McCormick Institute for Early Childhood

BY Jami McCormack | December 19, 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.

“The Master doesn’t talk, he acts. When his work is done, the people say, ‘Amazing, we did it all by ourselves.’ ”


– Lao Tzu, from the Tao Te Ching


I have had the pleasure of facilitating peer learning teams for two years now. I enjoy it immensely and find it very different from my day-to-day role as an assessor. As a facilitator, I play the roles of a guide, timekeeper, cheerleader, and summarizer. Observing the interaction of the peer learning group as they move toward a common goal is very rewarding because I get to witness the collaboration process in action. It’s exciting to be a part of that process. And, the meetings are a success! How do I know this? I know because I see the participants walk out of the room energized and equipped with an agreed upon protocol for productive future meetings, action steps for independent work, and a system for moving forward.


Of course, a facilitator does not work in a vacuum. The peer learning team is also held accountable in making the group successful and productive. Ideally, the team takes responsibility to do their own work—to construct their own knowledge and take what they’ve learned back to their own teams. They interact and collaborate with each other while thinking about and analyzing their work. Active engagement is key while participants strive to understand their colleagues, reflect on past successes and failures, and apply new information in innovative ways.


The facilitator’s job then, in the simplest of terms, is to support and guide the team’s work to achieve the outcomes they desire. To that end, I’ve found these basic tips help the team achieve their goals:


  • Communicate the team’s purpose for each meeting.
  • Reinforce agreed upon ground rules as a method for encouraging an atmosphere of mutual respect and collegiality.
  • Prompt rich discussion by asking provocative questions and clarifying key points. Some key phrases to use include:
  • What I hear you saying is…
  • I’m curious about your interpretation of… Could you say more?
  • Could you tell me more about…?
  • What do you think you will do about this situation?
  • Can you offer an example of that?
  • It seems as if…
  • Listen and pose questions to broaden the discussion’s scope.
  • Encourage participation from team members who are perhaps more introverted or are less likely to share.
  • Guide the team’s focus to ensure efficient use of time and to adhere to the agreed upon timetable.
  • At the end of the meeting, summarize key points and future action steps.


The facilitator is not expected to be the expert. In fact, it works quite well when members of the learning team take turns being the facilitator. The important thing is to assure that at the start of each meeting someone is clearly identified as the facilitator. So, the facilitator’s role is one of servant-leader—to use the term coined by Robert K. Greenleaf. The facilitator serves the team so they may grow professionally, move toward organizational goals, and grow their own capacity for leadership within the structure of the peer learning team and beyond.


“It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead.”


– Robert K. Greenleaf.

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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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