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Early childhood care and education (ECEC) program administrators play a pivotal role in shaping both the quality and sustainability of the programs they lead.

Building Bridges, Raising Voices, Shaping Futures The National Association for Family Child Care (NAFCC) invites family child care educators, leaders, advocates, researchers, policymakers, and partners from across the country to join us in Chicago, Illinois, for the 2026 NAFCC National Annual Conference, July 16–18, 2026. Pre-Conference Institutes will be held on July 15. The NAFCC National Annual Conference is the only national conference dedicated exclusively to family child care. Each year, educators and leaders come together to learn, connect, share ideas, and strengthen the family child care profession. Featured Keynote Speaker: Mychal Threets We are excited to welcome Mychal Threets as our 2026 Keynote Speaker. Mychal is known for his passion for literacy, community, and creating spaces where everyone feels seen and valued. His message of joy, connection, and belonging resonates with educators and leaders who make a difference in the lives of children and families every day. His keynote will set the tone for a conference focused on community, leadership, and the important role family child care plays in supporting children, families, and local economies. Pre-Conference sessions – July 15, 2026 Start your conference experience with one of NAFCC's Pre-Conference Institutes. The Future of Family Child Care: Policy Shaped by You Designed for family child care educators and leaders, this institute explores how policy decisions affect family child care businesses and the children and families they serve. Participants will gain practical tools and strategies for advocacy and learn how their voice can help shape the future of the profession. Building Inclusive Early Care Systems: Centering Family Child Care Designed for state leaders, systems-building partners, networks, and organizations, this institute focuses on strengthening family child care's role within early childhood systems and creating partnerships that support long-term success. Why Attend? Attendees will have opportunities to: Learn from national experts and industry leaders Hear from keynote speaker Mychal Threets Explore business and leadership strategies Participate in conversations about policy and advocacy Learn about accreditation and quality improvement Connect with family child care educators from across the country Discover new resources, tools, and partnerships Celebrate the impact of family child care Whether you are new to family child care or a longtime leader in the field, the conference offers valuable learning, networking, and leadership opportunities. A Conference Built for Family Child Care Family child care is a critical part of our nation's early childhood education system. Family child care educators support working families, help children thrive, and contribute to the economic strength of their communities. The 2026 conference theme, Building Bridges, Raising Voices, Shaping Futures, reflects the power of coming together to learn from one another, elevate the profession, and strengthen the future of family child care. Sponsorship and Exhibitor Opportunities Organizations and businesses that support early childhood education are invited to participate as sponsors and exhibitors. Conference sponsors and exhibitors have the opportunity to connect with family child care educators, leaders, and decision-makers from across the country while demonstrating their commitment to strengthening the family child care profession. Join Us in Chicago The NAFCC National Annual Conference is where family child care leaders gather to learn, connect, share ideas, and celebrate the important work happening in communities across the country. We hope you will join us in Chicago as we build bridges, raise voices, and shape futures together. Learn more, register, or explore sponsorship and exhibitor opportunities: https://nafcc.org/conference/ We look forward to seeing you in Chicago in July 2026.

