The Power of Facilitated Cohorts and Online Learning Using Aim4Excellence

Kristine Jenkins, M.Ed., and Jane Humphries, Ed.D. • April 14, 2025

This document may be printed, photocopied, and disseminated freely with attribution. All content is the property of the McCormick Center for Early Childhood Leadership.

In 2008, Dr. Paula Jorde Bloom launched an online program called Aim4Excellence, a credential early childhood leaders could earn to support their professional growth and learning. Utilizing state-of-the-art online learning tools, Dr. Bloom, with the assistance of other early childhood experts, created a unique curriculum. The purpose was to support early childhood leaders. Lessons focused on systems thinking, operational management, and, most importantly, leadership development—how to be a leader in the field of early childhood education and care. Video recordings captured leaders from across the field who shared the lessons they had learned, including insights gleaned from years of experience serving in the role. Over time, the program continued to evolve with updated content and enhanced technology. Facilitated cohorts, led by trained Aim4Excellence Facilitators, began to take flight across the country and included a partnership with South Carolina (SC) First Steps 4K.


As a child care owner and director, Kristine Jenkins sought out the Aim4Excellence program to gain higher-level learning experiences for herself. In 2012, she transitioned to SC First Steps as a 4K Coach and serves today as 4K Manager. In her new role, she interacted with child care directors across the state who also felt they needed additional educational opportunities specific to early childhood leadership. As Kristine collaborated with other colleagues within the 4K program, they provided their leaders with additional support and premier professional development opportunities. Borrowing a phrase from Dr. Jorde Bloom, they recognized early childhood leaders as the “gatekeepers to quality.”


In 2018, the SC First Steps 4K Program offered its first tuition scholarships for early childhood leaders to complete the Aim4Excellence National Director Credential. This included undergraduate tuition for anyone who had not yet completed a 4-year or Bachelor’s degree. Kristine completed the National Director Credential, the Aim4Excellence Facilitator Training, and served as the very first facilitator in South Carolina. Since then, the program has supported six cohorts, with a seventh currently taking place, and has sponsored over 100 early childhood education leaders who earned the Aim4Excellence National Director Credential.


Why did SC First Steps 4K choose to utilize the Aim4Excellence cohort model? Adults differ from children in their learning as they bring a vast array of history and experience to the learning environment. They are all at different stages in life, have well-developed individual strengths, and have a range of learning experiences behind them. SC First Steps 4K cohort members committed to strengthening their professional development by engaging in a new learning journey. With the support provided by the program, there were opportunities for ongoing development, active participation, and completion of each module. Supported by the facilitator’s knowledge of the principles of self-directed learning, motivational theory, critical reflection, and transformative learning, participants were guided based on where they were within the learning process. SC First Steps 4K recognized that while early childhood pedagogy was important, program leaders also needed to enhance business skills and build leadership skills. They also knew that accessibility was a barrier for many directors; courses through the South Carolina technical college system were primarily available in person. By providing Aim4Excellence as an online learning option, it could be delivered to meet the needs of early childhood leaders across their state, including having it approved by their professional development registry system, SC Endeavors.


As the Aim4Excellence Facilitator, Kristine understood that all cohort members were committed to lifelong learning. Acknowledging this as the facilitator, she supported cohort members by adding meaning and insight to new learning. Understanding the dynamics of the relationships in relation to participant motivation, self-discovery, and learning provided the foundation needed to take advantage of the shared day-to-day experiences of ongoing leadership in the program environment and the function of the cohort model as they met each month. She was attuned to what motivated each participant, highlighting opportunities for growth and providing the resources and support needed for self-directed learning. Bridging the gap between the participants’ online learning and the day-to-day leadership practice experiences, opportunities for deep reflection occurred during the meetings. By asking key questions, Kristine led discussions that connected ongoing experiences with the content contained within the Aim4Excellence curriculum. Her role has played a vital part in the success of the participants.


Since 2018, SC First Steps 4K has observed graduates strengthening their leadership skills while also valuing their roles as leaders within their programs, the community, and the profession. Participants have reported feeling more informed, prepared, and competent as early childhood leaders. SC First Steps 4K staff have witnessed improved practices as pedagogical leaders within programs. Evidence of this has included program leaders championing instructional support for their teachers, resulting in improved student outcomes. Graduates of AIM4Excellence have developed practices to recruit, hire, and retain quality staff. They have become exemplary leaders for others by serving as mentors within the SC First Steps 4K program. Many have assumed leadership roles in other sectors of the early childhood field, including serving as board members for professional organizations such as the South Carolina Association for the Education of Young Children (SCAEYC) and the South Carolina Early Childhood Association (SCECA).


