McCormick Institute for Early Childhood

BY Ann Hentschel | December 18, 2014

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 is a good amount of enthusiasm among early childhood educators to create more opportunities for teachers to learn and grow within their program. As Rick DuFour so aptly states, “The best staff development is in the workplace not the workshop.” There is plenty of evidence to support this notion. According to a research study by Fixen, Naoom, Blasé, Friedman & Wallace (2005), “One thing we can say with certainty is that workshops are not effective if building skills and dispositions is the desired outcome.” Our own personal experiences probably support this evidence. I’ve had many experiences attending a great workshop, but by the time I returned to my classroom on Monday morning I could not fully recall, much less fully implement, all the lessons I had learned. I enjoyed the opportunity to network and have a professional development opportunity at a conference, but it was not easy to transfer the learning into my everyday practices with children. So what can we do if we want our teachers and staff to learn and grow in the workplace? The answer to this question may lie in peer learning teams.


Peer learning teams, sometimes known as communities of practice, are a great way to bring learning into the workplace. The problem is that as a program leader you can’t simply announce, “Starting this week we will be having weekly peer learning team meetings.” Instead, in the book Inspiring Peak Performance: Commitment, Competence, Collaboration, my coauthors and I developed the steps below to better prepare your teachers and program for successful peer learning teams.


STEP 1: DETERMINE TEAM READINESS


Not all programs are a good fit for implementing learning teams. Before launching into this approach, first assess your program’s level of readiness to engage in peer learning teams. Here are a few critical questions to consider in determining whether this model of professional development is a good fit for you and your staff:


  • Do your teachers demonstrate an interest in continued improvement and the joy of refining their craft?
  • Does your organizational climate promote a high level of collegiality? Are your teachers friendly, supportive, and trusting of one another?
  • Do teachers have a shared understanding of your center’s core values?
  • Do teachers exhibit a deep and genuine interest in children’s learning?
  • Are you willing to modify work schedules so teachers have time to meet on a regular basis?
  • If you can to answer yes to these five questions, there is greater likelihood you’ll experience success in implementing learning teams in your program.


STEP 2: ARTICULATING A RATIONALE


The second step is to communicate to your teachers a rationale for doing this work and inviting them to participate. It includes articulating a clear and compelling message for the use of peer learning teams in your program. There are many reasons why directors implement learning teams at their centers. Here is an exercise to help consolidate your reasons for pursuing this kind of work.

Read through the following reasons and select the two that best describe why introducing peer learning teams at your center might be a good strategy for continuous quality improvement.


  • To create a collaborative culture that focuses on thinking more deeply about children’s learning and interests
  • To provide an ongoing support system for teachers to help them learn and grow
  • To help teachers build leadership skills like group facilitation, active listening, probing for understanding, and providing feedback in a respectful way
  • To help teachers make meaning out of early learning standards, assessments, and data
  • To foster a collective commitment to the center’s core value of continuous improvement.
  • To strengthen centerwide collegiality
  • To encourage intentional teaching practices that link theory to practice


STEP 3: DECIDING ON STRUCTURE


The third step in getting started is to determine group size, composition, and the frequency that the peer learning teams will meet. Being intentional about allocating time is essential. Remember the secret to success in this small-group work is that the groups meet regularly over an extended period of time. Engage your teachers in brainstorming possibilities for when groups could meet, or consider allocating time at your regularly scheduled staff meetings for learning team work. Ideally one hour a week every two weeks would be devoted for learning team meetings. This may seem like a big commitment at first, but once teachers experience firsthand the power of being part of a learning team, they become invested in finding time to meet.


Once you have completed these steps you will be well on your way to launching a successful opportunity for teachers to gather together to deepen their knowledge of young children’s learning and improve their classroom practices. It is important to note the need for some structure in guiding the peer learning teams’ work. This often works best by inviting someone to facilitate using a protocol with guided questions to navigate the group’s learning.


To learn more about peer learning teams, the role of facilitator, and ideas for guided questions and protocols, check out these resources:


Bloom, P. J., Hentschel, A., & Bella, J. (2013). Inspiring peak performance: Commitment, competence, collaboration. Lake Forest, IL: New Horizons.

Curtis, D., Lebo, D., Cividanes, W., & Carter, M. (2013). Reflecting in communities of practice: A workbook for early childhood educators. Paul, MN: Redleaf Press.


McDonald, J. (2007). The power of protocols (2nd ed.). New York: Teachers College Press. 

Ann Hentschel is Director of Quality Assessment at the McCormick Center. She conducts a training titled “The Power of Peer Learning Teams” for the McCormick Center’s Taking Charge of Change™ initiative and facilitates numerous learning team conversations for early childhood leaders. Ann is coauthor of two Director’s Toolbox books: A Great Place to Work and Inspiring Peak Performancewith her colleagues Paula Jorde Bloom and Jill Bella.

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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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