Abel, 2015; Talan et al., 2014). The competencies to foster the organizational conditions that attract and retain teachers are understood to be multi-dimensional and relate to distributed leadership, shared decision making, supervisor and peer support, job-embedded learning, and an equitable reward system (Bloom, 2016; Joo et al., 2020; Lee & Louis, 2019).

Over the course of three years, the McCormick Center for Early Childhood Leadership at National Louis University provided quality supports for 34 rural child care centers participating in the ExceleRate Child Care Pilot funded by Illinois’ Preschool Development Grant, Birth to Five.* The overarching goal of the pilot was to test new strategies to strengthen the effectiveness of child care programs by a) use of child care contracts providing funding for additional classroom staff and an enhanced salary scale based on the education and credentials of staff and b) leadership supports to establish continuous quality improvement (CQI) systems at the classroom and organizational levels. These supports included creating new structures to support CQI (Plan Do Review meetings; Individual Leadership Development Plans), implementing new processes (shared decision making; leadership coaching; Community of Practice), and supporting the professional growth of staff (new model of job-embedded leadership development). This study focused on the effectiveness of the quality supports component of the ExceleRate Child Care Pilot.

PILOT ACTIVITIES

During the first year of the pilot, reliable assessors provided classroom quality support through formal Environment Rating Scale (ERS) assessments with direct feedback and coaching for teaching staff in two classrooms within each center. The ERS data informed monthly Plan Do Review meetings throughout the pilot, during which classroom staff worked with administrators to strengthen teaching practices.

Also in the first year, all staff were invited to participate in an organizational climate assessment, the Early Childhood Work Environment Survey (ECWES), and each administrator completed an Administrator Role Perception Survey (ARPS). An individual ARPS Profile was provided to each administrator as well as an ECWES Profile of the organizational climate at their center. These data informed the development of an Individual Leadership Development Plan (ILDP). A Leadership Coach provided supports for CQI through monthly coaching sessions with program administrators, the development of the ILDP, a facilitated Community of Practice (CoP), and job-embedded leadership development to support the achievement of five Illinois Director Credential competencies (from two of the Administrative Content Areas of the IDC: Leadership and Advocacy and Personal and Professional Self-Awareness).

SAMPLE

All Illinois licensed centers located in Child Care Assistance Program (CCAP) Group 2 (rural) counties were eligible to participate in the ExceleRate Pilot if they served at least 40% CCAP children. Thirty-four out of fifty programs opted in. 100% of participants were white or Caucasian. At the beginning of the pilot, 43% of administrators had been in their role for 0-5 years, 11% had been in their role for 6-10 years, 27% had been in their role for 11-20 years, and 19% had been in their role for 20+ years. 79% of the centers were for-profit, and 21% were not-for-profit. At the beginning of the pilot, 38% of the centers were at the Gold Circle of Quality in ExceleRate Illinois, the Quality Rating and Improvement System; 26% were at the Silver Circle of Quality, and 35% were at the licensed level. Additionally, 9% of centers were NAEYC accredited, 21% were NAC accredited, and 3% were COA accredited.

Data were collected from the directors and staff of 31 rural center-based child care programs that participated throughout the three-year pilot. This study highlights the key findings from the evaluation of the quality supports component of the pilot. Pre and post analyses of the organizational climate assessments as well as administrators’ evaluations of the pilot were used to evaluate effectiveness.

MEASURES

Early Childhood Work Environment Survey (ECWES). The ECWES was employed to measure the organizational climate of the ECE program across ten dimensions (subscales) and staff’s commitment to the organization. The ECWES was administered at the beginning and at the conclusion of the ExceleRate Pilot (Bloom, 2016). Pre and post ECWES data representing 498 (pre) and 519 (post) staff across 31 programs were used for the analysis, and paired ttests were used to examine changes across time.

Finale Evaluation. Administrators were also asked to provide feedback on the effectiveness of the quality supports components of the pilot upon completion of the three-year grant. Thirty-one participants provided responses to the evaluation. The 5-point scale (from 1 = Not at all Useful to 5 = Extremely Useful) was used. Top Box Proportion (positive responses of 4 = Useful and 5 = Very Useful) was used for quantitative analysis. The open-ended responses were summarized for qualitative findings.

FINDINGS

The data revealed some compelling information about the impact of the pilot at both the programmatic and individual levels and suggested areas of additional support. Table 1 shows the average scores and standard deviations for commitment to the organization. Table 2 provides the means and standard deviations for each of the ten dimensions of organizational climate (possible range of scores for each subscale is 0 to 10). Table 3 provides means, standard deviations, and percentage of the positive comments for each of the pilot’s components. Key findings in each area are noted below.

May I Please Finish?

Tue, 02 May 2023 15:41:38 GMT

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“May I please finish?” said one of my siblings during a discussion on the care of my elderly parents. I had just interrupted with what I thought was a helpful suggestion. Another sibling said in a low voice, “See, I am not the only one who interrupts.” The third sibling said, “We are a family of interrupters!” I quickly shut my mouth and mentally told myself to stop thinking of what I wanted to say and LISTEN! This incident reminded me that even though I work hard on my communication skills, I may need to monitor myself more with family and also at work. I started to wonder how well I had really been listening.

Communication skills are a fundamental competency in Leadership Essentials , one of the three domains of the Whole Leadership Framework . Being a good listener is key to being an effective communicator. Early childhood leaders and administrators spend much time listening to children, families, staff, and community members. To listen well, they need to understand what is being communicated, stay engaged in the conversation, be mindful of their perspective, and listen with a focus on empathy.

I have been fortunate to work with several colleagues who are good listeners. They make it a priority to listen to understand rather than being quick to respond. I notice that when they listen, they don’t prejudge, and they ask questions to enhance their understanding of what is being said. They serve as a model for me as I aspire to be a better listener.

Now that I am more aware that my habit of interrupting has crept back into my behavior with family, friends, and colleagues, I plan to focus on improving my listening skills. Below are five simple strategies I will practice to strengthen my listening skills.

Be mindful and aware . To change my behavior, I need to monitor it. Therefore, I will be more mindful and aware of when I interrupt or have the urge to speak rather than listen. I will practice meditation breathing techniques while I listen to others. This will help me slow down and process the information being shared.
Acknowledge and apologize. I have shared my desire to curb my interrupting habits with my family and colleagues. This allows them to help hold me accountable for changing my behavior.
Take notes. At work, I often worry that I will need to remember questions, ideas, or key points. If I write down my thoughts, I will be prepared when it is my turn to speak. I will keep a notebook with me, especially during meetings. Doing this will allow me to capture my thoughts without interrupting.
Stay present and patient. Life is busy; there is no denying that. But sometimes, that sense of busyness has a negative impact on my listening skills. When I am in a rush or preoccupied with other tasks, I can feel distracted and sometimes interrupt to speed things up. I will work to stay present and patient when listening. When I become distracted by a sense of urgency, I will refocus on the conversation at hand or suggest a better time to talk when I know I can be a more supportive listener.
Listen to Understand, Not Respond . As the Director of Professional Learning, I am often involved in creative thinking and problem-solving. In many ways, coming up with solutions serves me well. However, it is critical that in conversations with others, I remember that the first goal of listening is to understand. I will focus on making understanding what is being said my priority rather than jumping into the role of problem-solver.

This will take dedicated effort, but I believe I can become a better listener. The next time I am with my siblings, I hope to hear them say, “Thanks for listening!”

“The most basic of all human needs is the need to understand and be understood. The best way to understand people is to listen to them.”

— Ralph Nichols

Interested in learning more about communication and leadership? Communication skills are just one of the topics discussed while building leadership skills in the Ready to Lead leadership academy . Information can be found here .

Barb Volpe, M.Ed. , is the Director of Professional Learning at the McCormick Center for Early Childhood Leadership. She oversees the development and implementation of leadership academies for early childhood center- and home- based administrators. Barb is a state and national trainer in areas of early childhood program leadership and administration. Building on past experience as a statewide assessor for the Illinois QRIS system, she supports statewide Quality Specialists and Infant Toddler Specialists in their technical assistance work through training on quality assessment tools and coaching practices.

McCormick Center printed brochures

Fri, 07 Apr 2023 09:21:19 GMT

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Aim4Excellence and the Whole Leadership Framework

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Whole Leadership: A Framework for Early Childhood Programs – 2023

Tue, 04 Apr 2023 17:56:51 GMT

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Valuing Differences

Tue, 07 Mar 2023 15:47:19 GMT

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Early childhood leaders are in the “people business.” Our profession is unique because we work with people of all ages. Engaging effectively with people who exhibit a variety of differences can be messy and challenging. Differences in perspectives, feelings, beliefs, and communication styles are just a few of the differences we manage every day. Despite the messiness of working with people, it can also be rewarding to come alongside them, get to know them, and learn to value the individual uniqueness that makes up the diversity of the people you work with. Working well with a variety of people is a leadership skill that can be learned and improved upon. As with other leadership skills, we can improve through experience, reflection, and practice.

Where to Start

Understanding yourself is key to working well with others. One way to understand yourself is to look at your own personality and behavioral preferences. Research has been conducted for many years on this topic, and it has resulted in a variety of tools developed to assist in knowing and understanding our individual preferences. The Myers-Briggs Type Indicator (MBTI)® , DiSC , and the Enneagram are a few tools used to help us understand ourselves and others. These tools have been widely used in business and organizations to help individuals understand their preferences and the preferences of those they work with. The McCormick Center has utilized the MBTI for many years with its employees. It allows us to have a greater understanding of our colleagues as well as ourselves.

In the past, I have used the assessments and had co-workers and family members complete them so we could reflect on them together to understand our unique personalities and differences. I utilized both the MBTI and DiSC assessments, as mentioned above. I found them insightful and helpful. I especially liked the tools from DiSC about how to effectively communicate and relate to each of the behaviors.

Over the past several years, those tools have been on my “back shelf,” and I have not been applying what I learned from them with the same amount of enthusiasm I once did. With the start of a new calendar year, I have committed to reviewing, reflecting, and incorporating the information in my work and personal relationships in 2023.

If you have yet to utilize any personality assessments, or it has been some time since you last completed one, consider doing one now. If you have access to any you previously completed, consider comparing the results and reflecting on any changes you might be noticing.

Resources and a Bit of History

Carl Jung was a Swiss-born psychiatrist whose research in the 1800s centered on the concept that human behavior was not random but was predictable and classifiable. His research was incorporated into the work of two women, Katharine Briggs and her daughter, Isabel Briggs Myers, who developed the MBTI.1 This link, Jung Typology , is a shortened version of the more complex MBTI and is a free resource. After completing all the questions, click on the “self-awareness and personal growth” box to read your profile and download the results.

Another resource is this article which ranks, from one person’s view, the “23 Best Personality Tests.” I knew there were several personality assessments out there, but I was surprised by the number mentioned in the article. However, I would also mention that the term “test,” which the author uses, is not what many of the researchers or product owners prefer to call them. I was a trained facilitator for the DiSC profile, and the instructions on the cover of the Personal Profile System read, “The Personal Profile System is not a test. You cannot pass or fail….” Assessment is a more accurate term, as there are no right or wrong answers to the questions asked in the tools. When we hear the word “test,” we tend to think there is only one correct answer. The article includes both paid and free assessments in case you want to explore more than just the Jung Typology.

There are many books available for a more in-depth look at personality styles. Here are three which I have found helpful:

Type Talk by Otto Kroeger and Janet M. Thuesen

The Enneagram Made Easy by Elizabeth Wagele and Renee Baron

Wired That Way by Marita Littauer

Importance to Leadership

At the McCormick Center, our mission is to support early childhood administrators of center and home-based programs to improve skills that will increase their effectiveness as leaders. In our leadership academies, we deliver training sessions specific to the topic of appreciating individual differences. Research has shown that those who focused on understanding themselves and those they worked with enjoyed improvements in their communications skills, relationships, and team-building efforts. ¹

Knowing your personality style and preferences will help you better understand yourself and your behavioral tendencies. You may also see these types of benefits as well:

Understanding the differences between yourself and others
Learning to appreciate and value the differences in people
Increased collaboration with colleagues
Improved relationships with friends and family members

Program leaders could consider adding an activity about understanding others to an upcoming staff meeting. For example, each staff member could complete the Jung Typology prior to the meeting and then debrief during the staff meeting. Staff may come away with a greater understanding of their colleagues.

I encourage you to join me in 2023 to discover your personality style and incorporate the knowledge gained to increase your appreciation of others and their differences.

¹ Kroeger, O. and Thuesen, J. (1988). Type Talk. New York, New York: Dell Publishing.

Marleen Barrett, M.S. , serves as Leadership Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU), where she delivers, develops, and coordinates training materials for the McCormick Center Leadership Academies. She serves as a coach for academy participants. She holds a master’s degree in training and development from Loyola University. Prior to working at NLU, she was the Director of Leadership Development for the American Farm Bureau Federation, where she conducted training programs on strategic planning, organizational skills, and team building throughout the United States.

Kimberlee Burt-Hendricks assumes the role of interim Executive Director of the McCormick Center

Thu, 23 Feb 2023 19:51:00 GMT

With mixed emotions, the McCormick Center for Early Childhood Leadership announced the departure of Donna Jacobson on January 31, 2023. While transitions can introduce uncertainty, they can also offer opportunities for innovation, growth, and new beginnings. We are pleased to announce that Kimberlee Burt-Hendricks, Assistant Professor of Early Childhood Education and Teacher Preparation in the The post Kimberlee Burt-Hendricks assumes the role of interim Executive Director of the McCormick Center first appeared on McCormick Center for Early Childhood Leadership.

Introducing the 2023 Paula Jorde Bloom Scholarship recipients

Tue, 14 Feb 2023 14:00:00 GMT

Learn more and register today to obtain or lowest rate for “The Time is Now: Leadership & Advocacy” National Virtual Conference.

Introducing the 2023 Paula Jorde Bloom Scholarship recipients

McCormick Center for Early Childhood Leadership

Importance of Black History

Tue, 31 Jan 2023 07:14:59 GMT

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

Program leaders are responsible for ensuring that classroom teachers acknowledge, teach about, and celebrate special times of the year. Black History Month presents the opportunity to support teachers as they highlight people who worked and still do work for social justice.

For me, Black History Month is a time to remember those influential African Americans who have contributed to the United States. In my younger years, I remember learning about great African American men and women in history who made an impact in their communities and around the world. I can’t say that I remember everyone off the top of my head, but I certainly remember most. Now, as a professional in the field of early care and education and as a grandmother, it is important to me to make sure I continue to learn and teach about Black history.

Below is a brief spotlight on a few important aspects of Black history that I hope you can learn from and share with your staff and the children and families you serve.

DR. CARTER G. WOODSON

Historian Dr. Carter G. Woodson is considered the father of Black History Month. He was born in New Canton, VA, on December 19, 1875. Dr. Woodson was the founder of The Journal of Negro History . He was the second African American to graduate with a doctoral degree from Harvard University. The National Museum of African American History and Culture mentions him as “founding the Association for the Study of Negro Life and History in Chicago.” He also spent a little time in Chicago at the Wabash Avenue YMCA and in the Bronzeville neighborhood.

The Significance of February

I do not remember learning why Black History Month was in February . I have heard many people ask, “Why do we get the shortest and the coldest month?” February was chosen as Black History Month to coincide with the birthdays of President Lincoln and Fredrick Douglass. According to The Association for the Study of African American Life and History , Black communities have celebrated Black history together during February since the late 19 ^th century.

BLACK EDEN

I also do not remember learning about “Black Eden” in school; I never heard my elders speak of it. In fact, 2022 was my first exposure to a place that Blacks had frequented for years, even though it is only four hours away from where I live. Beginning in 1912, Idlewild, Michigan , became home to a vacation resort that catered to Black families and lovingly became known as “Black Eden.” From 1912 until the Civil Rights Act of 1964, segregation and racism made Black Eden one of the only safe places where Black people could own vacation property, relax, and freely enjoy time with friends and family. Some well-known black entertainers such as Della Reese, Jackie Wilson, The Temptations, and Aretha Franklin have all performed at Idlewild over the years. Dr. Daniel Hale Williams, W.E.B. DuBois, and Madam C.J. Walker are among the famous Black figures who owned land there.

THE BLACK PANTHER PARTY

A common saying goes, “My people perish for the lack of knowledge.”

Over the years, the Black Panther Party has often been portrayed as a militant group of Black people who were racist. But when we research and learn more about the group, we discover that this is not at all what the organization was about.

The Black Panther Party was established in 1966 as a Black power movement against police brutality. The organization focused its attention on the community and had a program called the “survival program.” The program provided free breakfast to 20,000 children each day as well as free food to families and elderly community members. The Black Panthers also distributed clothing, provided transportation, had legal aid offices, and sponsored community schools. They had health clinics and sickle-cell testing centers in many cities. These organized community outreach programs that the Black Panthers built are rarely mentioned in history books.

As we look back on history to see how things have changed since the time of the Panthers, we find many things have remained the same. There is still police brutality and injustice, and opportunities are still not equal. Our work for equality is far from over.

How do we keep Black history relevant beyond Black History Month? By always remembering the contributions that African American people have made worldwide.

Next steps:

Encourage staff to reflect on the people and events in Black history that inspire them.
You may need to provide some inspirational stories to get staff started. Use some time at staff meetings to learn together.
Share with staff the parts of Black history that inspire you.
Model a sense of regard for the work and actions of others. Do some independent research to demonstrate the importance of learning new things to your staff.
Help staff work to bring components of Black history into the classroom so that the next generation will know how important it is to honor Black history.
Incorporate a variety of media , including books, justice-oriented songs, art, and photographs.

Shuntae Richardson, M.P.A. , is Professional Leadership Team Administrative Assistant IV for the McCormick Center for Early Childhood Leadership at National Louis University. She is the founder of the One Accord Community Development Organization and a member of The National Society of Leadership and Success. Shuntae holds an Associate’s degree in hospitality from Robert Morris University, a baccalaureate in behavioral science, and a Master’s degree in public administration from National Louis University. Shuntae has over 20 years of experience in the non-profit and corporate sectors. Her professional experience includes: accounting, customer service, insurance claims, office management, mortgage lending, event planning, and community and business development. Shuntae has professional affiliations with many organizations and has served as a board of trustee member for several non-profit organizations. She has served on planning committees for villages, townships, and the chambers of commerce in various communities. Shuntae has traveled throughout the Chicagoland area, presenting workshops in corporate settings, and facilitating budgeting simulations in high schools. She has been instrumental in motivating and encouraging others to reach their highest potential.

Executive Director Donna Jacobson

Wed, 25 Jan 2023 14:52:00 GMT

Thank you, Executive Director Donna Jacobson

McCormick Center for Early Childhood Leadership

The PAS-3 and Whole Leadership

Tue, 10 Jan 2023 18:23:36 GMT

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

Robyn Kelton, M.A. , is the Research and Evaluation Manager for the McCormick Center for Early Childhood Leadership at National Louis University (NLU), where she conducts training and research and serves as a national reliability anchor on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS). Robyn holds a baccalaureate degree in psychology from the University of Kansas (KU), a graduate degree in psychology with an advanced certificate of study in organizational psychology from NLU, and is currently a doctoral student in the brain, behavior, and quantitative science psychology program at KU. Prior to joining the McCormick Center, Robyn was a lead teacher in a pre-k classroom in a child care center and a lead teacher in a kindergarten classroom for an after-school program.

McCormick Center for Early Childhood Leadership, in press.

The Whole Leadership Framework takes a comprehensive view of program leadership by emphasizing the interdependent relationships among the three domains (Abel et al., 2017; Masterson et al., 2019). I think of whole leadership as both the process and the product of the balance of and interactions between pedagogical leadership, administrative leadership, and leadership essentials. High-quality and sustainable programs have leaders and leadership practices that tap into all three domains.

Using a 7-point rating scale (inadequate to excellent), the PAS-3 assesses 25 items grouped into nine categories: human resources; personnel cost and allocation; operations; screening and assessment; fiscal management; organizational growth and development; family and community partnerships; relational leadership; and staff qualifications (Talan et al., 2022). PAS-3 items are rated and scored individually, and all item scores can then be averaged to provide an average PAS Item Score for the program. This allows administrators to identify specific areas of strength and areas for growth while also gaining a deeper understanding of best practices across a variety of areas. The PAS-3, with its seamless integration of the three domains of the Whole Leadership Framework, is the current example of the ancient axiom “the whole is greater than the sum of its parts” (attributed to Aristotle).

Here is an example of administrative leadership using Item 1: Hiring and Orientation . It is no secret that there is a staffing crisis in our field. Research has found that strong orientation practices lead to less turnover (Hirsch, 2017). However, many early childhood education and care (ECEC) administrators lack access to professional development and resources regarding hiring and orienting new staff and research has also found that the majority of ECEC programs (53%) do not have written orientation procedures in place (Talan & Kelton, 2021). But fear not, the PAS-3 is here to help! The first strand in Item 1 focuses on hiring procedures, while the second strand focuses on practices that need to be in place for new staff orientation. Both are key components of administrative leadership (Talan et al., 2022). New administrators can use the PAS-3 for guidance about hiring candidates, compiling critical information newly-hired staff should receive during orientation, and identifying how to prioritize onboarding tasks during the first days, weeks, and months on the job.

Pedagogical Leadership broadly aims to improve the art and science of teaching (Masterson et al., 2019). Item 3: Staff Development and Professional Growth , touches on pedagogical leadership in several ways, but the strand that intrigues me the most is the fourth, which focuses on “practices that demonstrate job-embedded professional development for teaching staff” (Talan et al., 2022). Here the authors share a number of ways that programs can support teaching staff in learning, reflecting, and engaging in on-the-job professional development. Some examples include case studies used by teaching staff for critical analysis, teaching staff observing one another and providing feedback, and the use of journaling in reflective supervision (Talan et al., 2022). I especially like this strand because the examples provided give administrators a variety of low-cost but highly-relevant and engaging ideas for supporting pedagogical growth.

Moving to Item 21: Internal Communication , the second strand explores the administrator’s knowledge and use of a strengths-based approach to supporting staff, while the third strand looks at reflection and professional practices related to diversity, equity, and inclusion (Talan et al., 2022). This item includes specific practices administrators can easily integrate into their programs to demonstrate culturally responsive leadership and personal and professional self-awareness, important components of leadership essentials.

The PAS-3 includes many substantive changes and updates. Program administrators directly influence the quality and sustainability of the programs they lead, but specific support and professional development focused on acquiring the knowledge and implementing the skills needed to manage and lead are often scarce (Talan & Kelton, 2021). For over two decades, the PAS and PAS-related professional development have helped to fill that void by providing administrators with a clear blueprint for best practices in leadership and management. The PAS-3 builds on that legacy.

SELF-REFLECTION:

1. In what ways do you think hiring and orientation practices can impact staff retention?

If you were to step back and reflect on your program’s hiring and orientation practices, what changes could be made to streamline the process and provide newly hired staff with a strong sense of the program and their role?

2. What are some advantages of job-embedded professional development?

What opportunities could you add for job-embedded professional development that are low-cost but highly relevant to the work of teaching staff?

3. Why is it critical for early childhood programs to foster an environment of reflection and self-awareness?

How does your program prioritize increasing self-awareness?

REFERENCES:

Abel, M., Talan, T., & Masterson, M. (updated 2022). Whole Leadership: A Framework for Early Childhood Programs. McCormick Center for Early Childhood Leadership, National Louis University.

Hirsch, A. S. (2017). Don’t Underestimate the Importance of Good Onboarding. Society for Human Resource Management.

McCormick Center for Early Childhood Leadership. (in press) Whole Leadership: A Framework for Early Childhood Programs. McCormick Center for Early Childhood Leadership, National Louis University.

Masterson, M. L., Abel, M., Talan, T., & Bella, J. (2019). Building on whole leadership: energizing and strengthening your early childhood program . Gryphon House, Inc.

Talan, T. N., Bella, J.M., and Bloom, P. J. (2022). Program Administration Scale: Measuring Whole Leadership in Early Childhood Centers. (3rd ed.). Teachers College Press.

Talan, T. & Kelton, R. (2021, Summer). A Window on Early Childhood Administrative Practices: 2010-2021. Research Notes. McCormick Center for Early Childhood Leadership, National Louis University.

Are you interested in training on the PAS-3 or the BAS? The McCormick Center has a wide selection of professional development opportunities designed to meet the needs of center-based administrators, family child care providers, and those in technical assistance roles. Click here to learn more, or contact us at PAS.BAS@nl.edu .

The 3 ^rd edition of the Program Administration Scale: Measuring Whole Leadership in Early Childhood Centers (PAS-3) was released this fall! The authors describe the 3 ^rd edition as including current information supporting the reliability and validity of the tool and a greater emphasis on administrative practices that support inclusion, equity, and cultural and linguistic diversity. The PAS-3 reflects feedback from practitioners across the country and has key revisions based on recognizing whole leadership as the guiding framework (Talan et al., 2022). This thematic emphasis on the three domains of the Whole Leadership Framework (administrative leadership, pedagogical leadership, and leadership essentials) excites me because it offers administrators much-needed support for improving their leadership practices as well as the overall quality of their programs (Abel et al., 2022; Masterson et al., 2019).

Below is a more detailed description of the Whole Leadership Framework:

Our 10 Most Popular Resources in 2022

Tue, 20 Dec 2022 16:42:00 GMT

As 2022 comes to a close, we are reflecting on our team’s outstanding research and efforts from the past 12 months. These are the McCormick Center’s top 10 most viewed resources from this year – simply click on the titles to read the full articles. Happy new year!

1. How Self-Aware Am I?

If you’re highly self-aware, you can objectively evaluate yourself, manage your emotions, align your behavior with your values, and understand correctly how others perceive you.

2. Mixed Emotions and the Return to National Conferences

3. Recruiting, Selecting, Orienting—and Keeping What You Have

From competitive wage increases in other industries to re-thinking their career choices, professionals in our field are contemplating change due to the insecurity created by such tough economic times. As a result, early childhood leaders are desperate to employ staff and are seeking ideas to do it well.

4. Diversity, Equity, and Inclusion: When Values Become Actions

Findings from the second phase of the Building Leaders project, Leading with Equity , are presented in an iPoster, which accompanies this article by Teri Talan Ed.D., Michael W. Louis Chair and Senior Policy Advisor at The McCormick Center for Early Childhood Education Leadership.

5. Taking Small Steps to Strengthen Program Impact: Making the Most of Pedagogical Leadership

What steps can leaders take to strengthen early childhood programs? How can they get ahead of daily interruptions and create a plan to pull staff together around quality improvement goals?

6. The Impact of Race, Culture, and Language on the Leadership Journeys of ECEC Leaders of Color

This brief is concerned with just one of the research questions guiding the Leading with Equity research project: How has race, culture, or language influenced the leadership journeys of ECEC program leaders of color?

7. Cultivating Hope, Even on Our Toughest Days

Now more than ever, focusing on finding hope, even on our toughest days, is how we will make it through to brighter days.

8. Listening: A Key to Cultural Competence

Listening became the key to fostering stronger relationships with those around me and becoming a better leader.

9. All Aboard – Supporting Staff on Their Professional Development Journeys

As an early childhood program administrator, I saw myself as both a travel agent and conductor in assisting my staff in their professional development journeys.

10. Mirrors and Windows in Your Preschool Classroom: Adding approachable LGBTQ+ representation to your program through your shared library

In honor of Pride Month, we encourage all leaders to do more to ensure the real world we are helping our children and staff explore is inclusive of the many LGBTQ+ people and families who live in this world.

Read and download these resources and more in the McCormick Center Resource Library .

*Based on page views through December 13, 2022.

Our 10 Most Popular Resources in 2022

McCormick Center for Early Childhood Leadership

Necessary Investments: Communication, Mentoring, and the Prioritization of Time

Tue, 20 Dec 2022 15:36:22 GMT

by Jane Humphries, Ed.D

At the McCormick Center, we know firsthand the struggles program leaders are facing. The pandemic has brought about many changes in the field of early childhood education. One significant result has been increased staff turnover . New people have entered the field, but many have sought out new workplaces. It has become essential for directors to invest in the necessary communication, mentoring, and prioritization of time to support new staff members in order to grow and strengthen the workforce.

Whether individuals are fresh to the field or new to a program, directors have typically been responsible for supporting new early childhood educators as they learn more about the program’s expectations. However, how can this be done when a program director is trying to hire multiple staff and juggle daily operational responsibilities? Let’s review this scenario:

Ilya and Maria co-taught together in an infant classroom for about five years before the program closed for six months due to the pandemic. When the program gradually re-opened, the infant room they worked in was at capacity within two weeks. Like the rest of the staff, Ilya and Maria were worried about contracting the virus. Maria was especially concerned since her aging parents lived with her. After about a month, during which two coworkers were diagnosed with COVID, Maria decided to resign out of fear that she was putting her family at risk. While saddened by this loss, Ilya supported Maria in her decision to leave.

Over the next six months, Ilya worked with four different co-teachers. Staff changes occurred for a variety of reasons. Some staff were moved to support another area of the program; some didn’t feel that working for an early childhood program was a fit for them. These constant changes began to take a toll on Ilya. She made an appointment to talk with the director, Aja, to see if there was something that she was doing wrong or needed to change. She explained that the whole situation was frustrating, and she felt sad for the children and families who were missing Maria. After the meeting, Aja felt like a failure as a program leader because she couldn’t find enough time to deal with everything.

Soon after Aja met with Ilya, Trenna interviewed for the open infant teacher position. Aja was encouraged and asked Ilya to come into her office to meet with Trenna to see what they thought of each other. The initial meeting went very well. The two had a lot in common, loved working with infants, and Trenna even shared her previous experiences at another program before her husband’s job relocated. Everyone agreed it was a great match, and Trenna officially began in the teaching position the following week.

The first few weeks went well. Aja checked on Ilya and Trenna each day during the first week. Soon, however, she became consumed with day-to-day administrative tasks, which included covering for staff who were out, solving other classroom-related issues, and doing the necessary daily business duties. One afternoon, she overheard Ilya talking to a coworker in the breakroom: “I thought that Trenna and I were on the same page when it came to the care of the babies in our room, but now I’m starting to think differently. She wants the babies to cry it out rather than holding, rocking, or patting them to sleep. When I tried talking to her, she shrugged her shoulders and told me they did that at her other program and didn’t understand the problem. Now, one of the parents saw this happen and was very upset. I don’t know if I can do this much longer!”

Aja knew she needed to do something quickly, as she did not want to lose Ilya or Trenna. She needed to prioritize her time to deal with the issue and help Trenna to understand the program’s philosophy and expectations better.

As an early childhood program director, what might you do? What strategies are needed to support Ilya and Trenna? Let’s investigate a little further by looking closely at communication, mentoring, and the importance of prioritizing time.

COMMUNICATION

Communication is vital in an early childhood program environment. Concerned when overhearing Ilya’s comments in the breakroom and having observed Trenna allowing a child to ‘cry it out,’ Aja knew she had to invest time in talking with her team. Once both teachers and she were together in her office, Aja began by asking Trenna and Ilya clarifying questions . She also asked follow-up questions which allowed her to gather additional information about what Trenna understood about the practices expected at their program.

As each person took turns sharing and listening, they were able to consider what was being communicated thoughtfully rather than making assumptions. During their discussion, they learned that Trenna knew that letting children ‘cry it out’ was not an accepted practice at the program. However, when asked about her experiences putting infants down for naps, Trenna shared that her former coworker firmly believed in not spoiling infants, which she felt holding them during sleep did. Trenna acknowledged that letting infants cry made her uncomfortable, but she had witnessed the same strategies used in the other infant classroom at her previous teaching position. She explained that she tried to do a little of both, holding as long as possible without upsetting her co-teacher while also trying to meet the child’s needs. Trenna shared that by the end of the work day, she felt drained by this practice and, until this open conversation had taken place, she had not realized that she had adopted the ‘cry it out’ practice. Ilya was relieved to hear that this was not something that Trenna wanted to continue doing and that her doubts about their working relationship were unfounded. Aja suggested the time-tested practice of using a mentor with more time than she had to give due to the many responsibilities on her plate. Prioritizing her time was important, and she needed help to resolve this issue.

MENTORING

A mentor is a person who serves as a role model and advisor. Success in any job requires a new staff member to learn more about the routines, personalities, and priorities in a work setting. A mentor assists this person by providing necessary insights and knowledge of how things work in the job setting. Mentoring supports the success of a new employee.

When reflecting on the conversation with Ilya and Trenna, Aja realized that she had not fully communicated the program’s philosophy and expectations to Trenna. During the meeting, they decided to formalize Ilya’s role as a mentor to Trenna over the next 30 days. Aja was able to focus her time on monitoring and evaluating Trenna’s abilities as she worked with the children in the classroom and with her coworkers. This oversight included having regular, quality communications with Trenna as she learned more about the program’s expectations.

Ilya’s role as mentor allowed her to:

Share more about the program and its history
Role-model appropriate day-to-day procedures in the classroom and interactions with children and their families
Review and use the many forms to support important paperwork processes
Discuss procedures to follow in case of emergencies
Encourage positive coworker interactions
Answer any questions without judgment on her part as the mentor

With Ilya and Aja’s support, Trenna felt the warm welcome she needed to become successful at her new job and experience success as a co-teacher in the infant classroom.

PRIORITIZING TIME

It is no secret that as we recover from the pandemic, directors remain mired in the many moving parts of program operations. Due to the staffing shortage, managing an already complicated workday has become even more challenging. Now, more than ever, early childhood leaders must create strategies for prioritizing and organizing time . While it took some planning and shifting of staff to arrange the meeting with Ilya and Trenna, the result was time well spent due to the strategies that Aja utilized, including:

Providing a comfortable place to talk through issues
Minimizing the possibility of harder problem-solving , which becomes more time intensive to manage
Holding productive conversations that gathered more information and shared perspectives in a safe environment, halting potential conflict between the two teachers
Delegating the mentoring task to Ilya as she had the appropriate training and was best resourced to assist with the daily activity taking place in the infant classroom
A 30-day timeline allowed Aja to quickly share more about the program philosophy and expectations and adequate time for Ilya to provide quality mentoring opportunities

By avoiding the potential loss of a teacher , the children in the program benefited. As an effective leader, Aja realized the importance of organizing tasks and obligations . The investment of her time to communicate and delegate to a seasoned staff member supported the ability to retain and rebuild staff at the program site.

Join us in spring of 2023 at Leadership Connections™ to learn how experts in our field are navigating these challenges and others. Mark your calendar for April 26-28, 2023 and register now.

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

Jane Humphries , Ed.D., serves as the Aim4Excellence™ Program Specialist and curriculum developer for the McCormick Center for Early Childhood Leadership at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. The Aim4Excellence program is the online National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation and is incorporated in multiple state quality rating and improvement systems.

Paula Jorde Bloom Scholarship Broadens Horizons

Thu, 08 Dec 2022 15:15:33 GMT

Discover how the Paula Jorde Bloom Scholarship is expanding opportunities and empowering future leaders in early childhood education.

Meeting the Need for Intensive and Cohesive Professional Development During Challenging Times

Tue, 06 Dec 2022 06:43:41 GMT

BACKGROUND

The pandemic has amplified and exacerbated many of the existing challenges facing the field of early childhood education and care (ECEC) and forced the field to innovate and change much of what had become the status quo (Hashikawa et al., 2020). One area in which the status quo has shifted significantly over the past several years is the delivery of professional development for ECEC program leaders. Social distancing, increased workloads, emotional and physical exhaustion, and the pervasive staffing crisis have posed significant barriers to engaging in the intensive and cohesive professional learning experiences that the research literature suggests are critical to the retention of program leaders, the well-being of staff, and positive outcomes for ECEC children and families (Arabella Advisors, 2018; Doherty et al., 2015; Sims et al., 2015; Talan et al., 2014).

As gatekeepers to quality (ensuring access to resources and supports), ECEC program leaders directly impact organizational climate, teaching practices, and family engagement in their programs; thus, role-specific support and professional development are critical to the success of the programs they operate (Bloom & Abel, 2015; Douglass, 2019). Specialized training in leadership strategies and program management is especially critical for new administrators. Administrators who receive support early in their role are more likely to remain in the field, improve the quality of their programs, and continue to grow professionally (Talan et al., 2014).

The McCormick Center has a 30-year history of providing intensive (6-12 months in duration), cohesive (curriculum content is coordinated and builds on previous learning and application), and cohort-based leadership academies. These leadership academies have been consistently evaluated, providing empirical evidence of success in supporting the unique needs of ECEC program leaders, increasing program quality, improving organizational health, and fostering a commitment to ongoing professional growth and achievement (McCormick Center, 2020; Talan et al., 2014).

Before the pandemic, the McCormick Center for Early Childhood Leadership received funding to develop and facilitate a seven-month leadership academy for newly-hired center-based administrators. At first, the traditionally designed leadership academy (in-person, off-site, full-day seminar structure) was postponed in hopes of rescheduling when life “returned to normal” for center administrators. Ultimately, the academy was deconstructed and rebuilt to be delivered virtually.

The leadership academy evaluated in this study provided the challenge and opportunity to rethink the traditional leadership academy delivery model in ways that accounted for an online and remote learning environment, the impact of a staffing crisis that forced administrators to function as teachers in the classroom to maintain ratios resulting in loss of dedicated time for administrative tasks, and amplified feelings of stress and isolation by participants. Was it possible to transform the traditional leadership academy model into a fully virtual one and still achieve the intended learning and professional outcomes? This brief provides an overview of the revised delivery model of a leadership academy for newly-hired administrators and the empirical evidence regarding its success.

THE ACADEMY

This seven-month leadership academy was designed for a cohort of new administrators (less than five years of administrative experience). The theory of change undergirding this academy is that the professional development needs of program administrators differ by their developmental stage (McCormick Center, 2018). The professional learning for novice administrators should begin with leadership essentials—the foundational competencies needed to build or maintain a thriving organization and lead quality improvement efforts at the classroom, program, and organizational levels.

Foundational competencies include knowledge and application of the Whole Leadership Framework, reflective and culturally responsive practices, communication and leadership styles, time management strategies, and intentional leadership practices for a healthy organizational climate (Bloom, 2016; Masterson et al., 2019). These foundational competencies are needed to support the achievement of additional competencies in the administrative and pedagogical leadership areas. The ability to lead effective early childhood programs is directly related to a leader’s self-efficacy. A program leader with high levels of self-efficacy will be resilient and persistent in the face of challenges and setbacks—a critical component of successful leadership (Bandera, 1997; Bloom, 1984).

The original plan for the academy was to offer multiple, full-day, in-person professional development sessions. Those sessions would involve numerous opportunities for self-reflection, small group discussions, peer-to-peer support, and large group discussions. With the onset of the pandemic, the McCormick Center team was forced to rethink the delivery model. The adapted model of the academy consisted of the Ready to Lead Institute (16 half-day remote learning sessions focused on leadership essentials) followed by Continuing the Journey with Aim4Excellence™ (four remote sessions facilitating learning from the asynchronous online modules focused on either pedagogical or administrative leadership).

It was understood that participants would face many challenges navigating the pandemic and staffing shortages while developing their leadership and management skills. Concerns about how to adapt the academy around these challenges were numerous, but three overarching questions rose to the top:

Would it be possible for participants to focus on and prioritize their learning while also navigating personal and professional challenges? Attendance and completion of all of the components of the academy are critical for success. Sessions, topics, and materials build on each other, and conversations and themes are carried throughout the full academy.
Would participants value the knowledge and skills targeted in the academy? With so much additional stress and uncertainty facing administrators, it would be challenging for participants to experience the content as timely and meaningful. We worried about how to ensure topics we knew were critical for novice administrators still felt important to participants.
Would the virtual academy effectively increase knowledge and skills, levels of self-efficacy, and a sense of belonging to a professional community? We wanted to know if we could deliver on our original goals for the academy, despite all of the adaptations we would need to make.

METHODOLOGY

PARTICIPANTS AND PROGRAMS

Participants included 11 program administrators located in a small state. Of the 11 participants, six (55%) identified their role as Director, four (36%) identified their role as Assistant Director, and one (9%) identified their role as Principal. Participants self-identified their gender and racial categories. All participants identified as female. The racial composition of participants included four (36%) individuals who were Asian, three (27%) who were Native Hawaiian or other Pacific Islander, three (27%) who were Multiracial, and one (9%) who was White or Caucasian. The largest groups of participants (four individuals, 36%) reported being between the ages of 40 and 49 or between 50 and 59; another three individuals (27%) were between the ages of 30 and 39. Participants indicated they had worked in the field of early childhood education for an average of 16 years, worked in an administrative position for an average of 4 years, and worked in their current administrative position for an average 1.6 years.

Licensed capacity of the programs ranged between 61 and 120 children in four programs (36%), over 121 children in another four programs (36%), and between 1 and 60 children in three programs (27%). All programs served preschoolers. In addition, seven programs (64%) served toddlers, four programs (36%) served school-aged children, and two programs (18%) served infants.

FORMAL MEASURES

The Training Needs Assessment Survey

The Training Needs Assessment Survey (TNAS) is a 40-question survey of perceived knowledge and skill in areas deemed critical to successfully navigating a new leadership position. Respondents are asked to indicate their current level of knowledge or skill on a 5-point Likert scale (from 1 = I have no knowledge/skills to 5 = I am highly knowledgeable/skilled). Responses on the TNAS provide insight into the skills and knowledge participants gained over time. The TNAS is administered online and takes approximately seven minutes to complete.

The Administrator Role Perception Survey

The Administrator Role Perception Survey (ARPS) is a 25-minute survey for center-based program administrators. Administrators complete the survey online and are later provided with an individual ARPS Profile. The ARPS Profile provides administrators with information about themselves as leaders. It identifies administrators’ developmental career stages based not on years of experience but rather on their perceptions of mastery of key early childhood program leadership competencies. The Profile incorporates the McCormick Center’s Whole Leadership Framework into the results, providing administrators with information on the amount of time they spend on administrative and pedagogical leadership functions as well as their strengths and areas for growth in each of the three, interdependent leadership areas. The three areas of the Whole Leadership Framework—leadership essentials, pedagogical leadership, and administrative leadership—reflect on everything the administrator, and often other staff members, do as early childhood program leaders.

Final Evaluation Survey

A final evaluation survey was administered online after the conclusion of the academy. Participants were asked to provide feedback regarding their experience with various components of the leadership academy, perceived areas of professional growth, and information regarding the role of the leadership academy in their professional journeys. Data from the final evaluations provided a reflection on the overall impact of the leadership academy and the identification of targeted areas for future improvement.

FINDINGS

Q1. Would it be possible for participants to focus on and prioritize their learning while also navigating personal and professional challenges?

The original design of the academy involved multiple, back-to-back days of in-person training. The adapted design shifted to remote learning sessions conducted by McCormick Center faculty in a seminar-like atmosphere over several months. Each participant received three books, a binder of handouts, a journal for self-reflection, and articles to guide their learning. Participants met virtually on a live platform from their home or work office for 16 half-days over four consecutive months. Additionally, training days were clustered by content over four months rather than scheduled for 16 sessions in a row. This scheduling allowed for deep immersion by topic with a continuous focus on overarching themes. The decision to use half-days clustered across months freed up portions of each training day to allow participants to still address their programs’ daily needs. Participants continued their learning in the interim between clustered sessions with required readings and brief assignments related to the topics discussed.

Providing a leadership academy that fosters a professional learning community inclusive of critical inquiry, a safe learning environment, and trusting relationships remained a high priority. This meant faculty needed to consider new ways to engage participants with both the faculty and each other. Faculty worked to construct a virtual environment where participants could feel the same level of comfort and appreciation as they would in an in-person classroom. This began with packing and mailing each participant a hospitality box—a box including learning materials (e.g., books, a journal for reflection, and learning resources) as well as fun and functional items that would typically be in a training room (e.g., pens and pencils, fidget toys, snacks, tea bags and instant coffee, notes of inspiration, etc.). The hospitality box was delivered to each participant at their preferred address, work or home, with the instructions not to open it until the first virtual session. At the first session, everyone opened their boxes together—a professional Big Reveal that set the tone for all sessions.

During sessions, participants were encouraged to share passions and struggles, activities were designed to allow for the co-construction of knowledge in Zoom breakout rooms, and time was set aside for participants to use their journals to reflect on assumptions and beliefs about their roles and the vital work they do. A special focus was placed on acquiring strategies to help prioritize work. Participants were encouraged to rethink their previous practices and implement methods of shared decision-making and leadership across their programs. Through follow-up assignments and resources, administrators were challenged to refine their practices, acquire new competencies, gain insights, and become more confident and effective leaders.

Overall, 81% of participants (9 out of 11) fully completed the academy, including the 48 hours of online learning and completion of the assessments for learning embedded within the three modules they selected from Aim4Excellence, a national online director credential. The two participants who did not complete the academy reported changes in their roles and responsibilities, as well as significant personal issues. This suggests that, despite the leadership academy redesign and radical hospitality efforts, outside forces still deeply impacted some participants’ capacities to fully engage in the professional learning experience.

Q2. Would participants value the knowledge and skills targeted in the academy?

The overall format of the academy encouraged a collegial atmosphere with formal presentations, large-group discussions, small Zoom breakout room activities, role-playing, opportunities for reflection, short assignments, and time to develop intentions and next steps. The scenarios and case studies used during the sessions were drawn from participant responses on pre-data collection measures. This allowed for the personalization of the curriculum content based on the unique program characteristics and themes that emerged from the data, which enhanced the applicability of this training, allowing us to make sure that the content felt relevant to the participants.

