Library

Tools: Gemini Gems, NotebookLM, Perplexity Spaces Overview The evidence is clear that early childhood professionals' most significant challenge is a lack of time. Artificial Intelligence (AI) tools, when used strategically, can give administrators some of the time they desperately need, allowing them to focus more on their staff and the children and families in their care. This approach aligns with the foundational goal of strengthening leadership effectiveness and program impact (Abel, Talan, & Masterson, 2023). When I scan the AI landscape of available products and platforms, it becomes overwhelming. There are so many options that it is impossible to keep up with every new development. Focusing on a limited number of AI tools backed by organizations with strong infrastructure and fiscal stability is a wise place to start your AI journey. McCormick Institute for Early Childhood’s (MIEC’s) upcoming professional development sessions will focus on three AI tools. These include Gemini Gems, NotebookLM, and Perplexity Spaces. Think of Gemini Gems as your customized AI assistant that you "train" to follow your rules and meet your goals. Gemini Gems are the right tool to tackle Internal Operations . NotebookLM is perfect for creating Family Support resources that stick. NotebookLM is a powerful AI tool that uses only the documents or other resources you add to generate specific, focused output. Perplexity Spaces is a fantastic choice to address Marketing demands. Like many AI tools, you can toggle back and forth between open web searches and focused documents that are specific to your work. Gemini Gems: The “Specialist Teammate” Gemini Gems allow you to create templates you can use repeatedly for agendas, HR policies, and more. If you have used AI in the past, you know that writing an effective prompt takes time, and they can easily get "lost" if you use AI often. Gems removes that challenge and lets you save your most effective prompts without having to rewrite them every time you use Gemini. It is up to you to decide if you want to create several smaller Gems to tackle common challenges you face or create larger Gems that encompass large swaths of your work. For our purposes, we will focus our Gem work on Internal Operations, addressing Program Administration Scale (PAS) Item 9: Internal Communications (Talan & Bloom, 2011). Imagine using a Gem to turn messy staff meeting notes into professional minutes with clear action plans in minutes or less! NotebookLM: The "Walled Garden" NotebookLM is an excellent tool for Family Support for your center, addressing PAS Item 17: Family Support and Involvement (Talan & Bloom, 2011). After uploading documents and resources, such as your parent handbook or community referral lists, to your Notebook, you can create several resources that parents/guardians of your center students will love. Just a few of the impressive features available with NotebookLM include audio (podcast) summaries, video summaries, and reporting functions with templates or the option to create your own report with metrics that matter most to you. Perplexity Spaces: The "Research Librarian" Perplexity Spaces is a perfect AI partner for Marketing your early childhood education (ECE) program, addressing PAS Item 18: External Communications (Talan & Bloom, 2011). You can build your own centralized repository, with control over branding to ensure consistency and present a professional, current image. Adding specific instructions to your space eliminates the need to format documents constantly and saves valuable time. The consistency that a Perplexity Space offers in this regard allows you to upload messages that are the "voice” of your brand. Your marketing efforts are not only more aesthetically pleasing but also enable you to track trends at similar centers in your area, helping you assess the competition. Strategies for Success: Audit your Internal Communications: Identify one repetitive task, such as creating staff meeting agendas (PAS Item 9), and automate it with a Gemini Gem. Curate your Family Resources: Gather three to five existing documents to "feed" a NotebookLM project for more responsive family support (PAS Item 17). Standardize your Brand: Use a Perplexity Space to ensure all public relations tools project a consistent, professional image (PAS Item 18). Reflection Questions: Which administrative task takes the most time away from your interactions with staff and families? How might centralizing marketing materials (branding) impact the professional image to prospective families? Table 1: AI Tools for ECE Professionals

