McCormick Institute for Early Childhood

BY Linda Butkovich, M.S.Ed. | November 2, 2020


In my role as Report and Certification Manager for the McCormick Center for Early Childhood Leadership, I reviewed hundreds of assessments for our state’s Quality Rating and Improvement System (QRIS). When reviewing reports for a program, I was impressed when I found all of the classrooms reflected a consistently high level of quality. As a former administrator, I know this level of consistency does not just happen. The key to this level of quality is an intentional focus on ensuring that new teachers receive a thorough orientation, all teachers receive ongoing feedback and support, and there are many opportunities for professional development. Behind the scenes, there is a leader who has systems in place to ensure that all teachers are supported in their work and given a clear vision of quality.


When I was an administrator, I remember times when I felt as though everything was going well, only to learn that one of our teachers had decided to take a new teaching position in another early care and education program. I then began the process of recruiting and selecting a new teacher to take their place. I must confess that most times, once I had found a new teacher, I provided a brief orientation and sent them on their way into their new classroom with little follow up. Remembering those times, the following quote from Margie Carter makes me cringe:


“We often lose potentially great members of our staff, not only because of inadequate wages, but because we throw them into a deep, Olympic-size pool without giving them carefully fitted goggles and a clear life-support system. How can they become long-distance swimmers if our orientation and staff development is focused only on treading water?” 


According to Gallup’s Perspective on Creating an Exceptional Onboarding Journey for New Employees, only 12% of employees strongly agree their organization does a great job of onboarding new employees. The result is that many employers are losing their best people before they barely get started. How do we provide this kind of orientation or onboarding experience for new employees in early care and education? The first three items of the Program Administration Scale (PAS) outline concrete steps administrators can take to help ensure new employees are off to a good start and receive ongoing feedback and support.


The first item of the PAS, Staff Orientation, assesses whether the program provides an orientation for new staff. Are there written orientation procedures? How often have these procedures been reviewed to ensure they are complete and up-to-date? Is there a system to ensure staff orientation is consistently implemented?


For many organizations, the introductory or probationary period is 90 days, yet the actual orientation is often done in a week or less. According to the Gallup research, new employees typically take around 12 months to reach their full performance potential within a role. With this in mind, it is helpful to think of the end of the probationary period as the beginning of the new employee’s continuing professional development.


The second item of the PAS, Supervision and Performance Appraisal, measures whether there are regular opportunities for supervision and systemic performance appraisal for staff. Does the program have clear, objective, performance appraisal criteria that are shared with teachers as part of the orientation? Do they receive annual performance appraisals? How often are teaching staff formally observed and provided with written or verbal feedback based on these observations? This ongoing feedback and support are critical in teachers’ growth and development. However, according to the Gallup research, “Unfortunately, most employees receive far too little feedback from their manager—nearly half of employees receive feedback from their manager a few times a year or less.”


The third PAS item addresses ongoing staff development. Is job-specific staff development provided for all teaching, support, and administrative staff? Is staff development individualized, taking into consideration each employee’s strengths and areas of potential growth? Is there a system to support the career development of teaching and administrative staff? This ongoing professional development is critical to the success of all staff and to the overall success of the program. Through professional development experiences, staff gain new ideas and insights, they are challenged by new approaches, and learn to practice continuous improvement.


As I think back to my former self so many years ago, I am heartened by these words of wisdom from Maya Angelou: “When you know better, you do better.” I am hopeful that if I had more training and support, I would have done better to help our new staff become long-distance swimmers in their careers as early childhood teachers.


References

Create an Exceptional Onboarding Journey for Your New Employees. (2020, April 8). Retrieved September 19, 2020, from https://www.gallup.com/workplace/247076/onboarding-new-employees-perspective-paper.aspx.

Talan, T.N. & Bloom, P.J. (2011). Program administration scale: Measuring early childhood leadership and management (2nd ed.). New York, NY: Teachers College Press.


Additional Resource

Albrecht, K.M. (2015). The right fit: Recruiting, selecting, and orienting staff (2nd ed.). Lake Forest, IL: New Horizons.

Would you like to learn more about the Program Administration Scale (PAS) or other topics related to the administration of early care and education programs? If so, please look at our website for resources or contact us for information on training opportunities.


Linda Butkovich, M.S.Ed., is Report and Certification Manager for the McCormick Center for Early Childhood Leadership. In this role Linda oversees the Program Administration Scale (PAS) and Business Administration Scale for Family Child Care (BAS) certification system. Linda is also a national reliability anchor for the PAS and BAS. She holds a master’s degree in early childhood special education. Prior to joining the McCormick Center, Linda worked as a developmental therapist with children birth to three years of age and their families. She has also been director of an NAEYC-accredited program, teacher, and family child care provider. Linda also provides training, consultation, and mentoring for early childhood program administrators.