Generation Z—those born in the late 1990s and early 2000s—is the newest generation to enter the early childhood education workforce. Often referred to as Gen-Z, this generation has navigated the world shaped by unique experiences. Gen Z has emerged with both distinct strengths and unprecedented challenges. Their deep digital fluency and comfort with rapid change position them as innovative, resourceful, and socially conscious individuals. However, their upbringing in a highly virtual world—compounded by the isolation and disruption caused by the COVID-19 pandemic—has led to noticeable gaps in real-world interpersonal experience, emotional resilience, and professional readiness. From our experiences, these emerging professionals bring notable strengths, including digital fluency, fresh perspectives and a strong desire for purpose, belonging, and meaningful impact. Early childhood leaders often report that many arrive confident and eager to contribute, others are still developing the preparedness, resilience, and professional expectations required in early childhood settings. Although these experiences are not universal, such challenges can influence how effectively Gen Z educators engage with young children and collaborate with their teaching teams—making it essential for leaders to understand and respond thoughtfully to this evolving workforce. This first begins by understanding the perspective of a Gen Z staff member. Gen Z Perspectives: What You Need To Know Due to limited real-world experience working with young children, many Gen Z struggle to read children’s cues, manage group dynamics, redirect behavior and confidently lead play. Additionally, and possibly attributed to social interactions primarily being digital, they may be challenged with communicating with families professionally and productively. While seasoned staff usually understand early childhood work is emotionally intense, Gen Z staff members may experience heightened emotional sensitivity, anxiety in chaotic classroom settings, and difficulty navigating professional relationships, especially with more experienced staff. Self-awareness, while valuable, must be paired with emotional regulation and coping strategies—tools that some are still building. Since early childhood education may be the first professional role of Gen Z staff, challenges in navigating professionalism and workplace expectations are necessary steps in development. Many directors have reported recurring issues such as using personal phones during work hours, arriving late or frequently calling out, and struggling to receive constructive feedback as intended. It is important to realize that these behaviors are typically not rooted in laziness or lack of commitment but instead reflect unclear expectations or generational differences in workplace norms and communication styles. Many have reported they have been surprised by the demanding physical labor, emotional intensity, and structure required in group care environments. Without proper orientation and support, responsibilities such as cleaning, diapering, and maintaining consistent routines can come as a surprise and feel discouraging, often resulting in disengagement. Staff working with GenZ team members must be reminded to always assume positive intent . One of the most significant challenges identified lies in the communication gap between generations, which can lead to misunderstandings. Gen Z places a high value on collaboration, continuous feedback, and a sense of psychological safety in the workplace. Meanwhile, experienced early childhood leaders—accustomed to top-down leadership styles—may misread these expectations as entitlement or resistance. At the same time, Gen Z staff might view traditional leadership approaches as inflexible or lacking support. These generational disconnects are often not rooted in a lack of skill or commitment, but rather in expectations that are unclear, unstated, or interpreted differently on both sides. From our unique roles as cohort facilitators of the McCormick Institute for Early Childhood’s Aim4Excellence National Director Credential, we have interacted with groups of directors working to welcome and integrate Gen Z staff into their early childhood program settings. In our discussions with these early childhood leaders, we have learned these new staff members require more than just orientation—development points include intentional mentoring, clear communication, and support systems that have been created and utilized to acknowledge their strengths and growth areas. This has included helping Gen Z teachers translate the day-to-day realities of early childhood work by providing clear structure and meaningful support to thrive. It has been through hours of thoughtful discussions we have shared insights and lived experiences of our directors which has resulted in a “special sauce” of five ingredients that have emerged—proven successful approaches when supporting and retaining Gen Z staff members: Establishing Clear Expectations Supporting Professional Growth and Development Offering Flexible Work Options Creating Psychological Safety and a Sense of Belonging Providing Intentional Support to Thrive So, what happens when these five ingredients come together? Something powerful. Like any good recipe, it’s not just about having the right components—it’s about how they are blended, layered, and intentionally prepared. When directors thoughtfully combine clear expectations, growth opportunities, flexibility, psychological safety, with intentional support, they create more than a workplace—they create connection. And connection is the binding agent that transforms a group of individuals into a cohesive, committed team. Let’s look together at how each ingredient contributes to the “special sauce” supporting Gen Z team members. A Special Sauce: Creating Connections Creating connections is not a passive outcome; it is the result of intentional, strategic leadership. While shared values and open dialogue lay the groundwork, connection is sustained through clear structures and consistent practices. Directors in the Aim4Excellence cohort discovered that when support is proactive rather than reactive, misunderstandings decrease and engagement increases. Connection deepens when staff know what is expected of them, how they can grow, and where they stand. Let’s hear how seasoned directors mastered the ingredients found in the “special sauce”: Establishing Clear Expectations It’s essential to set clear expectations—from dress codes and attendance to communication