After the 16 remote learning sessions, which focused on leadership essentials, the participants utilized their pre-Administrator Role Perception Surveys (ARPS) Profile to guide them in individualizing a plan for the next phase of the academy by selecting three modules from Aim4Excellence to achieve competencies in either administrative leadership or pedagogical leadership. This choice provided participants with a sense of learning autonomy as they continued their leadership journey.

During this second phase of the academy, participants completed the three self-selected Aim4Excellence modules and engaged in a monthly facilitated online cohort (either a pedagogical leadership cohort or an administrative leadership cohort) for an additional three months. Designed as an engaging and interactive online professional learning experience, Aim4Excellence explores the core leadership competencies that early childhood program leaders need. The facilitation provided by faculty supported participants in completing the modules and applying new knowledge and skills in the participants’ respective centers. The facilitated cohort model for the Aim4Excellence modules provided the opportunity for continued peer learning and support built on the trust established during the first phase of the academy, Ready to Lead.

The Final Evaluation Survey provided answers to question 2. Overall, participants found the academy useful in their professional growth and challenging, especially in the face of ever-increasing personal and professional demands. On a scale of 1 = not at all to 5 = completely, participants were asked to rate the degree to which they agreed with some general questions regarding different components of the academy. Table 1 provides means and standard deviations for each statement.

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

While the data collected to evaluate the academy were overwhelmingly positive and suggestive of the successful completion of the academy’s desired outcomes, a few notable areas for improvement and reflection were identified.

One specific area in which future leadership academies may seek to make changes is the outcome related to increasing program administrators’ access to resources to help them support the professional growth of their staff. While there was some evidence that participants benefited from specific resources and the use of their ARPS Profiles to support their own professional growth, the data also suggests that novice administrators need more learning and support for their role mentoring staff. Future leadership academies may need to consider adding curriculum items targeted toward building the capacity to seek out and find relevant professional resources.

When asked about suggestions for improvement to the academy, three themes emerged: no suggestions at this time (22%), additional information at the start of the academy regarding the time commitment (11%), and a desire to meet in person (44%).

DISCUSSION

This research brief offers a window into the changes made due to the pandemic to one of the McCormick Center’s traditional models of leadership development, the leadership academy. Further, it provides evaluation data from a fully remote (both synchronous and asynchronous) delivery model of a leadership academy, demonstrating many successful components and suggestions for improvements moving forward. Taken as a whole, the brief offers a springboard for future considerations on how to provide administrators with the targeted leadership development critical to the success of ECEC programs without compromising the elements we know to be vital in supporting learning and application of knowledge and skills.

While the pandemic significantly affected the ability of participants and faculty to travel and meet in person for this cohort of program leaders, the continuing staffing crisis makes a return to in-person professional development impractical in the near future. This study demonstrates that rigorous learning outcomes can be met via a fully virtual leadership academy. However, it is important to acknowledge that in-person learning is perceived by many participants as more desirable and has some distinct advantages for meeting the needs of adult learners (e.g., ease of creating a community of practice and engaging in effective small group activities). The long-term solution to the workforce crisis is not yet clear, but the need for flexible delivery models of coherent and intensive leadership development is well established.

The leadership academy—with time to reflect and apply new learning in a community of practice with peers—continues to be an effective and viable model of professional development for program administrators. Professional development entities must aim to deliver meaningful content that leads to mastery of competencies that impact professional practices. This high standard for professional development can be met through in-person, remote, or hybrid learning opportunities.

REFERENCES

Arabella Advisors. (2018). Developing early childhood leaders to support strong, equitable systems: A review of the early childhood education leadership development landscape . New Ventures Fund. https://www.arabellaadvisors.com/wp-content/uploads/2018/04/New-Venture-Fund_Packard_report_v7.pdf
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Co.
Bloom, P. J. (2016). Measuring work attitudes: Technical manual for the Early Childhood Job Satisfaction Survey and Early Childhood Work Environment Survey (3 ^rd Ed.). Lake forest, IL: New Horizons.
Bloom, P. J. (1984). Self-efficacy expectations as a predictor of computer use: A look at early childhood administrators. Computers in the Schools 5(1/2), 45-63.
Bloom, P. J., & Abel, M. (2015). Expanding the lens: Leadership as an organizational asset . Young Children 70(2). https://www.naeyc.org/resources/pubs/yc/may2015/expanding-the-lens
Doherty, G., McCormick Ferguson, T., Ressler, G., & Lomotey, J. 2015. Enhancing child care quality by director training and collegial mentoring. Early Childhood Research and Practice 17(1). http://ecrp.uiuc.edu/v17n1/doherty.html
Douglass, A. (2019). Leadership for quality early childhood education and care . Organization for Economic Co-Operation and Development (OECD): Working Paper #211. http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)19&docLanguage=En
Han, M., Buell, M., Hallam, R., & Hooper, A. (2021). An intensive professional development in family child care: A promising approach . International Journal of Early Years Education, DOI:10.1080/09669760.2021.1914558. http://doi.org/10.1080/09669760.2021.1914558
Hashikawa, A., Sells, J., DeJonge, P., Alkon, A., Martin, E., & Shope, T. (2020). Child care in the time of coronavirus disease-19: A period of challenge and opportunity . Journal of Pediatrics. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7366077/
Masterson, M., Abel, M., Talan, T., & Bella, J. (2019). Building on whole leadership: Energizing and strengthening your early childhood program. Lewisville, NC: Gryphon House, Inc.
McCormick Center for Early Childhood Leadership (Summer 2020). Taking the Lead: Investing in family child care . Research Notes. Chicago, IL: National Louis University https://mccormickcenter.nl.edu/wp-content/uploads/2020/10/TakingTheLead_RN_RY_EDIT.pdf
McCormick Center for Early Childhood Leadership (Summer 2018). Director’s professional development needs differ by developmental stage . Research Notes. Chicago, IL: National Louis University. https://mccormickcenter.nl.edu/wp-content/uploads/2018/07/ResearchNote_July2018.pdf
Sims, M., Forrest, R., Semann, A., & Slattery, C. (2015). “Conceptions of early childhood leadership: Driving new professionalism?” International Journal of Leadership in Education: Theory and Practice 18(2). http://doi.org/10.1080/13603124.2014.962101
Talan, T., Bloom, P. J., & Kelton, R. (2014). Building the leadership capacity of early childhood directors: An evaluation of a leadership development model . Early Childhood Research and Practice. 16(1). https://files.eric.ed.gov/fulltext/EJ1045231.pdf

Next, participants were asked to rate how useful (on a scale of 1 = not at all to 5 = very) various elements of the Academy were and to share any additional information about their ratings. Results showed that all elements were perceived as useful, with materials provided having the highest rating and follow-up assignments and resources being the lowest. Means and standard deviations are provided in Table 2. Of particular interest were the participants’ ratings of the usefulness of the ARPS Profile to inform their choice of Aim4Excellence modules. Four participants rated it somewhat useful, three a bit useful, and five rated it very useful. Taken together, these ratings may suggest the need for additional professional development in interpreting and using individual ARPS Profiles to guide choices in leadership development.

Q3. Would the virtual academy be effective at improving knowledge and skills, levels of self-efficacy, and a sense of belonging to a professional community?

Formal data gathered from the TNAS, ARPS, and Final Evaluation allowed us to examine the impact of the academy on the desired learning and professional outcomes.

Training Needs Assessment Survey

Paired t-tests were employed to explore changes in participants’ TNAS scores across time. The results of the data analyses revealed increases in all 40 areas and statistically significant increases in mean scores for 35 of the 40 areas assessed. Additionally, total TNAS scores showed a significant mean increase in knowledge and skill from pre (M = 103.44, sd = 23.55) to post (M = 161.89, sd = 19.69), t(8) = 6.56, p < .001. These results suggest that the training had a strong, measurable impact on participants’ level of knowledge and skill across a wide array of program leadership areas. Table 3 provides a summary of TNAS pre- and post-means and the results of the t-tests showing the improvements over time.

Administrator Role Perception Survey

A total of 11 participants completed an ARPS prior to the start of the academy, and eight completed a post-ARPS upon completion of the Aim4Excellence modules. The results of the one-sample t-tests show that participants’ confidence significantly increased in all three Whole Leadership Framework domains, as well as in nine specific competencies. Table 4 shows the average scores and standard deviations for each competency (on a 4-point scale) pre- and post-training, the gain over time, and any statistically significant change from the beginning to the end of the training.

Moreover, comparisons of pre- and post-ARPS data suggest that the percentages of participants who felt Not Confident to Somewhat Confident in each of the three whole leadership domains before the training decreased while the percentages of participants who felt Confident to Very Confident in each of the whole leadership domains increased after the training. These gains in confidence are most notable in the domains self-selected by the participants: administrative leadership and pedagogical leadership. Figure 1 compares the frequencies of participant confidence levels before and after the academy.

Figure 1 | Confidence Ranges by Whole Leadership Domain Across Time

The ARPS also asks respondents to identify the three words that best describe their current role. We were interested in knowing if completion of the academy was associated with more favorable descriptions of the role of administrator. Results of pre- and post-comparisons showed a 13% increase in the selection of the word “coach”, a 16% increase in “leader”, an 11% increase in “mentor,” and a 29% increase in “motivator.” Results also showed a 23% decrease in the selection of “crisis manager” and a 9% decrease in “referee.” Interestingly, there was also an 11% decrease in the selection of “decision maker,” which likely reflects participants’ increased understanding and use of shared decision-making. These changes in role descriptors reflect a more positive portrayal of their administrative roles, selecting terms associated with effective and confident leadership and a positive work climate. Figure 2 shows changes in all words selected across time.

Final Evaluation Survey

To learn more about increased internalization of leadership practices and improved program practices, we asked participants to rate, on a scale of 1 = not at all to 5 = completely, how much they agreed with statements regarding changes resulting from participation in the academy. All participants rated all statements positively, ranging from 3 = somewhat to 5 = quite a bit, indicating that the academy resulted in growth in all areas. Table 5 provides the ranges and means for each statement. Taken as a whole, the data suggests that the academy increased the number of administrators who internalized fundamental leadership practices, led to increases in administrators’ passion and commitment to the work and their programs, and improved program practices.

by Robyn Kelton, Teri Talan, and Marina Magid

Meeting the Need for Intensive and Cohesive Professional Development During Challenging Times

How Self-Aware Am I?

Tue, 25 Oct 2022 11:49:21 GMT

Does it really matter? Why should I want to be self-aware anyway?

Self-awareness is a fairly new buzzword. I hadn’t thought much about this topic until this past summer when I attended a family birthday party. My brother and sister-in-law, who is a marriage and family therapist, were in town from California. She was talking with two of my cousins whom she had only met a few times, many years ago. On the ride home that night, she shared that they both were very good listeners, very authentic, and really tuned in to what she was saying. She then said, “They are very self-aware.” Here it was, something I wanted to claim for myself! Am I self-aware? I knew I had to learn more about this.

As I began to research self-awareness, I learned that one study estimates that only 10-15% of people are truly self-aware; however, it is a trait that can be cultivated, so the rest of us, in the 85-90% majority, have hope.

One article noted that self-awareness is positively correlated with higher overall happiness. It also is related to higher levels of job satisfaction, improved relationships with colleagues, and is helpful in managing emotions.

How many times have I wished I could keep my emotions in check? How many times have my emotions interfered with making decisions? Would I be a better leader if I was more self-aware? How would that impact my team and my leadership?

A DEFINITION OF SELF-AWARENESS

Self-awareness is the ability to focus on yourself and how your actions, thoughts, or emotions do or don’t align with your internal standards. If you’re highly self-aware, you can objectively evaluate yourself, manage your emotions, align your behavior with your values, and understand correctly how others perceive you. Self-awareness is a fundamental tool for self-control.

CATEGORIES OF SELF-AWARENESS: INTERNAL AND EXTERNAL

Internal self-awareness is understanding how well your standards match your environment. Am I in the best workplace for me? Does it match my values and passions?

External self-awareness is the ability to see how other people see you. As a leader, you must recognize how others view you and understand how you make others feel.

Psychologists Shelly Duval and Robert Wicklund noted, “When we focus our attention on ourselves, we evaluate and compare our current behavior to our internal standards and values. We become self-conscious as objective evaluators of ourselves.” In other words, when you focus on yourself rather than your environment, you compare yourself with your standards of correctness. These standards of correctness specify how you ought to think, feel, and behave. They are, essentially, your values and beliefs, also known as your ideals.

You may feel pride or dissatisfaction depending on how well your behavior matches your standards of correctness. If you are dissatisfied, you might change your behavior to better align with your standards. For instance, you might note feelings of discontent in your current role and recognize that you value creativity but don’t have the opportunity to exercise that passion. That dissatisfaction could lead you to pursue other creative outlets, changing your behavior to fit your standards.

TAKE A SELF-AWARENESS QUIZ

This self-awareness quiz will help you evaluate your hidden opportunities for growth and success in your work. In addition, the information provided by Mike Bundrant, the co-founder at the iNLP Center, will give you tips for self-reflection.

SELF-AWARENESS AND THE ROLE OF PROGRAM LEADERS

Are you in the 10-15% of people who are already highly self-aware, or are you, like me, part of the majority who need to think and do something to improve your self-awareness? Even if you are in the 10-15%, you also can learn to be more self-aware.

I wish I had known more about self-awareness when I was a leader of an early childhood program. At that time, I did know that introspection was important for teachers. I remember having the zero-to-three teachers reflect on their own early childhood experiences and their impact. How were they raised? How were they disciplined? How do they view the nature of children? What is the role of a teacher of very young children? How do the answers to these questions impact their teaching decisions? I was asking them to reflect and, in a sense, become self-aware.

How can the same sort of exercise and introspection be helpful to program leaders? How should we reflect on our own view of leadership? How do those views influence the way we lead? How does a leader’s previous experience shape leadership decisions?

At the McCormick Center for Early Childhood Leadership, we have developed the Whole Leadership Framework in order to clarify the concept of early childhood leadership. One of the domains is leadership essentials which are foundational competencies and individual qualities necessary for leading people, that are expressed in personal leadership styles and dispositions. Included in this is the personal attribute of self-efficacy and the tool of awareness of self and others.

The Stanford University Business Advisory Council cited Showry and Manasa in identifying self-awareness as “the superior competency that leaders must develop.” Daniel Goleman’s 1995 book, Emotional Intelligence, declared that self-awareness is the keystone of emotional intelligence. Frank Richards noted that without self-awareness , leaders are unable to demonstrate empathy for others. Goleman notes that self-awareness requires “a deep understanding of one’s emotions, as well as one’s strengths and limitations and one’s values and motives.” Karl Albrecht found that the degree to which leaders are self-aware enables them to select the most effective response for working with others.

HOW DO I INCREASE MY SELF-AWARENESS?

The following strategies will help leaders use self-awareness in their daily interactions with others to strengthen program communication.

Reflect. Leaders can reflect in many ways. Journaling, meditation, or yoga can all be beneficial. Carve out solitude. Avoid digital distractions. Focus on the ways self-awareness can help you lead.
Become a good listener. Check your biases. Be open to others and what they are telling you.
Seek feedback. Ask for feedback from a trusted source. Talk to a variety of people to develop a comprehensive view of yourself. Ask what they see as your best qualities. How would they describe you to others?
Check on your values and standards. Does your workplace reflect your values? Do your standards align with those around you?
Continue learning about self-awareness. Read helpful self-awareness resources. For example, look for articles online that connect self-awareness and leadership.

As a leader, the work begins with you, but you can take your staff on the journey with you by incorporating the strategies above into your work together. What other strategies can you use to incorporate self-awareness in your leadership practices? How can you build this into your workplace culture? The change begins with you.

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

Pamela Costakis, M.S.Ed., is the Quality Assessment Manager for the McCormick Center for Early Childhood Leadership at National Louis University (NLU), where she manages the two state assessment teams that conduct classroom and program assessments throughout the state of Illinois. Pam holds a baccalaureate degree in psychology from Bradley University and a graduate degree in early childhood education from Northern Illinois University. She also has a certificate from Erikson Institute in Infant Specialist Studies. Prior to joining the McCormick Center, Pam was a nursery school teacher, an early childhood special education teacher, family childcare network coordinator, state pre-K director of a large child care center, center director of a therapeutic preschool, center director of a child care center for women in treatment, and a master teacher in a Head Start center. The majority of her work has been with underserved populations.

Request for Proposals: External Evaluation of Ready to Lead Leadership Academy

Wed, 05 Oct 2022 13:36:00 GMT

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INTRODUCTION

The McCormick Center for Early Childhood Leadership at National Louis University (NLU) invites and welcomes contract proposals from experienced evaluators to assess the effectiveness of the Ready to Lead (RTL) Leadership Academy designed for new directors or assistant directors of center-based early childhood education and care (ECEC) programs in Illinois. Please take time to carefully read and become familiar with the request for proposals (RFP) requirements.

PROJECT BACKGROUND

Since 1985, the McCormick Center has been building the leadership capacity of the early childhood workforce. Funded by grants from philanthropic foundations and contracts with government agencies, the McCormick Center has received national recognition for its work in defining the competencies needed for effective early childhood program administration and delivering high-quality leadership and management training and technical assistance.

At the McCormick Center, our mission is to “empower leaders and advance the field to promote excellence in early childhood education.” Through professional development, evaluation, research, and public awareness, we promote best practices in program administration. By working with states, professional organizations, and directly with early childhood practitioners, we raise the bar on program quality by expanding program leadership.

Ready to Lead was created in 2018 as a four-month leadership academy to meet the unique needs of newly-appointed early childhood administrators and there have been seven cohorts completed over 42 months. The McCormick Center’s research on the developmental career stages of directors demonstrates the unique demands and needs of newly-appointed or novice administrators. These novice directors are described as spending their time “putting out fires” and struggling to navigate responsibilities in areas for which they have no prior experience such as human resources, coaching and supervision, program operations, strategic planning, and fiscal management. The majority of novice administrators have formal education and training in teaching practices but lack education and training in the essentials of leading an ECEC organization. Specialized learning experiences in leadership strategies and program management are vital for new administrators. In turn, administrators who receive early career support are more likely to remain in the field, improve the quality of their programs, and continue to grow professionally. RTL provides professional learning on foundational leadership practices and fills the knowledge and skills gap. This RFP seeks an external evaluation to assess the effectiveness of the RTL model in increasing the self-efficacy and competency of new administrators as well as achieving improved staff retention, commitment to the field, and support of ongoing professional learning for staff.

PURPOSE AND SCOPE OF THE EVALUATION

This project aims to contribute to the literature in the ECEC field demonstrating the need for specialized professional development for newly-appointed administrators and success of a four-month leadership academy in supporting those administrators.

While presenting a clear picture of the characteristics and needs of novice administrators, the evaluation should focus primarily on 1) the effectiveness of the various components of RTL as model (e.g., delivery modality, duration, curriculum, professional learning community practices, etc.) to meet those needs in general; and 2) the extent to which quantitative and qualitative data provide evidence of RTL’s ability to meet the desired outcomes to increase the self-efficacy and competency of new administrators and to improve staff retention, commitment to the field, and support of ongoing professional learning for staff.

More specifically, the evaluation will employ a mixed methods approach to explore the following questions:

TIMELINE

The evaluation will take place between November 2022 and March 2023. The months of November through December will include meetings with the McCormick Center’s RTL team, becoming familiarized with the RTL model, preparing a literature review, and cleaning and organizing data. The final round of data collection will conclude mid-December at which time the evaluator should begin analyses. A first draft of the evaluation should be submitted by February 1, 2023, and final manuscript submitted by March 31, 2023.

DELIVERABLES

BUDGET DETAILS

Our budget for this evaluation is $60,000. While we, of course, prefer the most cost-effective solution, all proposals that fall reasonably within this range will be considered and weighed based on their merits. All invoices for this project must be billed by April 30, 2023.

PROPOSAL REQUIREMENTS

Materials about you:

Materials about the evaluation:

RFP PROJECT TIMELINE DETAILS

Send proposals to: Robyn Kelton, Research & Evaluation Manager, robyn.kelton@nl.edu

MCCORMICK CENTER FOR EARLY CHILDHOOD LEADERSHIP OVERVIEW
Founded in 1985 on a $600 grant, Dr. Paula Jorde Bloom led the McCormick Center for Early Childhood Leadership at National Louis University from a start-up to a driving force nationwide for improving the quality of early childhood education through our dedication to building the leadership capacity of the early childhood workforce.
We empower individuals to build the leadership and management skills they need to create and sustain exemplary programs for young children. Through professional development, evaluation, research, and public awareness, we promote best practice in program administration. By working with states, professional organizations, and directly with early childhood practitioners, we raise the bar on program quality.
The McCormick Center is a thriving part of National Louis University and has locations in Chicago, Lisle, and Wheeling, Illinois. The McCormick Center has over 65 employees and has an operating budget of over $6 million.

OUR AUDIENCE
The primary audience for this evaluation is decision makers, including funders, policymakers, researchers, and state administrators. The secondary audience is leaders in early childhood education, including early childhood administrators, family child care providers, trainers, and technical assistance specialists. Each of these groups can be further divided into more specific groups within the field of early childhood education.

Thank you for your interest in responding to this RFP. We look forward to your response.
If you have any questions, please contact Robyn Kelton at robyn.kelton@nl.edu

Request for Proposals: External Evaluation of Ready to Lead Leadership Academy

McCormick Center for Early Childhood Leadership

Taking Small Steps to Strengthen Program Impact: Making the Most of Pedagogical Leadership

Tue, 04 Oct 2022 15:19:02 GMT

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

With increased stress experienced by families emerging from the pandemic and early childhood programs scrambling to meet staff needs, leaders need key strategies to balance their time and energy. What steps can they take to strengthen early childhood programs? How can they get ahead of daily interruptions and create a plan to pull staff together around quality improvement goals?

An important guide to leading positive change lies in the foundational competencies of whole leadership , McCormick Center’s framework for success in early childhood programs. The framework provides an overview of leadership areas and highlights the interdependent relationship that exists between each part. It includes the work of pedagogical leadership, which prioritizes family engagement and focuses on the critical impacts of supporting children’s learning and development through high-quality teaching. The framework also addresses administrative leadership, which includes all the ways leaders plan for and manage the program operations, strategic planning, advocacy, and interactions with the community that make family engagement and teaching effective.

Leadership essentials anchor administrative and pedagogical priorities and address the foundational competencies and behaviors necessary for relationship building and motivating people to achieve shared goals. Essentials include culturally responsive leadership, continuous quality improvement, and personal and professional awareness. Reflective and intentional practice are the hallmarks of leadership essentials.

A key priority for all programs is culturally responsive leadership, which values and builds on the strengths and contributions of each person, culture, and the unique assets of each community. In this way, the three areas of whole leadership work together to create a vital and thriving program.

To provide equitable access to high-quality care and learning experiences, leaders also need to incorporate developmentally appropriate practice, which offers a roadmap to foster children’s joyful learning with opportunities for each and every child to achieve their full potential. Developmentally appropriate practice builds on children’s natural motivation by creating a sense of belonging, purpose, and self-agency. Teachers provide for equity, incorporate family contexts, and make teaching decisions that are in the best interest of individual children, as well as of the whole group. Families and children are valued for their strengths and are honored for their unique ways of being. What are some steps leaders can take to get started?

First, begin with families. Family engagement may be pushed to the side to take care of other teaching priorities, such as staffing classrooms, managing illness, working with teachers to arrange classrooms and materials, and supporting children’s behavior and learning. When family engagement is strengthened, it contributes fresh energy, new perspectives, and positive communication that benefits teachers and children. Below are tips to jumpstart communication and planning with staff:

Invite teachers to reflect and plan. Set aside regular time for staff communication about family goals and priorities. Identify hidden barriers that may prevent families from full participation in the program and in decision-making related to their children. With teachers, set action steps that lead to tangible goals that can strengthen family engagement. To do this, ask teachers, “What positive strategies do you use with families to seek information about their expectations and priorities for children?” “What approaches have been successful in your interactions with families?” “What challenges or barriers have you experienced that we can discuss and evaluate?” “What support do you wish you had related to families?” Seek research-based resources from the National Association for the Education for Young Children (NAEYC) that can guide discussion and goal setting.

Create multiple opportunities for family feedback. Use a comprehensive family survey that is revisited periodically to explore family child-rearing practices, unique developmental priorities, and preferences. Ask families to provide feedback about the handbook and other program policies and materials to be sure responsibilities and opportunities are relevant and understood. Invite families to participate in program boards and committees and to review program goals and priorities.

Focus on reciprocal communication. Plan scheduled family conferences to invite two-way, ongoing conversation. The goal is to focus on children’s strengths, with opportunities for families and teachers to work together to support development and learning. Explore resources that can jumpstart staff conversations and practices.

Connect families. Bring families together around common interests and concerns, such as inviting a local pediatrician to answer questions about sleep, nutrition, or child guidance. Facilitate in-person or Zoom meetings that invite families to contribute to cultural activities, gardening, reading, crafting, music, and art projects. Families can organize clothing drives, facilitate nature walks and outdoor activities, or create an art gallery or mural in a hallway or classroom.

Plan learning experiences that reflect children’s lives. Encourage teachers to try new ways to build on the daily experiences of children . Select picture books, posters, and other materials with objects and activities children recognize. Teachers can ask children, “How does your family do this at home?” “How do you help your family?” “What do you do that is like this child in the story?” Materials for dramatic play, images, and artwork should serve as mirrors and windows to reflect the children’s language and cultures and introduce them to new places and perspectives. Invite families to share songs, record lullabies, and read stories in home languages.

Focus on curriculum. Encourage teachers to discuss priorities for the classroom. If you participate in a state or local quality improvement system, be sure teachers have a classroom copy of the environment rating scales, assessment tools, and state standards. Ask staff, “What is working well for you?” “In what area do you need support?” “What topics would you like to explore?” Check out the NAEYC book and article selections that relate directly to the development of children and play-based learning . Encourage teachers to reflect on recent experiences and celebrate strengths and accomplishments.

Small steps taken over time to strengthen pedagogical leadership will result in positive change across the organization. Begin with one strategy and set specific and achievable goals. Ask teachers what they need most from professional training and leadership support. Ask families how they would like to be included and contribute in meaningful ways. Offer resources to help teachers gain new insights into their influence in the lives of children and families. The result will be a vital learning community that is rewarding and empowering for all.

Program Administration Scale, 3rd Edition (PAS-3)

Wed, 28 Sep 2022 06:56:32 GMT

Research consistently finds that high-quality administrative practices are crucial for ensuring program quality as well as beneficial results for children and families. This valuable tool includes 25 items clustered in 9 subscales, which measure whole leadership functions of center-based early care and education programs. The PAS-3 is applicable for multiple uses: program self-improvement, technical assistance, professional development, quality monitoring, research, evaluation, and public awareness.

This third edition of the PAS includes updated national norms, revisions to support the reliable use of the instrument, and additions to better assess the effectiveness of early childhood leadership practices.

To learn more or buy this book, visit New Horizons.

Setting the Stage – A Director’s Role in Family-Teacher Conferences

Tue, 20 Sep 2022 16:47:28 GMT

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

As I watch my favorite television show, my attention is immediately drawn to the actors and actresses, and especially the lead performers, around whom the story is based. They are front and center, and rightly so. But what makes them shine? Certainly, it’s the result of much hard work on their parts, but there are many others working behind the scenes that also contribute to the show’s success—the writers, stage hands, choreographer, and the stage designer, among many. The show would not be successful without the producer working to make each of these components come together.

Similarly, a lot goes into formal family-teacher conferences in early care and education programs. When we think about family-teacher conferences, we most often think of the main characters—the families and the teachers. Both groups have dedicated substantial time and effort to make sure each conference is successful and productive. Teachers invest in preparing for conferences through observations, assessments, and sometimes portfolios for each child and family. Families prepare by making time to attend the conference, sharing their own observations about their child’s progress, asking questions, and setting goals for their child.

We are less likely, however, to think about the behind-the-scenes role of early childhood administrators and the part they play in ensuring that conferences are meaningful, productive, and uplifting. Using the same metaphor of a television show, here are some behind-the-scenes tasks that will help ensure successful conferences.

Be intentional about timing.

The first decisions are how many conferences to have per year and when to have them. According to the Program Administration Scale: Measuring Whole Leadership In Early Childhood Centers (PAS), at the “good” level, the center will provide two formal conferences to discuss children’s learning and development per year at times that are convenient for working families. “Times convenient for working families” means being flexible and offering conferences outside of the center’s operating hours. In an ideal situation, programs will pay teachers or compensate them for their time for conferences outside of their scheduled hours. For conferences within center hours, extra staff (e.g., assistant directors, floating teachers, educational coordinators) might be scheduled to cover the classroom while the teacher is in conferences. Other options to increase family participation include scheduling virtual meetings or holding conferences off-site. Also, the earlier you let families and teachers know the timeframe of the conferences, the better chance they have to accommodate the schedule.

Provide clear expectations.

Teachers: If teachers are your lead actors, making sure they are able to express the program’s overall goals to families is important. Questions you might consider providing answers to include: Is there a conferencing format that all teachers use, individualized for each child? Do teachers know where conferences will be held and how long they will last? What is the policy and flexibility allowed for conferences scheduled outside of teachers’ scheduled hours? Do others (e.g., another teacher, health consultant, director) need to be involved? What type of follow-up from each conference is expected?

Families: Think of families as another main character who is critical to the success of the conference. How do you “advertise” to get them to show up? Are your conferences at times that are convenient for them to attend? Do they have a part in the conference? Who can attend the conference—only parents, or can another family member or friend attend as well? Can they bring their child or children? Is child care provided? Do they know what will be covered, and if they have specific concerns, will they be addressed at this time, or should they schedule another time to talk? Informing families ahead of time through the parent handbook, newsletter, emails, or via communication apps will help ensure the success of the conference.

Be mindful of space and location.

Typically, conferences are held at the child care center but, as mentioned above, some conferences might be held off-site, or via Zoom or FaceTime. Wherever they are held, conferences need to be in quiet, comfortable places, free from distractions, so that information and conversations will be private and confidential. In preparation for conferences, think about what you can do to make the space comfortable for teachers and families. If possible, have adult-sized seating and a table so children’s work and notes can easily be shared with families. Arrange chairs around a table to create a friendly atmosphere. Use children’s artwork, flowers, or other simple things to make the space welcoming. Offer water or coffee to drink and a comfortable, conversation-like atmosphere whenever possible.

Continue the conversation.

Families: A good television show leaves you hungry for more. That is how we can think of conferences as well. A good conference experience leaves teachers and families with a renewed sense of excitement and a desire to keep communicating. Has the teacher asked the family about the best way to stay in touch with them? Is it email, text, notes home, face-to-face? Let families know that the program wants to keep in touch, and share with them that the program views conferences as just one piece of an ongoing, collaborative relationship.

Teachers: After the productions (conferences) are over, carve out time for staff to reflect on how they went. Ask teachers to journal or discuss with their peers or supervisors what went well, ideas for future improvements, as well as how to continue to develop two-way communication with families. Be sure to show your appreciation for their dedication and commitment to working closely with the families in your program.

SELF-REFLECTION

As you begin a new school year, what are some additions or programmatic changes you might make to help assure that conferences are one of many practices you implement to foster healthy communication between families and teachers?

Are you interested in learning more about the PAS or our other program evaluation and support tools? The McCormick Center has a wide selection of professional development opportunities designed to meet the needs of center-based administrators, family child care providers, and those in technical assistance roles. Click here to learn more or contact us at PAS.BAS@nl.edu .

REFERENCES AND RESOURCES

Couchenour, D. L., & Chrisman, K. (2004). Families, Schools, and Communities: Together for Young Children (2nd ed.). Delmar Learning.

Keyser, J. (2017). From parents to partners building a family-centered early childhood program. Redleaf Press.

Talan, T. N., Bella, J. M., & Bloom, P. J. (2022). Program Administration Scale: Measuring Whole Leadership in Early Childhood Centers (3rd ed.). Teachers College Press.

Paula Steffen, M.Ed. , is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, she serves as a National Anchor for the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS). Previously she served as a State Assessor conducting assessments using the PAS, BAS, Classroom Assessment Scoring System (CLASS), and Environment Rating Scale (ERS) tools for ExceleRate – Illinois’ Early Childhood Quality Rating and Improvement System. In addition, she was the Illinois State Assessor Anchor for the PAS, BAS, and Infant Toddler Rating Scale (ITERS). Prior to joining the McCormick Center in 2007, Paula was the Professional Development Manager for Illinois Network of Child Care Resource and Referral Agencies, co-owned a child care center, and worked as a director and professional development advisor in both Head Start and community college-based programs.

All Aboard – Supporting Staff on Their Professional Development Journeys

Tue, 06 Sep 2022 15:51:41 GMT

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

As an early childhood program administrator, I saw myself as both a travel agent and conductor in assisting my staff in their professional development journeys. I enjoyed assisting staff in mapping out their plans to achieve their professional development goals. I found that I became a good conductor throughout the years because I truly found joy in encouraging beginnings and celebrating arrivals. I took pride in my role of supporting and helping staff navigate their learning goals, which were defined in their individualized professional development plans.

DECIDING ON A DESTINATION

Setting a goal for oneself can be extremely difficult for a number of reasons. Every staff member has a history and some may not have any experience with goal setting. Others may not have had positive experiences when it comes to setting and achieving goals, and here is an opportunity to assist with changing that. The key is to find out where staff are and where they may want to go. Like a good travel agent, you need to ask questions, take detailed notes, listen, and support the direction your staff choose.

Administrators will find that some staff may have clear ideas about where they want to go, while others will have no idea what they want nor any motivation to set any goals. Sometimes you may need to take a step back; today may not be the time to tackle the subject of joining a professional cohort or returning to college. Try suggesting something on a smaller scale like a one- or two-hour training of the staff member’s choosing. Once you help to create a goal (destination), you can then ignite the passion to pursue it through positive guidance.

MAKING A TRAVEL PLAN

Once a destination (professional development goal) is in mind, it is time to map out how to get there. Plan your stops (smaller goals) along the way. Achieving these smaller goals can help staff members feel like their end goals or destinations are attainable. Be sure to have a backup plan just in case there are detours along the way. Certain steps may not be achievable at the scheduled times. Just as unexpected disruptions or timetable changes can cause delays in travel plans, staff members might also experience situations that have them considering different routes or extending timelines to reach their goals.

GETTING ON BOARD

A good conductor can find resources to assist travelers on their journeys. Staff will come to you looking for assistance, so you will want to have resources available. Consider creating a professional development resource binder. Gather all available information and search for related learning opportunities in your community, online, etc. Make certain to also add financial resources to the binder. This way you can have scholarship and financial aid information at your fingertips when needed. Be sure to review and update that binder! Set a time every month to ensure that the resources are up-to-date. Whether you share an abundance of information or just a few websites and contact information, staff will appreciate that you took the time to gather the resources for them.

CHECKING LOCATION

There is nothing like the feeling of getting close to your destination. You can help staff by checking in, cheering them on, and sharing encouraging words, which may be just what they need to keep moving toward their goals. Acknowledge their efforts and share words of affirmation, which do not cost you a penny, but may be priceless to the ones receiving them.

In turn, consider sharing your professional development goals (your destination) with the staff. Provide opportunities for them to conduct check-ins with you as well. Update your team on your journey while modeling that excelling in any profession requires continuous training.

ARRIVING AT THE DESTINATION

Upon arrival at one’s destination, there is a feeling of accomplishment, satisfaction, and a sense of relief that one has made it. Whether it’s a completed module, training, college course, or credential, every person’s achievement matters. Celebrate them all! Mention the achievements in a newsletter, at an all-staff meeting, or in an announcement. Acknowledge every mile (step) staff members have taken to reach their destinations. Not only will it boost their self-confidence, it may encourage others to start their own professional development journeys. Your guidance, encouragement, and support may be just what is needed to make a new travel plan! There are many destinations to choose from on a professional development journey and they all start with one step.

“A little step may be the beginning of a great journey.”

— unknown

RESOURCES

Lighthouse. (2022, July 20). Goals: How managers can help their teams reach their goals. Lighthouse. Retrieved August 12, 2022, from https://getlighthouse.com/blog/how-team-achieve-goals/#tactics

ExceleRate Illinois. (2017, March 20). Professional development plan. ExceleRate. Retrieved August 12, 2022, from https://www.excelerateillinoisproviders.com/docman/resources/25-professional-development-plan/file

Iris Corral, M.Ed. , is Leadership Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, Iris assists with trainings for the Taking the Lead, Ready to Lead, and Taking Charge of Change leadership academies. Iris holds an associate degree in social service from Harold Washington College, a baccalaureate degree in integrative studies from Governors State University, and a master’s degree in early childhood administration from National Louis University. She has also earned her Illinois Director Credential-Level III and an ECE Credential-Level V. In addition to her role at the McCormick Center, Iris also serves as adjunct faculty at Morton College, where she teaches early childhood education courses. Prior to joining our team, Iris spent eight years working as a preschool director in a Preschool for All (PFA) program. Iris also worked for eleven years as a teacher assistant and a parent support/health coordinator.

Save the Date for the 2023 Leadership Connections™ National Virtual Conference | April 26-28, 2023

Fri, 02 Sep 2022 14:44:00 GMT

The McCormick Center for Early Childhood Leadership is pleased to announce the 2023 Leadership Connections national conference! Our three-day virtual event will deliver the quality experience you have come to expect from the McCormick Center from the comfort of your home or workplace. Gain innovative leadership skills and inspiration from a diverse group of leaders in our field. We are excited to explore novel ways to connect with you—and to connect you with each other!

What can you expect?

More information to come soon!

Save the Date for the 2023 Leadership Connections™ National Virtual Conference | April 26-28, 2023

McCormick Center for Early Childhood Leadership

Listening: A Key to Cultural Competence

Tue, 23 Aug 2022 13:51:00 GMT

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

“Listening is where love begins: listening to ourselves and then to our neighbors.”

– Fred Rogers

In the field of early care and education there is no shortage of terms, trainings, articles, and books highlighting the need to develop cultural awareness and competence. While many of these resources are excellent and essential, the content can sometimes feel overwhelming. Leaders can memorize the terms and definitions, attend the trainings, and read books and articles on the topic and still feel inadequately prepared to work with the diverse staff, parents, and children in their early care and education programs. I know I certainly did when I started teaching and in my work as a program administrator. Listening became the key to fostering stronger relationships with those around me and becoming a better leader.

During my first few years of teaching, I worked at a center-based program where many of my students recently immigrated to the United States from Mexico. I was eager to celebrate the children’s Mexican heritage in the classroom, and I assumed that Cinco de Mayo would be one time to do that. I started to explore different activities that could be connected to the holiday. My co-teacher, who was of Mexican heritage, told me that the children and parents in our classroom likely did not celebrate Cinco de Mayo in the ways that I presumed. The holiday is not ubiquitously celebrated and observed throughout Mexico. Her insights made me step back and think more critically about my assumptions. I learned that I needed to ensure that families had the space and opportunity to inform me about their culture. This meant asking questions and actively listening to the parents and children in the program.

Below are tips for engaging with and listening to children, families, and staff to foster strong relationships and promote understanding in culturally diverse environments:

Reflect on who you are as a person, what assumptions you may bring to the environment, and your perspectives about teaching, culture, and relationships.
Ask children, families, and staff open-ended questions such as, “Could you tell me about a holiday that you celebrate and what it means to you?”
Listen actively. Don’t just hear the words someone shares with you; make a conscious effort to process and understand the message.
Listen patiently. Not everyone will respond in the same timeframe that you expect. Young children, especially need time to process and share their stories and ideas.
Be open to whatever staff and families tell you in the moment. They might not answer your question, but they may give you other information that is much more important for you to learn.
Follow up if you don’t understand something. Be sure to confirm what someone has shared by asking additional questions or restating what they said, rather than assuming you understood them.
Present opportunities for various types of expression and knowledge sharing. When there is a language barrier, be sure to engage families and staff in different ways to express their identity and experiences. For example, ask families to share music, food, dance, and stories that can enrich the classrooms and program.
Seek feedback from staff. While this article focuses on families, most leaders miss the opportunity to gather feedback from staff. What do they see as the families’ needs? How do they want to highlight cultural experiences and support cultural identity and pride in children and families?

The world is complex and diverse. A single country may represent dozens of native languages, ethnicities, and cultures. Such diversity necessitates engaging with the world around us in new and more sensitive ways. Listening provides an invaluable opportunity to learn from and celebrate our programs’ children, families, and staff. As program leaders, we should always take the time to listen and learn from those around us; these connections are often the most critical path to becoming more culturally competent.

RESOURCES

Alanís Iliana, Iruka, I. U., & Friedman, S. (2021).

Advancing Equity & Embracing Diversity in early childhood education: Elevating voices & actions. National Association for the Education of Young Children.

Head Start Early Childhood Learning and Knowledge Center. (2022, July 6). Multicultural principles for early childhood leaders. ECLKC.

Price, L. C., & Steed, E. A. (2016, November). Culturally Responsive Strategies to Support Young Children with Challenging Behavior. Young Children, 71(5). Retrieved August 2, 2022, from https://www.naeyc.org/resources/pubs/yc/nov2016/culturally-responsive-strategies

Nasser Nabhan, Ed.D. , is Assistant Principal for Early Childhood Education at the American International School of Jeddah, Saudi Arabia. For almost five years, he was an assessor and training specialist at the McCormick Center for Early Childhood Leadership. Nasser holds a bachelor of arts in history and near Eastern languages and cultures from Indiana University, a master of science in early childhood education from Dominican University, and a doctor of education in teaching and learning from National Louis University. Nasser is an experienced educator, administrator, and assessor in the Chicago area and internationally.

Diversity, Equity, and Inclusion: When Values Become Actions

Tue, 09 Aug 2022 07:25:28 GMT

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

There has been a spotlight on diversity, equity, and inclusion (DEI) since the murder of George Floyd in 2020. On a personal level, I now work to build reflection on my biases into my decision-making processes. I interrogate my occasional discomfort when interacting with people who differ from myself, an able-bodied, cisgender, white woman, with many decades of experience under my belt. On a professional level, I am now aware of the vital and growing need to promote anti-bias and anti-racism practices in evidence-based assessment tools used to measure and support quality in early childhood programs. The Program Administration Scale , which I co-author, was recently revised, in part, to address these social justice concerns.

While I am more aware of my personal biases and am making better decisions as a result, I only recently became aware of how a social justice reckoning occurs within many organizations as well. Organizations, like the individuals that comprise them, develop a heightened awareness of social justice issues and reflect on their organizational norms and practices. Finally, some take action to embed more equitable and inclusive practices throughout their organizations and within their strategic priorities.

After the highly visible murder of George Floyd, many organizations began posting on social media attesting to their commitment to racial equity and empowering people from under-resourced communities. Next, some organizations reviewed their mission, vision, and values statements. A commitment to DEI was added or enhanced accordingly. Some organizations hired a DEI administrator or engaged a consultant to lead anti-racism discussions among the staff. At the McCormick Center for Early Childhood Leadership, we created a DEI Committee that suggests readings and leads discussions among staff. We read books chosen by staff on topics related to social justice. We often struggle to connect these readings to our own work. It should be noted that these DEI discussion sessions take place during the workday and therefore represent a financial commitment on the part of the organizational leadership. But, as Ibram X. Kendi states in How to Be an Antiracist (the first book selected for discussion by our team), action is the only way to be antiracist. You are either racist or antiracist as determined by your actions.

I agree with Kendi about the critical need to act. I also believe that organizations (like people) develop. This developmental process within organizations involves intentional group reflection, a shared commitment to change, and a systems perspective to implement sustainable actions. This is the journey of an organization committed to become more diverse, equitable, and inclusive.

I can only speak to my organization’s DEI journey, but I suspect it is not unique to the McCormick Center. This past year, some of the program services offered by the McCormick Center became equity-focused. The professional learning team aimed to enroll a majority of Black, Indigenous, and People of Color (BIPOC) administrators in three cohorts of Ready to Lead , a six-month leadership academy offered in Illinois for new early childhood education and care (ECEC) administrators. The curriculum content, delivery, and grading practices were reviewed from an inclusion and equity lens. The professional learning team worked with the marketing team to ensure a welcoming and inclusive message.

Over the past year, I worked with a diverse team of researchers on a qualitative research project— Leading with Equity, Building Leaders —that examined the racial equity impact of potential policy recommendations to implement a unified professional framework for ECEC program leaders working across early childhood settings and sectors. This project built on research conducted the previous year to build consensus on a set of recommendations to strengthen and unify ECEC program leadership. The sample for Leading with Equity, Building Leaders (N = 65) consisted entirely of program leaders of color. In contrast, the sample for the first phase of the study, Building Leaders (N = 207), consisted of a diverse but majority white group of program and system leaders.

In the second phase of the Building Leaders project, Leading with Equity , I was honored to participate in 13 focus groups (facilitated by a co-researcher who is Black) and learn from BIPOC leaders from around the country about the impact of race, culture, and language on their personal leadership journeys. These journeys included experiences of bias, discrimination, persistence, mentorship, and achievement. It was enlightening to realize that many leaders of color were empowered as well as constrained by their race, culture, or language in achieving their leadership goals. These findings, as well as the findings regarding a unified professional framework for all ECEC program leaders, were recently presented at the National Research Conference on Early Childhood. You can find the iPoster presentation here. A PDF of the presentation is also available.