Early childhood program administrators and programs are increasingly expected to participate in formal classroom assessments for various accountability purposes. This article focuses on how classroom assessment data can also be used by teaching staff to make small, intentional changes in daily practice that lead to meaningful and lasting benefits for children. It is designed to help administrators understand how assessment results can translate into actionable strategies, enabling them to better support staff, guide professional learning, and ensure assessment practices are connected to continuous improvement rather than compliance alone. As a former classroom teacher, I still remember how anxious I felt when an assessor entered my classroom to complete an observation. Opening my classroom door to someone I didn’t know and using an assessment tool I only had a basic understanding of left me feeling vulnerable. After changing roles and observing hundreds of classrooms over the past several years, I wish, as a teacher, I had a better understanding of the tools used, their purposes, and how the data would be used. I wish I had known that the assessor and I had a shared interest in our work. We were both working to bring about better outcomes for the children in my classroom. After the initial CLASS® assessment of my classroom, I remember comparing scores with colleagues after the school day, noting the areas where we scored higher. However, we did not focus much on the areas where our scores were lower. We viewed this experience as a summative assessment, and we did not revisit the scores as a group. Some of us independently looked further into the data and attempted to integrate aspects into our practices. However, there was no systematic approach in place. This was a missed opportunity to work together as a staff to grow and improve practices. Many classroom assessments lend themselves to continuous quality improvement. Teachers can use the data to identify their strengths and areas for needed improvement and build upon them. To set staff up for success, it is helpful if they are familiar with the assessment tools before the day of their observation. Training about assessment tools can take place during professional development days, staff meetings, or team meetings. All assessment tools in current use are research-based, and items should therefore be embedded in daily practice. When items are incorporated into the typical classroom routine, teachers can relax and do what they normally do, rather than being preoccupied with remembering what the assessor is looking for. You can use assessment manuals to help guide and incorporate these practices. After an observation, programs typically receive a detailed report that shows scores and highlights the classroom's strengths and opportunities. Remember that the assessor is not only observing the lead teacher but also all staff members who work directly with children for most of the day in the classroom, and therefore, the scores reflect these combined efforts. It’s important to take some time to carefully review the feedback. Just as we take a strengths-based approach with the children, we want to take the same approach with teachers and staff. Highlight their strengths and empower them to be a resource to others who need assistance in the areas where they excel. This is one of the greatest, untapped resources of your program. James Clear, the author of Atomic Habits , offers guidance in developing habits to gradually increase success over time. Below are a few suggestions to get started. Focus on who you wish to become Be specific about whom you want to become. Say: “I want to have warm, supportive interactions with the children,” instead of “I want to score higher in Staff-child interactions.” Observable actions: I speak to children calmly and politely. I make frequent positive contact: smiles, eye contact. I get down on the children’s level to talk or listen. Track habits, not scores Say: “I want to develop systems, not goals,” instead of consistently thinking about ECERS-3 scores. Track observable actions: The number of times staff help children avoid conflict The number of opportunities children have to work together on projects The number of dramatic play props representing different cultures or races The number of conversations about math while playing in a non-math area The power of tiny changes over time The power of 1%: If you can improve by 1% every day for one year, you’ll be thirty-seven times better. Say: “I want to make tiny observable changes,” instead of “I want a 7 in ‘Helping children expand vocabulary.’” Observable actions: I will introduce a new word during the science activity. I will respond to what a child says once and further expand on their idea during learning centers. I will repeat English words in Spanish during lunch time when speaking to ESL students. The focus should be on realistic goals. If a classroom scores a two, raising it to a three or four is impactful and more attainable than scoring a seven. Small, consistent changes lead to sustained improvements over time and yield better learning outcomes for children, something we all strive for. Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones . Avery, an imprint of Penguin Random House

A guide for early childhood administrators on using co-regulation practices to model calm, support staff emotional regulation, and strengthen team wellbeing in high-stress settings.

Explore how effective planning, community engagement, and strategic partnerships can enhance your early childhood program’s impact and strengthen support for families.

Discover how intentional design and strong operational leadership help new employee orientation “stick,” turning first-day learning into lasting, real-world practice.

Scaffolded Beginnings supports effective staff onboarding through intentional orientation design, helping early childhood programs build confident, competent, and connected teams from day one.

Explore how early childhood leaders can support Gen Z educators with mentoring, clear communication, and structures that help them thrive in today’s ECE workforce.

Aprende a optimizar tu trabajo educativo con el Taller Básico de Hojas de Cálculo de Google para Educadores de la Primera Infancia. Domina herramientas digitales para planificar, organizar y evaluar con eficiencia.

Technical assistance helps family child care providers manage mixed-age groups, supporting quality learning, reflection, and intentional teaching practices.