styles and daily responsibilities. Don’t assume these expectations are understood; be explicit and consistent, creating opportunities for modeling, practice, follow-up, and feedback. Consider how expectations are presented and reinforced and think creatively to ensure your Gen Z audience knows where to access information and how to take the next steps. One director shared how she put together short videos for viewing purposes. These videos showed how staff members are dressed each day, staff role-playing how to talk with each other, discussing issues with parents, and, most importantly, engaging with children. These short videos ranged from diapering to meal times, engaging children in the morning while transitioning, and calming a child down who had been injured on the playground. The possibilities are endless! It was as simple as capturing video on the director’s phone and editing them using tools within media player software. Once complete, the videos were uploaded to the training materials on the program’s secure drive space for viewing purposes. Interestingly, this created quite a “buzz” and opportunity for more veteran staff to view the videos together while having meaningful conversations about the day-to-day expectations when working with young children. Talking points are another high impact, low effort resource to support clear expectations with Gen Z staff. The age-old response of “I don’t know” when a parent is inquiring about a child’s day or a particular happening is frustrating for parents and teachers alike. Typing up a few “scripted” alternatives to “I don’t know” can serve as a guide and starting point to enhance professional and productive communication. Examples include “I just got into the classroom at 4, but since then Ethan finished his snack and has been excited to play in the block center,” “Let me pull up the daily report so that we can look at his day together” or “Miss Jasmine left at 4, but I can put a message out to her in our app to check in and get back to you.” Including such talking points throughout your orientation and ongoing staff development can support Gen Z and seasoned staff alike extending opportunities into staff meetings to brainstorm and role-play some of the responses. Supporting Professional Growth and Development Creating space for professional growth is equally important by using effective coaching . This must be based on open, twoway communication, which takes time to nurture and build. Leaders need to offer meaningful development opportunities, encourage reflection, and help Gen Z staff envision a long-term future in the field. A strong culture of feedback is key to their development, and using coaching provides opportunities for learning. Trish Koester, Executive Director at the Goddard School of Leander, TX shared, “When discussing performance or professional growth, I approach feedback through empathy and collaboration rather than evaluation alone. I frame conversations around reflective questions such as: How do you feel in your role? How is the school supporting your needs as an employee? What additional support would help you reach your career goals? These conversations also include opportunities for continued education, such as scholarships supporting growth from a CDA through a bachelor’s degree in education. Teachers are encouraged to identify their own strengths and areas for growth, reinforcing trust, autonomy, and shared ownership of development.” By fostering a respectful and collaborative environment, program leaders are able to take the responsibility for helping to narrow the gap between expectation and reality. Offering Flexible Work Options Flexible work options are often seen as valued by the Gen Z workforce and staff members across the generations. Flexibility may include time to attend appointments during the week, a four day/ten-hour schedule, or work-sharing with another parttime staff member. Though these work options which may require some maneuvering and creative thinking from leadership, the return is finding and keeping qualified individuals. Arianna Lopez, Executive Director at The Goddard School of Skokie, IL, shared that coming out of the pandemic, many of the teachers were looking for more flexible work options—and by using some creative thinking, their school has been able to support faculty retention. Arianna says “Historically, work modalities have been limited in our field with staff needing to be on site for ratio purposes. However, we have seen the Gen Z workforce seek out companies that take actionable steps to show they are empathetic to their mental health and work-life balance needs. A way that we have tried to show this is by offering some work-from-home lesson prep or training hours. This is done by offering staff members a few hours in the morning or afternoon to complete their lesson planning or training hour requirements. Additionally, if a staff member is out of PTO and needs to take a sick or personal day, we offer them an opportunity to borrow PTO or make up some hours during the weekend by completing their lesson planning or training requirements. We feel this benefit is simple to manage and provides dividends on return when it comes to morale and overall employee satisfaction.” Creating Psychological Safety and a Sense of Belonging Gen Z places a high value on collaboration, a sense of belonging and a sense of psychological safety in the workplace. Trish Koester, Executive Director at The Goddard School in Leander, TX shares “To promote psychological safety, I consistently remind teachers that questions, concerns, and honest self-reflection are welcome and valued. We provide multiple avenues for teachers to share feedback in ways that feel comfortable to them, including a suggestion box, participation in our Teacher Advisory Board (which offers direct communication with the school’s franchisee owners) and informal conversations in my office. Maintaining an open-door policy reinforces that teachers can speak openly without fear of judgment or negative consequences.” In addition to this strategy, Trish went on to share how they have created a powerful community of early childhood educators. “Beyond daily practices, we cultivate belonging through opportunities that strengthen relationships and community, such as teacher “show and tell” moments, a voluntary book club, and frequent celebrations and “just because” gestures of appreciation. These efforts communicate that each teacher matters, their contributions are valued, and they are an essential part of our school community”.