I have shared only a few examples of how the recent work of the McCormick Center has been guided by its commitment to DEI principles. I believe we are beginning to take action to live our DEI values. The next stage in our organizational development is ensuring that the commitment to DEI through action is sustained. What more do we need to learn? Which internal systems at our organization need to be strengthened? How can our structures and processes be aligned with what we are learning both from inquiry and lived experience? When an organization is viewed from a developmental perspective, there is always a new chapter to discover.

Dr. Teri Talan, J.D., Ed.D. holds the Michael W. Louis Chair and is senior policy advisor at the McCormick Center for Early Childhood Leadership and professor of early childhood education at National Louis University (NLU). She promotes action by state and national policymakers on early childhood workforce and program administration issues. Previously, she led a child advocacy organization and an early childhood program accredited by the National Association for the Education of Young Children (NAEYC). She holds a law degree from Northwestern University as well as a master’s degree in early childhood leadership and advocacy and a doctorate in adult and continuing education from NLU. She is coauthor of the of the Program Administration Scale ; Business Administration Scale for Family Child Care ; Escala de Evaluación de la Administración de Negocios ; Building on Whole Leadership ; Who’s Caring for the Kids? The Status of the Early Childhood Workforce in Illinois ; and Closing the Leadership Gap .

Mixed Emotions and the Return to National Conferences

Tue, 19 Jul 2022 16:52:02 GMT

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

I have just returned from presenting at and attending the National Association for Family Child Care’s (NAFCC) 32 ^nd Annual National Family Child Care Conference and I am experiencing a whirlwind of emotions. This was my first in-person conference since the start of the pandemic. While it exceeded my expectations and filled me with joy and appreciation, it also left me feeling sad and frustrated. Ultimately, it reminded me why I do what I do. Let me explain a bit more.

Exceeded Expectations : I have been attending and presenting at NAFCC’s conferences for over a decade. Every time I attend the conference, I am blown away by the dedication and excitement that NAFCC and its conference attendees exude. This year, though, it felt like there was something different in the air. From the opening panel’s discussion to one-on-one conversations, it seemed like, despite the many challenges providers have faced, there was a buzz of determination and recognition. A sort of electricity bouncing from wall to wall with the motivation to bounce back better, to bounce back stronger. Presenters spoke of retention in the field, NAFCC leaders discussed ways to band together to advocate for and make change, and providers stood tall championing themselves and each other in their continual commitment to quality (which happened to also be the theme of the conference). I knew I would be impressed, but this year truly exceeded my expectations.

Joy and appreciation : No one in this field has an easy job. Overall, early childhood care and education professionals are underpaid and underappreciated and at times, I wonder if family child care providers are impacted hardest or at least differently. They are often shrugged off as “babysitters” or seen as having an easier job than center-based administrators simply because their program is in the home. But we know that family child care is complex and taxing work. Providers wear all hats (administrator, teacher, accountant, family support specialist, cook, janitor, etc.), and as Dr. Juliet Bromer reminded us in the NAFCC opening session, they often do this work with little pay, little to no benefits, and in isolation. Despite all this, every family child care provider I know is a powerhouse of knowledge, love, ambition, and joy. I am so thankful to call so many providers my friends and colleagues.

Sadness and frustration : Despite all the positive experiences at NAFCC, I would be remiss if I did not share that I also felt sad and frustrated at times. You cannot ignore that despite all the hard work and motivation, family child care is struggling. Dr. Bromer presented information on the decline in family child care and its ties to lack of benefits, systems that do not understand or support the uniqueness of home-based education, and loneliness, among other things. Latona Godbolt, a family child care provider, spoke of the glass ceiling providers face and the continuous need for FCC to have to fight for a seat at the decision tables. Dr. Susan Hendricks shared her research showing a lack of business-specific coursework in higher education that meets the needs of family child care. It was hard to return to one of my favorite conferences and discover that we are still fighting many of the same fights.

Why I do what I do : Even in the face of sadness and frustration, I left NAFCC reminded why I do what I do—why the McCormick Center for Early Childhood Leadership champions leaders, creates tools and trainings to support the business side of the field, and why I have chosen a career where I talk about budgets and taxes so much.

You see, I have never filled up an entire room at NAFCC… until this year. Friday morning, I presented More Than a Nurturing Heart: Looking at Quality through a Business Administration Perspective , which provides an overview of the Business Administration Scale for Family Child Care (BAS), and a full 15 minutes before my session was set to begin, my room was full to capacity. People were taking chairs from the room next door to squeeze into mine. In all my years at NAFCC, I have stuck to business and professional practices (e.g., contracts, budgets, taxes, marketing, etc.), and often times there is at least one session booked at the same time as mine that sounds much more exciting. Sometimes it is a hands-on STEM session or a session related to working specifically with toddlers, or something about science in the backyard; you get the idea, topics that sound a lot more enthralling than business.

This year, those types of sessions were still booked at the same time as mine and yet, my session was full to the brim. I think it had something to do with that buzz in the air that I mentioned. Providers this year showed up hungry for support for the business side of their work. They spoke of their roles as entrepreneurs, leaders, mentors, and advocates. They arrived ready and eager to discover more tools and strategies to help their businesses succeed and to build up future providers. One provider told me she was only attending sessions this year that were in the Professional and Business Practices track. I was ecstatic! Many times over the course of the conference, I found myself thinking how lucky am I that I can help support providers in their work as entrepreneurs. If I can help keep the doors open for even one family child care program, help one provider increase profits, or one program move to the next level of a quality rating and improvement system (QRIS), all my work is worth it. Yes, many of the same frustrations are still there, but something has also changed. Providers are demanding to be seen as the small business owners that they are, and I am thrilled to support them.

Self-Reflection:

Have you recently attended a conference that made you stop and reflect on where we are as a field? What emotions did that elicit in you?
What do you think are some of the advantages of being a member of a national association specific to your work like NAFCC or the National Association for the Education of Young Children (NAEYC)?
Are there any local associations or formal networks in your area that could help support you in your role?

Interested in learning more about the tools or trainings mentioned above? The McCormick Center has a wide selection of professional development opportunities designed to meet the needs of center-based administrators, family child care providers, and those in technical assistance roles. Click here to learn more contact us at PAS.BAS@nl.edu

Robyn Kelton, M.A. , is a Quality Supports Manager for the McCormick Center for Early Childhood Leadership at National Louis University (NLU) where she conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. Robyn holds a baccalaureate degree in psychology from the University of Kansas (KU) and a graduate degree in psychology with an advanced certificate of study in organizational psychology from NLU and is currently a doctoral student in the brain, behavior, and quantitative science psychology program at KU. Prior to joining the McCormick Center, Robyn was a lead teacher in pre-k classroom in a child care center and a lead teacher in kindergarten classroom for an after-school program.

The Impact of Race, Culture, and Language on the Leadership Journeys of ECEC Leaders of Color

Tue, 21 Jun 2022 06:18:50 GMT

BACKGROUND

Given the current context of a pandemic, social and economic upheaval, and the pressing challenge of structural racism, research to advance the profession of early childhood education and care (ECEC) leadership is of critical importance. The current crises have exacerbated long-standing challenges, such as a lack of coordinated policy, disparate regulations, and fragmented funding (Bassok, Magnuson, & Weiland, 2016). With substantial variation in the quality and availability of ECEC, under-resourced communities remain without the structural and economic support to stabilize services and thrive (Hasikawa, Sells, DeJonge, Alkon, Martin, & Shope, 2020; Malik, Hamm, Schochet, Novoa, Workman, & Jessen-Howard, 2018).

As gatekeepers to quality, ECEC program leaders have a direct impact on organizational climate, teaching practices, and family engagement in their programs (Bloom & Abel, 2015; Douglass, 2019). There has been little research, however, on the diversity of ECEC program leaders. School leaders are predominantly white, with only 20% of public school principals representing individuals of color (USDOE, 2016). In the child care sector, about 40% of the early childhood workforce and 52% of those working with infants and toddlers are women of color, with low wages and scarce opportunities functioning as barriers to advancement (McLean, Austin, Whitebook, & Olson, 2021; NAEYC, 2019). These findings call for an imperative to include the voices of leaders of color in exploring pathways to racial equity and conversations related to the direction of the ECEC profession (Robinson, 2020). There is a critical need to examine and dismantle structural racism and to create an equitable system of inclusion for ECEC program leadership.

The Leading with Equity: Building Leaders research project addresses a gap in the existing research by explicitly addressing social justice, diversity, equity, and inclusion in the context of ECEC program leadership structures, systems, and practices. It explores how early childhood leaders of color perceive their input into the formation of professional competencies, professional development policy, and the future direction of the ECEC leadership profession.

This brief is concerned with just one of the research questions guiding the Leading with Equity research project: How has race, culture, or language influenced the leadership journeys of ECEC program leaders of color?

METHODS

Data were collected through 13 semi-structured, virtual focus groups (one was conducted in Spanish with translation provided); each group moderated by two early childhood researchers, one Black and one white. A professional speech-to-text service (Rev.com) transcribed the video recordings. The sample was comprised of 65 program leaders of color from 18 states and the District of Columbia (with 51% from Illinois). Figure 1 illustrates the geographic distribution of the program leaders in the sample. The ECEC programs led by study participants varied by setting, sector, and funding streams. Programs were located in centers (72%), homes (29%), and public schools (8%). About 70% of the programs represented provided Head Start/Early Head Start or state-funded Pre-K. Table 1 provides the complete program characteristics.

By design the participants were racially and culturally diverse: two-thirds (66%) of the participants identified as Black or African American, 23% identified as Hispanic or Latinx, 3% identified as American Indian or Alaska Native, 3% identified as Asian, 3% identified as Multiracial, and 2% identified as White or Caucasian (one participant was an English learner immigrant from Turkey). Table 2 provides the participant characteristics.

Four researchers coded the data with assistance in defining the coding themes from a national expert on early childhood leadership who is also the project’s principal investigator. Overall, the coding team has strong background knowledge in early childhood leadership and qualitative analysis, and is racially and culturally diverse. The researchers used an open-coding method to develop themes based on the first three focus groups transcriptions; codes were further refined and expanded as the coding progressed. The meaning of the data was negotiated until consensus amongst all coders was reached.

Data analysis involved the identification, examination, and interpretation of themes that emerged in the transcribed textual data. NVIVO 12, a qualitative analysis software, was utilized to process the data.

FINDINGS

When did you first think of yourself as an early childhood education and care leader?

Three responses were given most frequently:

When I first became an administrator or an entrepreneur (42% of responses). I realized I was a leader when I decided to open up my own program, and found out that everything starts with me. If I don’t initiate and advocate for myself, then nobody else will.
When I first saw myself as an early childhood professional , e.g., in a position to support others, consult to others, serve on a professional committee, coach others (32% of responses). I realized that I was a leader when I was a Children’s Program Specialist. I had to help center staff…set up their classrooms. That is when I realized I was a leader, because then I started doing trainings, professional development, and people started calling, asking questions and asking for advice….
When I was validated through professional development (13% of responses). I began feeling like a leader… once I became accredited. I think that helped me to start to look at myself that way. Then, over the years, it continued to evolve. I’ve been in several leadership trainings and served on several committees… I think about some of the committees that I served on when I realized that I had something to share, that was of value, and that I was part of a community of professionals, I began to see myself in that light.

Other pathways to becoming an ECEC leader included being a passionate teacher or having certain innate traits. I was born a leader.

How has race, culture, or language influenced your leadership journey?

The responses to this question have three themes: (1) empowering; (2) constraining; and (3) both empowering and constraining. Overall, the race, culture, or language of participants was more likely to have constrained than empowered their leadership journeys. A substantial number of respondents indicated that race, culture, or language was both constraining and empowering. Only one participant thought there was no impact on her leadership journey.

Empowering (14% of responses). Participants felt that race, culture, or language empowered them as leaders when:

Working with diverse families

I work with the families who speak different languages. English is their second language. They come from all different backgrounds and races, and cultures… So it has really helped me grow professionally in this position to be able to communicate more effectively and get a better understanding of their backgrounds and be very open-minded to their perspectives, whether they’re from the same race or culture as I am or different…
I was in a mostly Latino, Hispanic community, and I felt empowered to be able to speak to the families that have English as a second language, or they did not speak English at all. I was able to communicate with them to support them. Also, I had teachers that were not fully bilingual. I was able to provide trainings in their home language… Also with the parents, I think they identified with me…We were able to build those stronger relationships.

Representing children and families from their own or other under-represented groups

I would just say I never considered at the time that I was specifically working or looking to work only in my community, but I was. At the time, I wasn’t necessarily saying, “I know representation matters, and that’s why I want to be there.” But along the way, I figured that out. I do reflect back and see that I specifically took positions in those communities versus other opportunities offered. I wanted to be there.
There were a lot of single moms and young mothers.in the diverse communities that I worked in… I know that they looked at me as an influential person at the time. Although to me, I was just there doing my job. I enjoyed it. I was there as a resource because I wanted to be, but I know how much they appreciated knowing that I was the one that they were able to come to.

Constraining (39% of responses). The most frequently cited constraints (accounting for 81% of responses in the Constraining category) were:

Decision makers are predominantly white

There are very few women of color represented, and that’s when it struck me that the majority of the children that were being cared for were cared for by people of color, women of color, teachers of color. Yet the leadership levels, whether you looked locally or whether you looked at the state, there were no women of color represented there.
It’s not often that we are in those positions, people of color, women of color are in those positions where power is held. And so I’ve experienced early on just the existence of not having power and therefore not having voice as a woman who identifies as black.

Gatekeepers prevent people of color from advancing

I remember going for my master’s, or finishing my master’s, just getting higher qualifications for my position. And I said, “Hey,” to my direct supervisor, “Can you put this in my personnel file?” She goes, “I don’t need that. The job only requires that you have a BA. If you go above and beyond, that’s on you. There’s no higher compensation or recognition for that.”
I think I’ve experienced times where the odds are against me just because I’m a woman of color. I have to share an experience with you. When I was in college, I was working on my master’s …I went there because they specialize in adult learning, and my goal was to be a college instructor. I asked the chairperson if she could write me a letter of recommendation, because I was actually assisting her, I was serving as a TA already. And so she said to me, “Well Susan (not her actual name), in order for you to get into teaching you have to know someone. You’re not just going to get the job.”

Distrust of leaders of color even when in the position of authority

I have had to provide an excessive amount of evidence to support my decisions.
I felt distrusted, isolated, and lost my sense of self when I had to fit in and adapt to the dominant culture.

Stereotypes in workplaces based on race, gender, language, and role

There is a general discrimination towards early childhood professionals, including leaders. We are in a field that is oftentimes looked down upon, because they don’t typically see us as educators… With Early Head Start being birth to preschool age, they see us as child care and not as professionals, or teachers, or educators.
Just saying the racial disparity in pay inequality that exists is primarily centered around the fact that it is an industry full of women, African-American women.

Language barriers for leaders who are English learners

As an early childhood educator, I noticed that my Latino community still are struggling receiving services, especially when we talk about children with the special needs. And there are not too many documents that are translated to a language that many families can understand what they need to in order to get supports for their children.
About teachers, when we need to get people who do not have college or university or a professional education, and when they need to be trained, how well will they be trained or learn a little bit more if they do not understand English? That is mainly the language that all of these trainings…. As immigrants in this country and not having English as our first language, it’s a huge barrier.

Both Empowering and Constraining (47% of responses ). The participants in this category stated that they were able to shift the limiting experiences due to their race, culture, or language into something positive and empowering.

Self-reflection. A frequently coded response was that self-awareness built confidence and self-efficacy.

Whenever I experience discrimination, I kind of find it humorous. I use that energy to generate things, to build things out. I wrote these storybooks based on resilience, because guess what? That’s what the community needs right now.
Because I am Black, there’s a level of empathy and understanding I think that I have because of my experience as a Black individual in America that a white counterpart probably wouldn’t grasp right away or without being told or taught.

Advocacy. The most frequently coded response (40% of responses in the Both Empowering and Constraining category) was that their own negative experiences empowered them to advocate for staff, self, children, families, and the early childhood education profession.

So in my division, the majority of the African-Americans that work in the county are in my division. And so I just have to advocate on their behalf, and continue to assure that we’re meeting the needs of our families, because of course, it’s Head Start.
Because of my experiences, I am more passionate about sharing power with teachers and families and speaking up for them.

Proactive Approach . Some leaders adopted proactive approaches to overcoming constraints experienced due to their racial, cultural, or linguistic background, including advancing their education beyond what was required, seeking mentorship from others, opening communication to address potential biases, and extending themselves beyond the norm to build partnerships with others.

It was important to me to break that stereotype and get my education and always be the best. I had really good mentors, in that they said, network and bring people along with you…. So just being here, in this capacity, I think it’s going to allow for a lot of opportunities to bring more people in of color and be reflective of the community…
It was just many days that I felt, “Well, I’m just going to give up, because trying to get them to accept me is going to be just overwhelmingly hard.” So when I would have parent meetings, I would always talk with the parents to let them know, “I’m here to do a job and I’m going to take great care of your children. I would love for you to trust me. I’ve had experience in this field for the last 12 years, and I’m bringing my experience and knowledge over to you all.” I just became really, really friendly with the parents and the teachers. And, as I began to win them over, the year just was so smooth.

DISCUSSION

While not surprising that people of color report that race, culture, or language had a constraining impact on their leadership journeys, it is notable that approximately half of the responses from program leaders indicate that race, culture, or language had both a constraining and an empowering impact on their professional journeys. These program leaders reported being able to shift their perspectives from constrained to empowered primarily through demonstrating self-awareness or advocacy, both of which are core early childhood leadership competencies. These findings suggest the need for more research on the strengths and assets, as well as challenges, facing diverse ECEC program leaders. Additionally, professional development and degree programs that prepare ECEC program administrators should offer content to build competencies in personal and professional self-awareness as well as leadership and advocacy.

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

REFERENCES

Bassok, D., Magnuson, K., & Weiland, C. (2016). Building a cohesive, high-quality early childhood system. In M. Hansen & J. Valant (Eds.), Memos to the President on the Future of U.S. Education Policy. Washington, DC: Brookings Institution.
Bloom, P. J., & Abel, M. (2015). Expanding the lens: Leadership as an organizational asset. Young Children 70(2). https://www.naeyc.org/resources/pubs/yc/may2015/expanding-the-lens
Douglass, A. (2019). Leadership for quality early childhood education and care. Organization for Economic Co-Operation and Development (OECD): Working Paper #211. http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2019)19&docLanguage=En
Hashikawa, A., Sells, J., DeJonge, P., Alkon, A., Martin, E., & Shope, T. (2020). Child care in the time of coronavirus disease-19: A period of challenge and opportunity. Journal of Pediatrics. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7366077/
Malik, R., Hamm, K., Schochet, L., Novoa, C., Workman, S., & Jessen-Howard, S. (2018). America’s child care deserts in 2018. Center for American Progress. https://www.americanprogress.org/article/americas-child-care-deserts-2018
McCormick Center for Early Childhood Leadership. (2020 Fall). Stronger together: A call for a unified framework for onsite leaders of early learning programs. Research Notes. Chicago, IL: National Louis University. https://mccormickcenter.nl.edu/library/stronger-together/
McLean, C., Austin, L.J.E., Whitebook, M., & Olson, K.L. (2021). Early Childhood Workforce Index – 2020. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley. Retrieved from https://cscce.berkeley.edu/workforce-index-2020/ .
National Association for the Education of Young Children (NAEYC). (2019). Leading with equity: Early childhood educators make it personal. Summary of the Leading and Working Toward Equity Leadership Summit. Washington, D.C.: National Association for the Education of Young Children.
Robinson, A. (2020). Reflections and Recommendations from Interviews with Eight Early Childhood Education Policy Leaders of Color: Why is Everyone at the Policy Tables So White? University of Maryland. https://spp.umd.edu/sites/default/files/2020-04/Reflections%20and%20Recommendations_4-27%20Final.pdf
U.S. Department of Education. (2016). The state of racial diversity in the educator workforce. Washington, D.C.: Policy and Program Studies Service Office of Planning, Evaluation and Policy Development, U.S. Department of Education. https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf\

by Teri Talan, Xiaoli Wen, Melissa Casteel, Marina Magid, Joanna Skourletos, and Marie Masterson

Mirrors and Windows in Your Preschool Classroom: Adding approachable LGBTQ+ representation to your program through your shared library

Tue, 07 Jun 2022 13:56:32 GMT

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

As Early Childhood program leaders, we are always looking for ways to help our staff bring the “real world” into their classrooms. Teachers collect leaves and acorns for units on fall and seasons. They raise caterpillars for butterfly releases each spring. Programs take field trips out into the world and teachers ask children to bring their worlds to us by hanging family portraits or having “share day” every Friday When they do these things, the goal is for the environments to be places that are “of” the children and “for” the children–places where they are included and represented, and safe places from which they can learn about the world around them.

A phrase popularized by Rudine Sims Bishop in 1990 states that the books in classrooms can play a large part in this process of experiencing the world by functioning as “mirrors and windows.”

Books serve as mirrors when people are able to see themselves, their cultures, and their lives reflected back to them through the characters and story. Children who, for any reason, consistently do not see themselves reflected in books or other areas of the environment, or when the representation they do get is negative, might feel alone or that there is something wrong with them, even when this message is obviously not the intent. For underrepresented or marginalized groups, it is even more important; one source mentioned that “studies have shown that any mention of LGBTQ+ people or issues in the curriculum increased student safety and improved the climate for students.” (Robinson, 2021)

Any mention at all.

Simply having books that feature diverse family structures or gender representation available to children during story time and free reading can combat the impression that heterosexual families are the default and more accurately reflect the real world.

Books can also serve as windows when children are able to glimpse others, their cultures, and their lives that are different from their own in the pages of a book. This is an equally important experience, especially for preschool-aged children that belong to majority groups. Being exposed to cultural and familial differences through books in the safety of their early learning environment can help children understand and have a more open, tolerant approach to diversity in their lives.

We all know that we work with and for children at a very pivotal and special time in their lives. Making efforts like this in programs and classrooms now, as opposed to waiting until children are older, is so important because this is the age, developmentally, where preschoolers are learning how their world works and who is valued in it (Leung and Adams-Whittaker, 2022). They are actively developing empathy and other social-emotional skills right now, in front of our eyes. So, let’s continue to help guide their teachers and caregivers to give them the tools to grow into empathetic people who can celebrate what they hold in common and what makes them unique.

Questions to ask when adding books to your program’s library:

Does this book reflect the lives and experiences of the students in my program? (Mirror)
Does this book provide insight into different cultures/lifestyles/experiences for the children in my program? (Window)
Does this book represent the diversity we want to include in a positive, negative, or neutral light?

There are myriad books to select from and below are lists that you may add to your program library as mirrors and windows:

Recommendations for Infants and Toddlers

Love Makes a Family by Sophie Beer

Rainbow: A First Book of Pride by Michael Genhart

Call Me Tree/Llamame Arbol by Maya Christina Gonzalez

Jacob’s New Dress by Sarah Hoffman and Ian Hoffman

Plenty of Hugs by Fran Manushkin

Daddy, Papa, and Me by Leslea Newman

Mommy, Mama, and Me by Leslea Newman

And Tango Makes Three by Justin Richardson and Peter Parnell

It’s OK to Be Different by Todd Parr

The Family Book by Todd Parr

Families Can by Dan Saks

Pride Colors by Robin Stevenson

Recommendations for Preschoolers

Morris Micklewhite and the Tangerine Dress by Christine Baldacchino

Not Every Princess by Jeffrey Bone and Lisa Bone

The Different Dragon by Jennifer Bryan

Oliver Button Is a Sissy by Tomie dePaola

10,000 Dresses by Marcus Ewert

My Awesome Brother by Lise Frances

King and King by Linda de Haan

Red: A Crayon’s Story by Michael Hall

I am Jazz by Jessica Herthel

My Princess Boy by Cheryl Kilodavis

What Are Your Words?: A Book About Pronouns by Katherine Locke

Julian Is a Mermaid by Jessica Love and Avi Roque

Donovan’s Big Day by Leslea Newman

Sparkle Boy by Leslea Newman

A Tale of Two Daddies by Vanita Oelschlager

A Tale of Two Mommies by Vanita Oelschlager

Pink Is for Boys by Robb Pearlman and Eda Kaban

This Day in June by Gayle E. Pitman

When You Look Out the Window: How Phyllis Lyon and Del Martin Build a Community by Gayle E. Pitman

In Our Mothers’ House by Patricia Polacco

Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders

William’s Doll by Charlotte Zolotow

References:

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6(3), ix-xi. Retrieved from: https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf

Robinson, Cori H. (2021) “Representation Matters,” The Mall: Vol. 5, Article 5. Retrieved from: https://digitalcommons.butler.edu/the-mall/vol5/iss1/5

Leung, E., and Adams-Whittaker, J. (2022). Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens. Frontiers in Education , 6. https://doi.org/10.3389/feduc.2021.769769

Ryan, C. L., and Hermann-Wilmarth, J. M., & Lesbian, G. (2018). Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom. Teachers College Press.

Winonah LaGrande is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Over her 15 years in the Early Childhood Education field, Winonah has worked in Chicago Public Schools as well as private early childhood programs with diverse populations.

Recruiting, Selecting, Orienting—and Keeping What You Have

Tue, 24 May 2022 09:11:55 GMT

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

The pandemic has turned our world upside-down and has caused many significant challenges, including the “great resignation,” a term coined by Anthony Klotz from the Business School at Texas A&M University . The great resignation has impacted all industries and fields, including early childhood education. It has launched the field into a state of crisis and has captured media attention. For those in leadership positions, seasoned or new to the field, this has been a time of extreme challenges. From competitive wage increases in other industries to re-thinking their career choices, professionals in our field are contemplating change due to the insecurity created by such tough economic times. As a result, early childhood leaders are desperate to employ staff and are seeking ideas to do it well.

To address requests for ideas in this area, this article contains a few current tips for directors to consider and an opportunity to glean insights from the robust content from the McCormick Center’s Aim4Excellence™, which is a fully online, nationally-recognized early childhood director credential. Specifically, the Aim4Excellence module, Recruiting , Selecting , and Orienting Staff , addresses necessary considerations when effectively implementing ethical and lawful employment practices. This module supports the Administrative Leadership domain of the Whole Leadership Framework and concentrates on several critical areas tied directly to managing people and day-to-day operations.

How does one recruit in a field where face-to-face, in-person work is critical to the job function? We all know that the pandemic made working from home the new norm for many and has transformed employee expectations. Having a more flexible home life and work schedule has been attractive to many. However, there will always be industries with employees who need care for their children. The hotel, restaurant, and medical service fields are just a few areas that need early childhood teachers and quality care for their children.

There has been a great deal of introspection during the pandemic. Individuals who were once on the corporate ladder had time to reflect upon their career choices. Long working hours, time spent away from home, and stress involved with high-stakes business decisions prompted parents to contemplate what is important to them. Slowing down helped them to value the time spent with their children. It is this population that could potentially be an excellent recruitment opportunity for you and your program.

A career change is scary for these parents. They invested years of their lives into their first career choices. This may have included receiving an extensive education that had little to no coursework about understanding children’s developmental needs. They know only their own experience as a child and now as a parent with children. However, this is your opportunity to seize the interest and motivation to make a career change by using the following recruitment strategies:

Offer volunteer or “try-out” days to work alongside children of different ages
Provide opportunities for your staff to talk one-on-one with the interested parent about the complex job role of working in the field of early childhood education
Uncover funds appropriated by local and state funding streams for professional development that will be necessary to support the transition into working in the field
Invite local community college and university professors to speak about what their institutions have to offer to support parents interested in making a career change and who will need more formal education

Once there is established interest in early childhood education, have a process in place that provides a formal opportunity to interview the parent as a job candidate for an open position. During this time, clear boundaries for interviewing “Jane Smith” rather than “Alex’s mom” will be important for the parent to understand and necessary for the staff who will be collaborating with you during the interview process. Consider these ideas to support the selection process:

Set the stage by having a solid job description to review with the candidate
Include questions that invite the candidate to share their experiences working with children, not just their children
Allow staff to share their observed experiences of the candidate when they participated in volunteer or “try-out” days
Ask the candidate what would be most helpful to them as they make this career change

After the selection process takes place, engage the new hire as you would any new addition by orienting them based on the interests shared in the interview process. While most programs typically choose to place the candidate with a different age group than their child, work to build a strong network of support by:

Never making assumptions about what any new candidate may or may not know, invest time in regular communication, verbal and written
Assigning the candidate a strong mentor, preferably one from the interview process who will be a friendly face for the long term
Strengthening work relationships between the teaching staff and the new candidate by checking on them regularly
Providing classroom coverage so that the team has one-on-one time to talk about classroom planning, management, and next steps together

Last but not least, take care of the staff you already have. This means maintaining the relationships established during time together in the workplace. The group has endured a lot together this past couple of years and recognizing that regularly is important. Heartfelt expressions of appreciation can go a long way. It is also essential to consider utilizing a strategy known as stay interviews . These informal conversations provide insights:

Reasons why teaching staff like or dislike their job
Uncover concerns or issues that no one was aware of
Provide insights that can help motivate and retain staff
Make improvements in program culture and delivery of quality services

The delivery of high-quality early childhood care and education will always depend on in-person interactions, and there will always be individuals looking for rewarding, “face-to-face” careers that allow for a healthy work-life balance. The key for an early childhood leader is to re-think what might have been past recruitment strategies and adjust to today’s changing climate. Learn what people are looking for and leverage what the field has to offer. Be the pivot point for the potential candidate who needs your help to realize that the daily investment in working with young children is exactly what they were meant to do.

Do you want to learn more about Aim4Excellence? Check out our online learning management program for more information on earning college credit while taking the modules. In addition, the Aim4Excellence modules are recognized in over 20 states to support professional development within their quality rating and improvement systems.

Jane Humphries, Ed.D., serves as the Aim4Excellence™ Program Specialist and curriculum developer for the McCormick Center for Early Childhood Leadership at National Louis University. She has written curricula and facilitated online learning in graduate and undergraduate level courses since 2004. The Aim4Excellence program is the online National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation. It is incorporated in multiple state quality rating and improvement systems.

Being Embraced by a Community

Tue, 10 May 2022 15:57:06 GMT

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

“Alone, we can do so little; together we can do so much.”

— Helen Keller

In 2018, I had the opportunity, as an employee of the McCormick Center for Early Childhood Leadership, to participate in the center’s flagship Leadership Academy, Taking Charge of Change ^TM (TCC). It was truly an empowering experience. Among the many memorable things I took away from TCC was being embraced by a community. TCC is designed for center-based administrators of early childhood education and programs. Although I was McCormick Center staff and not an administrator, I never felt excluded. Rather, the instructors and participants demonstrated to me what a true community looks like.

According to the Oxford Dictionary, a community can be defined as “a feeling of fellowship with others, as a result of sharing common attributes, interests, and goals.” Being part of a community helps lessen feelings of isolation, division, and separation.

One night during my experience at TCC, participants gathered around a bonfire, sharing the many trials and triumphs of being an administrator. Again, although I was not an administrator, participants brought me into the conversation, shared details of their work, and authentically asked for and listened to my opinion. This made me feel seen, heard, and valued and is just one example of how TCC made me feel included.

The benefits of building a community include ensuring you have a circle of influence, people who can hold you accountable, others you can share ideas and network with, and people you can turn to when you need support. All the leadership academies at the McCormick Center for Early Childhood Leadership strive to create communities and an atmosphere where inclusion is the norm.

BUILDING COMMUNITY ONE STONE AT A TIME

I like to think about the process of building a community like the process of building a rock cairn (stacked stones). Just like a rock cairn, you build a community one stone at a time. Below are a few of the stones I consider critical when building up a community.

Shuntae Richardson, B.A. , is Professional Leadership Team Administrative Assistant IV for the McCormick Center for Early Childhood Leadership at National Louis University. She is the founder of the One Accord Community Development Organization (OACD) and a member of The National Society of Leadership and Success. Shuntae has twenty-plus years of experience in the non-profit and corporate sectors. Her professional experience includes; accounting, customer service, insurance claims, office management, mortgage lending, event planning, and community and business development. Shuntae has professional affiliations with many organizations and has served as a trustee for several non-profit organizations. She has served on planning committees for villages, townships, and chambers of commerce in various communities. Shuntae has traveled throughout Chicagoland presenting workshops in corporate settings and facilitating budgeting simulations in high schools. She has been instrumental in motivating and encouraging others to reach their highest potential.

Critical Stones for Building Community

Accountability—set clear boundaries and expectations, and communicate when these are not being met
Empathy—try to view things through the perspectives of others
Respect—make sure everyone is treated with kindness and consideration
Trust—demonstrate values and beliefs through actions
Connection—find commonalities and build bridges
Openness—welcome others with diverse backgrounds and experiences

REFLECTIVE QUESTIONS

Which stone(s) could you add to your rock cairn to make it stronger?

When was the last time you felt embraced by a community? How did it make you feel?

In what ways does your organization strive to build community? How does it support your mission?

If you are interested in being part of professional learning community, consider joining one of the McCormick Center’s leadership academies . The academies are offered in Illinois and can also be brought to your state!

Early Childhood Leaders: Mental Health Care is for Everyone

Tue, 03 May 2022 07:31:51 GMT

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

The significant changes in the world have impacted the early childhood education field and increased the need for leaders to embrace flexibility and new ways of doing things. It is essential that early childhood leaders find healthy ways to deal with the changing landscape of society and the impacts on their programs and the children and families that are served. Change starts with taking care of one’s own mental health. To manage changes and thrive, early childhood leaders need self-care strategies, skills, and supports.

I was one of the directors impacted by the Oklahoma City bombing on April 19, 1995. Shortly after 9:01 a.m., I was in my car racing toward the dark smoke, along with two Oklahoma Highway Patrol cars. I knew it was bad when I was driving over 100 miles per hour toward downtown and the police never acknowledged my excessive speed. I maneuvered behind them, and within minutes, I arrived at my program.

The teachers and children, including my son, were standing on the playground staring at the plume of dark smoke that was six blocks south of our location. As I jumped out of the car, the children were pointing and yelling, “Look, Ms. Jane. It’s a volcano!” The teachers were speechless. Business and car alarms were going off, debris was swirling and falling out of the air, and emergency response vehicles were flying past our location to get to the site of the disaster.

As I gazed around our child care program building, which looked intact, all I could think was to get everyone secure inside and engaged in everyday activities, so I could figure out what was going on. With staff looking to me for leadership, I instructed everyone, “Get in your classrooms, and get an activity started. Shut your classroom doors, and we’re going to get through this day.”

As the leader of our early childhood program, I was faced with a catastrophic event – one for which I had no experience, formal education, or training. This historic tragedy impacted several early childhood education programs and led to new standards of emergency preparedness. It also highlighted the importance of mental health services for those working in the field of early childhood.

In the same way, the pandemic and current world events have introduced a time of fear and uncertainty. Early childhood leaders can prioritize mental health and begin by taking care of themselves. Below are recommendations and strategies to help navigate challenging times.

Keep hope alive . Establish and maintain a clear sense of purpose; locate colleagues who model positive solutions. Do what you can do, and perform small acts of kindness towards others.
Create an emotionally comfortable environment . Show compassion for yourself. Strategies include keeping a daily “self-gratitude” journal, picking a day to identify critical internal messages and change those to supportive messages, and working with an accountability partner.
Recognize when you and others are struggling . Some of the most common warning signs of stress are loss of appetite and weight, excessive eating and weight gain, memory issues, lack of engagement with others, and excessive crying or flashes of anger. It is important to monitor those signs in yourself and others.
Engage and empower yourself. Reduce Stress suggests critical reflection as a helpful way to self-monitor. Questions include:
What is something that was hard for me today?
Where can I find support?
What is something I am grateful for?
What am I looking forward to?

Embrace an abundance mindset . Brené Brown suggests centering oneself to become more aware of one’s thoughts, practicing gratitude, and sharing one’s passions and purpose. She and others urge people to focus on what is going right and to concentrate on growth and care for themselves in multiple ways.
Practice mindfulness . Maintain moment-by-moment awareness of thoughts, emotions, physical sensations, and the surrounding environment.
Care for the mind . Take a break from social media. Take deep mindful breaths in stressful situations.
Care for the body . Engage in dance and other physical activities, make nutritional food choices, and strive for restful sleep
Care for the heart . Hug yourself. Have a good laugh or cry. Set clear boundaries. Establish manageable goals. Create an achievements folder.
Care for the soul . Ask for help and guidance from those you trust. Listen to your soul for guidance. Connect with others. Be your own best friend.

Use holistic program supports. Consider the following strategies from The Visionary Director :
Be aware and embrace challenges.
Understand that no one is perfect, and everyone should be trusted and treated equally.
Listen actively and intently by modeling patience and understanding.
Provide ongoing, positive communication.
Be an extra set of hands to support teachers and families.
Encourage those providing leadership to grow in leadership.

As I reflect on my own disaster experience, I learned to be transparent, stay connected, and be present. I will openly admit that there were days that felt utterly exhausting. I thought, “Why me? Why my family? Why my community?” The longing for “how it used to be” was certainly there. However, something deep within me kept a sense of hope and wanting to be strong for others. As a culmination of the Oklahoma citizens’ hope and strength, the Oklahoma City National Memorial Museum was created to store lessons learned and other resources. In the same way, the world’s current challenges require us to readily accept and maneuver through whatever lies ahead. Program staff and families need to see early childhood leaders caring for themselves. Stay safe and healthy, and I hope that you will make mental health an ongoing (or lifelong) priority.

Jane Humphries , Ed.D., serves as the Aim4Excellence™ Specialist. for the McCormick Center for Early Childhood Leadership at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. The Aim4Excellence program is the online National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation and is incorporated in multiple state quality rating and improvement systems.

Leadership Lessons: Advice to My Past Self

Tue, 12 Apr 2022 16:55:42 GMT

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

In one of our Leadership Academy sessions, we engage in an activity that asks the participants to reflect on their professional journey leading up to their current role as director. Considering what they know now, what advice would they give their younger self? What would they write in a letter to themselves? I left the training reflecting on this activity and pondered what advice I would give myself when I entered my first leadership position. Resulting from that reflection is the following letter to my past self.

Dear Barb,

Congratulations on your promotion! I know you are both excited about this opportunity to step into a leadership role and terrified about the challenges, worried that you are not prepared for the tasks ahead. You want to get started on the right foot and be the best leader you can be. I want to reassure you that you are where you need to be—you are qualified in so many ways for this position! If I could be your mentor now, I would offer a few pieces of advice from my years of experience and reflection on leadership that will help you as you begin this journey.

Dedicate yourself to building relationships with all of your staff. People management will take the largest amount of your time, so it is essential that you hone your relationship-building skills. Learn more about the art of communication, and practice tried and true skills, such as active listening, asking questions and rephrasing for understanding, and non-verbal communication. Take time to walk about and talk to each staff member individually and in small groups. Listen and learn!
Devote time to engage in reflective practice. Reflective practice will help you increase your self-awareness, grow your observational skills, and develop a better understanding of others. Explore models of reflective practice to find one that you can use to help you become more self-aware and reflective. Write this John C. Maxwell quote in the front of your journal, “Reflective thinking turns experience into insight.” Insight will connect your head and heart knowledge to help you lead others more effectively.
Gather resources to grow your knowledge in administrative leadership. Learn as much as you can about organizational climate, prioritizing and developing systems, goal-setting, and operational leadership tasks (budgeting, hiring, and supporting staff). Try to find a mentor who can be your critical friend; someone who can be supportive, encouraging, and provide you with honest feedback.
Find a healthy balance between your personal and professional life. Michelle Obama says, “We need to do a better job of putting ourselves higher on our own ‘To Do’ list.” Maintaining a work-life balance is important for your mental, physical, and emotional health. It also reduces stress and will help your attention and focus at work. Build in time for creative activity; it feeds your soul. And remember to breathe!
Give yourself grace, show yourself some compassion and patience. You do not need to have all the answers; accept that you will make mistakes. Remember, it is progress, not perfection, and no one is perfect. Focus on what you can control, do your best, and use those mistakes as learning opportunities.

All of this advice would be great if I could, in reality, pass it on to you. You will learn all of this, of course, through the years by trial and error, connecting with really great colleagues who will become your mentors and thought partners, and through your desire to continue to grow as a leader. I am so thankful that you had the courage to take that first step!

Sending hugs and love,

Barb

What advice would you give your past self? How much of this advice are you following today? How could you follow the advice better? Reflecting on your past and lessons learned can help with your current experiences. It can remind you of what is important, ensure you continue to head in the right direction, and help you be a better mentor to those you lead.

If you are interested in building your self-awareness and reflection skills, consider attending one of the McCormick Center’s leadership academies: Ready to Lead, Taking Charge of Change ^TM , or Taking the Lead. Information on all of these professional development opportunities can be found here .

RESOURCES FOR EARLY CHILDHOOD ADMINISTRATORS ON LEADERSHIP

Books

Building on Whole Leadership by Marie Masterson, Michael Abel, Teri Talan, and Jill Bella.
From the Inside Out: The Power of Reflection and Self-Awareness by Paula Jorde Bloom
Graceful Leadership in Early Childhood Education by Ann McClain Terrell
Inspiring Early Childhood Leadership: Eight Strategies to Ignite Passion and Transform Program Quality by Susan MacDonald
Leadership in Action: How Effective Directors Get Things Done by Paula Jorde Bloom
The Visionary Director, Third Edition: A Handbook for Dreaming, Organizing, and Improvising in Your Center by Margie Carter, Luz Maria Casio, et al.

Websites and Blogs

Child Care Exchange: https://www.childcareexchange.com/
Leadership Freak: https://leadershipfreak.blog/
McCormick Center for Early Childhood Leadership: https://mccormickcenter.nl.edu/
NAEYC: https://www.naeyc.org/resources

Barb Volpe, M.Ed. , is the Leadership Academy Manager for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). In this role, she manages and facilitates leadership academies and quality improvement training for early childhood administrators and technical assistance providers. Barb has over 25 years of leadership and management experience. Barb enjoys developing trainings and has made many local, statewide, and national presentations. Barb obtained her M.Ed. from NLU in early childhood administration and her B.S. in child and family development from Southern Illinois University-Carbondale. Prior to her work at the McCormick Center, Barb worked in the early childhood field as an infant/toddler and preschool teacher, site director, and education coordinator for both community-based programs and Head Start. She has written articles on topics in leadership and management of early childhood programs and taught for several years as adjunct faculty at the local community college. Barb’s passion is to support center and home-based administrators in making continuous quality improvement for the care and education of young children and their families.

Earth Day: Celebrating Our Planet

Tue, 05 Apr 2022 14:46:08 GMT

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

More than a billion people , representing 193 nations , participate in honoring Earth Day every year, making April 22 the most celebrated civic observance in the world. Since the establishment of Earth Day, environmental conservation has become a hot topic. Most recently, at the 2021 Glasgow Climate Change Conference, participating nations pledged to engage in the collective effort and adopt the Glasgow Climate Pact, turning the current decade into a time for climate action. Earth Day is so much more than just a date.

DID YOU KNOW?

The idea of designating a special day to celebrate our planet originated in 1969. Senator Gaylord Nelson was prompted to establish Earth Day after witnessing a large oil spill in Santa Barbara, California.
There is a specific reason why April 22 was chosen – it was supposed to encourage student participation as it fell between most students’ spring break and final exams. The first Earth Day was celebrated a year later, in 1970.
It was not until 1990 that Earth Day became a worldwide event, and in 2009, the United Nations gave it a new name – International Mother Earth Day.
The first Earth Day was recognized by 20 million Americans, which at that time represented 10% of the U.S. population!
Over the years, Earth Day has led to the passage of numerous environmental laws in the United States, including the Clean Air Act, Clean Water Act, Endangered Species Act, and National Environmental Education Act. Many countries adopted similar changes, and famously, the United Nations designated Earth Day to sign the Paris Climate Agreement in 2016.
Earth Day has also been responsible for the establishment of the National Oceanic and Atmospheric Administration (NOAA) and the Environmental Protection Agency (EPA), with many countries soon adopting similar laws.
Over 95% of primary and secondary schools in the United States observe Earth Day each year!
Earth Day has triggered numerous civic campaigns, including the Climate Literacy Campaign, National Civic Education Program, Educators Network, Green Schools, and many more.
Each Earth Day has a theme. In 2011, A Billion Acts of Green was chosen, aimed at reducing carbon emissions. Around the globe, many countries took up the challenge – in Afghanistan, 28 million trees were planted as part of the Plant Trees Not Bombs
2020 marked the 50th anniversary of the Earth Day movement.

As educators and professionals, we have an obligation to educate ourselves about climate support and instill this knowledge and values into future generations. Did you know that over three billion students still lack much-needed climate education? A large body of literature and research has emphasized an array of benefits environmental education brings to primary grade students:

“Environmental education is about hope and change. There is a mountain of evidence that suggests EE is a powerful way to teach students. Over 100 studies found that it provides transformative learning opportunities that bring tremendous results and engage young people in the world around them in meaningful, collaborative ways. There is no doubt that environmental education is one of the most effective ways to instill a passion for learning among students.”