The power of the facilitated cohort provides much promise and opportunity for those interested in growing early childhood leaders. Providing support to develop a community of practice allows participants to continue learning while valuing their experiences.


Let’s review some of the testimonials from SC First Steps 4K graduates:


I have definitely taken away some valuable organizational and redeveloped mental skills that my center will benefit from. This course confirmed what I always believed: that childcare starts with a vision and knowledge, but it takes “real” passion to be successful. In taking this course, I have improved my communication skills and have learned to think a little more creatively as I developed several networking campaigns for my center. Mrs. Alice Williams-Ellison, Little Love Christian Academy


This course was SO helpful for me. I have a lot of experience in childcare–I have worked in licensed centers and public schools for the last 13 years, I have a degree in early childhood education–and I felt confident in my knowledge of development and best practices. However, I have only been in the role of director now for 2 years and I still feel new at it most days! This course was extremely helpful in teaching me things about the business side of things and running a high quality child care center. Every single module taught me something new and I was able to take away a lot of valuable resources that will serve me for years to come. Morgan Horning, Miss Tammy’s Little Learning Center


I really enjoyed taking this course. When I was made director 6 years ago it was literally, “here you are our new director”, and I knew nothing about being a director. I feel much better after going through these modules. Cindy Johnson, Child Development Ministry at First United Methodist


I’ve learned a lot over the past nine months about being a director and being a leader! I really enjoyed learning the different techniques from each module that I didn’t know! I think a lot of directors would benefit from Aim4Excellence! Thanks for allowing me to get the knowledge that I needed to become a more successful director! Sharon Hunter-Graham, Dream Big Academy 


As a person with physical challenges, this credential helps me show what I am capable of, and that I can do this job well, despite physical limitations. Jenn Davis, Oxford Children’s Academy


The process of completing the credential is very manageable. It was fully online. You are given ample time to complete each course at your own pace, with access and support from 4K Manager, peers and the McCormick Center. This certification helped me to identify and enhance my leadership skills and improve operations of the business on many levels such as: staff, students, parent engagement, community involvement, finances and more. If you are a Director that is very busy and may think that time does not permit, but would like to gain some additional credentials in your profession, I would recommend this program. Stephanie Webster, Jehovah Missionary Baptist Church Christian & Academic School


Want to learn more about supporting an Aim4Excellence online cohort?


Contact: Lorena Rodriquez, Aim4Excellence Program Manager at Lorena.rodriguez@nl.edu

Kristine Jenkins, M.Ed., 4K Manager with First Steps 4K, has over 28 years of experience in the field of Early Childhood Education. Of these years, 17 years were spent as an owner/director of three childcare centers in Myrtle Beach, South Carolina. The last 12 years have been with SC First Steps 4K program where she serves as a 4K Manager, supervising a team of six coaches, and is responsible for Leadership Development, working with childcare directors on the implementation of 4K in their locations and building the overall quality of their programs. Kristine earned her undergraduate degree in Biology Secondary Education from SUNY Albany, NY and her master’s degree in Early Childhood Education from the University of South Carolina, Columbia.


Jane Humphries, Ed.D., serves as the Associate Director for Professional eLearning for the McCormick Institute, Center for Early Childhood Leadership, at National Louis University. She has written curriculum and facilitated online learning in graduate and undergraduate level courses since 2004. Part of her role is to provide oversight of the Aim4Excellence National Director Credential recognized by the National Association for the Education of Young Children (NAEYC) accreditation and is incorporated in multiple state quality rating and improvement systems.

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Supporting Family Child Care Providers: The Role of Technical Assistance in Managing Mixed-Age Groups