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Attending the McCormick Institute for Early Childhood's Leadership Connections conference as a recipient of the Paula Jorde Bloom Scholarship was both an honor and a transformative experience. I am incredibly grateful for the opportunity to participate in a conference that brought together passionate leaders from across the field of early childhood education, all dedicated to making a difference in the lives of children, families, and educators. Throughout the conference, I gained valuable insights from inspiring presenters and informative sessions that challenged me to reflect on my own leadership journey. The experience encouraged me to think beyond my daily responsibilities and consider how I can continue to grow as a leader while making a meaningful impact within my program, my community, and the early childhood profession as a whole. One moment, in particular, changed my outlook entirely. During the Leadership Colloquium, I had the opportunity to listen to Dr. Teri Talan share her professional journey from the beginning of her career to where she is today. She shared a story about Paula Jorde Bloom , the founder of the McCormick Institute, asking her where she saw herself in the future. Teri responded that she saw herself working alongside Paula. Paula’s response was something along the lines of, “I have funding for one year, but after that, you’ll need to find grants to support your position.” That story resonated deeply with me. It was a reminder that opportunities often begin with a vision, but they grow through determination, persistence, and a willingness to advocate for what you believe is needed. That evening, I returned to my hotel room feeling inspired and energized; maybe a little too inspired. I immediately sent my Executive Director a proposal for a Family Support Specialist position and shared why I believe this role would benefit our center, our families, and our children along with why I should lead the creation of this role within our center. In that moment, I realized that leadership is not just about having ideas, it’s about taking action. Teri’s story and McCormick Institute Executive Director Dr. Lisa Downey’s words on prioritizing the needs of your child care center encouraged me to stop waiting for the “right time” and instead advocate for the changes I believe can make a meaningful difference. While the sessions provided valuable knowledge and inspiration, some of the most meaningful learning happened outside the conference rooms. Conversations during lunch, networking opportunities, and informal discussions with fellow providers and leaders about the knowledge we gained within sessions allowed me to hear different perspectives, share experiences, celebrate successes, and learn from the challenges others have faced, many are the same I am facing now. These connections reminded me that leadership is not something we do alone. The relationships formed throughout the conference created a sense of community and support that I carry with me. This experience also strengthened my confidence that I am exactly where I am meant to be. Supporting children, families, and educators has always been a passion of mine, but this conference helped me recognize the deeper purpose behind that work. It reminded me that every relationship built, every family supported, and every child encouraged has the potential to create lasting positive change. The work we do in early childhood education is foundational, and I am proud to be part of a profession that helps children thrive during some of the most important years of their lives. The knowledge, conversations, and relationships gained through Leadership Connections have reinforced my commitment to helping children thrive and empowering families to succeed. I have been inspired by the dedication, resilience, and passion of fellow leaders and encouraged to continue growing both personally and professionally so that I can better serve those who depend on me. I leave this experience feeling energized, motivated, and grateful. More importantly, I leave with a renewed sense of purpose and a deeper understanding of my role as a leader in early childhood education. The lessons learned, relationships formed, and inspiration gained through this experience will continue to influence my work and leadership for years to come. As I end, I reflect on this year's conference theme, "ONWARD," I am reminded that growth is not a destination but a journey. To me, ONWARD represents resilience, purpose, and the commitment to keep moving forward even when challenges arise. This experience has provided me with new tools, fresh perspectives, meaningful connections, and renewed confidence in my work. For that, I am deeply thankful to the McCormick Institute and honored to have been selected as a Paula Jorde Bloom Scholarship recipient. ONWARD! Learn more about the annual Leadership Connections national conference. The Paula Jorde Bloom Scholarship Fund supports emerging and aspiring early childhood leaders who are dedicated to providing the highest quality care and education for children and families. Scholarship recipients receive complimentary full-conference registration to Leadership Connections, meals provided to conference registrants, and up to three nights lodging at the conference hotel.