Dr. Nicole Ardoin, Stanford University

WHAT CAN YOU DO?

Show children how to respect the environment by teaching them simple habits:
Place a recycle bin in the classroom, and explain to the children that it is to reuse and recycle materials.
Encourage children to pick up trash found on the playground and in other outdoor spaces.
Turn off unneeded lights and water. Remember to explain to your students why it is so important!
Have your students help with the classroom pet and plants. Show children how to gently handle a class pet to avoid hurting it, or ask them to help you water plants.
Insects are good for the environment; therefore, explain the vital role they play in the natural world’s ecosystems.
Support climate literacy and education. Incorporate environmental education into your curriculum – there are tons of useful resources available. Some of these are listed below.
Become a catalyst for change – nominate your school to become a Green Ribbon School.
Organize a school cleanup. Invite local families and community partners to help clean the school building or a local park. You can even register your event!
Become a social media advocate – use your own platform to encourage others to engage in Earth Day activities.

USEFUL RESOURCES:

Learn about Earth Day 2022

Learn more about the Glasgow Climate Change Conference – October-November 2021

Read about Benefits from Environmental Education – Key Findings

Join the Illinois Green Ribbon Schools Program

Earth Day 2022 Action Toolkit – Social Media

CURRICULUM RESOURCES:

Environmental Literacy for Illinois – A Framework

Kids for Conservation® – March 2022

The Illinois Department of Natural Resources – Grants for Schools

The Benefits of Environmental Education for Toddlers

Earth Day Schools

Daria Rymarzak is a Report Specialist at the McCormick Center for Early Childhood Leadership at National Louis University. She is pursuing a doctoral degree in community psychology at National Louis University’s College of Professional Studies and Advancement. Daria earned a baccalaureate degree in psychology from Roosevelt University and a graduate degree in child development and early childhood administration from Erikson Institute. She is interested in supporting initiatives leading to integrated early learning and child development systems, connecting early childhood practice with policy and research, and the functioning and effectiveness of community-based coalitions addressing the importance of the early years.

Why I Attend Professional Development Trainings

Tue, 29 Mar 2022 15:59:59 GMT

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

“Intellectual growth should commence at birth and cease only at death.”

— Albert Einstein

As an educator in the field of Early Childhood Education, I feel called to continuous learning and growth, and the best way to invest in my professional development is through opportunities like Leadership Connections ^TM . Many years ago, I became certified in an Adult Learning Program because while I could apply some of the methods that I used to teach children, other tactics are helpful for training adults. One tip that has stuck with me was the use of chunking or using acronyms. When I write a training or book, using acronyms is one technique I use when appropriate. I came up with a simple acronym for why I attend professional development trainings. It is GROW, which is self-explanatory simply as a word, but also in the details.

G stands for goals. It is essential when choosing workshops to attend, articles and books to read, or videos to watch that I have concrete goals. Am I looking to learn a new skill, understand a new concept, or complete a new task?
R stands for relationships. Building relationships with others, especially in my field, matters to me. It is how I can grow in my knowledge as well as simply grow and learn as a person about and from others, similar and different from me and my experiences.
O stands for observation. Watching and listening are vital to my development and learning. I can see how others do things and decide if I agree or prefer to do something a different way. This is similar to how I started using acronyms once I learned that training tip. I decided that this helps me remember details long after leaving the training, so I have incorporated it into my toolbox of tips.
W stands for wonder; it is the why, how, where, and when questions. Why do I need to know this? How can I use it in my work? Where and when is it applicable? Often I can see the answers to these questions even when I just read the description of the training, but sometimes it occurs during or afterward when I reflect on what I have learned and apply it to my role or position.

Ongoing professional development is required in education, but I view it as more than a task to complete. It is a way to learn about the Early Childhood Education field, and it is also how I reflect and grow as a person. Join me in learning from Leadership Connections Virtual Conference 2022.

Susan Marie Schulhof is an Assessor and Training Specialist for the McCormick Center for Early Childhood Leadership.

Growing through Leadership Connections™

Tue, 15 Mar 2022 17:03:15 GMT

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

Overcoming Challenge with Courage

The McCormick Center for Early Childhood Leadership equips leaders with key strategies for success and empowers the profession as a catalyst for positive change. As part of this mission, our founder, Paula Jorde Bloom, established the enduring legacy of the Leadership Connections Conference . For 21 years, this vital gathering of decision-makers, leaders, policymakers, and partners has provided a forum for renewal, meaningful learning, inspiration, and professional growth.

The April 25-29, 2022 Leadership Connections, Overcoming Challenge with Courage, offers timely resources to strengthen the collective impact of the profession. Multiple keynote speakers, breakout sessions, the Public Policy Forum, Leadership Colloquium, and celebration of the Visionary Leadership Awardees add to the dynamic exchange of ideas with the goal of increasing the effectiveness of early childhood leaders and strengthening the policies and systems that anchor the field.

Increasing personal and collective impact

During the pandemic and especially during challenging times, Leadership Connections offers support, information, strategies for success, and networking to sustain and energize early childhood leaders. The conference provides opportunities to explore the latest trends and issues in the field and engage with other leaders to tackle issues and generate solutions. Participants express how much the conference has expanded their professional vision, revitalized their personal mission, and fueled practical planning. Below are just a few examples:

“I believe this is the best conference for leaders in early childhood who are looking for inspiration, new ideas, networking opportunities, and a complete professional experience. Everyone who attends feels a sense of belonging and respect.”
“I am always delighted and amazed how much I continue to learn and enjoy this conference after 11 years.”
“This was my second year attending Leadership Connections. I always leave feeling inspired and ready to apply the skills I have learned.”
“As always, this conference was outstanding. The presenters were knowledgeable and passionate about the work we do and left me feeling very positive about the field of early childhood leadership. I left with ideas to take back and implement in my program.”
“The content of the workshops and guest speakers reaffirmed my ideas about being in a supervisory position, with strategies to use in improving my leadership skills as well as leaving with a feeling of support.”
“Through this conference, I gathered at least ten big ideas and tools that I can use in my work and to share with others in the field through my work, in addition to a few life-changing ideas. The over-reaching ideas are empowerment, supporting the growth of staff, creating environments for growth, and taking care of yourself in the process of supporting others.”
“The keynotes were inspiring, and the sessions were topical and engaging. I will be watching recordings of the sessions that I was not able to attend. This is an exciting benefit of the virtual format. In making choices about how to spend my budget for conferences, Leadership Connections is always at the top of the list.”

The Paula Jorde Bloom Scholarship Fund

Paula’s vision included supporting the competencies of program leaders and bringing credibility to the importance of their roles as gatekeepers to quality. A foundational goal of the conference is to support new and emerging leaders in achieving their professional goals through the Paula Jorde Bloom Scholarship Fund. Recipients demonstrate commitment to advocacy for young children and their families and are active in creating positive change in the field. They are dedicated to providing the highest quality care and education for children and families and use the Whole Leadership Framework to guide program success. We extend congratulations to the following leaders, who are the recipients of the 2022 Paula Jorde Bloom Scholarships:

Marie Masterson, Ph.D. , is the director of quality assessment at the McCormick Center for Early Childhood Leadership. She holds a doctorate in early childhood education, is a licensed teacher, and is a national speaker and author of many books and articles that address research-based, practical skills for high-quality teaching, behavior guidance, quality improvement in early childhood programs, and leadership. She is a contributing author and editor of the book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Fourth Edition.

LaDoris Lee is from Chicago, Illinois, where she has spent the past 16 years working as a teacher, director, assistant, and nanny in home, center-based, corporate, and non-proﬁt settings. She is an Erikson graduate student, a 2021-2022 Early Childhood Education Teach Plus Fellow, and is expanding her impact through consulting. LaDoris explains, “Each experience has added to my skill set and allowed me to witness inequitable experiences of early learners in these various settings. Seeing the various practices has challenged me to develop age-appropriate methods to successfully manage my classrooms with acceptance, diversity, inclusivity, and equality at the foundation. As I embark on the next steps of my journey in early care and education, I want to be sure that I can lead successfully. Leadership Connections will help me grow and strengthen my leadership skills by providing me with leadership essentials that will increase my ability to lead.”

Your opportunity to contribute

Your donation to the Paula Jorde Bloom Scholarship Fund can help support emerging leaders and strengthen their circle of influence. Perhaps you have benefited from attending Leadership Connections in the past or plan to attend in the future and want to make a contribution. The combined donations of caring supporters make it possible for deserving leaders to discover new levels of professional growth and effectiveness. If you would like to help further the vision and legacy of Paula Jorde Bloom, please scroll to the bottom of the donation page . Please indicate “Paula Jorde Bloom Scholarship” when making your gift. If you are an emerging or growing leader, we invite you to apply to be a recipient of the 2023 scholarship.

Leaders as gatekeepers to quality

How does attending Leadership Connections become a springboard for positive change? “Everything early childhood administrators do in their leadership roles directly or indirectly influences their programs’ trajectories toward excellence.” Program leaders with specialized training are more likely to support the professional development of their teaching staff, secure and maintain program funding, and achieve center accreditation. They are more effective in creating positive change.

Importantly, participation in specialized training strengthens the effectiveness of leaders in their capacity to improve program quality. Leaders are more confident, have greater clarity about their leadership roles, and are more effective in pedagogical leadership tasks. They develop skills to stabilize the programs and systems essential for children and families. They contribute to equity in the early childhood workforce and improve child and community outcomes.

Additional opportunities

As you explore opportunities for professional growth, consider contacting your state quality rating and improvement system to identify professional development funding opportunities. In Illinois, connect with your local resource and referral agency to locate available scholarships. Outside of Illinois, check out the Child Care Aware search page and enter your zip code. You may want to look for additional professional development funds unique to your state, such as the Illinois Early Childhood Access Consortium for Equity Scholarship Program. Ask about early childhood leadership scholarships at your local community college, university, and city workforce initiative. Finally, remember that Leadership Connections and other conferences offer discounted early bird and group rates. Be sure to subscribe to our mailing list to receive early notifications.

We invite you to join us for the virtual 2022 Leadership Connections conference, April 25-29. We know you will come away with innovative strategies to strengthen program capacity, embed equity and excellence, and become more effective advocates on behalf of children and families. We look forward to joining with you as we expand our legacy and impact.

Pampering Participants Virtually

Tue, 08 Mar 2022 16:09:51 GMT

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

Pamper: To treat with extreme or excessive care and attention. ¹

Do you enjoy being pampered? Maybe it is treating yourself to a service you do not often indulge in, for example, a manicure or pedicure, a massage, a fine dining experience, or a car detailing.

Pampering participants is a foundational principle at the McCormick Center for Early Childhood Leadership. Paula Jorde Bloom, the McCormick Center Founder, was passionate about ensuring that anyone who participated in our trainings left feeling cared for and pampered. Thirty-seven years later, we continue to carry on this principle for participants. Over time, our team came to refer to this as the “McCormick Center Experience.”

The “McCormick Center Experience” is about showing appreciation and respect through attention to all the details that make up a high-quality training experience. Hospitality, best practices in adult learning, activities that engage the five senses, reflection, and laughter are all a part of this experience.

Prior to the pandemic, trainings offered at the McCormick Center were in-person. Upon arrival, participants experienced warm greetings, fresh flowers on the training and dining tables, and soothing music. The training tables were stocked with supplies such as markers, highlighters, and post-it notes. In addition, a bag of training materials, books, and other resources were neatly placed on each participant’s seat. A hospitality table was set up in the training room with items to meet physical needs, such as water to keep you hydrated, blankets, and handheld fans for those who needed to warm up or cool down. Hand lotion, hand sanitizer, tissues, mints, and snacks were also provided. Coffee and hot water for tea were ready when participants arrived. Participants enjoyed healthy and hot buffet lunches together in the dining room with extra time to get to know one another. Encouraging and inspirational messages were on the walls throughout the McCormick Center. Activities during the training allowed participants to connect and engage with one another and build professional learning communities. These were some of the standards of the “McCormick Center Experience.”

The Pandemic Challenge

Twenty-twenty brought a new challenge: the shift from in-person to virtual trainings. Our team rallied to brainstorm the question, “How do we continue to deliver the ‘McCormick Center Experience’ virtually?” The answer involved two primary components. The first was to deliver quality training content with engaging, creative activities through a virtual platform. The second was to send all materials, training resources, and pampering touches to each participant. This became known amongst our team as “the box.”

Pampering Inside of the Box

For example, for our Taking Charge of Change ^TM leadership academy we assembled five different kits for the box, each focused on a unique feature of our traditional in-person McCormick experience.

Hospitality Kit. An inspirational message, package of tissues, mints, hand sanitizer, instant coffee packets, and creamers.
Break Time Kit . Salty and sweet treats to have on hand during virtual training days.
Training Supplies Kit . Fidget toys, post-it notes, pencil, pen, whiteboard paddle, eraser, and markers.
Content Kit. Binder, books, and journal.
Resources Kit . Each training session had an envelope with activity tools (e.g., special handouts, supplies) to be used during the specific training of that topic.

In most cases, the kits were clear, plastic bags or large envelopes filled with materials. Colorful labels were placed on each kit. We labeled each resource kit with the session topic and date it was to be opened. The sealed box arrived with the friendly message label of Do Not Open Until Instructed, as we wanted to build suspense, excitement, and surprise.

The box and kits from our Taking Charge of Change™ Leadership Academy:

Marleen Barrett, M.S. , serves as Events Coordinator for the McCormick Center for Early Childhood Leadership at National Louis University (NLU), where she coordinates the details of the annual Leadership Connections™ conference and the Taking Charge of Change™ leadership academy. Mrs. Barrett also serves as a coach for training participants and as the liaison with Gateways Authorization Entity for the McCormick Center. She holds a master’s degree in training and development from Loyola University. Prior to working at NLU, she was the Director of Leadership Development for the American Farm Bureau Federation, where she conducted training programs on strategic planning, organizational skills, and team building throughout the United States.

Pampering Outside of the Box

The pampering did not end once we shipped the boxes. We also mailed occasional cards or inspirational messages to those we were coaching throughout our leadership academies. In addition, we connected one-on-one to participants via Zoom for coaching sessions and touched base via emails.

Results

Participants loved the way we created an element of surprise. Anticipation built, as participants received their boxes weeks before the trainings but were cautioned not to open them until the appointed time. The “wow!” factor was accomplished when we held a group “opening of the boxes” during the virtual training. A screenshot photo was taken of participants holding up their favorite item from the box. They expressed feeling pampered and could tell we had given attention to details that echoed our desire to pamper and care for them.

Pampering our participants today is as important as it was when our founder set the standard. In fact, it may be even more important now, as leaders in early childhood are feeling the mental, physical, and emotional strain of the pandemic. Participants repeatedly comment on how the pampering makes them feel cared for and appreciated. Not only do they recognize the effort it takes to create interactive virtual trainings and organize all of the boxes, but they have also mentioned how these special touches have lifted their spirits.

Come taste the “McCormick Center Experience” by applying for one of our Leadership Academies or other professional development experiences .

Reference:

¹ Merriam–Webster , https://www.merriam-webster.com/dictionary/pamper .

Expanding the Vision: Providing Safe Spaces for Families and Children

Tue, 08 Mar 2022 14:53:55 GMT

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

The extended pandemic has been stressful for everyone, but particularly for families with children. U.S. News and World Report notes that physical abuse tripled among school-aged children when stay-at-home orders were in effect. During times of duress, families who typically can manage life challenges, may be triggered to engage in increasingly reactive relationship behaviors. Challenges to families related to COVID-19 include health issues, physical isolation, financial difficulties, interruption to routines, and lack of access to high-quality, consistent child care. These detrimental stressors may disproportionately impact under-resourced communities and families who experience health inequities, lack of access to high-quality healthcare, greater financial risks, and disrupted social supports. As early childhood education leaders, there is a unique opportunity to provide safeguards against abuse, especially during the most challenging times.

There are four recognized types of child abuse, including neglect, emotional abuse, physical abuse, and sexual abuse. As noted by the Safe & Sound organization, neglect includes failure to provide for a child’s basic needs, including physical, educational, or emotional. Physical abuse includes injury as a result of hitting, kicking, shaking, burning, or otherwise harming a child. Sexual abuse includes indecent exposure, fondling, rape, or commercial exploitation through prostitution or the production of pornographic material. Finally, emotional abuse includes any pattern of behavior that impairs a child’s emotional development or sense of self-worth, including constant criticism, threats, and rejection.

Often, signs of abuse are visible when physical abuse or neglect occurs. However, emotional abuse may be harder to detect or may be disguised as misbehavior in children. During isolation, children engage in greater use of screen time , have reduced physical activity, and demonstrate increased rates of challenging behaviors . In turn, children’s isolation and intensified behavior issues contribute to family stress and reduce children’s opportunities to develop positive, supportive relationships with people outside of the home. Teachers may notice and respond to behavior issues but may not appropriately recognize and address the underlying issues of stress, trauma, or abuse.

Expanding the Vision and Approach

Because of the prolonged challenges families experience during the pandemic, it is important to broaden the context of abuse and consider a range of related issues, including exposure to daily trauma and toxic stress. Recently, attention has been given to the impacts of discrimination , violence, and other adverse experiences that impact children’s early life experiences and may heighten the lasting effects of trauma. During the past two years, violence has risen and impacted neighborhood safety and families’ wellbeing. Child Trends notes that during children’s early years, they are more susceptible to the negative impacts of trauma, since early toxic stress impacts their relationships with others and social-emotional, cognitive, and physical development.

When children have the support of resilient families, they more easily rebound; however, when children experience prolonged toxic stress and do not have adults able to provide emotional support and help them thrive, negative impacts may be lasting. Early childhood program leaders and staff can play an important role as first responders to address these challenges and support the resilience of children and families.

Strategies for Early Childhood Programs

To prevent child trauma and abuse, programs can serve as important safe havens for families who may be in the danger zone – meaning they are currently experiencing extreme, prolonged, or toxic stress and need intervention to prevent escalation. When issues require professional support, staff can offer a range of information and contact numbers for confidential counseling and connections to social service agencies. Of course, when signs of abuse are present, staff must act as mandated reporters and contact their state or local child abuse hotline immediately.

When staff notice families are stressed, they can offer practical support early on when signs are first present. Programs can focus on developing positive relationships and providing a safe forum to address issues. The following strategies are a good place to start:

Highlight National Child Abuse Prevention Month by sharing the 2021/2022 Resource Guide to increase awareness and commitment to advocacy for children and families.
Gather a group of dedicated staff, family members, and community partners to form a task force. Invite others who want to be advocates to join with you to assist in setting goals and creating connections between the program and community partners and resources.
Use the guiding principles to a trauma-informed approach when communicating with families and incorporate these in classroom teaching strategies. Learn more about the impact of trauma , how to create safe and validating experiences for children and families, and strategies to help children communicate their feelings and solve problems.
Incorporate social-emotional (SEL) curriculum to support the development of empathy and social-emotional skills. Behavior dysregulation may be present in young children who are experiencing trauma. SEL curriculum can help them learn to cope with challenges and experience success in the classroom.
Explore anti-bullying programs that teach bystanders not to remain silent and teach strategies to get help. Children often endure persistent stress or trauma when they are bullied or witness bullying. They may become bullies if left on their own to solve problems, if they do not receive ongoing adult assistance.
Provide a range of family education materials , discussions, events, or support groups that offer social, psychological, and physical supports to families.
Introduce family resources , including materials that address stress and trauma in infants and toddlers and offer support for crying and other stress-related behaviors. Help families prepare ahead of time to recognize signs of stress and plan consistent routines that can promote security.
Identify community and mental health resources for families, including information about the impact of adverse childhood experiences (ACE) and the importance of trauma-informed care . Program staff and families may use these resources to help themselves and children cope with stress in healthy ways.
Connect staff and families with tools and resources, such as a stress screening available from Mental Health America.
Ask local experts to take part in family events to answer questions related to children’s mental health, nutrition , sleep issues , and stress management .

During these challenging times, early childhood leaders and staff can make a significant positive impact by promoting staff and family resilience. National Child Abuse Prevention Month is the perfect time to explore new resources, invite others to share ideas, and spotlight the mental health of children. Reach out to other early childhood programs in your area, call your local news station, connect with social service agencies, and let your community know you are working together to prevent child abuse and promote the wellbeing of children and families.

Cara Murdoch, B.A. , is an assessor and training specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Cara earned a baccalaureate degree in art and psychology and a lifetime teaching certificate for Art K-12 from Culver-Stockton College. Previously, Cara was a Quality Specialist. She spent 20 years in the Early Childhood Education field in classroom settings and as an assistant director. Cara initiated, advised, and was a consultant in the development of the year-round Essentials Preschool Curriculum for Gospel Publishing House.

Sherry Rocha, MS.Ed., is an assessor and training specialist at the McCormick Center for Early Childhood Leadership. She holds a master’s degree in curriculum and instruction with a specialization in multicultural education. Sherry has been dedicated to children and their welfare, safety, and emotional growth for over 30 years. She designed Nurturing Creativity in Children, a curriculum that won a national award from the National Extension Association of Family Consumer Sciences (NEAFCS), and was the recipient of additional awards for state and regional diversity work as the leader of the Education and Community committees of the Chicago Latino Coalition for Prevention. Sherry took the lead in creating the coalition’s video, Choosing Quality Childcare, in Spanish with subtitles in English.

Marie Masterson, Ph.D ., is the director of quality assessment at the McCormick Center for Early Childhood Leadership. She holds a doctorate in early childhood education, is a licensed teacher, and is a national speaker and author of many books and articles that address research-based, practical skills for high-quality teaching, behavior guidance, quality improvement in early childhood programs, and leadership. She is a contributing author and editor of the book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Fourth Edition.

The Relationship between Global Classroom and Administrative Quality: A Cross-Cultural Comparison

Tue, 22 Feb 2022 06:27:09 GMT

International comparative education studies contribute to improvements in education systems by highlighting strengths and identifying challenges found in the different cultural contexts of different countries. Comparative early childhood education (ECE) studies provide new ideas and insights into how local and national systems can be improved. There are, however, few comparative international ECE studies that report data collected at the individual program level (Li, 2015; Sheridan et al., 2009). Further, there is scant research that examines the relationship between administrative practices and classroom practices in ECE programs (Lower and Cassidy, 2007; McCormick, 2010a; McCormick, 2010b).

Quality improvement systems in ECE exist in many countries (OECD, 2015). In the United States, 49 states have or are developing a quality rating and improvement system (QRIS). Dilara Yaya-Bryson, Catherine Scott-Little, and Deborah Cassidy, researchers at the University of North Carolina at Greensboro, and Berrin Akman, a researcher at Hacettepe University, in Ankara, Turkey, examined the quality of programs in two ECE quality improvement systems, one in Turkey and one in North Carolina, USA (Yaya-Bryson et al., 2020). In this study, the Early Childhood Environment Rating Scale-Revised (Harms, Clifford, & Cryer, 2005) was used to evaluate the quality of the early childhood classrooms, and the Program Administration Scale (Talan and Bloom, 2004) was used to evaluate the quality of administrative practices.

Cultural Context of Study

The two ECE quality improvement systems included in this research differed in several key areas, including the auspice of the system, the length of time the system had been in place, and the degree to which standards for program quality were developed.

Turkey

The centralized early childhood system in Turkey is administered by the Ministry of National Education. The regulation of ECE programs began in the 1960s, with new standards published in 2015. At the time the research was conducted, these standards had not been empirically tested.

North Carolina

The United States utilizes a state-based early childhood system of quality monitoring and improvement. The QRIS in North Carolina, the Star Rated License System, has been operating since 1999. It includes ongoing quality assessments using the Early Childhood Environment Rating Scale-Revised (ECERS-R) and other instruments to award a Star Rated License rating of 1 to 5 stars for all regulated early care and education programs in the state.

The purpose of the study was to compare the quality of programs in two different early childhood systems—Turkey, a developing country with emerging standards for quality early childhood education, and North Carolina, a state with a well-established quality improvement system for early care and education programs.

Methods

The sample for the study included 40 ECE programs, 20 located in Turkey and 20 located in North Carolina. In each program, one classroom serving preschool-aged children was selected using convenience sampling for observation using the ECERS-R. The director of each program was interviewed based on the 25 items of the Program Administration Scale (PAS). Documentation from the program was reviewed immediately following the interview to verify the director’s responses to interview questions.

Overall, the auspice of the program and the qualifications of the staff differed between the Turkey and North Carolina sample programs. There were more public programs in the Turkish sample (70%) than in the North Carolina sample (5%). In Turkey, the vast majority (95%) of directors had a bachelor’s degree or higher, while in North Carolina, a majority (60%) had a bachelor’s degree or higher. A similar pattern was seen with teacher qualifications. In Turkey, 85% of observed teachers had at least a bachelor’s degree; in North Carolina, 40% of observed teachers had at least a bachelor’s degree.

Pilot studies were conducted prior to collecting data with the PAS. Co-raters selected to collect data with the ECERS-R in Turkey were trained to administer the PAS using the translated version (Kalkan and Akman, 2009). The primary researcher and three other trained raters administered the PAS for the pilot in Turkey. Inter-rater reliability for the Turkish co-raters was calculated as .98. In North Carolina, the primary researcher and a reliable PAS assessor conducted assessments in a pilot study. Inter-rater reliability for the PAS was computed as .92.

The ECERS-R and the PAS were administered by a primary researcher on the same day, with the classroom observation occurring in the morning and the director interview and documentation review occurring in the afternoon. Independent t-tests were used to compare ECERS-R and PAS scores from the programs in Turkey with scores from programs in North Carolina. Pearson correlations between ECERS-R and PAS total scores were determined and used for comparison to see if there were significant differences between correlations for the scores from programs in each of the cultural contexts.

Findings

Table 1 provides descriptive data on ECERS-R scores for classroom quality in which the t-test comparisons are reported as well as effect sizes using Cohen’s d. The overall mean score on ECERS-R in Turkey (M = 4.7, SD = 1.09) was significantly lower than the overall mean score for North Carolina (M = 5.7, SD = .83), t = -3.41. p = .002. The mean score for North Carolina is in the good range on the rating scale (1 = inadequate to 7 = excellent). The mean score for Turkey was in the medium range, falling between minimal and good on the rating scale.

For the total PAS scores on the quality of administrative practices, the t-test comparison between Turkey (M = 3.5, SD = .94) and North Carolina (M = 3.3, SD = .95) was not significant, t = .467, p = .643. Mean scores for Turkey and North Carolina on each PAS subscale fell within a low to medium range (1 is inadequate to 7 is excellent). There were no significant differences between national contexts on any of the PAS subscales.

An additional purpose of the study was to explore the associations in the overall ratings of classroom environment quality and administrative quality in each quality improvement system. Pearson correlations were used to evaluate the strength of the relationship between the overall ECERS-R score and overall PAS score in each system. In Turkey, there was a significant correlation between ECERS-R and PAS overall scores of .73, p = .000. In North Carolina, there was also a significant correlation between ECERS-R and PAS overall scores of .69, p = .001. These correlations indicated that ratings of classroom environment quality were strongly associated with the quality of administrative practices in each system.

Discussion

The ECERS-R scores were significantly higher in programs from North Carolina than in programs from a mid-size city in Turkey. The high scores in North Carolina are consistent with previous studies conducted in the state and support the value of a well-developed QRIS based on clear standards, reliable monitoring, and intentional supports. In addition, the ECERS-R is used as an official assessment tool in the QRIS, providing early educators in these programs with access and training on the expectations of the tool prior to its administration.

The results of the study did not indicate significant differences between the PAS scores measuring the quality of administrative practices across the two systems. It was notable that, in both systems, the subscale scores were in the low to medium level. Overall, results from the study suggested that administrative practices play a critical role in supporting high-quality ECE programs, as indicated by the significant, positive correlation between the quality ratings of classroom environments and ratings of administrative quality in both Turkey and North Carolina.

Implications

In emerging quality improvement systems, such as in Turkey, there needs to be an emphasis on helping programs understand the standards for quality and ensuring that measurement systems are validated.

Results from this study suggest that it may be important for quality improvement systems in different cultural contexts to assess administrative practices as well as classroom quality.

Standards for administrative practices in different global contexts need to be established, and then measures such as the PAS should be included in the program quality evaluation system. The PAS was first developed, and most recently revised in 2022, to help program leaders in the United States incrementally improve program administrative quality by establishing clear benchmarks of quality associated with child care licensing standards (at the minimal level of quality), national program accreditation standards (at the good level of quality) and universal prekindergarten standards (at the excellent level of quality). Further research is needed to determine whether the PAS can reliably measure administrative quality in different cultural contexts.

Table 1

ECERS-R scores for Turkish and North Carolina Classrooms

References

Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environment Scale–Revised. New York: Teachers College Press.
Hujala, E., Eskelinen, M., Keskinen, S., Chen, C., Inoue, C., Matsumoto, M., & Kawase, M. (2016). Leadership tasks in early childhood education in Finland, Japan, and Singapore. Journal of Research in Childhood Education 30(3), 406-421.
Kalkan, E., & Akman, B. (2010). The Turkish adaptation of the program administration scale. Procedia-Social and Behavioral Sciences, 2, 2060-2063.
Li, J. (2015). What do we know about the implementation of the quality rating and improvement system? A cross-cultural comparison in three countries. Doctoral Dissertation. The University of North Carolina at Greensboro.
Lower, J. K., & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments. Journal of Research in Childhood Education, 22(2), 180-204.
McCormick Center for Early Childhood Leadership. (2010a, Winter). Head Start administrative practices, director qualifications, and links to classroom quality. Research Notes. Wheeling, IL: National Louis University.
McCormick Center for Early Childhood Leadership. (2010b, Summer). Connecting the dots: Director qualifications, instructional leadership practices, and learning environments in early childhood programs. Research Notes. Wheeling, IL: National Louis University.
OECD. (2015). Strong start—IV: Improving monitoring policies and practice in early childhood education and care . Paris: OECD Publishing. Retrieved from https://doi.org/10.1787/9789264233515-en.
Sheridan, S., Giota, J., Han, Y. M., & Kwon, J. Y. (2009). A cross-cultural study of preschool quality in South Korea and Sweden: ECERS evaluations. Early Childhood Research Quarterly, 24(2), 142-156.
Talan, T. N., Bella, J. M., & Bloom, P. J. (2022 in press). Program Administration Scale: Measuring whole leadership in early childhood centers. New York: Teachers College Press.
Talan, T. N., & Bloom, P. J. (2004). Program Administration Scale: Measuring early childhood leadership and management. New York: Teachers College Press.
Yaya-Bryson, D., Scott-Little, C., Akman, B., & Cassidy, D. (2020). A comparison of early childhood classroom environments and program administrative quality in Turkey and North Carolina. International Journal of Early Childhood, 52, 233-248.

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

Women’s History Month: Celebrating Remarkable Women who Changed the World of Early Childhood Education

Tue, 15 Feb 2022 14:50:39 GMT

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

March has been officially declared Women’s History Month. The first efforts to distinguish a special time focusing on the contributions of women to a variety of fields date back to President Carter recognizing the Week of March 8 ^th , 1980, as National Women’s History Week:

Too often, the women were unsung, and sometimes their contributions went unnoticed. But the achievements, leadership, courage, strength, and love of the women who built America were as vital as that of the men whose names we know so well.

Throughout the years, a series of proclamations were issued to designate the month of March as a national celebration of women. As we take this opportunity to highlight the critical role women played in shaping American history, culture, and society, we must also learn about the contributions women have made and still contribute to the field of early childhood education.

Here are just a few examples of great women who were, and are, dedicated and passionate about child development, early childhood leadership, child advocacy, and social justice. Please take a moment to read and learn about these inspirational professionals and their stories.

Paula Jorde Bloom

“What most people want more than anything is the chance to belong and make a difference in something they value.”

Dr. Paula Jorde Bloom was the founder of the McCormick Center for Early Childhood Leadership and a distinguished author. She published several widely read books, including the Director’s Toolbox management book series, as well as assessment tools, namely the Early Childhood Work Environment Survey (ECWES), the Program Administration Scale (PAS), and the Business Administration Scale for Family Child Care (BAS). Dr. Bloom was a professor in the Department of Early Childhood Education at National Louis University and the Michael W. Louis Endowed Chair. She spent her early years as a preschool and kindergarten teacher and later as a center director and administrator of a campus laboratory school, quickly realizing the vital role of early childhood leaders. She was a pioneer in developing early childhood leadership training and improving early childhood professional standards. Dr. Bloom’s legacy lives on through the work of the McCormick Center and a scholarship in her name, which supports new leaders who, just like her, are devoted and passionate about building strong early childhood programs and systems.

Marian Wright Edelman

“Service is the rent we pay for being.”

Marian Wright Edelman is a founder and president emerita of the Children’s Defense Fund (CDF). She has used her voice to advocate for civil rights and then honed her focus on disadvantaged children and families. Her career began in the mid-1960s upon graduating from Spelman College and Yale Law School, becoming the first black woman admitted to the Mississippi Bar. She is also the first woman elected to the board of directors of Yale University. Her public policy efforts have been focused on securing funding for early childhood programs such as Head Start, improving the foster care system, supporting adoption services, or increasing Medicaid coverage. She has received the highest civilian award – the Presidential Medal of Freedom and has also been awarded the Robert F. Kennedy Lifetime Achievement Award.

Magda Gerber

“Having respect for the world is when you allow people to be what they are.”

Magda Gerber was a Hungarian early childhood education specializing in infant-toddler development. She is probably best known as a founder of the Resources for Infant Educarers (RIE), which introduced a new approach in infant-toddler research and learning practices. The key principle of the RIE method is respect – viewing infants as individuals and unique human beings who are responsible for their own learning. Mrs. Gerber believed that by showing love and respect to infants, parents and caregivers demonstrate trust in their ability to become active learners. By carefully observing babies interacting with other people and their environments, we learn how to understand the infant’s communication and needs. Mrs. Gerber taught early development classes at the University of California, California State University, and Pacific Oaks College. She provided professional training classes at the RIE center in Los Angeles. She was a lecturer at early childhood conferences and an author, best known for her book, Dear Parent: Caring for Infants With Respect .

Frieda Mitchell

“I think one thing that we accomplished was the ability or the opportunity to speak and to be heard.”

Frieda Mitchell has received national and international recognition as a devoted child advocate and civil rights activist. Mrs. Mitchell served as Executive Director of United Communities for Child Development (UCCD), a first-of-its-kind program that advocated for utilizing state and federal funding to support community child care programs. As the UCCD approach was replicated in other states, including Alabama, Georgia, North Carolina, and Mississippi, Mrs. Mitchell became heavily involved in daycare policy discussions. She played a central role in integrating the county’s then racially segregated schools. Her efforts led her to be elected to the Beaufort County School Board, becoming one of its first black school board members. Among her numerous accolades are the prestigious John D. Rockefeller, III, Public Service Award; the Marian Wright Edelman Award for Service to Children; and the Penn Center 1862 Circle. To celebrate Mrs. Mitchell’s achievements, the Frieda R. Mitchell Early Childhood Development Student Award has been established at the Technical College of the Lowcountry (TCL).

Malala Yousafzai

“If we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness.”

Malala’s story is truly inspiring – at the age of seventeen, she has become the world’s youngest Nobel Prize laureate and only the second Pakistani to receive the award. She is a fierce advocate for human rights and has been prized for her fight “against the suppression of children and young people and for the right of all children to education.” At the age of 11, Malala anonymously contributed to a blog on the Urdu language site of the British Broadcasting Corporation (BBC). She used that opportunity to write about life under the Taliban’s oppression and advocate for educational opportunities for children, young girls, and women. With the help of her father, she used other media outlets and started a public campaign to allow girls free access to education. She was nominated for the International Children’s Peace Prize and was awarded Pakistan’s National Youth Peace Prize in 2011. That made her a target, and one year later, on the bus home from school, the Taliban attempted to assassinate Malala. She has survived and now resides in the United Kingdom. Along with her father, she has founded Malala Fund, and her work continues.

The field of early childhood education is largely driven by women. Women have led and continue to guide our work – not only as committed early childhood educators but also as inspiring leaders, dedicated researchers, passionate authors, and outspoken advocates. Paula Jorde Bloom, Frieda Mitchell, Magda Gerber, Marian Wright Edelman, and Malala Yousafzai have shown us what determination, hard work, and devotion truly mean. Their impact and legacy are ever-present. As you celebrate Women’s History Month, you show great respect by sharing their stories and stories of other great women with your staff, colleagues, and families in your program.

To learn more, please visit:

Paula Jorde Bloom’s Story

Marian Wright Edelman’s Story

Magda Gerber’s Story

Frieda Mitchell’s Story

Malala Yousafzai’s Story

Daria Rymarzak is a Report Specialist and she is also pursuing a doctoral degree in community psychology at National Louis University’s College of Professional Studies and Advancement. Daria earned a baccalaureate degree in psychology from Roosevelt University and a graduate degree in child development and early childhood administration from Erikson Institute. She is interested in supporting initiatives leading to integrated early learning and child development systems, connecting early childhood practice with policy and research, and the functioning and effectiveness of community-based coalitions addressing the importance of early years.

Black History is American History – not just in February!

Tue, 01 Feb 2022 14:02:41 GMT

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

The month of February brings back memories from my early youth of celebrating Black History Month. Black History Month had always been the time of year where extra emphasis was placed on commemorating the notable achievements of my predecessors and celebrating the shared Black American experience. I recall this as a time when schools, churches, libraries, civic organizations, families, and individuals – my entire village – would come together to fellowship in Black Pride. In my primary years, most members of my community were Black like me, so learning about the advancements of people of my likeness was frequently integrated into my everyday life. I learned of stories such as school integration and the courage of Ruby Bridges , the patriotism of the Buffalo Soldiers and Tuskegee Airmen , the poetic pens of Countee Cullen and Margaret Burroughs , and the likes of countless other prominent people that looked like me. The representation gave me confidence in knowing that there were endless possibilities of what I could do and who I could be.

As I grew into adolescence and ventured out of that community, I quickly discovered that Black Pride was not universal. A few weeks in February were the only time Black history was acknowledged (and it was often limited to the usual lessons on Dr. Martin Luther King Jr. and the Civil Rights Movement or Harriet Tubman, slavery, and the Underground Railroad). But the fact of the matter is that Black history encompasses far more than just those pivotal events that have been the focus of what is taught from textbooks. Acknowledging the countless contributions of Black men and women should not be limited to the shortest month of the year. The significant influence that Black culture has had throughout our society (and the world) should not be restricted to an abbreviated segment of America’s story. Simply put, Black history IS American history, and there are many benefits to learning the whole story.

Importance of Celebrating Black History

Dr. Carter G. Woodson , known as the “Father of Black History,” created the vision which led to the launch of Negro History Week in 1926. Later, after being officially recognized as Black History Month, its primary focus was to honor and celebrate the achievements of the Black past and bring a call to action for the public to extend their study of Black history. As the founder of the Association for the Study of African American Life and History , Woodson told an audience of Hampton Institute students, “We are going back to that beautiful history, and it’s going to inspire us to greater achievements.”

The importance of honoring and seeking more knowledge about Black history is even more urgent today for the progress of American culture than it was a century ago. Many recent events spotlight the continued racial prejudices and social injustices that plague our nation, which is also evidence that the journey toward tolerance and equality is far from over.

As members of the education field, we often hang our hats on the idea, as quoted by Sir Francis Bacon, that “knowledge is power.” Black History Month is a time to acknowledge the past and preserve the customs and traditions of a group that makes up a significant population of this country. Understanding the rich culture of Black America’s past allows us all to embrace a diversity of traditions as they positively impact the world.

Early exposure imparts respect for the history, culture, and accomplishments that play a significant role in the world in which they live. Teaching Black history in these formative years allows children to grow up with an all-inclusive awareness of their broader community, rather than considering themselves or others as separate entities from the rest of America. Young children are our future, and exposing them to this history is the ideal starting point for changing attitudes and breaking down biases – creating more acceptance for diversity, equity, and inclusion within the world.

When considering how to support children and families as they learn about Black history, ask yourself, “What would best meet the needs of the children, families, and staff that I serve?” and “How can I help our children, families, and staff experience Black history all year long?”

So, what could you do?

Invite families to share something about their family, culture, or heritage with the children and staff. They could come in and put on a mini show from their culture involving different foods, clothes, and history.
Partner with agencies that focus specifically on African Americans and have them come in to conduct events or activities with the children and families.
Librarians can support the curriculum by reading books about African Americans who have made contributions to the world and having the children act out the characters. The children in the classrooms could also create pieces of art based on the stories and what they thought was important or intriguing from the book.
Create a Black History board in your hallways to showcase different people and their histories for all that walk into your building to see.
Have children design their own inventions, and have conversations with them about African Americans who have invented items that they often use today.
Invite prominent African American community members to show children that they can one day achieve the same things.
Create a Black History program that includes ongoing events. This may allow the children and staff to take on the roles of people who have contributed to history in some way. You could show a Black movie or host activity Fridays where you show a different educational film (at the children’s levels, of course) to support their learning and understanding of Black history.
Lastly, you could also offer your support for the African American families in your programs by getting their input on what they would like to see for the month and what they could bring to the program.

As you work to develop a plan that ensures your program highlights the importance of Black history throughout the year, know there is no cookie-cutter way to do this, but it can be done. Be creative and explore different ways to involve children, families, and staff in your programming.

Things to Consider When There Are No Black or African American Families in Your Program

The importance of teaching Black history is magnified when there are few or no African American or Black families in your early childhood program. The world is diverse, even if your program’s enrollment is not. Black History Month provides an opportunity for program administrators and staff to refresh their program’s commitment to culturally expansive, anti-bias education. Early childhood education leaders can be one of the most powerful forces for change, and the opportunity should not be taken lightly. We have the power and responsibility to build environments that communicate genuine care, value, and respect for all children and families.

The Head Start Early Childhood Learning and Knowledge Center offers webinars that can support programs as they grow in their understanding of racial and ethnic equity and create teaching and learning environments that support such understanding in children.

Remember that Black history is our history, and without Black history, there is no history because there would be no us!

Below is a list of linked resources and print publications to help with understanding and celebrating Black history within your programs:

Learn about Influential People and Events:
Pioneers in Early Childhood Education
Early Childhood Leaders
Podcast: In Black America
Incorporating Black History into Programs and Classrooms:
Black History Month Preschool Theme
National Museum of African American History and Culture for Early Childhood Education
Inspiring Books for the Classroom
Strategies for Teaching Black History in Early Learning Programs
Black History Month Activities for Kids

Additional Resources and References:

Fraga, L. M. (2020). Advancing an Equitable and Anti-Racist Child Care System. Exchange , (September/October), 8–9.

Rogers, R. M. (2021). A Story of Reimagining–Creating A Beloved Community. Exchange , (November/December), 16–19.

Sparks, L. D., & Edward, J. O. (2019). Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum. Young Children, 74(5). https://www.naeyc.org/resources/pubs/yc/nov2019/understanding-anti-bias

The McCormick Center DEI Task Force. (2021, January 28). Supporting Family Child Care Providers and Center Directors Celebrating and Incorporating Black History Month. https://mccormickcenter.nl.edu/library/black_history_month/

Khadijah Terrell is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Khadijah holds a Bachelor of Arts in professional communications from Roosevelt University, a Master of Arts in teaching from Chicago State University, and an educational specialist degree in curriculum and instruction from National Louis University. Khadijah has 15 years of experience in the education field, working with children, families, and teachers around the greater Chicagoland area.

Ja’Re Thorn is an Assessor and Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. Ja’Re holds a Bachelor of Science degree in child development from Northern Illinois University and a Master of Science in child development from Erikson Institute. She is currently completing a doctoral program in teaching and learning, specializing in curriculum, advocacy, and policy, at National Louis University. Prior to joining the McCormick Center, Ja’Re worked in many roles in early childhood education, ranging from infant teacher to adjunct faculty member. Ja’Re’s hope is that one day all children will receive equity in education, beginning with ensuring that all educators are thoroughly prepared before entering the classroom and receive continued support when in the classroom.

Erin Cetera is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Erin holds a Bachelor of Arts in elementary education and human development from National Louis University and a Master of Science in management and organizational behavior from Benedictine University. Erin has 25 years of experience directing early childhood programs in a variety of settings and communities.

Top 10 List: Our Most Popular Resources this Year

Tue, 28 Dec 2021 10:00:00 GMT

As 2021 comes to a close, we are reflecting on our team’s outstanding research and efforts from the past 12 months. These are the McCormick Center’s top 10 most viewed resources from this year.

1. My Journey to TEAR Down Implicit Bias Through Embedded Reflective Practices

To achieve transformational change, we must TEAR down our biases by doing the reflective work of facing our T ruths, E valuating our systems, A ligning our behaviors with our beliefs, and developing authentic, collaborative R elationships.

2. A Window on Early Childhood Administrative Practices: 2010-2021

Data collected by the McCormick Center for Early Childhood Leadership since 2011 are examined here to provide the most current picture of the administrative practices of a large, national sample of center-based programs.

3. Effective Online Professional Development for Early Childhood Educators: An Evaluation of the Early Math Training Model

Promoting professional development has become an important focus of early childhood program leadership in continuous quality improvement efforts. However, the opportunities and accessibility of professional development can be limited for many early educators, such as family child care providers and professionals who work in full-year, full-day programs in under-resourced communities (Warner-Richter, Paschall, Tout, & Lowe, 2020).

