McCormick Center for Early Childhood Leadership Participates in the Race to the Top-Early Learning Challenge in Illinois and Delaware

WHEELING – August 26, 2013. The McCormick Center for Early Childhood Leadership at National Louis University is pleased to announce its role in helping Illinois and Delaware improve developmental outcomes including school readiness for their states’ youngest children. Illinois and Delaware are among 14 states that were awarded four-year grants through the Race to the Top-Early Learning Challenge competition sponsored by the U.S. Department of Education and U.S. Department of Health and Human Services to expand high-quality early learning programs for children, especially those in disadvantaged communities.



The Race to the Top-Early Learning Challenge is a key part of the Obama administration’s comprehensive early learning agenda. The Early Learning Challenge helps communities connect children with the greatest needs to high-quality programs, promotes quality rating and improvement systems (QRIS) to strengthen the quality of early learning programs, and supports the development of effective early childhood teachers and leaders.

Illinois has been awarded a $52.5 million Early Learning Challenge grant to expand and support quality early childhood education in Illinois. ExceleRate Illinois is the new quality rating and improvement system that launched July 1, 2013. The new QRIS includes all early learning programs in the state serving children birth to five years of age. The McCormick Center is responsible for completing on-site quality assessments, conducted at both the classroom and program levels, in schools, child care centers, and family child care homes. The 17-member assessment team maintains a high level of reliability on validated program quality assessment tools including the Environment Rating Scales, the Program Administration Scale, the Business Administration Scale for Family Child Care, and the CLASS. The McCormick Center also provides training and on-going support of the Quality Specialists, a cadre of consultants and coaches located across the state that support early childhood program staff in their continuous quality improvement efforts.


Delaware has been awarded a $49.9 million Early Learning Challenge grant. In Delaware, the McCormick Center’s work focuses on leadership development. Over the course of three years, the McCormick Center will provide a facilitated cohort model of Aim4Excellence™ Online National Director Credential for 475 early childhood administrators. Aim4Excellence delivers high-level content in an engaging and interactive web-based format. Module topics include: leadership self-reflection; recruiting, selecting, and orienting staff; promoting peak performance; managing program operations; building a sound business strategy; planning indoor and outdoor environments; supporting children’s development and learning; creating partnerships with families, and evaluating program quality. The credential focuses on the essential knowledge and skills needed to deliver high-quality programming for young children. Having skilled and knowledgeable leaders in place is critical to achieving Delaware’s goal of a sustainable and thriving statewide early learning system.


At the McCormick Center for Early Childhood Leadership at National Louis University, 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. Because, when it comes to early childhood education, leadership really does matter.

By Sherry Rocha June 12, 2025
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. https://www.stopbullying.gov/resources/get-help-now The Institute on Family and Neighborhood Life. (n.d.). Olweus bullying prevention program, Clemson University. Olweus Bullying Prevention Program, Clemson University. https://clemsonolweus.org/ Temkin, D., & Snow, K. (2015, August 18). To prevent bullying, focus on early childhood. NAEYC. https://www.naeyc.org/resources/blog/prevent-bullying-focus-early-childhood
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