Making a hiring decision can be nerve-wracking. Whether you have several strong candidates or a less-than-ideal applicant pool, you still have to determine the best fit based on very limited information. Applications, resumes, and references are essential parts of the evaluation process because they provide important background and can help narrow the field. But many candidates look impressive on paper… For that reason, the interview is arguably your best opportunity to determine whom to hire. Yet many of us were never formally trained in best practices for interviewing a potential employee; instead, we are left to figure out which questions will offer the clearest glimpse into a candidate’s competency, personality, and commitment. This can result in asking questions that are not relevant, or that have obvious, socially desirable answers about what a candidate would do in a situation, but that don’t actually reveal what they did do in similar circumstances. A few years ago, I developed the training Recruitment and Hiring: Finding the Needle in the Haystack (see the description and link in the Session Spotlight box). While creating that session, I spent a lot of time reading research in organizational psychology and human resources, and in the process discovered a great deal about the science behind effective interview questions. Below, I describe two of my biggest takeaways about interview questions.

INTRODUCTION Early childhood education and care (ECEC) program administrators play a critical role in shaping program quality, workforce stability, and enriching children’s daily experiences (Doherty et al., 2015; Douglass, 2019; Sims et al., 2015; Talan et al., 2014). Leaders must simultaneously manage tight budgets, high turnover, regulatory pressures, and the emotional labor of supporting a stressed workforce, conditions that contribute to burnout and challenge program stability. However, many assume these responsibilities without formal preparation in program administration and leadership (Kelton & Talan, 2023; Kelton & Tenis, 2024; Talan et al., 2014; Whitebook et al., 2018). Since its introduction in 2017, the Whole Leadership Framework has provided the field with a conceptual model and defined components of early childhood leadership, ensuring consistent approaches to leadership standards and competencies (McCormick Institute for Early Childhood, 2026). The framework organizes ECEC program leadership into three interconnected domains: Leadership Essentials, Administrative Leadership, and Pedagogical Leadership. Leadership Essentials establishes the foundational culture of care, equity, and continuous improvement; Pedagogical Leadership focuses on building communities of learning that center the strengths of children, families, and staff; Administrative Leadership addresses the coordination of people and systems needed for organizational stability and sustainability. Taken together, the three domains define not only what early childhood administrators must know and do, but also the depth and integration of competencies required for effective leadership. Understanding how competencies develop over time and identifying the evolving needs of leaders at different points in their professional journey is essential. Adult learning theory, supported by research across diverse workforce sectors, including early childhood education, underscores the importance of aligning professional development with career development stages (Dall'Alba & Sandberg, 2006; Dreyfus & Dreyfus, 1986; Fukkink & Lont, 2007; Kinchin & Cabot, 2010). The Directors' Role Perceptions Survey and its successor, the Administrator Role Perception Survey (ARPS), have been used for nearly three decades to categorize ECEC center-based administrators into three career development stages: novice, proficient/capable, and advanced/master (Abel et al., 2019; Bella et al., 2017). Notably, this categorization is based on self-perceived mastery of key leadership competencies rather than years of experience (Abel et al., 2019; Bella et al., 2017; McCormick Center for Early Childhood Leadership, 2018; Rafanello & Bloom, 1997). Research using these tools has identified distinct training and coaching needs at different career development stages. When professional development is tailored accordingly, outcomes include improved self-efficacy, greater mastery of leadership competencies, and organizational gains in program quality and workplace climate (Bloom & Bella, 2005; Bloom et al., 2013; Doherty et al., 2015; Kelton & Talan, 2023; Talan et al., 2014). Despite this evidence, many professional learning experiences for administrators continue to rely on a one-size-fits-all approach, failing to account for the varying competencies, experiences, and needs present across career stages. When considered alongside the Whole Leadership Framework, this gap between research and practice becomes even more significant. Effective professional development must not only address the right competencies across all three domains, but must do so in ways that meet administrators where they are in their leadership journey. THIS STUDY This study extends existing research by examining differences in self-efficacy for Whole Leadership and specific Administrative Leadership competencies among novice, proficient, and advanced center-based administrators, using a national sample. The Administrative Leadership domain encompasses coordinating tasks and mobilizing resources to ensure organizational stability and growth, including systems thinking. By examining differences across stages, this study provides valuable insights into the evolution of administrative leadership and informs targeted professional development to support administrators' growth and progression. METHODS Data were collected from 649 early childhood education administrators across 23 states using the Administrator Role Perception Survey (ARPS), a self-report instrument aligned with the Whole Leadership Framework that assesses role perceptions, leadership competencies, and professional development needs. 

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Understand how empowering early childhood leaders leads to sustainable program improvements and positive outcomes for children and families.