4. Pride Month: Creating an Inclusive Environment for All Families

In today’s world, parents are bringing up their children within increasingly diverse forms. As early childhood professionals, we understand it is critical to create welcoming and supporting environments that resonate with every family.

5. Closing the Leadership Gap: 2021 Status Update on Early Childhood Program Leadership in the United States

Nationally, early childhood education leaders are working to define the profession and establish a unified professional framework for the workforce.

6. Developing Systems: Creating Efficiencies and Becoming More Effective

The Program Administration Scale (PAS) highlights how important systems are for establishing and sustaining quality. To receive credit for having a system, there must be three components in place: tangible, concrete evidence; involvement of multiple individuals; and a defined process of accountability.

7. Making Connections Through Story: More Than Just Buttons

Storytelling can be a way of building community through sharing something real about ourselves. Listening to one another’s stories can help us to understand differing perspectives, find areas of commonality, and help us move from judgement to empathy.

8. Opportunities for Professional Growth and Family Engagement During Hispanic Heritage Month and Beyond

9. Preparing for Possibilities: Taking Action When Faced with Challenge

Those who work in the field of early childhood experienced tremendous stress, adversity, and challenges with the onset of COVID-19 and social justice issues. There are multiple ways to build our resilience to be better able to cope with the stressors that arise in our lives.

10. What Works to Build Skills, Knowledge, and Attitudes for Early Childhood Leadership?

Read and download these resources and more in the McCormick Center Resource Library .

Top 10 List: Our Most Popular Resources this Year

McCormick Center for Early Childhood Leadership

A Place Where Families Fit In

Tue, 14 Dec 2021 17:06:34 GMT

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

I have some very fond childhood memories of visiting Chinatown in Chicago with my family. My father would take us up and down the main avenue to look at the windows. Every time I went, I found it to be a fascinating place to visit. The windows had symbols I had never seen before. I was amazed by the large fish swimming in the tanks and the ducks for sale that hung from ropes in storefront windows. My father would buy each of us a mystery box which was always the highlight of our trip. I loved it all, taking in the colors, music, toys, and sweets. Then one day, I began to notice that my visits were no longer the same. I was still fascinated looking at the windows; however, now I wanted to know what the people around me were saying and what the symbols on the windows meant. During my young teen years, I began to feel lost during my visits. I felt out of place when I visited the street I once saw as magical. The culture mattered to me, and I had no one to explain it to me. I felt like I did not fit in.

Fast forward to many years later when I became the administrator of a fairly large preschool program in a primarily Latino community. I set a goal to provide opportunities in the program that would allow every family to fit in.

We focused on offering various opportunities during and after program hours in the preferred language of families. We offered workshops in both English and Spanish. At least one teacher in each classroom, all of the support staff, and I spoke both of the languages needed to communicate with every parent/guardian during family-teacher conferences. I thought we were doing enough until I met a colleague who challenged me to take a deeper look into how we welcomed, acknowledged, and respected each and every family. It made me ask the question, was the program making enough effort in these areas? As the program administrator, what opportunities could I offer that would be inviting to the families? How could I include every family in all aspects of our program? I suddenly realized that while we were good, we definitely had areas where we could improve. I knew we had families entering the program feeling the same way I felt when I walked through Chinatown. The difference now was that I was in a position to fix that.

I started by asking the teachers in each classroom to translate the lesson plans, as well as any applicable early learning standards, into Spanish. We wanted families to be able to read about what their children were learning and the learning objective(s) behind the weekly activities.

We then began to offer parent-child activity days two times a year that provided hands-on activities that mirrored what the children did in the classroom. Teachers explained how the activities supported children’s learning and development while children played with their parents and guardians. After each of these events, we often heard from the families that they had no idea their children were learning so much until they participated in the activities alongside them.

We added English and Spanish labels to everything we could possibly think of. We labeled the heaters, outlets, hallways, staircase, desks, printers, and windows, in addition to traditional classroom items the teachers had already labeled. In every area where we were able to add a label, we did! It wasn’t long before I heard children asking their adults what the words meant and family members taking the time to explain them.

Daily communication with every family was highly encouraged. I knew that even with all of the wonderful text printed all around the school, we had at least 10% of family members who could not read. Whenever an event was scheduled, families were given written material and informed verbally in their primary language.

Take-home family activities were available throughout the year. The final products were posted in the hallways for everyone to view and to encourage conversations. Our most popular activity was “My Hopes and Dreams for My Child.” Families wrote about what they would like their children’s future to be. They were encouraged to add pictures of their family members. The hallways were filled with their smiling faces and inspiring stories.

Now it’s my turn to encourage you. Take a look at your classrooms, offices, hallways, and other spaces. Are these areas welcoming to each and every family you serve? How could you make the space more inclusive for all? What else can you do to encourage family involvement and engagement? When families feel accepted and welcomed into a program, genuine, authentic engagement occurs. Everyone wins with this effort.

Iris Corral, M.Ed. , is Leadership Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, Iris assists with trainings for the Taking the Lead, Ready to Lead, and Taking Charge of Change leadership academies. Iris holds an associate degree in social service from Harold Washington College, a baccalaureate degree in integrative studies from Governors State University, and a master’s degree in early childhood administration from National Louis University. She has also earned her Illinois Director Credential-Level III and an ECE Credential-Level V. In addition to her role at the McCormick Center, Iris also serves as adjunct faculty at Morton College, where she teaches early childhood education courses. Prior to joining our team, Iris spent eight years working as a preschool director in a Preschool for All (PFA) program. Iris also worked at Erie Neighborhood House in Chicago for eleven years as a teacher assistant and the parent support/health coordinator.

Are you interested in learning more about practices for family support and engagement? The Program Administration Scale (PAS) and the Business Administration Scale for Family Child (BAS) are great resources! Additionally, we offer a variety of professional development opportunities including:

Authentic Engagement: Creating True Partnerships with Families (virtual or in-person training)
Building Partnerships and Engaging Families (virtual or in-person training)
PAS and BAS Reliability Training (in-person training)
Facilitating Responsive Family Engagement (Aim4Excellence Module 8)

Contact the McCormick Institute https://www.mccormickinstitute.nl.edu/contact for more information.

Closing the Leadership Gap: 2021 Status Update on Early Childhood Program Leadership in the United States

Tue, 30 Nov 2021 06:00:28 GMT

Nationally, early childhood education leaders are working to define the profession and establish a unified professional framework for the workforce. The “North Star” vision for all lead early educators is a minimum of a bachelor’s degree in early childhood education (Friedman-Krauss, Barnett, Weisenfeld, Kasmin, DiCrecchio, & Horowitz, 2018). While this offers clarity to the field regarding teachers and pedagogical leaders, it does not address issues regarding the requisite professional preparation and continuing education of program administrators responsible for the administrative leadership of early childhood programs.

Consideration of early childhood program administrators has been noticeably absent from much of the recent discussion about the workforce crisis, including the preparation, ongoing support, and compensation needed to stabilize the profession. Bearing in mind the impact on organizational climate, program development and sustainability, as well as the influence of directors, family child care professionals, and school principals on teaching and learning, it is reasonable that site-based program leaders should be factored into a reimagined and transformed workforce. Minimally, general education requirements should include a bachelor’s degree, specialized education and training in early childhood education and child development, and specialized education and training in program administration. Requisite qualifications for early childhood program administrators should at least match, if not exceed, those of early childhood teachers.

EARLY CHILDHOOD LEADERSHIP GAP

There is a lack of consistent policies and supports for improving the qualifications and competencies of those who lead early childhood programs, resulting in a leadership gap. The gap is most evident between early childhood center administrators and elementary school principals serving Pre-K children (Abel, Talan, Pollitt, and Bornfreund, 2016; Lieberman, 2017). In addition, with recent advances in the requisite qualifications for publicly-funded early childhood teachers, a qualifications gap is beginning to emerge between teachers and center-based administrators. It is essential that the qualifications for program administrators keep pace with those of teachers and that program administrators also receive specialized education and training in leadership and management.

Four years ago, the McCormick Center for Early Childhood Leadership published a report on the status of early childhood leadership in all fifty states and the District of Columbia. The report included information about five policy levers that identify the minimal qualifications for administrators in child care licensing standards, state administrator credentials, principal licensure, quality rating and improvement systems (QRIS), and state-funded Pre-K programs. Closing the Leadership Gap: 2017 Status Report on Early Childhood Program Leadership in the United States (Abel, Talan, and Newkirk, 2017) highlighted the extent of the leadership gap and reported on key policy differences that brought the problem center-stage.

The current 2021 study provides an updated report on the status of early childhood program leadership in the United States. Specifically, this study looks at whether there have been any changes to states’ ratings on the five policy levers indicating a more unified professional framework for site-based program leaders since the initial study was conducted in 2017.

HOW DATA WAS COLLECTED

The research team studied documents available electronically on the websites of state legislatures, administrator credentialing programs, QRIS initiatives, departments of education, human services, and early childhood development and learning, as well as the QRIS Compendium and the New America Pre-K Policy Scan. The data collected from these sources were used to update each of the five policy lever rubrics for each state on the L.E.A.D. Early Childhood Clearinghouse (McCormickCenter.nl.edu). Based on these updated rubrics, each state was given an overall policy rubrics score which was examined for changes from 2017 to 2021.

THAT WAS THEN (2017)

National Profile

While the early childhood education profession was moving toward acceptance of the BA in early childhood education as the standard for lead teachers, there was no agreement about early childhood program leaders’ requisite competencies and education. Instead, federal and state regulatory systems had created a wide array of standards for individuals leading programs for children, birth through age eight. Professional preparation standards for elementary school principals were consistently more robust than those for center- or home-based program leaders. While the vast majority of states required elementary school principals to have a graduate degree in education, only New Jersey required a licensed center director to have a bachelor’s degree. However, this requirement applied only if the program served more than thirty children. Advancements in standards for administrators of child care programs, primarily seen in voluntary state QRIS and state-funded Pre-K, had not led to substantial improvements in the basic qualifications of early childhood program administrators.

In 2017, no state scored higher than six (out of ten) on their state-specific, overall policy levers rubric. Three states—California, Illinois, and Pennsylvania—achieved the highest overall policy levers score (range of 5-7). Table 1 provides the scoring rubric used to determine each state’s overall policy levers score.

Policy Levers

States’ policies regarding the professional requirements for early childhood program administrators were assessed on five policy levers:

Administrator Qualifications in Child Care Licensing Standards
Administrator Credential
Principal Licensure
Administrator Qualifications in QRIS
Administrator Qualifications in State Pre-K Programs

The five policy levers were derived from the recommendations of the 2015 National Academy of Medicine report, Transforming the Workforce for Children Birth through Age 8 (Institute of Medicine and National Research Council, 2015). This report called for a unifying foundation for all lead educators—inclusive of center directors, principals, and family child care professionals—having a minimum of a bachelor’s degree with content knowledge and competency in child development/early childhood education. Additional competencies, depending on role, were also required. The five policy levers and the scoring rubrics addressed the need for early childhood program leaders across sectors to have a BA degree and competencies in both child development/early childhood education and program administration. The goal of reporting each state’s overall policy levers score was to encourage thought leaders, policymakers, and advocates to tear down the silos and take a cross-sector, systems approach to improving the qualifications, competencies, and ongoing professional development of early childhood program leaders.

Administrator Qualifications in Child Care Licensing Standards (2017)

No state required a bachelor’s degree of directors in its child care licensing standards for all programs regardless of size.
Only New Jersey required a bachelor’s degree for directors of licensed child care programs serving more than thirty children.
Only five states (Delaware, Illinois, Indiana, Pennsylvania, and Rhode Island) and the District of Columbia required an associate degree (or its equivalent number of college credits) for newly-hired directors.

Administrator Credential (2017)

There were voluntary early childhood administrator credentials offered in thirty states.
Only two states required a minimum of a bachelor’s degree (New Jersey and West Virginia).
Only six states required a minimum of an associate degree (California, Connecticut, Illinois, Kansas, Missouri, and Pennsylvania).

Principal Licensure (2017)

Forty states required a graduate degree for school principals.
Only nine states (Illinois, Iowa, Louisiana, Minnesota, Missouri, New York, Pennsylvania, West Virginia, and Wisconsin) included Pre-K content in their licensure requirements.
Only Illinois included a Pre-K practicum or field experience in licensure requirements.

Administrator Qualifications in QRIS (2017)

In sixteen states, a bachelor’s degree was required of early childhood administrators at the highest level of their QRIS.
Ten states (Arizona, California, Illinois, Ohio, Minnesota, Nevada, North Carolina, South Carolina, Virginia, and Washington) required twenty-one or more college credits in early childhood education or child development college coursework at the highest level of QRIS.
Only three states (California, New York, and Hawaii) included any college credit in business or administration at the highest level of QRIS.

Administrator Qualifications in State Pre-K Programs (2017)

Sixteen states and the District of Columbia required a bachelor’s degree or higher of administrators in state-funded Pre-K programs.
Thirty-eight states and the District of Columbia required administrators of state-funded Pre-K programs to hold a principal license in school-based programs.
Only five states (California, Florida, Illinois, North Carolina, and Pennsylvania) required administrators of center-based Pre-K programs to have earned an administrator credential.

This is now (2021)

National Profile

Today there is consensus on a unifying framework for the early childhood profession. The Unifying Framework for the Early Childhood Education Profession (PowerToTheProfession.org) clearly defines the standards, qualifications, roles, compensation, and supports for members of the early childhood profession working with children from birth through age eight. While this unifying framework is inclusive of instructional or pedagogical leaders, it does not encompass the requisite competencies, education, compensation, and supports for early childhood program administrators—those with overall responsibility for leading early childhood education and care programs situated in child care centers, family child care homes, and elementary schools. Professional preparation standards for elementary school principals continue to be far more robust than those for center- or home-based program leaders. There is still only one state, New Jersey, that requires a licensed center director to have a bachelor’s degree (if the program serves more than thirty children). One emerging trend in child care licensing is the bifurcation of the administrative role into two required positions (depending on the number of children served), one responsible for pedagogical leadership and one for administrative leadership (Delaware, New Jersey, and Rhode Island).

In 2021, only Illinois, scored a seven (out of ten) on the state-specific, overall policy levers rubric. Only two states—Illinois and Pennsylvania—scored between five and seven on their overall policy levers rubric. While the national picture shows little variation over the past four years, zooming in to specific benchmarks within each state’s policy rubrics reveals small changes in required standards or policies, suggesting subtle movement toward increased professional qualifications and supports for early childhood program leaders. Tables 2-6 provide counts, percentages, and lists of states that meet each of the benchmarks found within the five policy lever rubrics. Below are some highlights from the 2021 policy scan.

Administrator Qualifications in Child Care Licensing Standards (2021)

There is still only one state (New Jersey) that requires a bachelor’s degree for directors of licensed child care centers, but this requirement applies only to centers serving more than thirty children.
Rhode Island requires a bachelor’s degree for the pedagogical leader (called a Head Teacher) for all licensed child care centers, in addition to a Director responsible for administrative leadership. In small programs, these roles may be filled by the same person.
Four states (Delaware, Illinois, Indiana, and Pennsylvania) and the District of Columbia require an associate degree (or the equivalent number of college credits) for newly-hired directors in their child care licensing standards.
Only Pennsylvania requires thirty or more college credits in early childhood education or child development; Illinois, Indiana, and Rhode Island require at least twenty-one college credits in early childhood education or child development.
Only Vermont requires at least seven college credits in business or administration.

Administrator Credential (2021)

Thirty-three states offer an early childhood administrator credential (a gain of three states, New Mexico, Texas, and Vermont, since 2017); the majority (55%) of administrator credentials are competency-based.
Twenty-one states recognize the Aim4Excellence™ National Director Credential, and six states recognize the National Administrator Credential in their state’s Early Childhood Professional Development System.
Two states require a minimum of a bachelor’s degree (New Jersey, and West Virginia).
Seven states require a minimum of an associate degree (California, Connecticut, Illinois, Kansas, Missouri, New York, and Pennsylvania), a gain of one state since 2017.

Principal Licensure (2021)

Forty-three states require a graduate degree for their school leaders, a gain of three states.
Thirty-six states require three or more years of teaching experience for school leaders.
Only nine states (Illinois, Iowa, Louisiana, Minnesota, Missouri, New York, Pennsylvania, West Virginia, and Wisconsin) include Pre-K content in their licensure requirements.
Only Illinois requires a Pre-K practicum or field experience in licensure requirements.

Administrator Qualifications in QRIS (2021)

In fifteen states, an administrator credential is embedded in QRIS at one or more levels.
Only Delaware requires a bachelor’s degree at the lowest level of QRIS.
Only Illinois requires a minimum of twenty-one semester hours of college credit in early childhood education or child development at the lowest level of QRIS.
No state requires a minimum of nine semester hours of college credit in business or administration at the lowest level of QRIS.

Administrator Qualifications in State Pre-K Programs (2021)

Twenty states and the District of Columbia (four more than in 2017) required a bachelor’s degree or higher of administrators in state-supported Pre-K programs.
The number of states (thirty-eight) that require administrators of state-funded Pre-K programs to hold a principal license or endorsement in school-based programs remains the same as in 2017.
Six states (California, Delaware, Florida, Illinois, North Carolina, and Pennsylvania) require administrators of center-based Pre-K programs to have earned an administrator credential—a gain of one state since 2017.
Only seven states (Arizona, California, Colorado, Connecticut, Illinois, Massachusetts, Michigan) and the District of Columbia require 18 or more college credits in early childhood education or child development.
Only five states (Connecticut, Illinois, New Mexico, Texas, Vermont) and the District of Columbia require nine or more college credits in business or administration.

DISCUSSION

Taking a macro view, the early childhood program leadership gap is just as large in 2021 as it was in 2017. The overall policy levers score went up in six states and down in seven states. In four years, no state achieved an overall policy levers score in the top quartile (range of 8 – 10). Zooming in to the micro view, however, there were small advances toward a more unified professional framework for program leaders working across sectors. In child care licensing, administrative intensity is beginning to be addressed. Additional administrators (variously called Education Coordinator, Head Teacher, or Group Teacher) are required based on the number of children served in the licensed child care program. This position, not to be counted in teacher: child ratios, provides pedagogical leadership and has the same or more stringent educational requirements as the Director. The additional administrative role, regardless of title, creates a “leadership bench” to ensure adequate capacity to carry out essential leadership functions. Momentum in administrator credentialing also appears to be growing: three more states offer a voluntary administrator credential (New Mexico, Texas, and Utah), one more state requires a minimum of an associate degree (New York), and the majority of state administrator credentials are now competency-based.

RECOMMENDATIONS FOR POLICY

Three policy recommendations are emerging from the updated L.E.A.D. Early Childhood Clearinghouse data. First, there is a pressing need for a unifying foundation of administrative qualifications and competencies reflecting a whole leadership approach across sectors. A competent early childhood program leader working in a school, center, or licensed home needs core knowledge and skills in child development, early childhood pedagogy, leadership essentials, and program administration. Second, the silos of program standards by sector for early childhood administrators can best be eliminated by considering the five policy levers together. Third, attention to leadership capacity—multiple and differentiated leadership positions based on consistent criteria—will need to be addressed in future policy scans of early childhood program leadership.

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

This brief summarizes changes in state policies regarding program leadership since the findings from the cross-sector policy scan were first disseminated in 2017.

If you find errors in how your state is represented in the updated policy scan, we welcome your input! Please contact teri.talan@nl.edu to provide additional information about your state’s policies concerning the professional preparation and ongoing support of early childhood education and care (ECEC) program leaders working in schools, centers, and homes. Our team will keep updating the L.E.A.D. Early Childhood Clearinghouse database with new information from your responses. Information you provide will greatly aid our efforts to track progress toward the “North Star vision” of a unifying professional framework for ECEC program leaders.

References

Abel, M. B., Talan, T. N., & Newkirk, M. K. (2017). Closing the Leadership Gap: 2017 Status Report on Early Childhood Program Leadership in the United States. Wheeling, IL: McCormick Center for Early Childhood Leadership, National Louis University.
Abel, M. B., Talan, T. N., Pollitt, K. D., & Bornfreund, L. (2016). National principals’ survey on early childhood instructional leadership: Executive summary. McCormick Center for Early Childhood Leadership Publications. Paper 1. http://digitalcommons.nl.edu/mccormickcenter-pubs/1
Build Initiative & Child Trends (2019). A catalog and comparison of quality initiatives (data systems). Retrieved from http://qualitycompendium.org/on 11/11/2021.
Friedman-Krauss, A.H., Barnett, W.S., Weisenfeld, G.G., Kasmin, R., DiCrecchio, N., & Horowitz, M. (2018). The state of preschool 2017: State preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research.
Institute of Medicine and National Research Council (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.
Lieberman, A. (2019). Preparing principals for Pre-K in Illinois. Washington, DC: New America. Retrieved from https://newamerica.org/education-policy/reports/preparing-principals-pre-k-illinois/
Lieberman, A. (2017). A tale of two pre-K leaders: How state policies for center directors and principals leading pre-K programs differ and why they shouldn’t. Washington, DC: New America.
Masterson, M., Abel, M., Talan, T., & Bella, J. (2019). Building on whole leadership: Energizing and strengthening your early childhood program. Lewisville, NC: Gryphon House.
McCormick Center for Early Childhood Leadership. L.E.A.D. Early Childhood Clearinghouse. Retrieved from https://mccormickcenter.nl.edu/lead/closing-the-leadership-gap/
New America Pre-K Leader Policy Scan. Retrieved from https://www.newamerica.org/in-depth/pre-k-leaders/pre-service-requirements/

Refocusing Leadership Goals and Aligning Program Change with Developmentally Appropriate Practice

Tue, 16 Nov 2021 09:31:32 GMT

The term developmentally appropriate practice (DAP) may bring to mind teaching that is matched in content and approach to meet the needs of children at specific ages. The term was defined in the National Association for the Education of Young Children (NAEYC) original DAP Position Statement in the mid-1980s in response to the growth of early childhood programs and the concern that expectations needed to be appropriate for children in preschool and kindergarten. The statement was expanded to address the teaching of children from birth through age eight with additional revisions in 1996 and 2009. The earlier versions offered important principles and core considerations for practice, yet sometimes resulted in educators relying on the notion of a single best practice, which could lead to teaching choices based on and limited by their own contexts and experiences. The concept of best practice also fostered the idea that all children would respond to teaching choices in the same manner and could be expected to achieve their best outcomes through the same ways of learning, understanding, and relating to classroom experiences.

The 2020 revision of the NAEYC DAP Position Statement affirms the need for educators to know and build on principles of child development. It also calls for expanded professional competencies that encompass a more complex and nuanced approach to teaching. Educators are guided to broaden their understanding of the critical role of context, including the contexts of the teacher and program and the social and cultural contexts in which children and families live. Educators and program leaders must “be aware of the implications of their contexts and associated biases—both implicit and explicit—to avoid taking actions that harm rather than support each child’s development and learning” (34).

The revised statement moves away from the idea of one best practice to embrace a set of creative and dynamic practices that incorporate the “specific abilities, interests, experiences, and motivations of a particular child and family’s culture, preferences, values, and child-rearing practices when determining the most appropriate practice for that child” (34). It includes the understanding of “family and community values, expectations, and linguistic conventions, in order to ensure that learning experiences in the program or school are meaningful, relevant, and respectful for each child and family” (34).

The timely release of the revised statement offers early childhood leaders an important opportunity to refocus and set new action steps towards creating inclusive and equitable programs . It stipulates three core considerations that inform decision-making. The core considerations include:

Commonality —current research and understandings of processes of child development and learning that apply to all children, including the understanding that all development and learning occur within specific social, cultural, linguistic, and historical contexts.
Individuality —the characteristics and experiences unique to each child, within the context of their family and community, that have implications for how best to support their development and learning.
Context —everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole” (6,7).

Nowhere are the core considerations more valuable than in the leadership practices of programs, where program administrators must navigate the complex dynamics present in organizational systems. Here, the context of the program itself – the policies, systems, and expectations – may be taken for granted by the program but actually raise barriers or create systems of inequity for others. Recognizing and removing barriers to equity is at the heart of developmentally appropriate practice. The nine principles and six guidelines of the DAP statement can serve as a catalyst for leadership oversight, reflective practice, and continuous quality improvement .

The November 30, 2021 release of the NAEYC book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition, has come at an opportune moment to unify and strengthen the profession around goals of equity and inclusion and to assist early childhood leaders in guiding positive change. Like the DAP statement, the book was developed with multiple authors and a range of reviewers representing all sectors of the profession. The book attaches detailed action steps to the principles and goals of developmentally appropriate practice, moving the theoretical discussion into real praxis, where research, theory, and teaching are aligned. In each chapter, leaders will find a sequence of detailed guidance to help teachers develop a new level of understanding, compassion, and effectiveness.

The DAP book provides practical strategies, tips, and anchors for pedagogical leadership – which is an essential part of the Whole Leadership Framework. Topics include the role of context in reframing early childhood education; decision-making; the power of playful learning; creating a caring, equitable community of learners; family engagement; child observation, documentation, and assessment; curriculum and teaching; and professionalism. Importantly, the chapters show how to strengthen relationships with families, shift to strengths-based teaching and communication, and foster reflective conversation and professional growth within the organization.

The DAP book also offers age-specific guidance, with charts that show practices essential for all children and those that are distinguished by age. Strategies for all ages include building on the languages and cultures of children and families’ lives and valuing and incorporating their funds of knowledge . Teachers are guided to counter bias and create individualized teaching that promotes children’s self-agency and joyful learning. In contrast, the age-specific sections drill down to describe concrete skills and strategies that maximize learning and development for specific children.

While the core considerations and principles of developmentally appropriate practice reflect approaches to teaching children and working with families, early childhood program leaders will be instrumental in bringing needed changes to programs. Some key priorities for leadership include:

mentoring teachers as professionals and advancing the understanding of DAP in the context of each program;
embedding anti-bias values, messages, and practices throughout the program, including the program orientation, family handbook, and the physical spaces of the program;
asking for feedback from families and staff about the handbook, program policies, and personal experiences related to diversity, equity, and inclusion, with the goal of removing barriers to participation;
leading anti-bias conversations with staff, including placing intercultural learning as a priority, with opportunities to talk about advancing equity and creating positive change;
letting families know that this is an anti-bias program, and pride and acceptance of diversity will be promoted in experiences and conversations with children;
guiding reflective practice for staff through regularly scheduled reflective supervision and during group staff meetings;
reserving time on meeting agendas to explore the content of the new DAP statement and book as a foundation for continuous quality improvement , with the goal of strengthening the program’s commitment to equity in staff practices, teaching, and family engagement;
modeling the use of strengths-based , affirming language to describe culture, race, ethnicities, and abilities, and using positive affirmation and encouragement to advance the work of staff, their contributions, and growth;
identifying learning opportunities that promote understanding and awareness of DAP, including NAEYC books, resources, and articles that focus on anti-bias teaching , working with multi-lingual and dual-language learners , and families;
building on the Whole Leadership Framework and using the visual graphic with staff to illustrate how each area of the program can be aligned with developmentally appropriate practice to promote anti-bias teaching, diversity, equity, and inclusion; and
becoming a strong advocate and working with others in the community to make connections and share resources among the program, families, and the community.

Early childhood leaders can use this time of unprecedented challenge and change in our profession to strengthen the competencies and commitment of program staff. The revised NAEYC DAP Position Statement and the book, Developmentally Appropriate Practice in Early Childhood Programs Serving Children Birth Through Age Eight, Fourth Edition , can be used to inform and revitalize the focus and effectiveness of programs. Using these resources, early childhood leaders can more effectively strengthen their approach to pedagogical leadership and staff development. The goal is to make sure every child experiences the highest quality teaching, with families integrated as essential partners in creating a thriving and equitable learning community.

You’ve Been Promoted to Director! Now What?

Tue, 09 Nov 2021 14:45:21 GMT

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

We often hear center directors describe their first few years as new administrators as a time when they were “just trying to stay afloat,” “constantly putting out fires” (the metaphorical kind, hopefully), “simply trying to keep their head above water,” and “unaware of what they were unaware of.” One of the reasons the transition to an administrative leadership position can be so challenging is that directors are often promoted from their teaching positions. A promotion is a wonderful time for celebration. Yet, to shift from being a great teacher to being a great leader requires new skills, new knowledge, new boundaries, and new supports—things that may not automatically come with the promotion. And that is how feelings of celebration can quickly change to feelings of anxiousness, frustration, and being on the brink of drowning in their new role and responsibilities.

Helping administrators navigate this duality of both the highs and lows of shifting into a new leadership role is one of the reasons the McCormick Center for Early Childhood Leadership exists. Our founder, Dr. Paula Jorde Bloom, was once a phenomenal teacher. Her skills and abilities were recognized and she was asked to be a director. Once in the director’s role, Paula quickly learned that she was missing some critical information on how to successfully lead and manage a high-quality early childhood program. Thus, one of her life-long missions became helping new administrators gain the knowledge and skills needed to thrive. Three decades later, the McCormick Center is still proudly developing and delivering trainings, books, research, and other supports to foster the role of early childhood leaders.

Perhaps you are someone who, like Paula, has moved into an exciting new role and know that you will need guidance honing your leadership and management skills. We suggest taking time to stop and reflect on your new role, hopes, worries, potential obstacles, and plans to address those obstacles. This can go a long way toward beginning a leadership journey that focuses more on finding an Olympic-worthy backstroke rather than simply treading water. Below are some questions and resources to consider when thinking about your transition into a new leadership position. We even took the liberty of starting to answer the first one for you!

REFLECTING ON YOUR NEW LEADERSHIP POSITION

What will be your go-to resources in your new role? The McCormick Center for Early Childhood Leadership, Child Care Exchange, Child Care Aware of America, National Association for the Education of Young Children (NAEYC), your local Child Care Resource and Referral Agency, others:
What implicit biases or assumptions might you be holding as you begin your new position and what are some ways to tear down the biases?
What type of leader do you hope to be, and how will you know if you are?
How will you foster trust and a sense of justice in your program?
How will you include staff and families in decision-making?
What can you do to learn about and integrate into the community you serve (e.g., connect with local organizations that serve the community, spend time getting familiar with the area, attending community events, and meeting residents)?
How might your relationships with staff members shift and how will you adapt?
What are your expectations for yourself and your program staff?
How will you prioritize your tasks?
Where can you find training on administrative-specific topics?
How do you plan to protect your work-life balance?
When can you schedule structured time for self-reflection?
Who are the people you can reach out to for support (e.g., other new directors, other more seasoned directors, professors/instructors, state coaches, and mentors)?

If you are a new director interested in professional development geared toward this new experience, register for Ready to Lead, a leadership academy designed for new directors (one day to five years of experience) https://mccormickcenter.nl.edu/services/leadership-academies/#rtl . Topics include building self-awareness, learning how to incorporate reflection into everyday routines, understanding your leadership style, shifting from peer to boss, and strategies for prioritizing. Registration opens in November 2021.

Robyn Kelton, M.A. , is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Robyn conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. In addition, Robyn reviews BAS and PAS assessments for the assessor certification system. Robyn holds a Bachelor of Arts degree in psychology from the University of Kansas and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral student in the brain, behavior, and quantitative science psychology program at the University of Kansas. Prior to joining the McCormick Center, Robyn spent three years as a lead teacher in a kindergarten classroom for an after-school program. Robyn’s research interests include leadership in early care and education, family child care, child development, and autobiographical memory.

Overcoming Challenge with Courage | 2022 Leadership Connections™ National Virtual Conference

Tue, 26 Oct 2021 05:14:00 GMT

Have you ever wondered what it would be like to join in authentic discussions with your peers about the challenges you face as an early childhood leader? Are you looking for effective strategies to inspire you and your staff as you adjust to demands that have changed dramatically since 2020? We have been talking with many early childhood leaders to find ways to overcome the challenges we are encountering. We are finding national experts to present their ideas and innovations, address social justice and equity issues, and create a milieu of camaraderie and collaboration for early childhood leaders. We all need this more than ever.

Last year, we delivered our very first virtual conference, which allowed us to deliver an affordable and vital learning experience to early childhood administrators from the comfort and safety of their own homes or workplaces. The more than 750 attendees were encouraged to set aside the conference dates to attend live sessions, engage with others, and connect with sponsors. We offered two full-day extended pre-conference sessions with more than 100 participants. After the conference, participants were able to view the sessions they registered for and were unable to attend. All keynote and break-out sessions were available to registered attendees for 12 months after the conference ended.

Leadership Connections has a rich history. Our first conference in 2000 was a forum for directors of early childhood programs to be inspired by leaders from various fields and disciplines, including management, organizational development, communications, social work, medicine, and law. It provided an innovative way for leaders to learn creative solutions to their challenges in delivering high-quality early childhood services. It was a time of transition into the digital world; leaders experienced new technologies in training design and delivery.

The first Leadership Connections allowed participants to establish new friendships and renew old acquaintances in the field of early childhood, and be inspired by success stories from directors from diverse early childhood settings. There was opportunity for leaders to showcase their ideas and innovations in “best practices” sessions.

The most important part about the conference in 2000 was that both the format and content of the conference inspired leaders to think about their work in new and different ways. It was a conference developed to be distinctly different in format and content from other conferences that early childhood directors and other leaders typically attend. It was a chance to reflect and then move forward, knowing that early childhood leaders from around the country could relate to the work they were doing and were there to support them.

The initial application for a grant to support the first Leadership Connections conference contained the following goals:

As you read through these, you might see that the need for these opportunities and learning experiences is still relevant more than twenty years later.

We are excited to host our 21st annual conference from April 27 – April 29, 2022. This conference will empower early childhood administrators and leaders through professional learning focused on the McCormick Center’s framework of Whole Leadership – administrative, pedagogical, and leadership essentials. We will also have an additional pre-conference day on April 26, 2022, with a selection of four extended workshops.

The vision of the McCormick Center for Early Childhood Leadership to empower leaders and advance the field to promote excellence in early childhood education is embedded in Leadership Connections. We strive to be an important catalyst for change as we implement initiatives that strengthen the leadership capacity of early childhood educators. The conference provides early childhood leaders with opportunities to attend workshop sessions relevant to the complex role of leadership, network with professionals who share similar trials and triumphs, and be inspired by influential specialists in our field.

We hope you will join us at our Leadership Connections National Conference on April 27 – 29, 2022.

Overcoming Challenge with Courage | 2022 Leadership Connections™ National Virtual Conference

McCormick Center for Early Childhood Leadership

Welcome to Our New Advisory Council Members

Tue, 19 Oct 2021 08:44:00 GMT

We are thrilled to announce the appointment of new members to the McCormick Center for Early Childhood Leadership’s Advisory Council.

DeCarla Burton, M.Ed.

DeCarla Burton, M.Ed. is Owner and Director of Jump Smart Learning Academy, a family child care preschool play-based program, providing engaging hands-on activities that promote readiness skills for children entering kindergarten. Mrs. Burton has recently started Sharing Knowledge Consultants, a business that provides innovative trainings for educators on a variety of topics. In addition, she has many years of training experience and conducts workshops for the state of Illinois as an Illinois Training Network trainer and the Helen Miller Service Employees International Union training department. She is also a consultant with the Kohl Children’s Museum offering training to family child care and center-based educators on the Project Approach.

Mrs. Burton is extremely committed to the advocacy work she does on behalf of her network, Supporting Professionals Network Association, an organization she founded in 1998 that has over 120 members and represents approximately 1,000 families throughout Chicago and the suburbs.

Lynette M. Fraga, Ph.D.

Lynette M. Fraga, Ph.D., is the Chief Executive Officer of Child Care Aware® of America, a national membership-based nonprofit organization working to advance a high-quality, affordable child care system that supports children’s growth, development, and early education. She began her career in early childhood as a teacher in infant, toddler and preschool classrooms, and has since held positions at the local, state, and national level within the nonprofit, corporate, and higher education sectors. Dr. Fraga has a doctoral degree in Family Studies from Kansas State University, a master’s degree in Human Relations from the University of Oklahoma, and a bachelor’s degree in Special Education from the University of Arizona.

Debi Mathias

Debi Mathias serves as the Director of Early Childhood Education Quality Improvement Systems with the BUILD Initiative, a broad cross-section of partners at the state and national levels focused on the development and implementation of high-quality early learning systems. Previous to her work with the BUILD Initiative, Ms. Mathias was the Director of Early Learning Services, Office of Child Development and Early Learning, Departments of Education and Public Welfare in Pennsylvania from the beginning of the Office in 2005 through 2012. Her responsibilities included design, implementation and accountability for teams responsible for a variety of programs and initiatives including Keystone STARS – QRIS, family support programs, state Pre-K program, State Head Start program and Head Start State Collaboration Office, PA Professional Development system, standards aligned systems, PELICAN data base system, program evaluation and research. Formerly, Ms. Mathias was an early learning Program Director, from 1978 to June 2005, where she began a child care program that grew into a multi-site National Association for the Education of Young Children (NAEYC) accredited early care and education program serving 800+ children ranging in age from six weeks to 12 years; led a talented staff of 95+ at six early learning and 11 school age sites; and collaborated with Head Start and Early Intervention.

Marica Cox Mitchell

Marica Cox Mitchell is Senior Director, Early Childhood for the Bainum Family Foundation, where she leads the Foundation’s efforts to build quality, comprehensive early childhood services in the District of Columbia and in other communities throughout the country.

Before joining the Foundation, Ms. Cox Mitchell worked for the National Association for the Education of Young Children (NAEYC), where she most recently served as Deputy Executive Director, Early Learning Systems. In this role, she led a portfolio encompassing public policy and advocacy, accreditations of early learning programs, higher education accreditation and the Power to the Profession initiative. Prior to this, Ms. Cox Mitchell was Senior Director, NAEYC Accreditation for Higher Education Programs. She also worked for the District’s Office of the State Superintendent of Education from 2009 to 2012 — serving as Director, School Preparedness Division and Supervisor, Professional Development Unit. She began her career as a teacher — working in various early learning settings as well as with young children birth through age eight.

Ms. Cox Mitchell holds a master of science in Educational Administration from the University of Scranton as well as a bachelor of arts in Early Childhood Education from the University of the District of Columbia.

Bela Moté

Bela Moté, President and Chief Executive Officer of the Carole Robertson Center for Learning, is an experienced nonprofit executive and early childhood professional who has spent her career supporting early childhood and youth development at the local, national, and international levels through programs, partnerships, and policy development. She is committed to providing high-quality, deeply impactful programs for children, youth, and families whose communities have seen systemic divestment and historic inequities. Before joining the Carole Robertson Center for Learning in 2018, Ms. Moté held leadership positions at the YMCA of the USA, the YMCA of Metropolitan Chicago, the Ounce of Prevention Fund (now Start Early), Teaching Strategies Gold, and the Robert R. McCormick Foundation. Bela holds a master of education from Erikson Institute. She began her career in early childhood education as a Montessori preschool teacher and considers that experience to be her North Star.

Ms. Moté is a member of the National Association for the Education of Young Children (NAEYC) and was appointed in 2021 to the National Academies of Science, Engineering and Medicine’s commission on the opportunity gap for young children. She also serves as a gubernatorial appointee to the Illinois Early Learning Council and participates on many other councils and committees across Chicago and Illinois.

Bela was raised in Chicago and lives in the city she’s always called home with her husband, daughter, and dog.

Our Advisory Council consists of prominent local, state, and national leaders in early childhood care and education or related fields. The Advisory Council works with us to achieve our strategic priorities, and helps advance our commitment to excellence and innovation as we implement our professional development, program evaluation, research, and public awareness initiatives. The Advisory Council advocates for our mission and vision, and provides guidance for our initiatives and strategic direction, as described below.

Mission
We empower leaders and advance the field to promote excellence in early childhood education.

Vision
We envision innovative and responsive early childhood systems with extraordinary leaders who inspire the best start for every child.

Values

We hope you enjoy reading about our new members. We know they will make excellent additions to our team!

Welcome to Our New Advisory Council Members

McCormick Center for Early Childhood Leadership

Leading with Equity

Mon, 04 Oct 2021 10:29:04 GMT

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

These past 18 months have been a period of reckoning for the early childhood education and care (ECEC) community. Think about the metaphor regarding perspective: What do you see, the “forest” (in the background) or the “trees” (in the foreground and the focus of attention)? Serving young children and their families during the time of COVID-19 has revealed substantial inequities for the ECEC workforce and an overall instability in our profession. We are at an inflection point. Attention to equity and social justice and attention to the quality of the teaching and leading workforce are vital to our profession’s sustainability and ability to meet the needs of young children and families. We must see the forest and the trees at the same time. Now is the time to advocate for policies and investments that advance equity and quality.

The McCormick Center for Early Childhood Leadership at National Louis University is currently engaged in focus group research maintaining the twin foci of promoting social justice and racial equity and advancing a unified professional framework for the preparation and support of cross-sector ECEC program administrators—directors, principals, and family child care professionals—working in centers, schools, and homes. The Leading with Equity—Building Leaders project, supported by the Foundation for Child Development, examines the racial equity and social justice impact of the Five Consensus Recommendations . What is unique about this research is that it considers the racial equity and social justice impact of professional preparation and support recommendations before promoting any changes to current policy at the local, state, or federal levels.

The Leading with Equity—Building Leaders project furthers and deepens the consensus-building research conducted last year . The purpose of the initial research project, also supported by the Foundation for Child Development, was to build consensus on the need for a unified professional framework for all ECEC program leaders, determine the minimum professional preparation requirements and core competencies for all ECEC program leaders, and establish criteria for compensation parity for program leaders across ECEC sectors and settings.

At the culmination of 14 virtual sessions with 207 racially and ethnically diverse ECEC leaders coming from 32 states and the District of Columbia, consensus was reached on five recommendations pertaining to a unified professional framework for ECEC leaders. The online platform (Advanced Strategy Lab) provided opportunity for simultaneous and anonymous responses to both structured and open-ended questions. Participants were asked to rate the anonymous responses visible to all. The highest-ranked responses were then included in subsequent and iterative sessions. This unique methodology to build consensus (reached when at least 80% of respondents support or strongly support a specific recommendation) created an inclusive shared space in which all voices were equally influential. However, it was not possible to disaggregate the responses by race or ethnicity to understand the degree of agreement with each recommendation by those leaders representing under-resourced communities of color.

The current Leading with Equity—Building Leaders research project is designed to answer the following questions. To what degree do leaders of color support the Five Consensus Recommendations? Are there any perceived barriers to achieving equitable outcomes if the recommendations are implemented? If so, what specific workplace strategies, higher education supports, or policy changes are needed prior to implementation of the recommendations in order to ensure equitable outcomes? With this research, the McCormick Center addresses the need for both increased equity and enhanced quality. There is no either/or dichotomy—both the forest and the trees are seen and valued.

The results of this research study will be available in the summer of 2022. Please contact Teri Talan at the McCormick Center, teri.talan@nl.edu , if you want more information about the research questions or design.

Dr. Teri Talan, J.D., Ed.D. , holds the Michael W. Louis Chair and is senior policy advisor at the McCormick Center for Early Childhood Leadership and professor of early childhood education at National Louis University (NLU). She promotes action by state and national policymakers on early childhood workforce and program administration issues. Previously, she led a child advocacy organization and an early childhood program accredited by the National Association for the Education of Young Children (NAEYC). She holds a law degree from Northwestern University as well as a master’s degree in early childhood leadership and advocacy and a doctorate in adult and continuing education from NLU. She is coauthor of the of the Program Administration Scale ; Business Administration Scale for Family Child Care ; Escala de Evaluación de la Administración de Negocios ; Who’s Caring for the Kids? The Status of the Early Childhood Workforce in Illinois ; and Closing the Leadership Gap .

Want to Build Community and Professional Development at the Same Time? Try a Book Discussion Group!

Mon, 20 Sep 2021 16:17:51 GMT

Maybe you are an administrator of an early childhood program looking for new ways to build a culture of learning and initiate a conversation around best practices in your program. Or you may be a technical assistance provider working with a diverse group of administrators, wondering how to bring them together to form a community and spark dialogue around early childhood leadership. Book discussion groups could be one way of meeting your objective. For the past few years, I have organized book discussions and would like to share some lessons learned along the way.

GETTING STARTED

Having a well-thought-out plan is your first step. Here are some questions to consider before beginning a book discussion group.

Who, When, Where, and How

Who is interested in participating in a book discussion group? One way to find out is to send a short survey inquiring if there is interest in reading and discussing a book, and if so, what topics or books they might like to explore.

When will the book discussions take place? If you are an administrator of a program, will the staff participate during paid time; such as, at a meeting, lunchtime, children’s naptime, or paid time after the program closes? Do not forget to account for time allotted to read the book! If you facilitate an early childhood administrator’s group, will the book discussion be part of a regularly-scheduled meeting or held at another time?

Where will the group meet, if it will be an in-person meeting? If the group is meeting virtually, will all participants have access to a computer with virtual meeting capability and Internet access?

How will the books be paid for, and will the cost be part of your professional development budget? Is there a grant or other resource to help with the cost? Is there a local business that can be supported with the purchase of the books? If you are purchasing the book for participants, be sure to ask participants if they already have a copy or if they would prefer to check it out at their library. Keep in mind that providing a copy for each participant may reduce the pressure of needing to finish the book within their library’s loan period.

