McCormick Institute for Early Childhood
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Sim Loh is a family partnership coordinator at Children’s Village, a nationally-accredited Keystone 4 STARS early learning and school-age enrichment program in Philadelphia, Pennsylvania, serving about 350 children. She supports children and families, including non-English speaking families of immigrant status, by ensuring equitable access to education, health, employment, and legal information and resources on a day-to-day basis. She is a member of the Children First Racial Equity Early Childhood Education Provider Council, a community member representative of Philadelphia School District Multilingual Advisory Council, and a board member of Historic Philadelphia.


Sim explains, “I ensure families know their rights and educate them on ways to speak up for themselves and request for interpretation/translation services. I share families’ stories and experiences with legislators and decision-makers so that their needs are understood. Attending Leadership Connections will help me strengthen and grow my skills in all domains by interacting with and hearing from experienced leaders in different positions. With newly acquired skills, I seek to learn about the systems level while paying close attention to the accessibility and barriers of different systems and resources and their impacts on young children and their families.”

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

This resource is part of our Research Notes series. 


Initiatives to improve administrative practices in early childhood programs take many forms. Some models are high-intensity, providing substantial external support for directors—formal training leading to an advanced degree, high dosage of technical support for achieving accreditation, and on-site coaching addressing multiple facets of program leadership and management. These high-intensity models have been shown to yield significant improvements in program- and classroom-level quality, organizational climate, and participants’ level of knowledge and demonstrated skill.1


Other models are moderate-intensity, providing a lower dose of formal training and on-site support, and lead to a director credential. Although the outcomes are not as robust as the high-intensity models, moderate-intensity initiatives also yield significant improvements in program quality and directors’ level of competency.2


Because high- and moderate-intensity initiatives are costly to implement, the current study examined an informal low-intensity approach to strengthening leadership capacity as a viable alternative.


THE MODEL


Beginning in 2006, the Metropolitan Council on Early Learning (MCEL), a program of the Mid-America Regional Council in Kansas City, offered a director support program with the following characteristics:


  • Programs were assessed using the Program Administration Scale (PAS) to identify areas of administrative practice in need of improvement.3
  • Facilitated cohort groups of directors met monthly for networking and peer support.
  • Some training was offered to enhance leadership and management skills.
  • Some coaching was provided to help directors develop and implement their program improvement plans.4
  • Print and electronic resource materials were provided.


SAMPLE AND METHODS


Twenty-nine early childhood directors participated in two cohorts of the MCEL Director Support Program. Twenty-three participants (79%) completed the 18-month intervention. Participants in the sample were not highly qualified. Only one director had an advanced degree. More than half had not achieved an associate’s degree with 21 s.h. of college credit in ECE/CD and 9 s.h. in management coursework.


Participants were selected to represent a variety of early childhood centers in the Kansas City bi-state area. On average, the centers had a license capacity of 88 with 16 staff members. Fourteen programs (61%) were private nonprofit; 7 programs (30%) were private for-profit; and 2 (9%) were public programs. Three programs received Head Start funding. Nearly half of the centers (48%) were accredited.


Pre- and post-intervention assessments were conducted by independent certified PAS assessors.5 Paired sample t-tests were performed to assess change over time for each center’s overall PAS score and individual PAS items 1 through 21. Staff qualifications were not included in the analysis. Cohen’s d was computed to assess effect size.


RESULTS


On average, the overall PAS scores improved for participants’ programs. There was a significant difference between the pre-intervention PAS scores (M = 2.87, SD =1.06) and the post-intervention scores (M = 3.47, SD = 1.14, t = 3.07, p < .01, Cohen’s d = .54) indicating a medium effect.


The average PAS scores for these items were compared to the national averages obtained from the normative samples in developing the PAS. Study participants scored lower than the national average when they began meeting with other directors. By the end of the study, the average scores for these items exceeded the national means.


Significant differences were also found in four of the individual PAS items as seen in Table 1.

A table showing the comparison of pre and post intervention of fas scores

DISCUSSION


The results of this study suggest that an informal low-intensity model may be a cost-effective means for yielding moderate positive outcomes in the administrative practices in early care and education programs.


Utilizing an assessment tool of leadership and management practices like the PAS provides structure and standards to guide directors, coaches, and peer mentors in identifying specific areas of strength and areas in need of improvement. A learning community offers a venue for discussing specific aspects of leadership and management practice and for exploring practical solutions to issues that directors experience.


Multiple intervention strategies were incorporated in this model including facilitated peer learning groups that met quarterly, two targeted training sessions per cohort, monthly coaching contacts to develop and execute improvement plans, and support with resources and formal education.6 The training topics emerged from the peer learning groups based on the initial PAS results and participants’ perceived needs. Coaches helped directors interpret PAS scores as well as understand the value of implementing management practices, documentation, and organizing materials and records.


Results suggest that the model may be more effective with certain dimensions of early childhood program administration than others. The large effect size (.93) for improvement in the PAS item assessing staff orientation practices indicates it was especially impacted by this initiative. Moderate effects were also seen in supervision and performance appraisal, internal communication, and community outreach. These aspects of leadership and management can be readily adjusted by program directors, which may explain why the effects are more significant than for other areas that involve many individuals affiliated with the organization.


Many state leaders overseeing early childhood quality initiatives are considering how to take successful program models to scale or how to sustain advances made in statewide systems. Initiatives implementing a facilitated peer learning model for improvement in administrative practices may offer cost-effective features that could be incorporated into larger system initiatives such as QRIS. Participant cost data was not available for this study, but the intervention model using peer supports may be more feasible than other models that incorporate extensive formal training.