By Yvonne Williams • October 7, 2025
by yvonne williams “The idea of mixed-age groups, the notion of a blended family that’s born out of a family childcare program where you are around people… you learn from the older [children], and you get to interact with younger” (Williams, 2023, pp. 75-76). Family Child Care (FCC) programs are unique in their ability to care for children of varied ages in the same learning environments. Research has noted that blending children of different ages, including siblings, and using a home-based child care supports the development of building social skills and the ability to self-regulate; together they are key for preparing for school (e.g., Porter et.al., 2010; Williams, 2023). These arrangements create environments where children naturally support and learn from one another throughout the day, enriching the overall learning atmosphere and building critical foundations for future learning. The ability to offer mixed-age group care and education offers families a number of advantages: siblings remain together in one familiar setting, parents and the provider are able to sustain a long-term partnership, and families gain a sense of extended support by developing rich relationships with other children and families in the program. Mixed-age environments naturally allow older children to take on leadership roles. Younger children benefit from this by observing and learning new skills. All children gain from interacting with peers at various developmental stages, while also experiencing continuity of care with the provider. Since the FCC provider remains both educator and caregiver for many years, they also experience important benefits: deeper relationships with children, less pressure to constantly enroll and onboard new families, and a stronger sense of community with families. The capacity to offer care to mixed age groups is anchored in the FCC environment, a cornerstone of quality in home-based care. I saw this firsthand in my own research, which identified three foundational pillars for effective FCC programs: the provider, the business, and the environment. (Williams, 2023). An intentionally structured environment that safely accommodates mixed ages is often foundational to high-quality family child care, not an afterthought. Although there are many benefits to mixed-age groups, managing mixed-age groups presents unique challenges for FCC providers. These include balancing the developmental needs of children at different stages, ensuring appropriate supervision, and creating an inclusive learning environment that caters to all age groups. Providers often report that the organizational structure of FCC settings, such as mixed-age groups and balancing multiple roles, can be perceived as challenges when implementing responsive feeding and other evidence-based practices. Technical Assistants (TA) play a vital role in supporting FCC providers by offering personalized strategies and resources to address the complexities of mixed-age group settings. The most helpful technical assistance comes when people ask many questions instead of being told what to do. This helps them learn, try things out, and grow independently. I recently returned from leading a Transformative Technical Assistance (TTA) institute in New York, where a colleague and I provided training to specialists who coach both family child care and center-based programs. At our TTA Institute , we emphasize that TAs should ask insightful questions instead of immediately giving answers. This approach nudges providers into deeper thinking and gives them ownership, allowing them to uncover strategies that truly matter to them and stick over time. Below are three broad topics related to mixed-age groups, reframed as open-ended questions to help providers think deeply, act with intention, and create solutions tailored to their own programs. When asking your questions, make sure to frame open-ended questions in ways that will help the provider reflect on their practice, explore possibilities, adapt what they do, and grow stronger rather than simply accept someone else’s fixed advice. Here are three areas that include questions that may be helpful when supporting family child care professionals: Implementing Developmentally Appropriate Practices To help a provider explore ways to support their routines and interactions to meet the diverse developmental stages of children in mixed-age groups, you might ask: In what parts of your daily schedule do you see infants’ developmental needs being limited by the group dynamics or materials used? This is especially helpful when working with a provider who cares for infants along with older children. How might you adapt daily transitions or caregiving routines (feeding, diapering/toileting, naps) so that infants’ developmental needs are better honored, while also supporting the older children in the same mixed-age group? Enhancing Classroom Management To brainstorm strategies to maintain a harmonious and productive environment that accommodates various age groups, you might ask: In what ways could you change your interactions, routines, or choice of materials so that infants experience less stress and fewer behavioral challenges, while older children remain engaged and valued every day? How might you design the physical layout or daily schedule so infants have freedom to explore safely, and older children can participate in age-appropriate activities without causing overload or disruption? Promoting Inclusive Practices To examine practices that ensure that all children, regardless of age or ability, have access to meaningful learning experiences, you might ask: How might you adapt your daily routines and caregiving interactions so that every infant, regardless of ability or background, feels included, valued, and has opportunities to explore and learn? What changes could you make to the materials, space, and interactions in your infant room so that infants at different developmental stages, with varied needs, or who speak other languages can all participate meaningfully? By embedding these strategies that lead to rich dialogue and discovery, Technical Assistants help providers create learning environments that are both engaging and responsive, ones that truly foster growth and development for all children. As the landscape of early childhood education continues to evolve, ongoing support through TA remains essential in promoting the success and sustainability of Family Child Care programs. References Porter, T., Paulsell, D., Del Grosso, P., Avellar, S., Haas, R., & Vuong, L. (2010). A review of the literature on home-based child care: Implications for future directions, Princeton, N.J.: Mathematica Policy Research Report . Williams, Y. S. (2023). Exploring attitudes of four groups of stakeholders toward family childcare and recommending best practices to promote positive experiences (Doctoral dissertation). National Louis University.
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