NEXT STEPS

Choose the Book

After collecting the surveys, make a list of the book titles that were submitted. If participants suggested topics to explore, you will need to find books that will address those topics. The National Association for the Education of Young Children (NAEYC), Redleaf Press, and Teacher’s College Press are some organizations with catalogs containing a wide variety of early childhood books. Next, create another survey with the list of books they submitted and books chosen from their suggested topics. They will need to rank order their top three selections. You now have a list of books, in order of interest, to choose for the book discussion.

Determine Questions for the Book Discussion

It is helpful to create a study guide with general or specific questions related to the book to give to the participants before they start reading. The study guide will help participants prepare and will spark group discussion. You may want to start with general questions, such as:

What did you already know about the topic?
What did you learn that was new or surprising?
What new questions do you have?
What do you want to know more about?
What was your favorite and least favorite idea?
What ideas or strategies in the book seem realistic and what challenges your thinking?
If you could ask the author a question, what would it be?

In addition, some books have questions at the end of the chapters, reflective questions, and activities that you may want to include in the study guide. If you choose to copy material from the book, remember to obtain permission and add a citation giving credit to the author and book at the end of the study guide.

Establish Guidelines for Interaction

When first bringing together a learning community, it is important to establish guidelines for engagement. Some guidelines are logistical and are typically developed by the organizer of the group, including establishing time for breaks, turning off or silencing electronic devices, using video cameras for face-to-face interactions when virtual, as well as muting when not speaking, etc. Other guidelines should be created by the group. One question to help participants think about guidelines for engagement would be, “What will make this learning experience successful?”

Here are a few examples of guidelines suggested by participants in some trainings I have facilitated: uphold confidentiality―what is said in the group, stays in the group; be respectful of ideas shared—no judgments; come prepared for the discussion—read material in advance; and create an environment supportive of all—provide everyone with an opportunity to speak.

Prepare the Facilitator(s)

When members of the group take turns facilitating and managing the group discussion, they will have an opportunity to practice a leadership role. Defining the facilitator role, talking with them, and giving guidelines to help them manage a group, will ensure that they feel prepared and ready to lead the discussion group. Guidelines for the facilitator could include:

Build trust and safety among the group.
Be an active listener and encourage active listening among the group.
Ask a question, then let others answer first.
Be comfortable with silence; some people need to think before they answer.
Keep the discussion on track. If the conversation strays too far off-topic, bring it back.
Introduce a new question if it appears that interest in the question being discussed has declined.
Make sure everyone’s voice is being heard, and no one is being “heard too much.” You might direct a question to the “quiet person,” especially if they look like they would like to share; however, make it clear that everyone has a right to pass.
Remember that there is no need to get through every discussion question; let the conversation flow naturally.

Develop an Evaluation

You will want to gather feedback from the participants after the book discussion ends to gain insight into the logistics of the group discussion and better inform future discussions. I suggest including an evaluation form that creates an opportunity for participants to rate criteria as well as answer some open-ended questions. The following are some examples:

Rate the following on a scale of one to five (1 = strongly disagree, 2 = disagree, 3 = no opinion, 4 = agree, 5 = strongly agree)

The discussion enhanced my understanding of the topic.
Ideas and questions were encouraged.
The study guide questions were helpful.
The group size met my needs.
The length of the book discussion met my needs.
The amount of time provided to read the book met my needs.

Please answer the following questions:

What are two lessons you learned from the book?
What suggestions do you have to improve the study guide?
Are you interested in another book discussion group?
If yes, would you be interested in inviting others to join the group?
If yes, what other topics or books would you suggest for the next book discussion?
Other ideas or suggestions for improvement?

FINAL THOUGHTS

One of my favorite questions is, “If you could ask the author a question, what would it be?” Recently, I was planning a third virtual book discussion for a group of technical assistance providers who have been meeting regularly. Since the author’s email address was in the book, I emailed her to share that we selected her book for our virtual book discussion group. In addition, I asked if she could give any suggestions or thought-provoking questions for our discussion and she responded with some great ideas. Then, to my surprise, she offered to join the discussion to answer questions from the participants! Authors may or may not respond to your email; however, you just might be pleasantly surprised to find out they are thrilled you have chosen their book and will share ideas for enhancing the discussion.

Book discussion groups can provide an opportunity to explore new ideas, inspire, motivate, and build relationships. There are many good early childhood books out there just waiting for a group of educators and leaders to discover and discuss!

If you are interested in learning more about professional development opportunities offered by the McCormick Center for administrators of early care and education programs and those who provide technical assistance, please contact us .

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

Barbara Volpe, M.Ed. , is Leadership Academy Manager for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, she coordinates and facilitates leadership and quality improvement training for early childhood administrators, teachers, and technical assistance providers. Barb has over 20 years of leadership and management experience. Barb enjoys developing trainings and has made many local, statewide, and national presentations. Barb obtained her master’s degree in early childhood administration from National Louis University and her baccalaureate degree in child and family development from Southern Illinois University-Carbondale.

Opportunities for Professional Growth and Family Engagement During Hispanic Heritage Month and Beyond

Tue, 07 Sep 2021 14:05:33 GMT

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

Hispanic culture is rich and diverse across the United States and around the world! What began in the United States in 1968 as a week-long celebration of the histories, cultures, and contributions of Americans whose ancestors came from Spain, Mexico, the Caribbean, and Central and South America has grown into a month-long celebration acknowledged from September 15 to October 15.

During Hispanic Heritage Month, early childhood program administrators and leaders can highlight and celebrate the cultures and contributions of the groups and individuals with whom they work: community members, children and families, and colleagues. Additionally, Hispanic Heritage Month provides an opportunity to highlight the need to meet cultural needs, such as enhancing educators’ preparedness to build on children’s linguistic and cultural strengths. Finally, it offers a chance to develop partnerships or solidify relationships with other organizations focused on providing equitable educational environments.

The Hispanic community is expansive and varied, and the Hispanic population in the United States has grown by 23% from 2010 to 2020. Researching the historical and current impact of Hispanic community members on the field of early childhood education yields a wealth of information, from ideas about supporting the use of children’s home language to celebrating to ways to prioritize family engagement, from supporting educators as they begin their careers to enhancing the skills of those who have worked in the field extensively. Books for children can help guide classroom activities, families can contribute knowledge about Hispanic festivals , and leaders can connect staff and families to supportive resources about the benefits of bilingualism and celebrating ethnic identities .

Developing cultural understanding of your program’s Hispanic families and staff members is an ongoing process for program administrators. Every enrolled family and staff member needs to be provided a sense of belonging, community, and interpersonal inclusion. Educators who can share their backgrounds, talents, and ideas are most able to provide the same support for their students. Wise administrators build time for sharing and collaboration into daily interactions with and among staff; they also consider individual backgrounds and strengths as they plan professional development to ensure expertise and culture are honored.

One of the most powerful ways to celebrate everything that children bring to their classrooms is to support and encourage the use of home languages in centers and schools. Teachers demonstrate they honor a child’s culture when they foster their home languages within the classroom. Teachers show this respect by reading stories, singing songs, and leading activities in children’s home languages. If they are unable due to limited language knowledge, other Spanish-speaking members can take the lead. Parent participation within the classroom serves as a language model for students and a means to integrate the child’s culture within the classroom community.

It is also essential to intentionally begin English as a second language instruction using researched-based instructional strategies during the preschool years. As children acquire English as a second language, there are often misunderstandings around proficiency. Although a child may speak English fluently, it does not correlate to academic learning in their second language. Children can use English as a second language within a social text within a year or two; however, it takes four to nine years to acquire an academic second language.

There are many benefits to fostering home language use with English as a second language supports in the classroom over time. Children who develop a strong foundation in their home language can more easily transfer their knowledge and understanding while learning English. Learning a second language builds connections in the brain and flexibility, leading to cognitive gains. Bilingual children have opportunities to access information in two languages and, therefore, are likely to make gains cognitively, linguistically, culturally, and academically, which may lead to greater economic opportunities. Read more here: Early Language and Literacy Development Critical to Academic Achievement . When home language use is supported, it cultivates a relationship between school and home, a positive sense of self and culture within children, and stronger family bonds.

It’s essential to support teachers’ understanding of individual histories and beliefs about education and to help them learn about cultural patterns and beliefs of groups. This can help them understand the students and families they work with and select the best teaching strategies to meet their needs. You can find more about this in the resource How to Develop a Cultural Understanding Within Your Program .

Classroom assistants may sometimes be the main point of contact with enrolled families and students, especially when they share the same home language or cultural background. This may mean that they learn essential information about families’ wishes for their children ; they also have the opportunity to reassure families that their children’s needs , especially for social-emotional learning, are being met in the classroom.

Program administrators can regularly evaluate whether their staff members are able to meet the needs of enrolled children and their families. How have they been supported to learn about cultural practices and develop skills for communication? Do language barriers exist that are limiting participation? Families whose backgrounds differ from those of the staff may feel intimidated or uncertain about interacting with those they see as professionals and “in charge” in center- or school-based settings.

Partnering with community organizations to provide supports for families with these concerns and using online resources can help programs to prioritize family engagement that is culturally and linguistically responsive. In Chicagoland, one of these community organizations is Latino Policy Forum . Online resources can be found in the Head Start Early Childhood Knowledge and Learning Center here and here . As the school year opens, celebrating Hispanic Heritage Month can be a great way to begin intentionally supporting colleagues, children, and families year-round.

Links to additional resources are provided below:

The Children’s Equity Project at The Center for Child and Family Success at Arizona State University
Illinois English Learner Handbook from the Latino Policy Forum
Quality for Whom? Supporting Diverse Children and Workers in Early Childhood Quality Rating and Improvement Systems from the Migration Policy Institute
Discussion with Luis Hernandez, Silvia Juarez-Marazzo, and Yvette Rodriguez on how to support young Latino children in early care and education presented by the CAYL Institute
How to Celebrate Hispanic Heritage Month With Kids from Parents®

Katie Gaul is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. Katie has 30+ years of experience working with children, families, and teachers in various educational settings. She holds an ESL certificate and spent eight years working in Hispanic communities.

Erin Cetera is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. She has 25 years of experience directing early childhood programs in a variety of settings and communities.

Save the Date for the 2022 Leadership Connections™ National Virtual Conference | April 27-29, 2022

Wed, 11 Aug 2021 10:45:00 GMT

The McCormick Center for Early Childhood Leadership is pleased to announce the dates of our next Leadership Connections national conference! Our three-day conference will deliver the quality experiences you have come to expect from the McCormick Center from the comfort of your home or workplace. Conference attendees will learn from and connect with a diverse group of leaders in our field on a variety of topics. We are excited to explore new and innovative ways to connect with you—and to connect you with each other!

The feedback we received from last year’s fully-virtual conference was overwhelmingly positive and we are confident that we can build on this success to offer an even more engaging and exemplary experience. So, mark your calendars for April 27-29, 2022 to attend Leadership Connections 2022.

What can you expect?

Save the Date for the 2022 Leadership Connections™ National Virtual Conference | April 27-29, 2022

McCormick Center for Early Childhood Leadership

Administrator Role Perception Survey (ARPS)

Wed, 28 Jul 2021 18:04:19 GMT

The Administrator Role Perception Survey (ARPS) is designed for administrators of center-based early childhood education centers. Administrators complete the 25-minute survey and are emailed an ARPS Profile within four weeks. The ARPS Profile is intended to serve as a springboard for personal growth and professional development.

The ARPS Profile is used to provide administrators with information about themselves as leaders and how leadership is exercised in their centers. The ARPS Profile focuses attention on how closely their current positions resemble their ideal. Finally, the ARPS Profile identifies administrators’ developmental career stages based not on years of experience but rather on their perceptions of mastery of key early childhood program leadership competencies.

The Administrator Profile incorporates the Whole Leadership Framework into the results, providing administrators with information on the amount of time they spend on administrative and pedagogical leadership functions as well as their strengths and areas for growth in each of the three, interdependent leadership areas. The three areas of the Whole Leadership Framework—leadership essentials, pedagogical leadership, and administrative leadership—reflect everything the administrator, and oftentimes other staff members, do as early childhood program leaders.

An ARPS Aggregate Profile for a group of administrators participating in a quality improvement initiative is also available. The ARPS Aggregate Profile allows for a combined analysis of administrators’ survey results. This information is valuable for analyzing trends within the group, determining areas for professional growth and development, and informing policy and funding decisions. If you are interested in a ARPS Aggregate Profile or learning about consultation and training, contact Robyn Kelton at robyn.kelton@nl.edu or PAS.BAS@nl.edu for a group code. Please note, there is an individual survey fee for each administrator participating in the quality improvement initiative and an ARPS Aggregate Profile fee.

ARPS and ARPS Profile Cost: $30

ARPS Aggregate Profile Cost:

1-50 Administrators $125

51-100 Administrators $200

101+ Administrators

Contact robyn.kelton@nl.edu

Thank you for your willingness to complete the Administrator Role Perceptions Survey (ARPS). Data gathered from the ARPS may be used in future research on early childhood leadership. When you begin the survey you will be asked to complete a consent form that outlines the purpose of the study and a description of your involvement and rights as a participant. If you are interested in reading the Consent Form before registering, please click here .

A Window on Early Childhood Administrative Practices: 2010-2021

Tue, 29 Jun 2021 05:42:49 GMT

Over the past decade, researchers, policy makers, and practitioners have increasingly come to recognize the importance of quality in early care and education. Along with this recognition is compelling evidence that sound administrative practices help ensure high-quality learning opportunities for young children. ^{1, 2, 3} Since its first publication in 2004, the Program Administration Scale: Measuring Early Childhood Leadership and Management (PAS) has been used across the country to reliably measure and improve center-based leadership and management practices. In 2011, the second edition of the PAS was published and included updated national norms and refinements reflecting best practices in early childhood program administration. ⁴ Data collected by the McCormick Center for Early Childhood Leadership since 2011 are examined here to provide the most current picture of the administrative practices of a large, national sample of center-based programs.

SAMPLE AND METHODOLOGY

The PAS includes 25 items clustered in 10 subscales, which measure both leadership and management practices of center-based early care and education programs. ⁴ Each item is scored on a scale of 1 to 7, with 1 representing inadequate quality, 3 representing minimal quality, 5 representing good quality, and 7 representing excellent quality in administrative practices. Items are comprised of 2 to 5 indicator strands. Each indicator is aligned with the 1-7 Likert scale and rated as either Yes orNo based on the program’s ability to meet the indicator criteria.

The PAS assessments included in this analysis were conducted by certified PAS assessors. To become certified, PAS assessors must first achieve reliability (a score of at least 86%) on a test conducted after four days of training on the tool. Next, they must conduct two PAS assessments within three months of reliability training. The completed assessments are reviewed by PAS national anchors for consistency, accuracy, and completeness. The data for this study consisted of approved PAS assessments collected during the certification process from 693 center-based early care and education programs representing 31 states and the District of Columbia.

FINDINGS

The average PAS item score for this sample was calculated at 3.40, with a standard deviation of 1.12. Mean individual items’ scores ranged from 1.61 (Benefits) to 6.44 (Community Outreach). Overall, the results of the data analysis suggest that most programs do not have well-developed administrative practices in place to support program sustainability and long-term quality. Table 1 provides the means and standard deviations for all item scores as well as the average PAS item score. As noted in the table, the majority of programs scored between the good and excellent range on Family Support and Involvement and Technological Resources, but most scored below minimal quality for Compensation, Benefits, Internal Communications, Program Evaluation, Strategic Planning, as well as all four roles contained within the Staff Qualifications subscale (Administrator, Lead Teacher, Teacher, and Assistant Teacher/ Aide).

OUTCOMES

What are the strengths of programs?

To better explore aggregated strengths, data were examined at the indicator level to see in which areas programs demonstrated practices at the level of quality consistent with administrative effectiveness and program sustainability. Specifically, we looked at indicators where at least 75% of the programs received a positive (Yes) rating at the 5 or good level of quality. Out of 316 total PAS indicators, only 16 in the sample met this criterion. Program strengths are summarized below:

Administrators understand the importance of professional development (PD) and support their staff by allocating time and resources for PD. Fully 87% of programs provided on-site or paid for off-site staff development for all teaching, support, and administrative staff.In addition, 92% of programs had information regarding publicly-funded professional development opportunities posted and/or communicated to staff on an ongoing basis.
Overall the facilities are well managed. Fully 89% of programs demonstrated at least two examples of routines for maintenance of the facility; 91% of programs had space with adult-sized furniture provided for staff use during breaks, meetings, conferences, and preparation time; and 91% of programs had separate administrative office space available on-site allowing for private conversations and meetings with staff and families.
Some aspects of risk management are strong. Specifically, 84% of programs had information about individual children’s chronic medical conditions kept in the children’s classrooms, while 90% of programs had at least one staff person certified in CPR and First Aid assigned in each classroom.
Administrators demonstrate commitment to family support and involvement. Fully 93% of programs invited families to visit in the classroom at any time, and 87% of programs offered at least five family supports (such as book and toy lending library, information and referral services for families, adult classes, family meetings and support groups, home visits, family resource center, and convenience services).
Technology—both technological resources and use—supports effective program operations. Fully 89% of programs had multiple computers that were available for teaching and administrative staff; 96% of programs provided Internet access for teaching and administrative staff; 97% of programs had administrative staff who used technology for internal and external communications; and 84% of programs had teaching staff who used technology in their work with children and families at least once a week.

What are the areas in need of improvement?

To understand where programs would benefit from increased resources and support, data were examined at the indicator level to see in which areas programs consistently demonstrated practices below the minimal level of quality. Specifically, we looked at indicators where less than 75% of the programs received a positive (Yes) rating at the 3 or minimal level of quality. Out of 316 total PAS indicators, there were 27 that met this criterion. Areas for improvement are summarized below:

Staff orientation is an area in need of support. Almost half (43%) of the programs did not have an orientation for new staff that included receiving a job description, employee handbook, parent handbook, and personnel policies; 53% of the programs did not have written orientation procedures; and 40% did not consistently implement staff orientation.
Compensation and staff benefits are inadequate to support staff well-being and reduce turnover. Just over half (53%) of the programs did not have a written salary scale differentiated by role, education and specialized training; 40% of programs did not provide all employees with a salary increase within the past two years. The vast majority (68%) of the programs did not provide all employees with 6 or more paid sick/personal days within the first year of employment; 65% of the programs did not provide all employees with 5 or more paid vacation days; 53% of the programs did not give all full-time employees the option of contributing to a retirement plan. Further, only 50% of the programs gave all full-time employees the option of purchasing a health insurance policy with the employer paying a portion of the cost.
Internal communications do not foster inclusive leadership, productive meetings, or collaborative teaching teams. More than a third (35%) of programs did not involve staff in planning center-wide staff meetings; 38% of programs did not keep minutes of topics discussed and decisions made at staff meetings; and 47% of programs did not have a written conflict resolution policy regarding the handling of staff disputes.
Fiscal practices—both budgeting and accounting—need strengthening to achieve program sustainability. Over a quarter (26%) of programs reported that the Administrator was not even minimally involved in developing the program’s operating budget, while almost a third (32%) of programs did not have a current year operating budget, quarterly income and expense statements, or even one example of an accounting practice serving as a fiscal check-and-balance.
Program evaluation by staff and families is lacking. Nearly half (47%) of programs did not have an assessment tool used by staff to evaluate the overall program; 30% did not have an assessment tool used by parents to evaluate the overall program; and 66% did not include staff and parent evaluations in programmatic decision making.
Strategic planning is an area for potential growth. Two-thirds (66%) of programs did not have a written business plan or strategic plan that included a needs assessment, plan for services, short- and long-term goals, and strategies to achieve goals.
Staff qualifications are consistently low. For example, while 85% of programs had an Administrator with a minimum of an associate’s degree, 34% of Administrators had less than 21 semester hours of college credit for early childhood education coursework and 54% of Administrators had less than 9 semester hours of college credit for leadership or management coursework.

DISCUSSION

Not surprisingly, many programs appear to be struggling with organizational practices that require significant financial resources, like offering salary increases, providing retirement benefits and enough sick/personal and vacation days to prevent staff burnout, or hiring staff with sufficient specialized education and training in early childhood education to achieve mastery of competencies.

However, there are also other administrative practices that many programs do not have in place that require little financial investment but do require specialized knowledge and skills in organizational leadership. These include undertaking a phased orientation and onboarding process for new staff; implementing strategic planning and program evaluation with key stakeholders to assure program sustainability and long-term quality; creating a transparent and equitable salary scale; utilizing communication processes and structures that support inclusive leadership and shared decision-making; implementing sound budgeting and accounting practices; and creating a more comprehensive risk management plan to reduce the center’s liability. and minimize harm. While most programs provide professional development for staff, few programs take a systemic view and provide support for career development by providing salary increases linked to credit-bearing professional development or the attainment of professional credentials. Taken as a whole, this window on administrative practices over the past decade highlights many strengths in program management while identifying the specific areas in program leadership that should be targeted when designing opportunities to support the professional growth of program administrators.

Table 1

PAS Item Means and Standard Deviations 2010-2021

REFERENCES

¹ Institute of Medicine and National Research Council . (2015). Transforming the workforce for children birth through age 8: A unifying foundation. The National Academies Press.

² Kirby, G., Douglass, A., Lyskawa, J., Jones, C., & Malone, L. (2021). Understanding leadership in early care and education: A literature review. OPRE Report 2021-02. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

³ McCormick Center for Early Childhood Leadership . (2010). Connecting the dots: Director qualifications, instructional leadership practices, and learning environments in early childhood programs. Research Notes. McCormick Center for Early Childhood Leadership, National Louis University.

⁴ Talan, T. N., & Bloom, P. J. (2011) . Program Administration Scale: Measuring Early Childhood Leadership and Management (2nd ed.). Teachers College Press.

Dr. Teri Talan, J.D., Ed.D, holds the Michael W. Louis Chair and is senior policy advisor at the McCormick Center for Early Childhood Leadership and professor of early childhood education at National Louis University (NLU). She promotes action by state and national policymakers on early childhood workforce and program administration issues. Previously, she led a child advocacy organization and an early childhood program accredited by the National Association for the Education of Young Children (NAEYC). She holds a law degree from Northwestern University as well as a master’s degree in early childhood leadership and advocacy and a doctorate in adult and continuing education from NLU. She is coauthor of the of the Program Administration Scale ; Business Administration Scale for Family Child Care ; Escala de Evaluación de la Administración de Negocios ; Who’s Caring for the Kids? The Status of the Early Childhood Workforce in Illinois ; and Closing the Leadership Gap .

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

Robyn Kelton, M.A., is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Robyn conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. In addition, Robyn reviews BAS and PAS assessments for the assessor certification system. Robyn holds a Bachelor of Arts degree in psychology from the University of Kansas and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral student in the brain, behavior, and quantitative science psychology program at the University of Kansas. Prior to joining the McCormick Center, Robyn spent three years as a lead teacher in a kindergarten classroom for an after-school program. Robyn’s research interests include leadership in early care and education, family child care, child development, and autobiographical memory.

What's Data Got to Do with It?

Mon, 21 Jun 2021 06:10:39 GMT

I love data. If you have ever worked with me or participated in one of the trainings I facilitate at the McCormick Center for Early Childhood Leadership, this is no surprise. To me, data represent information. I liken examining data to looking under the hood of a car—it allows you to see what is happening under the surface, challenges you to consider things from a new perspective, and provides you with information to make connections you might never have imagined otherwise!

But if you are a family child care provider, you may be thinking, “that is all well and good for someone like Robyn who conducts research, but I am a family child care provider; what’s data got to do with me?” The answer is “A lot!” Regardless of whether you are conducting formal research or running a child care business, data can help you identify all kinds of things about your program that you might not otherwise notice and then gives you the power to make more informed decisions.

Data can alert you to relationships between two or more things that might otherwise seem unrelated. It can also help you clarify the nature of the relationship(s). As a provider, you may notice that your bank account is lower than normal and think it is the result of extra spending at the grocery story. Data from tracking your expenses helps you determine if your grocery bill is in fact the culprit or if, for example, an increase in your electricity bill is to blame. If your hunch is correct about the groceries, and you track the contents or categories of your purchases, the data can also tell you if there are specific items that are driving-up the overall bill. This lets you make data-driven decisions about your finances—it gives you the power to reflect on, and potentially change, some of your shopping habits (e.g., search for coupons, buy in bulk, shop at a different store) or make needed adjustments to your future budget. Data in the form of recordkeeping also provides valuable information that can impact a family child care program’s taxes.

Data also helps you better predict and adjust for the future. For example, demographic data about increased birth rates in your area may alert you that there will be an increase in demand for infant and toddler care which may influence your marketing techniques or lead you to consider adding infant or toddler slots to your program. Data from a formal assessment tool like the Business Administration Scale for Family Child Care (BAS) ¹ identify and celebrate what areas of quality you are doing well in, as well as pinpoint targeted areas for improvement.

“What gets measured, gets done” is a mantra you may have heard before and while its roots are unclear, it is thought to date back to a mathematician, cartographer, and astronomer from the 16 ^th century named Georg Joachim Rhetic—which makes sense given his professions! ^2,3 I like to think about data collection as an important part of the measuring process and I favor the common take on the saying that states, “what matters gets measured and what gets measured matters.” In line with this, there a number of things you can be collecting data on every day in your family child care program that will matter for both the financial health of your program and the sustainability of the business itself!

The following are a few more examples of data collection related to items in the BAS and how the data are useful:

Data tracking income and expenses helps you not only monitor your current financial health, but also create a budget by considering past habits and trends when forecasting future expenses and revenue (BAS Item 4).
Data tracking the number of meals and snacks served to children and paid assistants can be used to not only help you get reimbursed from the Federal Food Program, but also help you claim food expenses on your taxes (BAS Item 5).
Data tracking the hours you work in the family child care program when children are and are not there helps you calculate a more accurate Time-Space Percentage, which may lead to larger tax deductions on shared expenses associated with the business use of the home (BAS Item 5).
Data collected and records kept about all potential clients who inquire about child care openings, even when you are full or do not serve the age group that was asked about, can help you target future marketing efforts and provides you with a “ready-to-call” list should you find yourself in need of filling child care slots quickly (BAS Item 9).

What other data can you collect in your program and how can that data inform your business practices? The Using Data to Inform Business Practices printable resource is designed to help you reflect on the data you already collect as well as data you want to collect in the future and think through how that data can be used to support or inform your business practices.

Looking for more information about creating a budget or calculating your Time-Space Percentage? Take a look at these previous blogs:

References

¹ Talan, T. T. & Bloom, P. J. (2018). Business Administration Scale for Family Child Care . Teachers College Press.

² Henderson, R. (2015). What gets measured gets done. Or does it? Forbes. Retrieved from: https://www.forbes.com/sites/ellevate/2015/06/08/what-gets-measured-gets-done-or-does-it/?sh=68791e513c87

³ Cornell, M. (2007). What’s your feed reading speed. Making Binary Artifacts | Thinking | Living the Experiment-Driven Life. Retrieved from: http://www.matthewcornell.org/blog/2007/7/30/whats-your-feed-reading-speed.html

If you are interested in learning more about virtual and in-person professional development opportunities for family child care providers, including Taking the Lead , our Leadership Academy designed specifically for family child care providers, contact the McCormick Center.

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

Pride Month: Creating an Inclusive Environment for All Families

Tue, 01 Jun 2021 10:32:50 GMT

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

No matter where you live or your cultural background, you are unified by belonging to a family. A family has been the basis of humanity; it reflects the beautiful diversity that describes societies and cultures around the world. Many definitions of family exist; however, at its core, the concept of a family is fluid and ever evolving. In today’s world, parents are bringing up their children within increasingly diverse forms. As early childhood professionals, we understand it is critical to create welcoming and supporting environments that resonate with every family. This resource provides information and strategies to support LGBTQIA+ families in your program.

What Does LGBTQIA+ Mean?

Over the years, as public opinion and attitudes toward the queer community shifted, the language describing sexual orientation and gender identity has evolved. For instance, given the ever-changing social trends within our society, the term LGBTQ proved to be too limiting. As the discussion relating to the matters regarding sexual and gender identities is still happening, recently, the term has been expanded to include people who identify as intersex and asexual. The plus sign is now specifically used to include those who are not directly named within the LGBTQIA+ abbreviation. It is important to be respectful and use the terms that people identifying as LGBTQIA+ prefer.

Why Do Inclusive Classrooms Matter?

Adrienne Rich, an American poet and essayist, famously described the significance of inclusion and diversity in schools and society by saying, “When those who have the power to name and to socially construct reality choose not to see you or hear you… when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing” (1986, p. 199). Early on, children start the ongoing process of developing self-representation and the need to build a healthy sense of their group identities. They construct the concept of self and group belonging within their social environments, including classroom settings, and by building deep relationships with family members or peers. The messages children receive in their early learning programs can foster or hinder their development. Classroom space plays a vital role in stimulating meaningful and sustainable relationships and providing a safe and welcoming culture. Children and LGBTQIA+ families have the right to feel seen, feel safe, and feel valued.

Below are compiled links that increase the LGBTQIA+ visibility within your program and ensure that all families feel welcome and appreciated:

At the McCormick Center for Early Childhood Leadership, an essential part of our work is to continue deepening our shared understanding and raising our collective awareness about the LGBTQIA+ community. We agree that the discussion on matters relating to gender identity inclusion should be enhanced and promote meaningful reflection in professional environments in the early childhood education field. The month of June marks the special time when we honor the LGBTQIA+ movement; however, we are immensely proud to celebrate the inclusion and diversity of all families.

“It takes some strength of soul – and not just individual strength,

but collective understanding – to resist this void, this non-being,

into which you are thrust, and to stand up,

demanding to be seen and heard.”

–Adrienne Rich (1986)

Daria Drzewiecka is a Report Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. She is also pursuing a doctoral degree in community psychology at National Louis University’s College of Professional Studies and Advancement. Daria earned a baccalaureate degree in psychology from Roosevelt University and a graduate degree in child development and early childhood administration from Erikson Institute. She is interested in supporting initiatives leading to integrated early learning and child development systems, connecting early childhood practice with policy and research, and the functioning and effectiveness of community-based coalitions addressing the importance of early years.

My Journey to TEAR Down Implicit Bias Through Embedded Reflective Practices

Mon, 10 May 2021 14:11:20 GMT

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

Inescapable images of horrific violence, protests, and social injustice urged me to engage in deeper conversations, conversations during which I have felt scared, tired, angry, vulnerable but ultimately empowered to continue. It is important to be self-aware and willing to reflect on our implicit biases in order to move forward. Implicit biases can breed microaggressions and relationship barriers that impact how we interact with one another as educational leaders and how we engage with families. Ultimately, this affects the relationships and environments of the children we serve.

Over the past 16 years, I have reflected on my experiences in the education field. When I was an assistant director, I remember addressing a parent’s concern that their Black son might not be nurtured in the same way as the other students because his teachers were white. Their concerns were valid. I had a choice to blindly defend the teachers or use this concern as feedback to reflect on the experiences of children of color within our program. This is where my journey truly began to shift. To achieve transformational change, we must TEAR down our biases by doing the reflective work of facing our T ruths, E valuating our systems, A ligning our behaviors with our beliefs, and developing authentic, collaborative R elationships.

TRUTH & TRUST

Reflective Question: Do I Have Biases? The Truth is Yes.

To start tearing down implicit biases, I had to take an honest look at myself, my actions, and my attitude. To start tearing down implicit biases, we have to see the truth (our perceived truth and how others see us). Implicit biases guide how we categorize people according to cultural stereotypes. This unconscious categorizing occurs as we allow our past experiences and influences to shape our assumptions of others. In the book, So you want to talk about race , Ijeoma Oluo discusses “checking my privilege.” She talks about how we can be both privileged in some areas of life and underprivileged in others. According to Oluo, when we identify where our privilege intersects with somebody else’s oppression, we’ll find our opportunities to make real change.

As an African American woman raised by a single mom trying to care for three children on minimum wage for a portion of my life, I was underprivileged. Yet, at the same time, I recognize that I also benefit from the privilege of being raised by my dad and step-mom in my latter years and having the opportunity to go to college. Recognizing that these experiences impacted how I communicated meant that through self-reflection, I examined my bias with single mothers, my interactions with parents from different socio-economic levels, and my views on fathers and male staff members. This allowed me to meet all parents and staff where they were and not where I assumed they would be.

Not only did I need to recognize the truth of my current understanding and behavior, but I also had to trust the process. Over the years, my understanding of systematic thinking grew. Change comes first by seeing the truth in the role you play in enabling bias within your current system and breaking down those areas into actionable goals that tie back to addressing equity in the larger system. You may ask, “How can I build my practice as a leader for equity, starting with who I am and what I bring because of who I am?” Change also requires building one’s capacity to trust. You need to have trust in the reflective process and in the people around you. I had to trust that just as I embodied the capacity for change, so did my co-workers, staff, and the families we served. Truth and trust are the beginning.

EVALUATE

Reflective Question: Who Are My Biases Affecting, and How?

To answer this, you need to begin evaluating your program, from the administration to teacher-child interactions. Reflective practices should be built on a foundation of research-based, valid and reliable assessment. Assessment tools should support the setting of objectives and targeted goals. I have used tools like the Business Administration Scale for Family Child Care and the Program Administration Scale to examine systems and management practices. By evaluating the data around items like staff orientation and supervision and performance appraisal, we began to think about our current systems for onboarding and the continuous development of our staff. Other assessment tools that guided us were the Environment Rating Scales and the Classroom Assessment Scoring System.

You may ask: What data stands out? Within what areas? When? And is this across multiple areas? After you form your questions, look at your professional development practices and how they support determining answers and gaining strategies. When addressing areas of change, and especially when uncovering biases, this needs to be a parallel process. As leaders support teachers on their journey, we need to do the same work on the administration level and use assessment tools designed to look at the quality of leadership and management practices that can impact equity in the work environment.

ALIGNMENT

Reflective Question: Where Do I Start?

Revisit your mission and vision as an educator and an organization. Compare this with the data you have collected from the evaluation process. How are they aligned? Where are there discrepancies? How do diversity, equity, and inclusion play a role? Think of this process as a tune-up. Like a car, we need to have an alignment. We need to check and see if our actions match what we say we believe. As you look at your systems and compare practices to the data, continue to ask questions: Do I have an automatic feeling about discrepancies found in the data? What is that about? Is there a pattern across assessments? How can I become more conscious of these patterns in order to change them? Who can support me and hold me accountable?

RELATIONSHIPS

Reflective Question: How Are My Relationships?

Job-embedded professional development is learning that occurs in action. There are many contexts for professional learning to happen (e.g., knowledge development, collaboration routines, reflective supervisory dialogue and feedback, and transfer to practice supports). All of the formats require teachers to be open to critical feedback and willing to share.

You may ask: How do your organization and your teaching teams support reflective practices? Who will be your accountability partner and brainstorm with you? Are your work relationships inclusive, authentic, and honest? Do you engage with people different from yourself and expose yourself to positive role models within that group (community)? How do you create spaces where you can learn from their expertise and lived experiences?

If you are in a homogenous environment, connect with and learn from resources, organizations, and communities that differ from you. Go outside your normal boundaries and invite people you don’t usually talk with into conversations. Be an active listener to what they want you to know about them and their culture. Relationships are necessary for unifying our communities. As stated in an old proverb, “As iron sharpens iron, so one person sharpens another.”

Connecting and creating relationships may cause friction at times, but it fortifies both people in the end. As we strive to build a future that values diversity, equity, and inclusion, we must be willing to do the reflective and sometimes messy work of tearing down our biases.

If you would like to hear some of my journey, check out this video: Tearing Down Implicit Bias Through Embedded Reflective Practices .

Melinda Young, M.Ed. , is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force. She is an experienced preschool teacher, center director, mentor, and trainer for early childhood educators. Melinda’s mission is to teach and encourage teachers to be reflective in their practice, so they can take steady steps of action to impact children’s lives positively.

Now Let’s Break It: A Critical Component of the Change Process

Tue, 04 May 2021 16:20:46 GMT

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

I was part of a group that was assisting in the redesign of an accreditation system into an online platform. The system, developed years ago, was antiquated—those wishing to be accredited mailed in forms and documentation, that information was then entered manually into a computer, and eventually, the results were sent back via United States mail. We were thrilled to be working with others to create an online system for submitting and entering data, generating information based on the data, automating results, and electronically sending feedback to the person who submitted the information. We worked on the system for over a year and when it finally was ready, the company that designed the system told us to try and break it! We felt a freedom like no other. We were set loose to experiment and be creative.

Trying to break the system was actually an invigorating process. All of the features were tested, sample data was entered, challenges and inaccuracies were noted, inefficiencies were identified, unusual scenarios were developed, and there were discussions about what worked and what did not. I loved this process. I think I enjoyed it so much because it went against the traditional ways we are taught to approach change. We were being forced to think negatively in order to come up with better results. Throughout our lives, we are often taught that negative thinking is bad. We are conditioned to respond positively and “think possibility.” And, while I am not suggesting we eliminate this positive and optimistic approach to thinking, I am suggesting that when a change is nearing the final stages of development, you make sure to include a step that involves trying to “break it.” Take time to think of alternatives, obstacles, inefficiencies, inaccuracies, and unique situations. Provide critical feedback. In doing so, you will eliminate many problems that would have occurred after the change was considered finalized.

Another benefit to this method was that trying to break the system was anticipated. There was actually a lot of time built into the process to break and rebuild the system. How many times do we change something, immediately put it into practice, find out there are problems with it, and then have to quickly punt to come up with a solution? We often do this because there is limited time, we did not consider errors might happen, and as a result, we need to “fix” the problems immediately because the change has already been launched. When we have limited time to come up with solutions, we often pick the first one that will work instead of continuing to brainstorm and selecting the best one from a variety of good choices.

What if the next time a change is instituted in your organization, you build in time to try and break it? And by break it, I mean make it better . When time is built in to break a new change, you can come up with several good solutions and, from there, select the best one. There is time for reflecting, considering options, experimenting some more, and brainstorming multiple right answers. When you do not build in time to “break it,” you pay for it later through lost time, employee and customer frustration and dissatisfaction, and lower team morale.

Interested in learning more about how to lead change? We offer a full-day session for administrators of early care and education programs titled, Change is Good…You Go First! We also offer a 10-month leadership academy for administrators of center-based early care and education programs titled, Taking Charge of Change .

Jill Bella, Ed.D. , is Director of Professional Learning for the McCormick Center for Early Childhood Leadership and Assistant Professor of Early Childhood Education at National Louis University (NLU). In these roles, she oversees professional learning, conducts research, and consults for local and state initiatives on the Early Childhood Work Environment Survey (ECWES), the Program Administration Scale (PAS), the Business Administration Scale for Family Child Care (BAS), and leadership topics in early care and education. Dr. Bella is also the co-author of several books and trainer’s guides including A Great Place to Work, Inspiring Peak Performance, and Building on Whole Leadership.

Tools for Leadership: Embracing Change and Thriving with Intentionality

Tue, 20 Apr 2021 15:39:06 GMT

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

During the assessment team’s interactions with early childhood programs, we are often inspired by leaders who are highly organized and take expert responsibility for the orderly management of time, spaces, updated records, and program processes. Their advanced planning, preparation, pride in organization, and confidence in their program are evident. These leaders really stand out. Their staff mirror their positive energy.

We also see inspirational leaders who engage, motivate, and guide staff with a clear sense of purpose. They recognize their central role in fostering a positive organizational climate. We encounter programs that are strengthening their impact during difficult times by using virtual technologies to connect with families. They are using this time of change to help their staff grow professionally. They have developed a vision for inclusive practices with the goal of advancing equity and removing barriers for families and children.

This important shift is motivated by the National Association for the Education of Young Children (NAEYC) Revised Statement on Developmentally Appropriate Practice . The statement offers guiding principles and effective strategies leaders can build on to strengthen the effectiveness and impact of programs. It explains that the organizational health and effectiveness of an early childhood program is anchored in the context of families, cultures, languages, abilities, and experiences, including the assets and contributions of its members. This strengths-based approach places a priority on the well-being of each child, family, and staff member and fosters a sense of belonging and joyful engagement within a caring community.

At other times, we discover programs that are struggling with overwhelming day-to-day challenges. This makes sense. All of us face moments when tasks feel overwhelming and obstacles appear insurmountable. We face moments of indecision and ask ourselves, “Is this something we have the ability to carry out? How will we find the time and energy to manage this stress over time?” These are thoughts that can paralyze our thinking and actions. As we inch forward, we don’t always notice the progress we are making. But over time, we look back and see that small steps and consistent habits have accomplished great things.

An important tool for managing change is building a strong infrastructure. Infrastructure for a community includes transportation, communication networks, water, and electric systems. Infrastructure for our professional lives includes the management of the fundamental tools, technology, services, and systems that are necessary for the most effective program functioning. When challenges increase, leaders may struggle to maintain an effective system for these management tasks. Sometimes, they simply underestimate how much time infrastructure planning requires.

For some of us, being highly organized was drilled into our upbringing. But for most adults, self- and life-management skills require practice. The habits that matter the most in leadership often require extended attention and purposeful determination. This trait of intentionality is an essential lens through which we can view our relationship with the situations and challenges we encounter. Intentionality includes the ability to make decisions and responses that are aligned with one’s values and goals. With intentionality, leaders have the ability to shape the culture of organizations and become more effective in their work.

Rebalancing and Increasing Your Impact

In the midst of challenging times, there are many ways to rebalance work, keep a healthy perspective, and thrive. Some approaches are basic and practical, while others require adjustments related to management, planning, and patterns of thinking. The following strategies can help you make small changes that can have big impact.

1. Set aside specific a specific time each week to manage infrastructure.

A leader’s infrastructure includes deliberate management of time, technology, and obligations, like keeping lists, organizing spaces, and reserving time to invest in important relationships and tasks. Keep a daily list of priorities. Add deadlines and details to the calendar. Organize and file digital and hard-copy records. Below are choices that can take your skills to the next level:

Identify “to do” items that are currently outside of your individual capability and resources. Ask for assistance or delegate those tasks to someone with skill and ownership.
Keep a written list of challenges. This honest inventory will help you consider all your options, think outside the box, and plan effectively to create solutions.
Make decisions with input. Great minds working together are much more insightful than one mind alone. Include staff in decisions that relate to them. Ask for input and ideas from colleagues you trust.

2. Embrace change.

Bob Iger , former executive chairperson of the Walt Disney Company, said that when you encounter life interruptions, these should never be considered a temporary speed bump or a brief hurdle to overcome. Instead, he suggests that leaders count on facing constant disruptions. Seeing and embracing disruptions as part of normal life can keep people from being reactive. The person and disruption in front of you are not a sideline from your work. They are the most important priority of your work. They are your daily opportunity to be a positive influence in the lives of others and in the outcomes of circumstances.

3. Examine your mindset.

Perceptions and circumstances quickly change, so stay focused on your influence as a leader and the values that guide your work. You may go to sleep with a problem on your mind and wake up in the morning with an entirely new insight or idea. You may hold strong views about a situation, but discover completely new viewpoints while talking with a trusted colleague. Problems and challenges are opportunities to innovate. Give great ideas time to grow.

4. Evaluate your self-talk.

Neuroscience shows that negative and critical thinking becomes a pattern; whereas, positive thinking shifts the neural pathway and leads to the habit of constructive optimism. The goal is to use a realistic lens to evaluate and to think clearly. Listen to the words you choose. What messages are you communicating? Do your private thoughts involve berating or scolding yourself or others? These persistent inner scripts may contain unspoken judgments, such as, “That was so irresponsible…” or “This is dreadful…” However, those messages keep you from moving quickly forward to positive solutions.

5. Reframe initial responses.

Reframing is a coping strategy that helps to balance thinking and shift your focus to constructive and self- and other-honoring affirmations. State the current situation clearly and then describe a positive outcome or opportunity. “We have this challenge, and we are going to work together to figure it out.” “This seems impossible now, so let’s brainstorm what we can do.” Practicing reframing and activating the habit of evaluative thinking can reorient the outcome. Here are some steps that can be helpful:

What led up to this situation, and how could I/we have intervened sooner?
What feedback did I receive from others that I really need to hear?
What planning and procedures might keep this from happening again?
What resources and strategies are needed now to solve this problem?
What next steps can we take to move things forward?

6. Manage stress proactively .

Adopt healthy decisions to maintain your well-being and to help your team manage stress . Remain proactive. Don’t wait until you are “losing it” to ask for help. Take responsibility for your situation and own the need to make changes. The act of taking action can overcome discouragement. Breathe. Decompress. Eat nutritious food. Walk. Give yourself the gift of sleep. Encourage well-being and healthy habits for your staff and families.

7. Be an intentional role model.

An important goal as a leader is to model and promote resilience , demonstrating how to rebound when challenges come your way. When times are difficult, program staff and families look to leaders for confidence. When they hear positive affirmations like, “We can do this together,” they more readily adopt that flexible and willing attitude. When staff experience or hear about concerns, they feel reassured when these are paired with effective problem-solving strategies. Leaders set the tone by the way they respond to crises and change.

8. Use times of challenge as an opportunity to grow.

Try new habits like journaling and consistent reading. If you don’t have a professional mentor, find one. If you aren’t yet a mentor to someone else, seek the opportunity to encourage and support others in the field. Take an online course like Aim4Excellence or attend a virtual conference. Ask colleagues to meet with you virtually once a month for a book study. Join or organize a community director’s roundtable to share your leadership journey and learn from others. Each of these options can energize your thinking and provide new knowledge and insight to strengthen your leadership effectiveness.

