Kicking it up a Notch: Working Together for the Next Generation in Quality Improvements | McCormick Center for Early Childhood Leadership

Early childhood educators are some of the most resourceful people on the planet. They can apply their creative genius to make the most of what’s available and deliver amazing experiences for kids. It’s not always about how much they have but what they do with what they have. Of course they are inspired daily by the children and their families, as well as colleagues who help to form an incubator of social and intellectual interactions. As early childhood leaders, we can apply the same skills we use every day in classrooms and programs to solve seemingly bigger problems related to quality rating and improvement systems (QRIS)—use what we have, to get the job done.

With an unprecedented focus on early childhood care and education, we are at a precipice of breaking through in creating widespread systems of quality. After decades of telling our story, we have garnered the public and political will to agree that quality early childhood experiences are essential and beneficial for our youngest citizens. When qualified teachers and administrators use best practices, children grow and thrive. There is increasing awareness that early childhood education is a good financial value as well. Change is on the horizon and we will need to “kick it up a notch” to be successful in the next generation of quality improvement initiatives.

Early childhood leaders know how to work together—we’ve been collaborating across multiple sectors (e.g., early education, social services, human development, health care, small business, and corporations) since the 1960s when Head Start was created to work out solutions that are best for young children and families. We have discovered that respect and ethical conduct go a long way toward building trust and shared understanding that make cooperative projects successful. I’m reminded of the song that my daughter’s preschool teacher taught the children in her class:

“If we have a problem, we know what to do, Cool down, Listen well, Work it out, and Do not shout.”

By applying the knowledge and skills learned in programs and classrooms, we can come together as a field to tackle issues that keep us from delivering quality experiences for all children.

“Kicking it up a notch” is about embracing what we know and getting everyone involved.

We have tools to help us move forward. Early childhood experts have developed resources and done the research to help us know what QRIS should like and how to organize an effective system.¹

Even though we have so much going for us—on the whole—it seems we continue to struggle with coming together. Sectors remain isolated. Systems are missing key elements. And wide disparity exists in the quality of early childhood programs. It is apparent that taking some of the most effective quality improvement models to scale is unrealistic. While 20 states received over $1 billion in Race-to-the-Top—Early Learning Challenge (RTT-ELC) grants, robust federal funding to support quality improvement in the remaining states has not followed. Future funding for quality initiatives beyond RTT-ELC grants is uncertain.

It is time for resourceful early childhood educators to lead the way. Lasting systemic change requires widespread participation. Perhaps the collective commitment of grassroots program leaders could be the tipping point to success?

HERE ARE SIX WAYS THAT INDIVIDUAL EARLY CHILDHOOD LEADERS CAN CONTRIBUTE TO SYSTEMIC CHANGE FOR QUALITY IMPROVEMENT:

Enroll your program in your state’s QRIS. Regardless of the rating that you are afraid your program might receive—if you start the process—you plug into systems that are designed to help your program improve. Signing up may also give you access to technical assistance (e.g., coaching, individualized training, or other professional development opportunities). If your state or community doesn’t have a QRIS, ask why. When everyone chooses to be part of QRIS, all children can be in programs that are striving toward continual improvement.
Enroll yourself and staff in your state’s professional development (PD) registry. Professional development registries are great tools for program administrators to support staff in their individual professional growth and career planning. When aligned with identified competencies for teachers and leaders, the information recorded in PD registries is useful for creating comprehensive professional development plans that can meet both the individual and collective needs of staff. When registry information is combined for whole communities or states, it helps those who provide training and education to design opportunities that meet the needs of the workforce. Don’t forget, updating each individual’s information is essential for the registry system to work with accuracy.
Volunteer to serve on committees that have a mission to improve quality in early childhood programs. Some problems are too large for any individual or early childhood program to solve alone, but by working with other organizations, it can make a real difference. Working alongside leaders from other types of programs breaks down barriers that isolate people and focuses attention on outcomes to benefit children and families. It is important that many voices—including yours—participate in the conversations. The synergy that emerges from effective collaborations can impact communities and states with lasting changes.
Join and actively engage with a professional association to keep abreast of emerging trends, new research, and standards to support quality. Early childhood education is rapidly evolving and keeping up-to-date on advances is necessary for leading the way in quality improvement. Professional associations provide the means for leaders to stay on the cutting edge through publications, conferences, webinars, and learning communities. Associations serve as a forum where colleagues consider and debate new ideas and strategies for improving quality. Broad participation in the discussion is essential if the process is going to be informed by diverse perspectives. Most importantly, your engagement builds your professional knowledge and helps you to be an adaptive leader.
Participate in research studies when you have the opportunity. Occasionally, early childhood leaders and their programs are invited to be part of research studies. It may be as simple as responding to a questionnaire or as involved as allowing your program to be a test site for assessments. Busy program leaders—who may already feel overwhelmed with their responsibilities and pressures on the job—may be quick to respond that they don’t have the time or energy to be part of a research study. But often, research participants receive significant benefits that are designed to improve program quality. Just rejecting the offer may be an opportunity missed for expanding your program’s capacity and for an entrée into a network of other progressive leaders.
Advocate for quality within your sphere of influence. Everyone has a sphere of influence—family, friends, neighbors, work associates, acquaintances at the fitness center, people at church, etc. Whenever we interact with others, we can influence their understanding about quality early childhood education. As an early childhood leader, your opinion matters, and the ripple effect of sharing your expertise can help to sway the tide of public perceptions. Not to minimize the importance of formal advocacy efforts (see previous McCormick Center blogs: Early Childhood Advocacy for Beginners | Part 1 and Part 2), but advocating for quality also involves speaking up and standing up for what we know is best for children and families. You don’t have to be a professional lobbyist to share with the people in your sphere of influence.

Can you imagine the impact on program quality if the two million early childhood educators in the United States were to embrace these six activities? We can hope that our federal and state governments can find the resources to fully fund early childhood education. We can believe that a handful of prominent key leaders will break through barriers to ensure a highly qualified workforce and best practices in every classroom. But the collective potential of resourceful early childhood leaders offers the most promise for supporting quality improvement in our future.

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My Bookshelf: Titles That Inspire, Inform, and Influence

By Barb Volpe • July 14, 2025

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.