McCormick Institute for Early Childhood

BY Michael B. Abel | May 9, 2016

A woman wearing glasses and a suit is smiling in front of a flag.

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.

Over the last 11 weeks we have published a series of posts to explore the multifaceted, nuanced nature of leadership in early childhood programs. We invited you to participate in an online discussion exploring the concept of Whole Leadership—a broad view of program leadership—evidenced in many areas, which we collapsed into three domains: leadership essentialsadministrative leadership, and pedagogical leadership. The blog posts were:



You robustly responded, which lead to a rich conversation—expanding on our initial thoughts. I took the opportunity to analyze the 82 posts and replies submitted in this series in order to give you an update on what we are learning thus far.


  • There is affirmation that Whole Leadership is a useful and meaningful term for considering early childhood program leadership.
  • There is a great deal of overlap across leadership domains, and they are highly interconnected.
  • A substantial number of resources are available to support early childhood leaders, but clarity is needed about the distinctive aspects of leadership in the field.
  • Skill related to leadership essentials are foundational for all facets of leadership.
  • Competencies associated with leadership essentials may include confidence, creativity, cultural competence, efficacy, ethical conduct and morality, freedom, humility, inspiration, intentionality, an internal compass, intuition, self-discovery, self-awareness, transparency, and knowledge
  • Leadership essentials can be learned
  • Some activities related to leadership essentials include assessing change readiness among staff, journaling, reflective practice, and shared leadership.
  • Competencies associated with leadership essentials may be helpful in buffering the challenges that many program leaders face—leadership essentials provide a strong foundation to help program leaders get through challenging times.
  • Administrative leadership is important for the success of learning organizations and includes operational and strategic leadership dimensions.
  • Administrative leadership includes management functions such as orchestrating the logistics for teaching and learning, mobilizing staff to achieve program outcomes, establishing systems for effectiveness, and influencing organizational climate to foster collegiality and harmony.
  • Strategic leadership includes planning, operationalizing, and executing initiatives to advance the program’s mission.
  • Leadership for advocacy could be considered a dimension of strategic leadership because it is future oriented.
  • Professional learning communities for program leaders may be helpful for developing administrative leadership skills, sharing management ideas and resources, and providing emotional support.
  • Reflective practice is a method that some leaders have found useful for improving their administrative skills.
  • Pedagogical leadership—inclusive of instructional leadership—addresses the complexity of teaching and learning in birth to age 8 programs.
  • Effective pedagogical leadership fosters organizational cultures through reflective inquiry, continuous quality assessment and improvement, professional learning communities, and intentionality in allocating resources for teaching and learning.
  • Pedagogical leaders support family engagement, align curriculum to philosophy, make data-informed decisions, and optimize learning by applying evidence-based standards.
  • Bridging the Birth-3rd grade continuum should be a priority for all pedagogical leaders, regardless of the ages their programs serve.


This week, we are continuing the discussion started in this blog series at the McCormick Center’s Leadership Connections™ conference in Wheeling, Illinois. Over 600 participants will be invited to join the conversation through several interactive experiences. Members of the McCormick Center national Advisory Board will be examining ideas explored thus far and will contribute to the discussion.


Over the next year, the McCormick Center will continue to refine and clarify our understanding of early childhood program leadership. We hope this will lead to the development of a Whole Leadership framework which will add value to the field. We believe this is only the beginning of these efforts and encourage you to join us in the journey.


Mike Abel is the Director of Research and Evaluation at the McCormick Center for Early Childhood Leadership at National Louis University. His background is in early childhood program leadership, teacher education, and applied research. He has worked on a number of state and national projects related to systems development and highly vulnerable children and families. He served as the Missouri AEYC-MO President and as a member of the NAEYC Affiliate Council Executive Committee.

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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