Daily challenges and seasons of change offer the opportunity to innovate, grow, and become more effective. The McCormick Center for Early Childhood Leadership offers a range of professional development trainings and consultation to help you make the most of your program’s resources and strengthen your organizational impact. If you are looking for practical, focused support for your leadership journey, check out Building on Whole Leadership: Energizing and Strengthening Your Early Childhood Program . You will discover many inspirational stories and useful ideas to inspire and guide your growth.

Marie Masterson, Ph.D. , is the Director of Quality Assessment at the McCormick Center for Early Childhood Leadership at National Louis University.

Bold New Blueprint for Early Childhood Education and Care in Illinois

Fri, 09 Apr 2021 15:21:57 GMT

Bold New Blueprint for Early Childhood Education and Care in Illinois

The McCormick Center for Early Childhood Leadership at National Louis University is excited to endorse the recommendations of the Illinois Commission on Equitable Early Childhood Education and Care Funding in their recently released report , providing a blueprint for a comprehensive, high quality, and equitable system of early childhood education and care (ECEC). This reimagined system requires substantial new investments of public resources to ensure that all Illinois families have the opportunity to access the early care and education services they need so their young children truly thrive.

To achieve this goal, the Commission recommends:

1. Use a New Funding Model in Future ECEC Policymaking

The Commission recommends a funding model based on equitable access to high-quality early childhood education and care for Illinois families. Achieving this goal—inclusive of equitable compensation for the early childhood workforce working in centers, homes, and schools—will require a six-fold increase in investment of public resources. The only way to reach this level of public investment is to use cost modeling that conveys the level of investment needed and how current funding compares. The report provides insight as to how Illinois should prioritize investments to achieve the funding goal based on a new funding model.

2. Centralize the ECEC Funding System and Distribute Funds in New Ways

The Commission recommends centralizing state appropriations and federal funding that is currently spread across multiple state agencies. This will allow policymakers and state leadership to invest money where it is most needed. A unified funding system will provide for greater predictability and stability for ECEC providers resulting in higher quality services for children and families.

3. Centralize Illinois’ ECEC Systems into One New ECEC State Agency

The Commission recommends centralizing ECEC into one newly formed, cabinet-level state agency dedicated to ECEC with designated community and regional structures. This is a critical step to achieving all other Commission recommendations. The streamlining occurs both at the state and the regional levels, creating more efficient access to comprehensive services and supports for children, families, and providers.

These recommendations are the result of intensive efforts by the Commissioners appointed by Governor Pritzker in December 2019. The Commission, supported by the Early Childhood Funding Coalition comprised of child care providers, school districts, families, advocates, and nonprofit organizations, engaged the community in rich dialogue on the intersection of racial equity and access to high-quality ECEC. Together they identified the systemic challenges and agreed on recommendations to ensure equitable access to high-quality ECEC services for all families in Illinois.

The McCormick Center is proud to have participated in this work. As we reflect on the lessons learned from living through multiple crises over the past year, we now have a bold new blueprint to “build it—early childhood education and care—back better.” We recognize this building will take time to get right. The McCormick Center supports the recommendations contained in the report and commits to working with the Governor, his administration, and other ECEC stakeholders to break new ground and lay a strong foundation for the future of ECEC in Illinois.

Opening the Door to So Much More: The Impact When Your Doors Are Wide Open to Families

Tue, 06 Apr 2021 16:24:41 GMT

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

“Welcome, come right in!” This is the message I needed to receive when my child was a preschooler. At that time, I was a preschool teacher working in an early care and education program, and my child was enrolled in the classroom next to mine. As a parent, I had comfort in knowing that she was close by, and when I felt the need to see her, I could just look through her classroom window. Yes, I was very lucky, and to this day, I am extremely grateful. However, the majority of families whose children are in care do not have that luxury. More than likely, they have to adjust their schedules to make time to visit their child’s program. A center’s open-door policy is supposed to allow families to visit at a time that is convenient to them and without restrictions. I’ve come across many open-door policies in my 25 years in the field, and some have given me the impression that families are not always welcomed into the program. Let me share some examples.

“Open the door and come in, but you can only stay for 20 minutes because your presence may disrupt our routine.” Statements like this one include mixed messages. “Please call ahead of time to ask when it’s a good time to visit.” Although this policy is not stopping families from entering the program, it is directing them to call and ask for a time that is convenient for the program. “We ask that you refrain from visiting your child during nap time.” I get it; a child who is awake during naptime may cry when it is time for the family member to leave. I understand that it may cause a disturbance and possibly wake the other children. Yet, for me, this was actually the time when I would go into my child’s classroom. I spent my lunch break every day next to my daughter’s cot, rubbing her back until she fell asleep. That was our routine, our quiet bonding time together. You see, I was attending evening undergraduate classes during these years, and her father would put her to bed every weeknight. I was not afforded this special time with my child in the evenings, so her naptime at the center was the only opportunity to make that important connection with her. The program had an open-door policy that allowed me to spend time with her without any restrictions. I needed that time as a parent to be with my daughter. I felt the program really valued me as a parent (not just as staff), and as a result, a true partnership was created.

An open-door policy without restrictions can make a difference between active engagement from families that form authentic family partnerships or a program where there is a lack of participation from families because they do not feel welcomed.

The COVID-19 pandemic has impacted policies across programs. Programs have implemented temporary restrictions and guidance that changed their drop-in procedures and on-site family engagement efforts. It may be a challenge to offer opportunities where families can still be involved and feel part of your program during these times. Give some thought to how they can be safely involved (e.g., video conferencing) or contribute in ways that do not require them to be physically present.

Now think ahead into the future when families will once again be allowed to visit programs. Does your open-door policy make them feel like you value their presence? Take a moment to review your policy and ask yourself; is your door closed, slightly open, or wide open? If your policy has any restrictions that send a message other than your door is wide open, then you may have some work to do.

The handout titled, Mixed Messages: How Your “Open” Door Policy Might Really Sound Closed , includes examples of open-door policies. Take time to reflect on the policies, what message they send, whether or not there are mixed messages, what you like, and what you do not like about each. We also suggest that you gather feedback from families within your own program about your open-door policy, so you know if it reflects your program’s beliefs and values regarding family support and engagement.

If you are interested in learning more about open-door policies and other leadership topics, check out the upcoming leadership academies on the McCormick Center website.

Iris Corral, M.Ed. , is the Leadership Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. In this role, Iris conducts training for the leadership academies, the Business Administration Scale for Family Child Care (BAS), and the Program Administration Scale (PAS). Iris holds an associate degree in social service from Harold Washington College, a baccalaureate degree in integrative studies from Governor’s State University, and a master’s degree in early childhood administration from National Louis University. She has also earned her Illinois Director Credential-Level III. In addition to her role at the McCormick Center, Iris also serves as adjunct staff at Morton College, where she teaches early childhood education courses. Prior to joining our team, Iris spent eight years working as a preschool director in a Preschool for All (PFA) program. Iris also worked at Erie Neighborhood House in Chicago for eleven years as a teacher and the parent support/health coordinator.

Expression of Support for the AAPI Community: In Response to the Atlanta Murders on March 16, 2021

Thu, 25 Mar 2021 18:17:33 GMT

Expression of Support for the AAPI Community: In Response to the Atlanta Murders on March 16, 2021

“now

is not the time

to be quiet

or make room for you

when we have had no room at all
now

is our time

to be mouthy

get as loud as we need

to be heard”

— Rupi Kaur , The Sun and Her Flowers

The McCormick Center for Early Childhood Leadership is devastated by the atrocious acts of racism and misogyny that were committed in the murder of eight people , six of whom were Asian American women, in Atlanta on March 16 ^th . This was not a foreign attack but one that was grown at home.

This attack originated within our own communities, fostered by ideals and attitudes which were promoted and encouraged on the basis of hatred. It is important to acknowledge that this event was not a singular occurrence. There has been a recent surge in race-related attacks against members of the Asian American and Pacific Islander (AAPI) communities. An additional, yet important, factor to acknowledge is that this attack was spurred by misogyny and the fetishization of Asian women. It is no coincidence that six of the victims were Asian women, who have long been objectified, fetishized, and subject to violence, dehumanization, and other acts that treat them as less than human.

We must look inward and find room for growth, understanding, and a commitment to be better. It is time to reflect on our own biases. In pursuit of a more inclusive and accepting society, we must continue to learn. We must learn for ourselves as well as consider what information children are exposed to as they learn about our communities and country. As citizens, community members, and especially as leaders in the early childhood education and care field, we have a responsibility. To help begin this process, you may find numerous helpful resources for yourself and children at the Smithsonian’s Asian Pacific American Center’s website .

We condemn the recent heinous act of violence in Atlanta and the vitriolic and spurious messaging that contributed to it and other acts of hatred again AAPI. We condemn not only this atrocity but also the general hate-mongering towards people of the AAPI community since the onset of the pandemic. We stand in solidarity with the communities who have been discriminated against and victimized. We will attempt to eradicate these acts by continuing to be an inclusive, welcoming, and diverse center for early childhood leaders. We pledge to continue to invest in educating ourselves and providing resources about the importance of this work.

We encourage you to reach out to friends or other individuals you may know who identify as members of the AAPI community. Now, more than ever, is the time to be empathetic and stand in solidarity with Asian Americans.

Daoyou Feng.

Delaina Ashley Yaun.

Elcias R. Hernandez-Ortiz (survived).

Hyun Jung Grant.

Paul Andre Michels.

Soon Chung Park.

Suncha Kim.

Yong Ae Yue.

Xiaojie Tan.

A Look Around the World — Cultural Celebrations

Tue, 23 Mar 2021 10:38:44 GMT

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

When educating the minds of our youth

we must not forget to educate their hearts.

—Dalai Lama

We live in a diverse world where children are exposed to many different people and experiences, and they begin to recognize these similarities and differences at very young ages. It is important to help children understand and respect similarities and differences among people, and exploring these similarities and differences positively is a good place to start.

Talking about similarities and differences represented in the classroom, brings the topic to a more personal level and helps to build strong, inclusive communities where everyone feels valued. Helping children understand differences encourages them to feel good about who they are and where they fit in the world, and appreciate diversity in others. As highlighted by the National Association for the Education of Young Children ( NAEYC ), “To form positive self-concepts, children must honor and respect their own families and cultures and have others honor and respect these key facets of their identities too.” The goal for very young children (under age 5) is that they feel cared about and develop a sense of belonging to their family and classroom groups.

Each child’s and teacher’s family traditions should be represented; holidays studied or presented should be connected to specific children/families in the group. According to the Department of Education and Early Childhood , “Acknowledging and celebrating cultural diversity is paramount in the classroom as it can dispel prejudicial views and even prevent them from forming.” The emphasis should be on learning about one another’s families, not celebrating others’ holidays. Learning how we are all the same and different can lead to acceptance and tolerance. This ongoing discovery helps unite and educate us. We have the unique opportunity to expose children’s minds and hearts to cultural experiences at a young age when these ideas are being formed.

One way to nurture respect and open-mindedness for other cultures is to learn more about them. When children are in a safe and familiar environment, learning about differences can be fun and informative. Exploring different foods through tastings, various games and activities through play, different customs through arts and crafts, and traditions through story are just a few ways to expose children to different aspects of different cultures. PBS recently published a list of children’s books that teach children about cultural awareness and diversity. You can access this list on their website .

Decisions about what holidays to celebrate in classrooms are best made together by teachers, parents, and children. The world is immense, and there are nearly endless customs and cultures to explore. We have highlighted (listed chronologically) four diverse cultural celebrations below, and in the attached infographic, for inspiration.

Diane Boewe, M.S.Ed. , is Director of eLearning and Technology for the McCormick Center for Early Childhood Leadership at National Louis University.

Holi – India | March 28 and 29, 2021

Holi [hoh-lee] is a popular ancient Hindu festival, also known as the “festival of spring,” the “festival of colors,” and the “festival of love.” This cultural festival celebrates the arrival of spring and the conquest of good over evil. It originated and is predominantly celebrated in India, but is also celebrated in other regions of Asia and parts of the Western world.

The date of Holi is based on the Hindu lunar calendar and is different every year. Most often, Holi is celebrated at the end of winter, around the full moon in March. The celebration’s first evening is called “Choti Holi” or “Holika Dahan,” and begins on the night of the full moon (Holi eve) with bonfires to rid evil spirits. The next day is the time for Holi (Rangwali Holi) celebration. The festival is one of the most celebrated events in India.

The central ritual of Holi is the throwing and applying of colored water and powders on friends and family, which gives the celebration its common name, “festival of colors.” Men, women, and children carry brightly colored powders and liquid colors to throw and smear on the clothes and faces of neighbors and relatives. Dry powder colors are called “gulal” and colors mixed with water are called “rang.” Each vibrant color has significance, and there is a color for nearly every occasion, moment, and celebration.

Holi is a day to celebrate and let go — loud music, favorite foods, and fun-filled excitement are all important components of the celebrations.

Oktoberfest – Germany | September 10 – October 3, 2021

Oktoberfest [ok-toh-ber-fest] is one of the world’s largest festivals and attracts millions of visitors from all around the world to Munich, Germany each year. Oktoberfest begins in mid-September and ends after three weeks on the first weekend of October. Typically, many people think of beers and tents when they hear about this cultural celebration, but there is much more history and tradition to it.

On October 12, 1810, the future King Ludwig I married Princess Therese. The people of Munich were invited to celebrate the wedding in front of the city gates on the fields. In honor of the Princess, the fields have been known as Theresienwiese (“Theresa’s fields,” Wies’n for short) ever since, and each year Oktoberfest commemorates this wedding anniversary.

Light blue and white are prominent colors at Oktoberfest, as these are the colors of Bavaria, the southeastern region of Germany, where Munich and Oktoberfest are located. Through the years, a variety of other color schemes have also been incorporated into the tents’ decorations in recognition of other German regions and states.

Oktoberfest is celebrated on the Wies’n in 14 tents assembled on the grounds, each representing different regions of Germany with different foods and themes. Each tent serves traditional Bavarian dishes, ranging from roasted ox to roasted chicken, pork knuckles, sausages, cheese platters, and all tents offer giant pretzels. Giant pretzels are a staple at Oktoberfest celebrations!

Yee Peng Lantern Festival – Thailand | November 19, 2021

Yee Peng (or sometimes also written as Yi Peng) is a festival unique to northern Thailand, celebrated on the full moon of the 12 ^th month of the Thai lunar calendar, which is usually in November. Although other towns and cities in northern Thailand celebrate Yee Peng, Chiang Mai is the heart of this magical festival.

Beautiful paper lanterns, called “khom loi” or “khom fai,” are simultaneously released into the evening air symbolizing the act of letting go of past mistakes and misfortunes from the previous year. Many also believe that if you make a wish when you set off the lantern, it will come true. The history of Yee Peng is rooted in Buddhism and is believed to have been inspired by the legend of the candle-carrying bird that visited Buddha to speak about merit.

Khom loi are made from thin material such as rice paper. A candle or fire starter is attached and generates hot air that is trapped inside the lantern, which lifts it. As the lantern rises, the fire produces energy that moves the lantern in different directions as it flies into the sky.

Each participant releases their sky lantern into the air at approximately the same time in the evening after music, other celebratory entertainment, or prayer. Just imagine thousands of lanterns lifting simultaneously, at various speeds, introducing various levels of brightness into the dark night.

Día De Los Muertos – Mexico | November 1 and 2, 2021

Mexico’s Día de los Muertos (Day of the Dead), [Spanish dee-ahthe laws mwer-taws] is one of the country’s most popular festivals. This two-day festival officially starts at midnight on October 31st and takes place every November 1st and 2nd. This cultural celebration is a joyful time that helps people remember the deceased and celebrate their memory. Although most strongly identified with Mexico, Día de los Muertos is celebrated throughout Latin America and everywhere with a Latino population, including Los Angeles, California.

Each state has its own customs and traditions but the common theme is one of honor and remembrance for those who have died. Many families begin planning and preparing for weeks leading up to this colorful celebration, and many create altars in their homes. In most regions, November 1st is to honor children and infants, and November 2nd is to remember deceased adults. Over the course of the festival, families will visit cemeteries to decorate relatives’ graves and celebrate their lives.

Mexico is filled with color and fiestas during Día de los Muertos. Bright orange Mexican Marigolds are everywhere, along with colorful Catrinas (artistic skeleton figurines made of ceramic, clay, and other materials), sugar skulls iced in blues and pinks and yellows, and very detailed tissue paper cutouts (papel picado) hang in windows.

Effective Online Professional Development for Early Childhood Educators: An Evaluation of the Early Math Training Model

Mon, 22 Mar 2021 05:56:04 GMT

Given the diversity of the current early childhood education and care (ECEC) workforce and varying educational attainment and preparations, professional development has been identified as an effective way of increasing knowledge, skills, confidence, and capacities of early childhood teachers in impacting young children’s development (Sheridan, Edwards, Marvin, & Knoche, 2009). Therefore, promoting professional development has become an important focus of early childhood program leadership in continuous quality improvement efforts. However, the opportunities and accessibility of professional development can be limited for many early educators, such as family child care providers and professionals who work in full-year, full-day programs in under-resourced communities (Warner-Richter, Paschall, Tout, & Lowe, 2020).

CHALLENGES TO EFFECTIVE PROFESSIONAL DEVELOPMENT FOR THE EARLY CHILDHOOD WORKFORCE

Most professional development opportunities for early childhood teachers are offered as face-to-face sessions (in various formats, including workshops, coaching, and college courses), tailored for teachers in traditional school- or center-based child care, offered during a traditional academic year, or during summer, or on professional development days when children do not attend (Sheridan, Banzer, Pradzinski, & Wen, 2020). These professional development sessions often involve lecturing, reflective practice, peer collaboration, and coaching/mentoring for individual feedback. Notably, none of these models fully meet the needs of the current early childhood workforce.

Early childhood educators indicate that time, location, and cost are factors limiting access to professional development opportunities. Educators often cannot easily leave their classrooms or may be geographically restricted (Olsen, Donaldson, & Hudson, 2010). Early educators who work in non-school settings (e.g., family child care homes or full-day, year-round child care centers) often cannot engage in traditional in-person professional development due to constraints of operating hours, limited funds, or programs that cannot afford to close to attend trainings or workshops. In addition, most professional development workshops are short-term in nature and do not provide follow-up supports that allow sustained exploration and application of the content and pedagogical instructional approaches covered in the training. Long-term models of professional development and in-person coaching are beneficial, but can be costly.

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

Recommendations for effective professional development are that the learning opportunity be long-term, sustained, and focused on content areas, so that early educators can actively return to materials over time (e.g., Desimone, 2011). Online professional development has the potential to overcome some of the barriers identified through providing access, relevance, and content level specificity that early childhood educators seek. Educators can access professional development at a time and place that is convenient to them, potentially eliminating the geographic and time constraints of traditional professional development, with low or no cost (e.g., Stone-MacDonald & Douglass, 2015). Modularized, resource-based, well-designed online trainings are received favorably by early childhood educators (Kyzar, Chiu, Kemp, Aldersey, Turnbull, & Lindeman, 2014). In this review, we will present one of the nation’s first online professional development models that target early math teaching and learning.

EARLY MATH COUNTS – AN ONLINE PROFESSIONAL DEVELOPMENT MODEL

Research indicates that early childhood teachers often lack the confidence, knowledge, or classroom practice skills to include math in their classrooms (Brenneman et al. 2019). Thus, professional development in early math is especially important. In response to this need, a grant-funded project was initiated in Illinois to develop online early math resources and to create a series of online math courses that center around the big ideas in math. The home for the early math resources is a free access website called Early Math Counts . The website provides early childhood educators with information about the mathematical concepts necessary to teach and facilitate mathematical learning and how to best set up their environments (both in centers and in homes) to foster math literacy.

The site includes over 120 developmentally appropriate math lesson plans for young children organized by age group, standard addressed, topic, and materials used. In addition, there are short videos that are designed to help early educators understand basic mathematical concepts as well as videos to assist in setting up a mathematically rich environment. There are links and resources for early educators to access other web resources, standards, videos, and related information. There is also an active blog to update users with early math concepts and information and to help create a sense of community where users can communicate with the blogger and each other. There are interactive blog posts written by invited early math experts and a comment section where early childhood educators can share thoughts, ideas and best practices, and ask and answer pressing questions.

The web resources were also developed into a free, on-demand, eight-course online curriculum which introduces early childhood educators to mathematical concepts such as math literacy, number sense, patterns, geometry, measurement, data collection, and math processes. The courses are housed on a State of Illinois early childhood provider registry and are free for all ECEC professionals including home visitors, curriculum coordinators, directors, and educator trainers/coaches. Professional development and continuing education units are awarded at the end of each hour-long course.

Since January 2016, over 9,711 early childhood professionals in the State of Illinois have participated in this online professional development program. There were more than 48,558 individual course completions and most participants took more than one course (the average number of courses taken was four). A sister website, Early Science Matters , has recently been launched, with similar format, resources, and structure as the Early Math Counts site.

EVALUATION OF THE EARLY MATH ONLINE PROFESSIONAL DEVELOPMENT MODEL

An evaluation study has been published in the journal of Early Education and Development to test the effectiveness of this early math professional development model (Sheridan & Wen, 2020). The study involved 2,332 early childhood professionals from 78 counties (out of 102) in the State of Illinois. Less than half of the participants (43%) were classroom teachers, the majority (57%) were comprised of family child care providers, center directors, education coordinators, and home visitors.

Their perceived effectiveness of the model was measured through various quantitative and qualitative data, including: (1) course evaluations; (2) quizzes at the end of the courses; (3) rating of to what extent the courses improved the educators’ confidence in teaching early math, refined their pedagogical content knowledge in early math, changed their instructional practices in early math, and increased their awareness of how to incorporate math activities into classroom practice; and (4) qualitative feedback about their learning from the program. In addition, a subsample of 95 early educators took pre- and post-surveys regarding their attitudes, confidence, beliefs, and knowledge in teaching early math.

The results showed that participants rated the courses as helpful, they were satisfied with the online learning experience, felt the courses were easy to navigate, and were highly likely to recommend the courses to others. On average, the participants had mastery of the course content, reviewed most of the course content and materials carefully, and rated themselves as highly engaged with the course materials. In addition, participants had overall positive ratings that the courses improved their confidence in teaching early math, refined their pedagogical content knowledge in early math, changed their instructional practice in early math, and increased their awareness of how to incorporate math activities into classroom practice. African-American and Hispanic/Latino participants had consistently more positive ratings than Caucasian or other ethnic groups on their course experiences as well as their engagement with the course materials. Participants’ overall engagement level and the amount of course materials and content reviewed were significantly and positively associated with all outcome variables, except for the quiz scores.

More rigorous evidence on program effectiveness comes from the pre- and post- surveys comparison among the same group of participants who took paired surveys on four subscale measures, including (1) their general attitudes towards math, (2) attitudes towards teaching early math, (3) beliefs about children’s early math learning, and (4) knowledge about early math concepts. The finding showed promising results in that there were significant differences between the pre- and post-surveys on all four measures of participants’ attitudes, beliefs, and knowledge regarding early math teaching and learning, with significantly higher scores after taking all eight of the courses (Table 1). In addition, rich qualitative data suggested that the professional development promoted participants’ knowledge and skills in children’s math learning, environment setup, activity planning, math concepts and vocabularies.

DISCUSSION

Access to effective professional development opportunities is critical for promoting child care quality, and there are various factors at the individual, program, and system levels that affect this accessibility. Federal, state, and local systems need to share responsibility for structuring, coordinating, and financing these professional development efforts. ECEC program administrators need to maximize these resources by targeting supports where they will be most effective and meaningful. The learning opportunities for early educators need to be sustainable, accessible, self-directed, and relevant. Online professional development programs offer some unique features (e.g., easy access, low cost or free, extended accessibility, time convenience, no geographic barriers) and are potentially more scalable than the traditional, face-to-face models. The evaluation of Early Math Counts showed that online asynchronous professional development can be a powerful and exciting learning opportunity for early childhood educators, including those hard-to-reach professionals such as family child care providers and teachers working in full-day, full-year centers.

Table 1. Pre-Survey vs. Post-Survey: Pair Wised T Test Results (N = 95)

REFERENCES

Desimone, L. M. (2011). A primer on effective professional development. The Phi Delta Kappan, 92(6), 68-71.
Kyzar, K. B., Chiu, C., Kemp, P., Aldersey, H. M., Turnbull, A. P., & Lindeman, D. P. (2014). Feasibility of an online professional development program for early intervention practitioners. Infants and Young Children, 27(2), 174–191.
Olsen, H., Donaldson, A. J., & Hudson, S. D. (2010). Online professional development: Choices for early childhood educators. Dimensions of Early Childhood, 38(1), 12–17.
Sheridan, K., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early math professional development: Meeting the challenge through online learning. Early Childhood Education Journal, 48(2), 223-231
Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early education and development, 20(3), 377-401. vs ://doi.org/10.1080/10409 280802582795.
Sheridan, K., & Wen, X. (2020). Evaluation of an online early mathematics professional development program for early childhood teachers. Early Education & Development, 32(1), 98-112. DOI: 10.1080/10409289.2020.1721402
Stone-MacDonald, A., & Douglass, A. (2015). Introducing online training in an early childhood professional development system: Lessons learned in one state. Early Childhood Education Journal, 43, 241–248.
Warner-Ruichter, M., Paschall, K., Tout, K., & Lowe, C. (2020). Understanding facilitators and barriers to professional development use among the early care and education workforce. Office of Planning, Research, & Evaluation Report #2020-103.
Whittaker, J. V., Kinzie, M. B., Williford, A., & DeCoster, J. (2016). Effects of MyTeachingPartner—math/science on teacher–child interactions in prekindergarten classrooms. Early Education and Development, 27(1), 110-127. https ://doi.org/10.1080/10409289.2015.10477 11.

Dr. Xiaoli Wen, Ph.D., is an associate professor of Early Childhood Education at National Louis University. She received her doctoral degree in Child Development from Purdue University and postdoctoral training at Erikson Institute. Her research has focused on the contributions of early childhood programs and families to children’s learning. She has done extensive research on the evaluation of early childhood intervention programs for children and families from high-risk backgrounds, including both federally funded preschool programs, such as Head Start, and community-based home visiting programs. Her research involves original longitudinal and experimental studies as well as secondary analysis of large-scale national databases. Dr. Wen teaches in areas of child development, child assessment, infant and toddler care, family and community impact on child development, and historical and philosophical foundation of early childhood education.

Kathleen M. Sheridan is an associate professor and Chairperson of the Educational Psychology department in the College of Education at the University of Illinois at Chicago. She is also the coordinator for the Human Development and Learning program. Dr. Sheridan received her PhD in Child and Family Studies from the University of Wisconsin-Madison and her MA from Washington University in St. Louis. Her research interests include early STEM literacy and professional development for early childhood educators, online learning and course development in higher education, and teacher presence in online courses. Sheridan has been published in leading academic journals, delivered keynote speeches, and has presented her work at workshops and at regional, national and international conferences.

The Grandma Mary Story Series: More Than Just Buttons

Mon, 08 Mar 2021 15:42:59 GMT

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

So many stories float around in my head. Stories from my past that make up my history, and define who I am today. My core values and beliefs arise from and are shaped by this history.

I have a jar of buttons sitting on my desk. I love to look at them, take them out, and marvel over their varying colors, shapes, and textures. They link me to my grandmother and remind me of storytelling, handiwork, saving, and connection. As a child, when I stayed with my grandmother, she would give me her button box to play with while she worked. Some buttons had stories connected to them, memories of her childhood and family. She would tell me about the blue fabric buttons from a coat that had been her mother’s. She treasured those buttons because her mother passed away when she was eight. There were the metal military buttons from a brother who served in the armed forces. Old, yellowed pearl buttons from a fancy dress she wore to a dance. Tiny buttons from my father’s baby clothes. Many buttons were simply utilitarian, carefully cut off old dresses or shirts to be used again. Some buttons were frivolous; made of silk fabric or with rhinestones and fancy shapes. They were a treasure box for a young child and an even greater treasure was the memories she shared from the stories she would tell. Today, as I think back on her stories about the buttons in her box, I understand how simple things, such as buttons, can hold a story. Grandma, through story, connected me to a piece of history and to my family’s history.

We are all storytellers. We all live in a network of stories.

There is not a stronger connection between people than storytelling.

– Jimmy Neil Smith, Director of the International Storytelling Center

Our staff have histories and stories, too. Our stories share something personal about ourselves. When we tell our stories we are sharing a piece of ourselves and in doing so, we make a connection with those who hear our story. Storytelling can be a way of building community, through sharing something real about ourselves. Listening to one another’s stories can help us to understand differing perspectives, find areas of commonality, and help us move from judgement to empathy.

Storytelling can help to build trust among staff and help foster empathy; however, while some people easily share their stories, others may be more reluctant. Some staff may think they do not have a story or that their story is not interesting. Others may feel no one cares to hear their story; they do not want to feel judged or they may prefer their privacy. One way to begin incorporating storytelling into your organization is to facilitate a themed visual collage activity at a staff meeting with a general topic. The general topic is a nonthreatening way of sharing a story. Some examples of more general topics are: “Envision a perfect learning environment for children. What would it reflect?” or “Reflect on places in nature where you have found peace and share an experience.” Through these shared stories, your staff will hopefully develop as a community. Then you can add themes that explore deeper, more personal topics; for example, “Tell about a time you felt: courageous, challenged, proud, loved, or inspired.” Or “What brings you joy?” “What motivates you?” “What was a life changing moment for you?”

Stories create community,

enable us to see through the eyes of other people,

and open us to the claims of others.

– Peter Forbes

The following is a list of materials that might be used to create visual collage story:

Cardstock
Small poster board or matte board
Glue
Scissors
Pictures out of magazines
Photos
Scrapbook paper

Below are several other resources to encourage storytelling.

Apps, Online Programs, and Software for Creating Digital Visual Story Boards

Resources for Creating Vision Boards or Visual Collages

Storytelling is just one idea for connecting with staff. Join a McCormick Center leadership academy to learn more about building relationships, improving organizational climate, and developing effective leadership practices. Check out our upcoming academies on the McCormick Center website.

Barbara Volpe, M.Ed. is Leadership Academy Manager for the McCormick Center for Early Childhood Leadership at National Louis University. In this role she coordinates and facilitates leadership and quality improvement training for early childhood administrators, teachers, and technical assistance providers. Barb has over 20 years of leadership and management experience. Barb enjoys developing trainings and has made many local, statewide, and national presentations. Barb obtained her master’s degree from National Louis University in early childhood administration and her baccalaureate degree in child and family development from Southern Illinois University-Carbondale.

BAS Assessor Recertification Process

Thu, 04 Mar 2021 15:35:46 GMT

BAS Assessor Certification is valid for two years and may be renewed through a recertification process. Recertification is also valid for a two year period and can be renewed once.

BAS Assessor Initial Recertification

2 years after certification | cost: $300

Within four months prior to the assessor’s recertification expiration date, the assessor must conduct two BAS assessments send the original BAS books of the completed assessments along with all other required forms to the McCormick Center. The assessment will be reviewed by BAS National Anchors and the assessor will receive feedback on the assessment and their recertification status within eight weeks. Register here for this option. Register here for this option. OR Participate in a BAS Recertification Webinar (held quarterly) and successful complete the post-webinar learning check. Register for the October 3, 2024 webinar or the January 9, 2025 webinar.

BAS Assessor Second Recertification

4 years after certification | cost: $300

Within four months prior to your recertification expiration date, conduct one BAS assessment and send original BAS Books of the completed assessment along with the other required forms to the McCormick Center. Within eight weeks you will receive feedback and a recertification decision. Register here for this option.

BAS Assessor Third Recertification

6 years after certification

After six years as a certified BAS assessor, in order to maintain certification, you must attend BAS Reliability Training and meet the requirements of certification.

What Works to Build Skills, Knowledge, and Attitudes for Early Childhood Leadership?

Mon, 01 Mar 2021 08:23:41 GMT

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

Why is professional development important to you as a leader? Early childhood leaders may think they have reached the pinnacle of the field when they attain the program director position but soon discover this is when the learning really begins. No one is born with “all the right stuff” to be an early childhood leader. It is a mix of temperament, values, knowledge, skills, and lived experiences in the field that complements the program’s mission, vision, and culture. To do this effectively, a leader must commit to lifelong learning, which continually refines abilities and supports professional growth.

At the McCormick Center for Early Childhood Leadership at National Louis University, we know that leadership matters. Research has shown that the early childhood workforce needs effective leaders, and much attention has been dedicated to building leadership capacity in the field. In response, the field of early childhood is moving towards requiring higher levels of competency, degrees, and credentials, which makes it even more important to invest in yourself. When doing this, you are increasing your expertise while positioning yourself to be ready for advancing in the field of early childhood. This may be done in many ways, including online college courses, facilitated cohort learning with peer support, and your own self-paced participation in learning experiences.

One way the McCormick Center supports all these efforts is through Aim4Excellence National Director Credential™, our fully-online professional development program. Launched in 2009, Aim4Excellence was one of the first recognized director credentials to support the National Association for the Education of Young Children (NAEYC) accreditation. In 2020, the McCormick Center launched Aim 2.0 with completely updated, competency-based content that has been digitally enhanced to provide an engaging online learning experience that includes all required texts and resource materials.

College Credit

To meet the needs of earning a college degree, the McCormick Center has worked with several higher education institutions to support these aspirations. We partner with several institutions, including National Louis University and Rasmussen University , to provide innovative pathways to support early childhood leadership growth. To assist those interested in earning an undergraduate degree in Early Childhood Practice offered by National Louis University, the Aim4Excellence modules may be used for course content for three of the degree plans’ required courses. This degree was specifically created to support those already working within early childhood settings. Another innovative path is our partnership with Rasmussen University. For those interested in enrolling in the Early Childhood Education Leadership Bachelor Completer degree who hold a current Aim4Excellence Director Credential, individuals can earn college credit before starting the program by successfully applying to their course waiver program. Both universities provide grant and scholarship opportunities with more information located on their websites. To learn more about undergraduate and graduate college options.

Cohort Learning

Another exciting path for program leaders to earn the Aim4Excellence National Director Credential is participation in a cohort model sponsored by a state or local organization. Participants come from many different types of early childhood programs. Head Start, Early Head Start, Pre-K, center-based, and home-based child care program leaders have all benefitted from the opportunity to engage in a leadership-focused community of practice. Led by a facilitator attuned to what motivates each participant, the facilitated cohort bridges the gap between the online learning experience and the day-to-day leadership practices in the program environment. The opportunity to reflect with peers on the learning applied in real time is what makes this path so effective. The group melds and learns from and with each other, which is a very powerful experience from the adult learning perspective.

For Individuals

There are also those who do their best learning when given the opportunity to take professional development at their own pace. The benefits include having 24/7 access for times convenient to each individual and personal schedule. Many early childhood professionals are so busy during the day that evenings and weekends tend to be the best time to focus on learning. In addition, many online learners have family and other commitments for which they must be available. One experienced director shared how the commitment of her time was worth the investment.

“Aim4Excellence have been the best director courses I have ever taken. This program helped with all the aspects of operating a center, and it was far better than any of the director courses that I have taken in the past. I wish I could have taken this years ago. I would highly recommend this to anyone who has dreams and visions of operating a successful center.” –Lauren, Director, Colorado

State Systems

The McCormick Center has worked collaboratively with 16 state quality rating and improvement systems (QRIS) to weave in the Aim4Excellence National Director Credential. In Illinois, achieving the Aim4Excellence National Director Credential meets the training and education requirements for program administration established by the Gateways to Opportunity for the Illinois Director Credential, Level 1. In Pennsylvania, attaining the Aim4Excellence National Director Credential is recognized as meeting requirements of the PA Administrator Credential because it meets the training requirements for administrator qualifications within NAEYC program accreditation. Click here to see if your state is one of the states that recognize the Aim4Excellence National Director online professional development modules. These partnering states have invested years to build robust professional development systems that include an intense focus on quality director requirements.

Whether you are located in one of our state partnership networks or just want to learn more, we encourage you to embrace 2021 by investing in you to learn more through our engaging online learning experience, Aim4Excellence.

To view an updated list of state partnerships, click here.

Resources:

Illinois Director Credential. (2017, November). Gateways to Opportunity Illinois Director Credential (IDC) Framework. Retrieved January 20, 2021, from https://www.ilgateways.com/docman-docs/credentials/illinois-director/3-frameworks/file

The Pennsylvania Key. (2020, February). Director Credential Requirements. Retrieved January 20, 2021, from https://s35729.pcdn.co/wp-content/uploads/2020/02/Director-Credential-Requirements-Document-0220.pdf

Jane Humphries serves as the Aim4Excellence™ Program Specialist for the McCormick Center for Early Childhood Leadership at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. She is currently the curriculum developer of the Aim4Excellence™ program, an online National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) Accreditation and several states’ quality rating and improvement systems (QRIS).

New Year, New Beginnings, New Spaces

Tue, 09 Feb 2021 10:25:00 GMT

At the McCormick Center, we are big on change. Very big. We have an entire leadership academy dedicated to embracing change and taking charge of it. At times, embracing change is easier said than done, especially when faced with unexpected challenges. The pandemic has put us all to the test, and our team managed change with fortitude and grace. Despite the chaos of the past year, we have had many significant achievements, including:

As we move into 2021, there is a sense of change in the air. One of the changes taking place at the McCormick Center is that we are on the move—figuratively and literally! This month, we are closing our training center in Wheeling and the McCormick Center will be expanding to three National Louis University campuses, including:

Chicago Campus (The Gage Building)
18 S. Michigan Avenue, Eighth Floor
Chicago, IL 60603

Lisle Campus
850 Warrenville Road
Lisle, IL 60532

Wheeling Campus
1000 Capitol Drive
Wheeling, IL 60090

Phone : 1-833-LEAD-ECE

Mailing Address:
McCormick Center
c/o National Louis University
122 S. Michigan Avenue
Chicago, IL 60603

Our main office will be the Chicago Campus location. Please visit our Team page to learn more about the new locations of our team members.

We will always remember our 10 years at 6200 Capitol Drive fondly, yet we are excited about the new opportunities ahead. Our various locations provide us with new spaces and resources to continue and expand the work we do. When the time is right, we look forward to seeing you at one of our new locations!

New Year, New Beginnings, New Spaces

McCormick Center for Early Childhood Leadership

Supporting Family Child Care Providers and Center Directors Celebrating and Incorporating Black History Month

Thu, 28 Jan 2021 09:51:03 GMT

Exposing children to the history of the United States of America and its wealth of diversity can be incredibly impactful on their development. Teaching students that Black history is American history improves children’s ability to embrace and respect the differences of others. We encourage educators to use Black History Month as a special time to shine a spotlight on the many contributions that Black Americans have made, not only in this country but also throughout the world. The celebration of Black History Month is a tremendous opportunity to gather resources to share with families, children, and staff within your early childhood program that can be used throughout the year.

Books

The wonderful thing about books is their ability to take the reader anywhere they want to go. If you want to learn about Black poets like Langston Hughes, just reach out to his autobiography or read some of his poems. Finding books for children centered on Black history does not have to fit into a perfectly crafted box. Ask yourself, “How do I want the children in my classroom to feel after reading the book?” or “What meaningful message I want to convey?” We listed some books that might be great options for your classroom.

Little Legends: Exceptional Men in Black History by Vashti Harrison
Little Leaders: Bold Women in Black History by Vashti Harrison
Have You Thanked an Inventor Today?by Patrice McLauren
I, Too, Am America by Langston Hughes and Bryan Collier
Hair Love by Matthew A. Cherry and Vashti Harrison
Dream Big Little One by Vashti Harrison

Curriculum

Children want to see characters that look like them; representation matters, as we all know. A major concern in education includes the under-representation of prominent Black figures in history. The development of identity is a complex process that begins early in life and is influenced by various factors, including individual characteristics, family background, or social and historical contexts. The messages children receive from the environment significantly affect their self-understanding and are often reflected in early experiences. Using multicultural materials and activities in the classroom promotes healthy identity development. Build the foundation of pride and knowledge by introducing young children to famous and less known Black inventors, scientists, or authors and design activities around their stories. A useful collection of resources includes:

Rethinking Schools
Center for Racial Justice in Education
PBS for Kids
Edutopia

Families

Families can make huge contributions to our collective understanding; ask them how they want to get involved. Family members can share age-appropriate historical items that are relevant to Black history. Maybe, they can lead an art lesson based on Black artistry. Invite them to your classroom to read books about African Americans that have influenced history. You might also set a small collection of books that families can borrow to read to their children at home. Another great way to involve your program’s families is to provide them with a list of local African American museums or institutions to visit. Some museums offer virtual tours. The possibilities are endless! Below are some great resources for teachers and families that may be useful.

Here We Read Blog
Blog with Black History Books for Kids
Bessie Coleman’s story with teaching guide
Janet Collin’s story with crossword puzzle
Garrett’s gifts (Garrett A. Morgan) with teaching guide and word search
Henry “box” Brown with teaching guide and word search
History Lessons for school-agers
https://www.sweetblackberry.org/history-lessons.html
https://www.sweetblackberry.org/at-home-activities.html
Kamala and May’s Big Idea Reading Guide

At the McCormick Center for Early Childhood Leadership, we strongly believe in the value of celebrating the history of African Americans. African American history should be incorporated across the curriculum throughout the year, not just in February. Through reading books, classroom activities, and engaging families, you celebrate and respect the stories and voices of Black people. Early childhood program leaders and educators have an ethical responsibility to place diversity, equity, and inclusion principles and goals at the center of their organization. The change includes shifting initiatives and attention to promoting an anti-racism curriculum that brings equal academic opportunities in early childhood programs.

“Anti-bias endeavors are part of a proud and long educational tradition — one that continues to seek and to make the dream of justice and equality a reality. It happens day by day, and calls on our best teaching, relationships, and leadership skills.”

— Derman-Sparks, LeeKeenan, & Nimmo (2015, p. 164)

Preparing for Possibilities: Taking Action When Faced with Challenge

Wed, 20 Jan 2021 16:28:18 GMT

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

The year 2020 was filled with events that brought forth challenges to the physical and mental health of ourselves, friends, and families. Situations conflicting with our moral and ethical character were tested. As you reflect on the past year, what did you learn about yourself? What choices did you make when faced with a challenge? Changes that will occur during this coming year are still unknown; what can you do now to prepare for the possibilities that come with each new day?

Those who work in the field of early childhood experienced tremendous stress, adversity, and challenges with the onset of COVID-19 and social justice issues. Those who have always understood the importance of building resiliency in children who experience trauma and stress, found themselves being overcome by personal and professional challenges. As adults, how do you find a way to keep from being overcome by the adversity and stress? What actions can you take to build resiliency? According to the article, Building Your Resilience, “Psychologists define resilience as the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress—such as family and relationship problems, serious health problems, or workplace and financial stressors.” As adults, our physical, emotional, and mental health can be affected not only by the challenges we face, but also by how we cope with the big and little sources of stress, difficulties, and trauma that we experience throughout our lives.

When I think of resilience as a process or a course of action I take when going through adversity, trauma, and stressful situations, it becomes something I can evaluate, reflect on, and develop. When the situation has resolved, I can review the way I coped with the situation: were the strategies I used helpful or harmful? Strategies might include a physical response: improve sleeping habits, eat healthier food, exercise. They may be emotional: write in a journal, talk with someone, learn to accept my feelings without judgement, take some “me time”. Or the strategies may involve a mental and/or spiritual response: practice mindfulness, meditate, take a class, volunteer for a cause or activity that helps others. After evaluating and reflecting on the strategies, I can readjust my coping mechanisms and also determine what course of action to take when faced with similar situations in the future.

There are multiple ways to build our resilience to be better able to cope with the stressors that arise in our lives. Currently, regardless of the type of adversity, my first step is to focus on the choice I can make in my attitude. I have control over my outlook of the situation and the actions I may or may not take. I do this by taking time to pause and breathe. As I breathe in, I acknowledge and accept my emotional response without judgement. It is what it is. As I breathe out, I focus on what is this experience teaching me, where is the hope to be found in this situation, and how can I can view this as an opportunity or possibility for me to grow. This is still a work in progress for me and I will not say that I have mastered this strategy. In fact, I sometimes forget to take that time to pause and breathe before reacting or I quickly judge myself for having a negative response or emotion toward the situation. But it is progress, not perfection, I seek. Each time a challenge presents itself, it offers me the chance to change my focus to that of possibility.

“ You do not need to know precisely what is happening, or exactly where it is all going. What you need is to recognize the possibilities and
challenges offered by the present moment, and to embrace them with courage, faith, and hope. ”

― Thomas Merton

May you continue to develop the strategies to build your resilience and embrace the possibilities and challenges of 2021 with courage, faith, and hope.

Resources

App for Free Meditations

Articles

Self-Care and Professionalism from Early Childhood Training and Technical Assistance System
Preventing Compassion Fatigue: Caring for Yourself from the National Association for the Education of Young Children (NAEYC)
Resilience Skills, Factors and Strategies of the Resilient Person from PositivePsychology.com

References

Building your resilience. (2012). Retrieved December 30, 2020, from the American Psychological Association .

