McCormick Institute for Early Childhood

BY Natalia Ambrozek | November 22, 2024

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.

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Building Community Partnerships for Lasting Impact

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