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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. 

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

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.

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