For more resources for administrators of early care and education programs, check out the McCormick For more resources for administrators of early care and education programs, check out the McCormick Center Library and professional development opportunities .

Developing Systems: Creating Efficiencies and Becoming More Effective

Thu, 07 Jan 2021 09:41:24 GMT

Have you ever been frustrated over and over again by the same problem? Have you ever established procedures for a task, explained them repeatedly to everyone involved, and then discovered the task was not accomplished correctly? Is there an important deadline that gets missed more often than you care to admit? Have you ever had an employee resign, and then realized you do not know how to locate important files, items, and passwords that are needed? If you said yes to any of these, it might be an indication that systems in your center could benefit from some improvement.

According to the Oxford English Dictionary, a system is “a set of principles or procedures according to which something is done; an organized framework or method.” The Program Administration Scale (PAS) highlights how important systems are for establishing and sustaining quality. If you are familiar with the PAS, you know that throughout the tool there are indicator statements of quality that include the word “system.” And, in the PAS “system” is defined very specifically. To receive credit for having a system there must be three components in place:

tangible, concrete evidence;
involvement of multiple individuals; and
a defined process of accountability.

Having these three components of a system in place is not a guarantee that something will happen as planned; however, having the three components of a system in place makes it more likely to happen as planned. For instance, by having tangible, concrete evidence there is a physical reminder, something we can see and touch that reminds us to complete the practice. By having more than one person involved in the practice, it is more likely to occur because it is dependent on more than one person remembering to follow through. And, by having a defined process of accountability, the practice is more likely to happen as planned because there is a trigger, or prompt, in place to remind people to do it.

The third component of a system, a defined process of accountability, is often the most difficult to understand. Think of it as a reminder, or a check, to help ensure practices happen as planned. The word “defined” is key; it means that the practice is intentional. Someone thought it through and determined a step, or the steps, needed to help ensure that it would happen. In other words, a defined process of accountability is premeditated. As a result, the defined process of accountability can be clearly articulated. In some cases, a defined process of accountability is an embedded routine, so it becomes second nature, increasing the likelihood that it will occur.

To explore each component of a system further, let’s consider an example from the PAS. Item 16, Family Communications, indicator 7.4 states, “A system exists to support daily communication between teaching staff and families.” Note that this indicator is not about one-way communication. Teachers and families should be communicating back and forth. When interviewing an administrator about this indicator she said the following:

When each child enrolls at the center, we create a “This and That Notebook” for them. The notebook is placed in their cubby and at some point during the afternoon, the lead teacher writes a note to the family about something that happened during the day with their child. It could be routine information like how much their child ate or how long their child slept, or it could be something funny their child said. They might include a picture to accompany an anecdote. They can write in the notebook multiple times if they want, but they must write in the notebook at least once during the day to give families a sense of how the day went for the child. That notebook goes home with the child, and the family is expected to write in it before placing it back in the child’s cubby the next day.

The family handbook gives some detail about the purpose of the notebook and ideas for what to write about that might be helpful for the teachers. Likewise, the employee handbook provides teachers with the purpose of the notebook and examples of what to write about that might be helpful for the families. The education coordinator reviews the notebooks on a quarterly basis and provides feedback to lead teachers on their own writing as well as on how to get families more involved.

Now let’s identify the three components of a system in the example above. The tangible, concrete evidence of a system of daily communication between teaching staff and families is the “This and That Notebook.” There are multiple individuals involved in the system as well—the lead teacher, the family, and the education coordinator. The defined process of accountability is the back-and-forth routine between the lead teachers and the families of writing in, handing off, and reading the notebook followed up with the quarterly checks by the education coordinator.

In the PAS there are specific indicators that use the term system; however, systems can be developed for just about anything and are used to create efficiencies and become more effective. The following resource, Understanding Systems and the PAS: Developing a System can serve as a guide for how to develop or improve upon a system.

Do you coach directors and want to know more about the PAS or the topic of family engagement? Attend the Transformative TA Institute, February – March, 2021. This six-session virtual professional development experience focuses on strategies and tools for supporting program leaders.

References

“System: Definition of System by Oxford Dictionary on Lexico.com Also Meaning of System.” Lexico Dictionaries | English, Lexico Dictionaries, www.lexico.com/en/definition/system .

Talan, T. & Bloom, P. J. (2011). Program Administration Scale: Measuring early childhood leadership and management (2nd ed.). New York, NY: Teachers College Press.

Jill Bella, Ed.D., is Director of Professional Learning for the McCormick Center for Early Childhood Leadership and Assistant Professor of Early Childhood Education at National Louis University (NLU). In these roles, she oversees professional learning, conducts research, and consults for local and state initiatives on the Early Childhood Work Environment Survey (ECWES), the Program Administration Scale (PAS), the Business Administration Scale for Family Child Care (BAS), and leadership topics in early care and education. Dr. Bella is also the co-author of several books and trainer’s guides including A Great Place to Work, Inspiring Peak Performance and Building on Whole Leadership.

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

A Look Around the World — Winter Celebrations

Mon, 14 Dec 2020 10:46:02 GMT

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

Cultural differences should not separate us from each other,
but rather cultural diversity brings a collective strength
that can benefit all of humanity.

—Robert Alan

The winter holiday season is a special time of year, especially for children. How we celebrate this year may look different, but the spirit will be the same! As early childhood education professionals, we strive to make this time of year special for the children in our lives and welcome the opportunity to celebrate diversity and promote inclusion.

Regardless of how you say it – celebrate, celebrar, fira, célébrer – a celebration is commonly defined as “an act or event” that “commemorates something” or “makes something special.” Most people take time during the winter months to celebrate the end of the year and the beginning of a new. While there are many differences in the events we celebrate and how we commemorate them, they all have similar aspects of togetherness, reflection, and enjoyment.

With the winter months upon us, we look around the world to explore 10 different winter celebrations. Learning about the celebrations of other cultures can bring us closer together and make us stronger. It is also easier than ever before to explore these curiosities with today’s technology!

There are countless winter celebrations and we have highlighted the following 10. We also created an infographic resource for you to download that shares highlights of these celebrations. Now more than ever, it is important to take time to celebrate. Enjoy!

Boxing Day
Chinese New Year
Christmas
Diwali
Hanukkah
Kwanzaa
Las Posadas
St. Lucia Day
Three Kings Day
Winter Solstice

Boxing Day

Typically celebrated on December 26 ^th , Boxing Day became an official holiday in 1871 and is celebrated in the United Kingdom and former British colonies. There are several theories as to why it was named Boxing Day, but the most common is that servants frequently had to work on Christmas day. Therefore, the next day, their employers would give the servants the day off. In addition, employers often “boxed up” gifts and sometimes included leftover food from their holiday meals for the servants to take home and share with their own families. Another popular origin story is that Boxing Day arose from the tradition of people making charitable donations during the Christmas season. People either created charitable boxes to share with the less fortunate or put money into boxes at church for the same purpose. Today, Boxing Day has turned into a time to shop post-holiday sales and watch copious amounts of sports including loads of football (what US folks call soccer) and even the occasional boxing match.

Chinese New Year

Chinese New Year, also known as the Lunar New Year, is celebrated in accordance with the traditional Chinese calendar, with each new year marked by a different Chinese zodiac animal. This coming year, celebrated on February 12 ^th , 2021, will be the Year of the Ox. Families come together to celebrate, honor one’s ancestors, set off fireworks, and eat traditional Chinese dishes such as dumplings and noodles. It is also traditional for parents to give their children red envelopes that contain small amounts of money. In general, the holiday is celebrated to commemorate a new year of good fortune and happiness. In other countries, Chinese New Year is also associated with festivals such as the Spring Festival and Lantern Festival.

Christmas

Christmas is traditionally a Christian celebration commemorating the birth of Jesus Christ, but in the early 20 ^th century, it also became a secular family holiday, observed by Christians and non-Christians alike. For many, Christmas is a time of spiritual reflection. Specifically, Christians often celebrate God’s love for the world through the birth of the Jesus Christ.

People all over the world celebrate Christmas with both religious and secular traditions and customs. These customs include decorating evergreen trees – or, in India, mango or bamboo trees; sharing meals with family and friends (picnics are prevalent in warm climates); waiting for Santa Claus; and exchanging gifts on Christmas Eve and Christmas morning. The foods eaten during Christmas are just as varied as the ways in which people celebrate, but two common items are candy canes and Christmas cookies.

Diwali

Diwali is a five-day festival of lights celebrated by millions of Hindus, Sikhs, and Jains across the world. Diwali or Deepavali(Sanskrit), meaning “a series of lights,” is a religious holiday that spans three interrelated but distinct religions: Hinduism, Jainism, and Sikhism. This religious festival celebrates new beginnings and the triumph of good over evil, and light over darkness.

Each religion marks different historical events and stories with a variety of traditions and customs, including many lights and oil lamps that are lit on the streets and in houses. People visit their relatives and have feasts, and fireworks and festivities are an essential part of the occasion. There are many different things that might be eaten during Diwali, but it is most known for the sweets.

Hanukkah

Hanukkah is the eight-day Jewish festival of lights that commemorates the reclaiming and rededication of the Second Temple in Jerusalem. Against all odds, a small group reclaimed the Holy Temple and rededicated it to the services of G-d. When they sought to light the Temple’s Menorah, they found only a single batch of oil that had escaped contamination. Miraculously, they lit the menorah and the one-day supply of oil lasted for eight days. To commemorate these miracles, this wintertime “festival of lights” is celebrated with a nightly menorah lighting, special prayers, and fried foods.

Kwanzaa

Kwanzaa is a seven-day African-American festival, introduced by Dr. Maulana Karenga in 1966, that celebrates community, family, and culture from December 26 ^th to January 1 ^st . There are seven principles and seven primary symbols that emphasize a unique set of values and ideals during the seven days of Kwanzaa.

Unity (Umoja)
Self-determination (Kujichagulia)
Collective work and responsibility (Ujima)
Cooperative economics (Ujamaa)
Purpose (Nia)
Creativity (Kuumba)
Faith (Imani)

During Kwanzaa, a special candle holder called a kinara is used. A kinara holds seven candles, three red ones on the left, three green ones on the right, and a black one in the center. A candle is lit each night during Kwanzaa.

Las Posadas

The celebration of Las Posadas is an important Christmas tradition in Mexico. These celebrations take place from December 16 ^th to December 24 ^th . The word posada means “shelter.” The nine nights of posadas represent the nine days it took Mary and Joseph to get from Nazareth (where they lived) to Bethlehem (where Jesus was born). The Bible Story of Mary and Joseph’s journey to Bethlehem and their search for a place to stay is reenacted during the celebration. Each night begins with a procession of people holding candles and singing Christmas carols. The procession will make its way to someone’s home (a different home every night). Once outside the home, half of the people sing the role of Joseph asking for shelter and the other half sings the part of the innkeeper saying there is no room. The parts are sung a few times until the innkeeper agrees to let them in. Once inside, the celebration continues with a religious service and ends with food provided by the host. Tamales and atole (traditional Mexican beverage) are customarily served. The celebration usually ends with breaking piñatas.

St. Lucia Day

St. Lucia Day, also called St. Lucy Day, is a festival of lights most widely celebrated in Scandinavia and Italy. St. Lucia is a Christian feast day that commemorates Lucia of Syracuse, an early-4th-century virgin martyr. According to legend, St. Lucy brought food and aid to Christians hiding in the Roman catacombs, wearing a candlelit wreath on her head to light her way and leave her hands free to carry as much food as possible.

Today, throughout Europe, families observe St. Lucia Day in their homes with a variety of customs and traditions. Many celebrate with a processional of children dressed in white, carrying candles. Girls usually wear a white dress with a red sash around the waist and a crown of candles. It is traditional to serve a St. Lucia Crown Cake, usually a round coffee cake with seven candles placed in a circle. Adults traditionally drink glögg, a type of mulled wine, and serve coffee or lingonberry juice. A popular food eaten on St. Lucia day is lussekatts, buns flavored with saffron and raisins that are eaten for breakfast.

Three Kings Day

Three Kings Day is a celebration of the biblical tale in which the Three Kings (Melchior, Caspar, and Balthasar) visit baby Jesus after his birth. It is celebrated on January 6 ^th which is 12 days after Christmas day. According to the Gospel of Matthew, the three kings traveled to Bethlehem to bring the baby Jesus gifts of gold, frankincense, and myrrh.

Today, people from countries all over the world celebrate this day. In Mexico, children are told to leave their shoes by the door of their house so the three kings can visit and leave them presents. Many bakeries make rosca de reyes which is a sweet bread meant to represent a king’s crown. The bread usually has several baby figures inside. Anyone who gets a piece of rosca with the baby figurine is expected to host a party on Día de la Calendaria which is February 2 ^nd .

Winter Solstice

The Winter solstice marks the official start to winter. It is the astronomical moment when the Sun reaches the Tropic of Capricorn, and in the Northern Hemisphere, we have our shortest day and longest night (based on hours of sunlight). This year the winter solstice is on December 21 ^st , 2020 at 4:02 a.m. Central Time. The Winter solstice has played an important role in cultures worldwide since ancient times. The Pagan celebration of Winter Solstice (also known as Yule) is one of the oldest winter celebrations in the world.

The winter solstice is traditionally celebrated as a symbol of the changing seasons and of the Earth’s rebirth and is believed to hold a powerful energy for regeneration, renewal, and self-reflection. Traditional winter solstice foods often have an emphasis on the Earth itself – incorporating nuts, berries, spices, squash, potatoes, and hunted game like goose and venison.

Celebrate Winter

During this time of year, we can reflect on our personal celebrations and how others around our communities, our country, and around the world celebrate. Talk with your staff about the 10 celebrations listed here to find out how much they know about these winter celebrations.

Reflect on These Questions

What holidays do you currently celebrate in your program, if any?
In what ways can you respectfully celebrate the diversity of the children, families, and employees of your early childhood program?
How can children and families share their experiences of celebration with your program?

Share our similarities, celebrate our differences.

—M. Scott Peck

Trans Awareness

Mon, 16 Nov 2020 14:16:49 GMT

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

As many of us continue our work on diversity, equity, and inclusion issues, it becomes clear that complexity exists, even in preschools and other early childhood programs. Families rely on early childhood professionals to accept and educate their children; children rely on teachers to understand, care for, and protect them. Teachers rely on their colleagues and administrators to support them and work together to discuss and decipher the complex issues that emerge.

What happens when circumstances arise that challenge teachers’ personal beliefs? In some cases, when children’s expressed desires conflict with the ideas of the adults around them, the adults are called on to check themselves. They must acknowledge the external, societal influences on themselves, families, the classroom community, and their programs. Then they have to determine a course of action that is caring and inclusive.

As a program director, I was called on to support a team of teachers as they navigated a developing relationship with a gender nonconforming preschooler’s family. The child had a gender-neutral name (we’ll use Jamie), and the family had not responded to the question asking for a binary gender designation in the enrollment paperwork. The teachers referred to the child as a boy but had expressed confusion and, to be honest, some judgment about the hairstyles and clothes that the child wore to preschool.

The teachers’ discomfort came to a head on Picture Day. Jamie arrived with braids and barrettes, wearing a skirt and tights. As the preschool had a drive-through drop-off routine and program assistants who helped children out of cars, the teachers had not spoken directly to the child’s mother as they arrived. They called me to ask what they should do. Uncertain about the question, I asked them about their concerns, which they framed as wondering if Jamie’s outfit were one the parents would want to be photographed.

It quickly became clear that their concern was limited to Jamie’s outfit. It centered around the teachers’ personal beliefs, which were biased about gender and sexuality. After quickly reviewing the communications about Picture Day, and remembering that retakes were always an option, I determined that we should trust that the parents knew it was Picture Day and move on without calling them.

Later, the teachers and I reflected on what happened and the bigger issues we discovered we needed to understand. We considered the child’s needs, the family’s needs, and those of the teachers and their colleagues within our program. Some of our thoughts and questions included:

What is the program’s mission? Is there a statement about non-discrimination or inclusivity? How is that interpreted and lived in the classroom and program?
What are our personal beliefs about gender and sexuality? Are they in line with the program’s expressed mission and policies? If not, what do we do about that?
Do all children feel supported and affirmed in our classrooms?
What can and should families expect from program staff around sensitive issues, especially as they begin to know one another?
How can administrators support staff, so they have enough time and the required knowledge to build trusting relationships with families?
What classroom practices support the inclusion of all children and families? Do we have current practices that should be evaluated and changed to ensure inclusion?
What administrative practices do we currently have that lead to exclusion or do not actively support every family’s sense of inclusion?

As we met and talked, it became clear that our assumptions about gender and sexuality were equity issues. The labels we use can be inclusive or exclusive. One classroom practice that was eliminated almost immediately was calling children to activities by gender (e.g., “It’s time for all the girls to come to the door.”). There are so many other ways to refer to groups of children; calling them by name is preferred, but not always practical. Try “children,” “class,” or “everyone.”

We also agreed to reconsider the practice of required drive-through drop-off and pick-up. While the convenience was desired by many ( and may be the best practice during the pandemic ), encouraging children’s important adults to join the teachers and children in the classrooms at the beginning or end of each day made it easier to develop friendly relationships. When those relationships exist, conversations about sensitive subjects become easier.

For more ideas and tips, these articles may be helpful, Using Gender-Inclusive Language with Children & Families and Good Morning, Boys and Girls . The National Association for the Education of Young Children (NAEYC) also provides guidance for supporting families of gender nonconforming children , along with research about Gender Identity and Expression in the Early Childhood Classroom .

The McCormick Center for Early Childhood Leadership is dedicated to empowering early childhood leaders so they can positively impact outcomes for children and families. No child should have to choose between being themselves and pleasing their teachers. For more information about transgender children and youth and being an ally, visit PFLAG and GLAAD .

Erin Cetera is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force.

Celebrating Thanksgiving Respectfully

Fri, 13 Nov 2020 10:49:06 GMT

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

Often, the only time children learn about Native Americans is during a Thanksgiving celebration. As cute as some traditional activities may be on the surface, such as “Paper-bag Indians” and play-acting the “First Thanksgiving,” some are misleading and potentially harmful as narratives, even in early childhood settings. So, how can we be respectful of the reality of Thanksgiving for so many Native Americans and not make this holiday too heavy for our young children?

Shift the Focus : Focus less on the origin story and more on what the holiday has become. This has the benefit of connecting the holiday to tangible elements in the children’s’ lives. We can do that by talking about being thankful or discussing how traditional foods vary from family to family.

Acknowledge the Land and the Tribes: The first Thanksgiving generally refers to a meeting between the Wampanoag tribe and the Plymouth colonists. However, the likelihood is that you are living in an area previously populated by a completely different tribe! This year, honor Native Americans by learning about different tribes and the people that are indigenous to where you live. Use this resource as a starting point. If you are having a feast in your classroom, you can practice a “land acknowledgement” which may be as simple as saying “We are gathered here today on traditional Lakota (your local tribe here) land.” This practice shows respect for indigenous peoples and recognizes their enduring relationship to the land. This practice may also raise awareness about the differences in tribes and, again, help connect the content to the children’s lives and experiences more directly.

Check out the following resources to learn more about celebrating Thanksgiving and Native American History month in respectful and meaningful ways!

References and Resources:

Transforming Teaching and Learning about Native Americans from the National Museum of the American Indian
Kids’ Books That Share True Stories of Native Peoples from Parent Map
Teaching Thanksgiving in a Socially Responsible Way from Teaching Tolerance
Interfaith Worker Justice

Winonah LaGrande is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force.

Promoting Diversity in Early Childhood Programs

Mon, 09 Nov 2020 14:19:37 GMT

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

“We envision innovative and responsive early childhood systems with extraordinary leaders who inspire the best start for every child.”

One of the many ways the work that we do at the McCormick Center for Early Childhood Leadership supports diversity, equity, and inclusion is in our early childhood education program assessments. As Assessor and Training Specialists, we observe the early childhood teachers in their interactions with the children, as well as examine the books, materials, and displays to assess the diversity found in the classroom. Although there are various ways to exhibit diversity, the five main ways they demonstrate this for children in their environment are with race, culture, age, abilities, and non-conforming gender roles. Teachers also have those age-appropriate conversations about stereotypes and prejudice, and they discuss ways that people are different and similar.

“Acceptance of diversity means that instead of viewing differences as a negative, they are seen as strengths, adding more flavor to life and allowing all to contribute in unique ways” (Cryer, Riley, & Link, 2019. p. 336). While it is vital that the schools we observe provide an inclusive, equitable, and diverse environment for the children to learn in, it is also our responsibility as assessors to provide a fair, accurate, and equitable assessment of their program. We strive to be objective in our assessments of programs with systems to ensure validity and reliability in our observations. We are aware of how implicit bias may impact our work; therefore, we are provided with ongoing training to ensure that all assessors view programs through an unbiased lens.

The evaluation tools we use in early childhood programs have been tested carefully across cultures and internationally to ensure they offer a fair and unbiased lens for continuous quality improvement. We must work diligently to be aware of our biases, take the necessary steps to reduce them and minimize the effect on our assessment of an early childhood education center. We can do this by exploring patterns of thought, feelings, and behaviors, and much self-reflection. It is essential that we ask ourselves probing questions and have an openness to being addressed if we speak or act in a way that is not open and inclusive. For all educators, implicit bias can influence perceptions and decisions unless carefully examined. We understand how important it is to be aware of our thoughts and actions every day by frequently reflecting on questions like, “What are my first thoughts? Are they true? Are they fair? Where could bias show up here? Am I making any assumptions?”

Diversity awareness, inclusion, and equity practices are so important that we must keep these questions at the forefront to create a more equitable world for future generations. As stated in this article, Bias Starts as Early as Preschool, but Can Be Unlearned , biases form at a young age. Understanding the influence of implicit bias can be explored further by reading the Statement from NAEYC on Implicit Bias Research as well as these articles on Strategies for Addressing Implicit Bias in Early Childhood and Understanding Implicit Bias and Its Effects on Early Childhood Settings . The McCormick Center for Early Childhood Leadership is committed to supporting programs and the profession in the goal of ensuring diversity, equity, and inclusion as a foundation for all of their practices.

References

Cryer, D., Riley, C., & Link, T. (2019). All About ECERS-3 (1 ^st ed.) Lewisville, NC: Gryphon House Publishers.

Susan Marie Schulhof is an Assessor and Training Specialist and a member of the McCormick Center for Early Childhood Leadership Diversity, Equity, and Inclusion Task Force.

The First Week and Beyond: Investing in Teachers’ Growth and Development

Mon, 02 Nov 2020 09:45:46 GMT

In my role as Report and Certification Manager for the McCormick Center for Early Childhood Leadership, I reviewed hundreds of assessments for our state’s Quality Rating and Improvement System (QRIS). When reviewing reports for a program, I was impressed when I found all of the classrooms reflected a consistently high level of quality. As a former administrator, I know this level of consistency does not just happen. The key to this level of quality is an intentional focus on ensuring that new teachers receive a thorough orientation, all teachers receive ongoing feedback and support, and there are many opportunities for professional development. Behind the scenes, there is a leader who has systems in place to ensure that all teachers are supported in their work and given a clear vision of quality.

When I was an administrator, I remember times when I felt as though everything was going well, only to learn that one of our teachers had decided to take a new teaching position in another early care and education program. I then began the process of recruiting and selecting a new teacher to take their place. I must confess that most times, once I had found a new teacher, I provided a brief orientation and sent them on their way into their new classroom with little follow up. Remembering those times, the following quote from Margie Carter makes me cringe:

“We often lose potentially great members of our staff, not only because of inadequate wages, but because we throw them into a deep, Olympic-size pool without giving them carefully fitted goggles and a clear life-support system. How can they become long-distance swimmers if our orientation and staff development is focused only on treading water?”

According to Gallup’s Perspective on Creating an Exceptional Onboarding Journey for New Employees, only 12% of employees strongly agree their organization does a great job of onboarding new employees. The result is that many employers are losing their best people before they barely get started. How do we provide this kind of orientation or onboarding experience for new employees in early care and education? The first three items of the Program Administration Scale (PAS) outline concrete steps administrators can take to help ensure new employees are off to a good start and receive ongoing feedback and support.

The first item of the PAS, Staff Orientation, assesses whether the program provides an orientation for new staff. Are there written orientation procedures? How often have these procedures been reviewed to ensure they are complete and up-to-date? Is there a system to ensure staff orientation is consistently implemented?

For many organizations, the introductory or probationary period is 90 days, yet the actual orientation is often done in a week or less. According to the Gallup research, new employees typically take around 12 months to reach their full performance potential within a role. With this in mind, it is helpful to think of the end of the probationary period as the beginning of the new employee’s continuing professional development.

The second item of the PAS, Supervision and Performance Appraisal, measures whether there are regular opportunities for supervision and systemic performance appraisal for staff. Does the program have clear, objective, performance appraisal criteria that are shared with teachers as part of the orientation? Do they receive annual performance appraisals? How often are teaching staff formally observed and provided with written or verbal feedback based on these observations? This ongoing feedback and support are critical in teachers’ growth and development. However, according to the Gallup research, “Unfortunately, most employees receive far too little feedback from their manager—nearly half of employees receive feedback from their manager a few times a year or less.”

The third PAS item addresses ongoing staff development. Is job-specific staff development provided for all teaching, support, and administrative staff? Is staff development individualized, taking into consideration each employee’s strengths and areas of potential growth? Is there a system to support the career development of teaching and administrative staff? This ongoing professional development is critical to the success of all staff and to the overall success of the program. Through professional development experiences, staff gain new ideas and insights, they are challenged by new approaches, and learn to practice continuous improvement.

As I think back to my former self so many years ago, I am heartened by these words of wisdom from Maya Angelou: “When you know better, you do better.” I am hopeful that if I had more training and support, I would have done better to help our new staff become long-distance swimmers in their careers as early childhood teachers.

References

Create an Exceptional Onboarding Journey for Your New Employees. (2020, April 8). Retrieved September 19, 2020, from https://www.gallup.com/workplace/247076/onboarding-new-employees-perspective-paper.aspx .

Talan, T.N. & Bloom, P.J. (2011). Program administration scale: Measuring early childhood leadership and management (2nd ed.). New York, NY: Teachers College Press.

Additional Resource

Albrecht, K.M. (2015). The right fit: Recruiting, selecting, and orienting staff (2nd ed.). Lake Forest, IL: New Horizons.

Would you like to learn more about the Program Administration Scale (PAS) or other topics related to the administration of early care and education programs? If so, please look at our website for resources or contact us for information on training opportunities.

Linda Butkovich, M.S.Ed., is Report and Certification Manager for the McCormick Center for Early Childhood Leadership. In this role Linda oversees the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS) certification system. Linda is also a national reliability anchor for the PAS and BAS. She holds a master’s degree in early childhood special education. Prior to joining the McCormick Center, Linda worked as a developmental therapist with children birth to three years of age and their families. She has also been director of an NAEYC-accredited program, teacher, and family child care provider. Linda also provides training, consultation, and mentoring for early childhood program administrators.

Planning for the Polls: Voting Considerations for Family Child Care Providers

Thu, 08 Oct 2020 09:52:54 GMT

Every election is determined by the people who show up. -Larry J. Sabato

Our rights as citizens are inherently tied to our responsibility to vote. Moreover, as engaged members of the early childhood community we have a duty to vote in the best interest of young children all across our great country. This means we need to be mindful of and prepared for national, state, and local elections. The first step requires being registered to vote, the second is determining when and how to vote, and the third, and oftentimes the most daunting, is researching the candidates so you know how you will cast your ballot. Our work is not done once we know who we plan to vote for, we must also think about educating and empowering staff and families to vote as well.

We at the McCormick Center for Early Childhood Leadership recognize that many factors may make this election cycle more difficult to navigate, but no less important. If you are a family child care provider, the following document, Planning for the Polls: Voting Resource for Family Child Care Providers, may be helpful as you prepare for this election season.

If you are interested in learning more about virtual and in-person professional development opportunities for family child care providers contact the McCormick Center.

Robyn Kelton, M.A., is a Quality Training Specialist for the McCormick Center for Early Childhood Leadership at National Louis University (NLU). Robyn conducts training and research on the Business Administration Scale for Family Child Care (BAS) and the Program Administration Scale (PAS) and serves as a national reliability anchor for both tools. In addition, Robyn reviews BAS and PAS assessments for the assessor certification system. Robyn holds a Bachelor of Arts degree in psychology from the University of Kansas and a Master of Arts degree in psychology with an advanced certificate of study in organizational psychology from NLU. Robyn is currently a doctoral student in the brain, behavior, and quantitative science psychology program at the University of Kansas. Prior to joining the McCormick Center, Robyn spent three years as a lead teacher in a kindergarten classroom for an after-school program. Robyn’s research interests include leadership in early care and education, family child care, child development, and autobiographical memory.

A Vision Without a Succession Plan Ends with You!

Fri, 02 Oct 2020 09:54:03 GMT

“If you want to lead, you must make sure you never leave behind an empty chair. You must constantly develop other leaders to take your place.” – John C. Maxwell

In a February 2020 blog, leadership author John C. Maxwell recalled how his company’s CEO asked his team, “Who will fill your chair if you weren’t here?” He followed up in the blog to remind us: “If you want to lead, you must make sure you never leave behind an empty chair. You must constantly develop other leaders to take your place.”

When I began my career as an early childhood educator at the young age of eighteen, I was selling Mary Kay Cosmetics as a “side hustle” while also attending school full-time. It was in this network marketing company where I learned early on that in order to advance the company, and advance within the company, you must learn to “duplicate yourself.” However, as I entered the early childhood workforce, the importance of developing other leaders was not as heavily promoted. My questions for current early childhood leaders are: why are there so many “vacant chairs” in early childhood leadership leaving us to wonder “where are the leaders?” and Are we fulfilling our responsibility of mentoring and developing new leaders?

In the past, it seemed reasonable to begin thinking about succession when planning for retirement or pursuing a different role. But what about the unplanned vacancies? We know all too well the struggle of hiring, training, and retaining teachers, and the process has not been proven easier when it comes to our roles in leadership. So, where do we begin to avoid leaving an empty chair?

1. “Inspire others to participate in and expand the vision.”- Margie Carter and Deb Curtis.

In The Visionary Director (2010), Margie Carter and Deb Curtis explain how to go beyond managing a program to actually leading a program. They state, “working with a vision requires developing oneself into a leader who inspires others to participate in and expand the vision (Carter & Curtis, 2010).” Think about what your program would look like when the vision that has been created is actually fulfilled. Chances are, if you can fulfill the vision without passing the torch, you’re aiming too low. Therefore, think about who on your team has the ability or potential to continue to build on the vision when your chair becomes empty– and start seeking and developing them now.

2. Be clear about what it means to be a leader in your role.

At some point or another, we all attempt to write down all of the tasks we do on a daily, weekly, monthly, yearly basis, etc. We think that a detailed description of our day-to-day activities along with step-by-step procedures will be sufficient for those who will pick up where we leave off. While it may help with management, that won’t be enough. Think about the dispositions you bring and how you influence the culture of your program. What makes the team thrive under your leadership, and what are your personal attributes that have hindered your program’s progress? How will you share the vision, responsibilities, and possibilities of the position? Don’t take those intangible attributes for granted. Your successor will not simply inherit them through the gift of your writing. It will come from spending time with them and teaching them while you work.

3. Don’t think you have time, because you don’t!

The question becomes, when is the appropriate time to start planning for succession? In my network marketing career, I was taught “your first day on the job!” Our growing industry is offering us more non-traditional opportunities and career paths, so the days of being “just” a teacher or director in early childhood education are becoming a thing of the past. People are pivoting quicker than ever before– including program leaders.

You should always be scouting for talent to develop within your staff or mentoring someone who is interested in a similar career path. As a leader, you invest a great deal of time and energy getting your team to buy into the vision, why not groom the people you work with to continue it when you enter the next phase of your career? I always love the analogy of “who will do your work if you won the lottery and decided to not come back tomorrow?” If you don’t have at least two to three names that come to mind, that means that you may be overlooking untapped potential on your team, and you’re likely going to leave an empty chair, one way or another. Remember, “a leader’s job is not just to get the best out of their people- a leader’s job is to make more leaders (Simon Sinek).”

Flora Q. Gomez, M.Ed. is currently a Quality Assessment Coordinator at the McCormick Center for Early Childhood Leadership in the City of Chicago. She is an experienced preschool teacher and trainer, coach, and consultant for early childhood educators.

Stronger Together

Mon, 21 Sep 2020 07:18:24 GMT

RESEARCH QUESTIONS

Wave 1

Is there a need for a unified professional identity for onsite leaders of early learning programs?
What are the obstacles to creating a unified framework for program and site leaders across settings and sectors?
What are the advantages to a unified framework for program and site leaders across settings and sectors?

Wave 2

What are the core competencies shared by program and site leaders working in schools, centers, and homes?
Can the three domains of the Whole Leadership Framework be utilized to organize the core competencies of program and site leaders? If so, what is missing? What does not belong?
For what child or program outcomes are onsite leaders (e.g., principals, directors, FCC providers) accountable?

Wave 3

What are the minimum educational requirements for program or site leaders?
Should there be multiple levels of education and specialized knowledge and skills? If so, should they build on the foundation of the Early Educator I, II, and III (established in Power to the Profession)?
What criteria should determine compensation parity for program and site leaders across sectors and settings?

Wave 4

Assuming an equitable and sufficient distribution of resources to support the vision, do you agree with the five consensus recommendations for a unified professional identity for future program and site leaders working across sectors and settings?

The data were analyzed in each wave to determine where there was consensus about the components of a unified professional framework for onsite program leaders.

RESULTS

During the first three waves, consensus was reached on five recommendations. During the fourth wave, additional feedback was obtained on the five consensus recommendations and on the draft report. The fourth wave included 75 additional leadership stakeholders to expand the feedback. For each recommendation, participants were asked whether they agreed with the recommendation (5-point agreement scale) and then to explain their response and level of agreement. The agreement assessment is shown below, listed from highest to lowest agreement:

KEY FINDINGS

All five of the recommendations had a strong level of agreement (4.2 through 4.6 on a 5-point agreement scale). While there were nuances (such as the degree type or the level of the ECE credential required as a foundation) it is clear that there is a fundamental need for a unified framework for program leaders and agreement on equitable compensation based on educational qualifications and responsibilities; a minimum requirement of a degree; achievement of competencies aligned to the Whole Leadership Framework; and a foundation of the ECE Level I, II, or III (established in Power to the Profession). These five consensus recommendations developed in the earlier waves and “tested” in Wave 4 with additional participants, appear to be strong pillars for the development of program leadership for the future.

The recommendation for a unified professional framework received the strongest level of agreement (4.6 on a 5 – point agreement scale). The strength of conviction about this recommendation can best be understood through the open-ended comments, some of which are shown below:

STRONGLY AGREE: “There are wide disparities in the field depending upon where someone works and/or where the program is located. Children deserve the highest quality regardless of what program they attend–leadership should reflect this.”

STRONGLY AGREE: “A unified framework is an essential foundation for shaping choices professionals make to move into leadership positions, pre-service and in-service training, and to shape the ecosystem we need to support leaders.”

STRONGLY AGREE: “A common framework is an essential element of a profession. Having a common framework that is recognized by the field will allow members of the field a clearer understanding of the field and will allow for more effective advocacy with policymakers.”

STRONGLY AGREE: “With the expansion of early childhood education into the school system and the continued research that reveals the immense value of early childhood education, we must get to a place where the leaders in this field have a unified focus for quality.”

STRONGLY AGREE: “In our global marketplace, a standard across all states is needed to ensure all children and families will receive the highest quality programming. Working together across sectors focuses back to doing what is best for the children and not competing between sectors.”

DISCUSSION

Unified Framework

Early childhood program leadership stakeholders—comprised of program and site leaders, higher education faculty and leadership developers, and national and state system leaders—agreed about the need for and value of a unified professional framework for early childhood program and site leaders working in schools, centers, and homes. The rationale most frequently provided was that a united voice has the greatest impact on policy and funding decisions.

Core Competencies

The three stakeholder groups were also closely aligned regarding the core competencies of program and site leaders across sectors and settings. The vast majority of participants (81%) in the study believed that program and site leaders needed a balance of administrative and pedagogical competencies to lead high-performing early childhood care and education organizations. The Whole Leadership Framework, with its three interdependent domains of administrative leadership, pedagogical leadership, and leadership essentials, substantially reflects the leadership competencies most valued by the project participants. It is notable that the five most highly-ranked core competencies for program and site leaders working across sectors and settings included competencies from all three of the Whole Leadership domains.

Minimum Educational Level

There was a clear consensus that program and site leaders need a degree. However, there was not consensus on what level degree that should be. Most of the participants believed that a minimum should be set at the baccalaureate level. Other participants suggested that the level of degree be based on the scope of responsibilities of the program or site leader. In this scenario, an associate degree would be the minimum educational requirement for the leader of a home-based program, a baccalaureate degree would be the minimum for the leader of a center-based program, and a graduate degree would be the minimum for the leader of a school-based program.

There was also diversity of opinion on whether the degree needed to be in early childhood education. A significant number of comments suggested that a degree in program administration or business or elementary education would be fine if supplemented with early childhood education courses. There were numerous comments emphasizing the value of multiple pathways to preparing qualified program and site leaders.

ECE I, II, or III as a Foundation for Onsite Program Leaders

In the future, the professional preparation for program and site leaders should be linked to ECE I, II, or III of the Power to the Profession (P2P) framework. More than four-fifths of participants indicated that ECE I, II, or III should be the foundation on which additional leadership competencies sit. However, there was no agreement on which level is most appropriate. There needs to be more discussion on this topic as the P2P recommendations become implemented in policy. The largely consistent responses building program leadership competency on the foundation of the ECE levels of preparation indicate that early childhood leadership stakeholders view program and site leaders as part of the ECE profession.

Compensation Parity

Compensation parity was the second most frequently stated rationale for the need of a unified professional framework for early childhood program and site leaders. Clear consensus was reached that compensation should be based on mastery of core leadership competencies and the achievement of a requisite educational degree. Scope of responsibility was identified as another important criteria determining compensation parity. Most of the comments suggested that scope of responsibility was determined by the number of children and families served or the number of staff supervised by the leader.

Achieving consensus on the north star of a unified framework for the professional preparation and compensation of program and site leaders is, however, only the first step on the journey. Creating the broad buy-in, system change, and funding so that early childhood education and care leaders have equitable access to the education and training, as well as additional supports, to achieve these professional standards will be the challenges ahead in the next few years.

LIMITATIONS AND NEED FOR FURTHER RESEARCH

While participants in this study were racially, culturally, and geographically diverse, some participants suggested in their feedback the need for further research using focus groups to make sure that the consensus recommendations represent the views of Black and Latino/a program leaders. Applying a racial equity lens, additional data collection using focus groups should be utilized to ensure that the voices of people of color are fully represented in the consensus recommendations.

Nomenclature is closely associated with professional identity. Even though this issue was discussed in each of the four waves, consensus on a unified role title was not reached. This is an area that needs further research and consideration. Is the variation in responses due to the unique professional identities of program and site leaders working in different sectors and settings? Or, is the variation in responses due to the professional identities of the leadership stakeholders engaged in the Building Leaders Project? A qualitative analysis of the comments submitted during the four waves of data collection may provide a clarification of the nomenclature issue and an answer to the question, “what’s in a name?” Finally, the four waves of data collection produced rich qualitative data that deserve a full analysis. Specifically, a qualitative analysis of the feedback generated by each of the three stakeholder groups could illuminate areas where consensus was not reached and shed light on how to move the profession forward in these areas.

REFERENCES

Abel, M. B., Talan, T. N., & Magrid, M. (2018). Closing the leadership gap: 2018 status report on early childhood program leadership in the United States . Wheeling, IL: McCormick Center for Early Childhood Leadership. Retrieved from https://mccormickcenter.nl.edu/wp-content/uploads/2019/02/2018-LEAD-Clearinghouse-webbook_04.pdf

Abel, M. B., Talan, T. N., Pollitt, K. D., & Bornfreund, L. (2016). National principals’ survey on early childhood instructional leadership: Executive summary . McCormick Center for Early Childhood Leadership Publications. Paper 1. http://digitalcommons.nl.edu/mccormickcenter-pubs/1

Dennis, S., & O’Connor, E. (2013). Reexamining quality in early childhood education: Exploring the relationship between the organizational climate and the classroom. Journal of Research in Childhood Education 27 (1), 74–92.

Doherty, G., Ferguson, T., Ressler, G., & Lomotey, J. (2015). Enhancing child quality by director training and collegial mentoring. Early Childhood Research and Practice 17 (1). Retrieved from http://ecrp.uiuc.edu/v17n1/doherty.html

Early Childhood Leadership Development Consortium, (2016). Early childhood leadership consensus statement , Washington, DC. Retrieved from https://www.fcd.us.org/assets/2017/03/ECELeadershipStatement2016.pdf

Goffin, S. (2013). Building capacity through an early education leadership academy . Center on Enhancing Early Learning Outcomes (CEELO). Retrieved from http://ceelo.org/wp-content/uploads/2013/12/EELA_Goffin_WEB.pdf

Institute of Medicine, and National Research Council. 2015. Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation . Washington, DC: The National Academies Press. Retrieved from https://www.fcd-us.org/assets/2016/10/IOMNRCFullReport2015.pdf

Lieberman, A. (2017). A tale of two pre-K leaders: How state policies for center directors and principals leading pre-K programs differ and why they shouldn’t . Washington, DC: New America.

Masterson, M., Abel, M., Talan, T., and Bella, J. (2019). Building on whole leadership: Energizing and strengthening your early childhood program . Lewisville, NC: Gryphon House, Inc.

New Venture Fund. (2018). Developing Early Childhood Leaders to Support Strong, Equitable Systems: A Review of the Early Childhood Education Leadership Development Landscape . Retrieved from https://www.arabellaadvisors.com/wp-content/uploads/2018/07/New-Venture-Fund_Packard_report.pdf

Research is clear—leadership matters when it comes to high-performing early childhood education programs (Early Childhood Leadership Development Consortium, 2016; Doherty, Ferguson, Ressler, and Lomotey, 2015; Dennis and O’Connor, 2013). Sustainable program quality is hindered, however, by a lack of consistent standards, policies, and supports for the professional qualifications and competencies of those who lead early childhood programs. The leadership gap is most evident between center administrators and elementary school principals serving Pre-K children (Abel, Talan, Pollitt, and Bornfreund, 2016; Lieberman, 2017). While a master’s degree in educational leadership is the norm for elementary school principals, only a handful of states require a minimum of an associate degree for directors of child care centers. No state requires a degree for administrators of licensed/registered family child care programs (Abel, Talan, and Magid, 2018).

The Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation Report (Institute of Medicine and National Research Council, 2015) made a recommendation to strengthen the capacity of early childhood program leaders. The report set forth the need for common language, clearly defined priorities, and cohesive direction to support the initial preparation and ongoing professional development of site-based program leaders. In response to this seminal report, the McCormick Center for Early Childhood Leadership developed the Whole Leadership Framework (Masterson, Abel, Talan, and Bella, 2019). This framework is unique in conceptualizing three interdependent domains of early childhood education (ECE) program leadership: administrative leadership, pedagogical leadership, and leadership essentials.

In spite of what is known about the impact of effective leadership on program quality, leadership development systems are fragmented and there is a lack of sustained, systematic oversight to guide the ECE program leadership profession (New Venture Fund, 2018). Goffin (2013) notes that a clear consensus about the role, definition, and development of leaders is lacking, and advancing cohesiveness in early childhood leadership capacity as a profession is critical.

The McCormick Center for Early Childhood Leadership, with the support of the Foundation for Child Development, recently conducted a study to determine whether there was consensus among ECE leadership stakeholders about the need for a unified professional framework for onsite administrators of early learning programs. Whether leaders are in schools, centers, or licensed family child care homes, is there consensus on the core competencies needed to sustain learning environments in which children, families, and staff thrive?

METHODOLOGY

For this study, there were four waves of data collection, comprising a total of fourteen virtual sessions. Each virtual session was 90 minutes in duration. Participants in each of the first three waves (total of nine virtual sessions) considered a series of questions related to one or more key areas of a unified professional framework for ECE program and site leaders. Participants in each wave were asked the same questions and the highest ranked responses were then added to the choices ranked in subsequent sessions in the same wave. Participants in the fourth wave (total of five virtual sessions) responded to a draft report synthesizing the findings and five recommendations generated from the first three waves.

This iterative process was facilitated by the Advance Strategy Center, utilizing an online platform (Advance Strategy Lab) in which participants provided simultaneous and anonymous responses to both structured and open-ended questions. The anonymous responses were immediately visible to all participants in the session. Participants were asked to rate the responses using a 1-5 agreement scale or 1-10 significance scale. The highest ranked responses were then included in the responses of subsequent sessions in the same wave. This unique methodology, while similar to focus group research, creates an inclusive shared space in which all voices are equally powerful.

SAMPLE

A total of 207 ECE leadership stakeholders, from 32 states and the District of Columbia, registered to participate in one or more of the four waves of data collection. The national sample provided representation from three ECE stakeholder groups: program and site leaders (22%); higher education faculty and leadership developers (38%); and national and state system leaders (40%). Figure 1 provides detail on the racial and ethnic diversity of those who registered for one or more of the virtual sessions.

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