There are several limitations to this study that should be considered in interpreting the results. Caution should be exercised in generalizing the results due to the small sample size. Multiple aspects of the intervention model were not evaluated independently requiring further research to determine which strategies most contribute to its effectiveness. Its applicability to other agencies and in diverse communities is also unknown, although other low-intensity leadership training programs have reported similar results. The results of this study suggest that additional research on the intensity of professional development for early childhood administrators is warranted.


  1. Bloom, P. J., & Sheerer, M. (1992). The effect of leadership training on program quality. Early Childhood Research Quarterly, 7(4), 579-594.
  2. Bloom, P. J., Jackson, S., Talan, T. N., & Kelton, R. (2013). Taking Charge of Change: A 20-year review of empowering early childhood administrators through leadership training. Wheeling, IL: McCormick Center for Early Childhood Leadership, National Louis University.
  3. Talan, T. N. & Bloom, P. J. (2004). Program Administration Scale: Measuring early childhood leadership and management. New York: Teachers College Press.
  4. Meeting facilitation, training, and coaching were provided by Francis Institute for Child and Youth Development, located at Metropolitan Community College-Penn Valley.
  5. Assessments were conducted by University of Missouri-Kansas City, Institute for Human Development.
  6. Newkirk, M. K. (2014, January). Improving leadership and management practice in early learning programs through assessment and support. University of Missouri-Kansas City Institute for Human Development.

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Scaffolded Beginnings: Navigating Orientation with Intentional Design: Part 2: Making It Stick

By Leslie Layman • November 12, 2025
BY LESLIE LAYMAN Introduction: Building on Intentional Design In part one of this “Scaffolded Beginnings” series , Emilie Austin, McCormick Institute for Early Childhood’s Manager of Learning Design Experience, spoke to the importance of intentional design and scaffolding to support new employees in deepening their learning during orientation. This second part of the series covers the importance of operational leadership in helping that learning to “stick” so that employees can successfully apply skills learned in orientation to their new roles. Many organizations structure orientation as a “big day” of meeting people, reviewing handbooks and procedures, and maybe sharing coffee and sweets. On that day, new employees are taking on a new role, expectations, and culture while trying to understand and memorize functional processes and procedures. Going beyond the big day by applying intentional environmental design and contextual, participatory learning theory in your day-to-day helps your employees own and grow into their place in your organization’s culture. Applying a Reggio-Inspired Approach to Onboarding Intentional leaders are responsible for both the administrative leadership of the workplace environment and the strategic leadership and guidance of the organization. Both areas are involved in scaffolding new employees from understanding what they have learned during orientation to applying that information in their new role throughout and beyond the onboarding and training process (Talan, Masterson, & Bella). Loris Malaguzzi’s Reggio approach to early childhood education is a useful framework for thinking of and planning for new employees as learners and participants in the environment, as well as educators and carers of children and families. “To make a lovable school, industrious, inventive, liveable, documentable and communicable, a place of research, learning, re-cognition and reflection, where children, teachers and families feel well - is our point of arrival.” -Loris Malaguzzi (Sourced from: Institutionzione del Comune di Reggio Emilia ) Each of the Reggio Values can be used to create a shared learning space where educators and children can thrive. A few examples include: Children are active protagonists in their growing processes And so are adult learners! Find ways to make new employees the “lead” in the story of their onboarding. New employees can participate in individualized goal setting to help them feel in control of their professional development. Progettazione/Designing People of all ages learn by doing. Support new employees to participate in designing training and learning experiences rather than providing only pre-planned or scripted training. The Hundred Languages People bring all of themselves, their experiences, and their ways of being to learning and work environments, and they gain new knowledge through active co-construction. Integrating learning experiences into the work environment can help training become more memorable and easier to apply. One example is implementing training on technology or documentation tools as they are being used in context. Participation New employees need opportunities to participate in the environment as they are learning and to experience the emotions and culture of the role. Observation time is important, and being an active team member early on is also important. Organization and the Environment Intentional planning of the way in which employees will interact with the space makes learning more fluid. Some ideas include: making sure that the resources needed for tasks are in functional locations, having deadlines for documentation or responding to family communications built into the daily schedule, and modeling intentional care for children by demonstrating deliberate care for the space. Thoughtfully organize adult materials and create a welcoming, inviting environment for adults and children. Leadership Insight: Apply what you know about Learning and environments The same principles of guiding the learning and independence of children in the educational environment can be applied when helping new staff to move beyond understanding their role to actively embodying their role on your early care and education team. This process can be applied using the early education and care philosophies that are most important to you and relevant to your leadership context. Reflecting on the philosophical and curricular choices you have made for your program and why you chose them can help you think about how you may want to apply those approaches for adult learning. This strategy works because it is integrated and intentional, and it builds skills by modeling skills in the “real world” context to make them stick. Resources for Further Exploration Scuole E Nindi D’Infanzia, Institutionzione del Comune di Reggio Emilia. (N.D). Reggio Emelia Approach. Reggiochildren.it, https://www.reggiochildren.it/en/reggio-emilia-approach/ Beirmeier, M. (2015). Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments. Young Children, 70(5), https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum Schlieber, M. & McLean, C. (2020). Educator Work Environments Are Children’s Learning Environments: How and Why They Should Be Improved. Sequel, January 21, 2020. https://cscce.berkeley.edu/blog/educator-work-environments-are-childrens-learning-environments-how-and-why-they-should-be-improved/ Citations Scuole E Nindi D’Infanzia, Institutionzione del Comune di Reggio Emilia. (N.D). Values. Reggiochildren.it, https://www.reggiochildren.it/en/reggio-emilia-approach/ Talan, T., Masterson, M., & Bella, J. (2023, April 4). Whole leadership: A framework for early childhood programs – 2023. Whole Leadership: A Framework for Early Childhood Programs – 2023 | McCormick Center for Early Childhood Leadership.
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