By Cara Murdoch February 16, 2026
In early childhood education and care (ECEC), we know that some of the simplest ideas can carry the biggest lessons—and many of us have been singing “The Ants Go Marching” for years without realizing it might also be a leadership guide. Ants may be tiny, but their colonies run on teamwork, communication, flexibility, and a clear sense of purpose—all things ECEC programs rely on every day. By taking a closer look at how ants work together to support their colony, early childhood leaders can discover practical and familiar ways to strengthen teamwork, value every role, and lead programs where everyone is marching in the same direction for children and families. Ants are busy creatures; they work with a purpose and know their jobs in the colony. Ants exhibit teamwork and collective effort. Ant colonies demonstrate intelligence, division of labor, communication systems, and cooperative behaviors. They can recognize and respond to the colony's needs. They overcome their challenges through trial and error, learning from their experiences, and sometimes even develop innovative strategies. In the ant colony, individual ants work together as a unit, each with a unique role that determines the colony's survival and success. The ant colony functions just like a superorganism, where the actions of each individual ant are a part of the highly efficient system that supports the whole colony. This concept of collective action is closely related to human teamwork! Ants have a lot to teach us, as we work in ECEC. teamwork Just as ants collaborate, relying on their communication and coordination to complete tasks, humans thrive when working together, as each individual brings their own unique skills and perspectives to their “colony.” Ants depend on each other. Each ant has a specialized job, and the colony relies on the cooperation and coordination of all its members to thrive and survive. Each ant’s contribution, no matter how small it may seem, is vital to the success of the colony as a whole, and the strength of the group is built on the cooperation of each individual. Similarly, in ECEC programs, teamwork — working together and helping one another —leads to better results than trying to do everything alone! When we collaborate, we pool our strengths, share our knowledge, and support each other, which can lead to more creative and efficient solutions. Each person in the program brings unique skills and perspectives, filling gaps and helping compensate for one another’s weaknesses. This shared effort allows your program to tackle tasks and achieve goals that would be difficult, if not impossible, for one individual to accomplish on their own... just like in an ant colony! Adapting to face challenges Ants are highly adaptable creatures. Have you ever watched a disrupted colony hurry to move the uncovered eggs to a protected space? They respond quickly to changes or disruptions in their environment. Their ability to quickly assess new situations and adjust their behavior will help the colony continue to function efficiently, even when the unexpected happens. Their adaptability is the key to their survival, allowing them to overcome obstacles and thrive. Early childhood programs also need to adapt to challenges. When unexpected changes occur, each person needs to be flexible and find new ways to contribute to the program's success. Just as ants adjust, programs must reassess their strengths, collaborate, and develop alternative solutions. Adaptability is essential for proper teamwork! honoring individual roles In an ant colony, different ants take on very specific roles. There are worker ants, soldier ants, and the queen ant. Each ant’s role is crucial to the success and survival of the colony, and all roles are interdependent; they work together to achieve common goals. This division of labor that exists in an ant colony can be compared to the different roles and unique talents found in an ECEC program. Just as ants rely on each other to perform specific tasks, each ECEC team member brings their own expertise and skills to the program. In a project or workplace setting, one person may excel at brainstorming creative ideas, another might be skilled at organizing tasks and managing timelines, and someone else may be particularly adept at technical skills or problem-solving. This diversity of roles within a team ensures that every aspect of a project or goal receives focused attention. In center-based programs, there are the director, teachers, kitchen staff, and other roles as needed. The diversity of roles in a program helps to ensure that the program is successful and thrives. clear purpose and goals In an ant colony, survival is the common goal. The colony’s success depends on each member performing its specific role. Their unwavering focus on the survival of the colony is connected to their success. It demonstrates the power of their collective action, driven by a clear and unified goal. ECEC programs thrive when they are aligned around a shared and clear purpose and goals. When program members understand and commit to their common goals, the well-being and growth of children and families, their efforts will become more effective and coordinated. Just as ants bring different strengths to the program, each person brings different strengths to the program. It is alignment around shared goals that enables the program to overcome challenges and succeed. When everyone in the program is clear on the goals and helps work together toward them, the whole program becomes more focused, resilient, and motivated - just as an ant colony becomes stronger when every member is working toward survival! Ants work together harmoniously to achieve their common goals; they set aside individual competition in favor of colony cooperation. Each ant focuses on its specialized task. This spirit of ant cooperation is key to the colony's survival and success, as it enables the colony to accomplish more complex tasks than any single ant could manage alone. ECEC programs can benefit from adopting a similar approach that emphasizes collaboration and shared goals over individual achievement. In an ECEC program, when members support each other and work together, they can leverage each person’s strengths to accomplish more than they could individually. Instead of competing for recognition or resources, each member can focus on the program’s success, fostering a more positive and productive environment. learning from ants Ants have so much to teach ECEC programs when it comes to cooperating and working together as an effective team. Whether it's knowing your own role and abilities, supporting each of your fellow team members, communicating clearly and effectively, being flexible, or avoiding competition, the ant colony is an excellent example of these qualities! Let your ants go marching!!! Ant Life, author unknown I am just an ant, A small life is what I live, But I have dreams for bigger things And so much more to give If only I could grow A foot or two would do I could live a life That others look up to.
Show More