Reading the Room: The Importance of "Withitness" in Leadership

Last week, I found myself at the airport diner, enjoying breakfast before a late morning flight. It's my go-to spot every time I travel, and over the years, I’ve become familiar with some of the staff. The routine is comforting—familiar faces, familiar food, and a chance to relax before the chaos of air travel begins.

Today, my server was the absolute sweetest. She noticed my eggs were cooked a little too soft and whisked them back to the kitchen before I could even say a word. She refilled my coffee without asking and brought extra cream because she remembered I always need more. When she saw I’d only taken one bite of my toast, she offered to swap it out for something else. Every interaction with her showed how attentive she was to my needs and preferences.

Contrast that with the host. Now, I’ve seen this host in action many times, and let’s just say “attentive” is not how I’d describe him. He insists on seating everyone at the bar or high-top tables, even when it’s clear those options aren’t ideal. This morning, he tried to seat someone with a cane at a high-top table. They didn’t complain, but I could tell it wasn’t the best fit. How hard would it have been to take a quick glance and ask, “Would you prefer a lower table?”

It struck me how these two individuals, working in the same space, approached their roles so differently. One was engaged, thoughtful, and proactive. The other seemed disconnected, treating the job as a series of tasks to check off without paying much attention to the people those tasks impacted.

This experience reminded me of a concept I first learned in college: withitness.

What Is Withitness?

Back in college, my professor, Dr. Paintal, used to talk about “withitness” as an essential skill for teachers. She described it as the ability to read the room and respond appropriately, staying tuned into what’s happening in your classroom in real time. It’s about noticing when a student is struggling before they say it, picking up on the subtle cues that something is off, and adjusting your approach accordingly.

While Dr. Paintal framed this as a teaching skill, I’ve come to realize that withitness is just as critical for leaders—especially those working with teaching staff. Leaders need to be attuned to their team’s needs, challenges, and unspoken dynamics. Whether it’s observing when a teacher is overwhelmed, recognizing when someone’s strengths are being underutilized, or sensing that morale is low after a difficult meeting, withitness is the key to creating a responsive and supportive work environment.

The Difference Between Tasks and Relationships

The server and the host at the airport diner reminded me of two very different approaches to leadership. The host, like many leaders, seemed focused solely on tasks: seat the customers, keep the tables full, follow the routine. But tasks without relationships feel transactional and impersonal. When leaders operate this way, they miss opportunities to connect with their staff, address underlying issues, and build trust.

The server, on the other hand, embodied what it means to be relational. She wasn’t just doing her job—she was paying attention to me as a person. She noticed small details, anticipated my needs, and adjusted her approach accordingly. As leaders, we should aim to emulate the server, focusing not just on what needs to be done, but on how we can support and uplift the people we’re leading.

Withitness in Action

So, what does withitness look like in a leadership context? Here are a few examples:

1. Noticing When a Teacher is Overwhelmed
Imagine walking into a classroom and seeing a teacher who looks frazzled, with materials all over the classroom and children “bouncing off the walls.” A leader with withitness doesn’t wait for the teacher to say, “I need help.” They step in, offer support, and figure out what’s needed—whether it’s an extra set of hands, time to reorganize, or strategies for managing transitions.

2. Recognizing Strengths and Interests
Sometimes, teachers feel undervalued because their unique strengths aren’t being utilized. A leader with withitness might notice that one teacher has a knack for creating engaging science activities and invite them to lead a workshop for their peers. By paying attention to what lights people up, leaders can help their staff feel seen and appreciated.

3. Responding to Team Dynamics
Maybe you notice that staff meetings have felt tense lately, or that a usually talkative teacher has been quiet. Withitness means addressing these dynamics instead of ignoring them. It could mean asking questions like, “How are things going?” or “What can I do to make these meetings more productive?”

4. Adjusting Professional Development
Just like the host at the diner didn’t ask if a high-top table was the right fit, leaders sometimes deliver professional development without considering what their teachers actually need. Withitness means tailoring training to align with teachers’ experience levels, classroom challenges, and interests.

How to Develop Withitness as a Leader

If you’re wondering how to build this skill, here are a few strategies to get started:

1. Observe, Don’t Assume
   Spend time observing your team without jumping to conclusions. Watch how they interact with their students, each other, and you. What patterns emerge? What nonverbal cues do you notice?

2. Ask More Questions
   Sometimes, the easiest way to gain insight is to ask. Check in regularly with your team: “How are things going?” “What’s been challenging lately?” “What’s one thing I could do to support you better?”

3. Practice Active Listening
   When a teacher shares a concern, listen fully before responding. Reflect back what you’ve heard to ensure understanding, and avoid rushing to offer solutions unless asked.

4. Be Present
   Leadership can pull you in a million directions, but withitness requires presence. Whether you’re in a classroom, a staff meeting, or a one-on-one conversation, give your full attention to the moment.

5. Reflect and Adjust
   After observing and interacting with your team, reflect on what you’ve noticed. Are there patterns or recurring challenges? Adjust your approach based on what you’ve learned.

Why Withitness Matters

Withitness isn’t just a nice-to-have skill—it’s essential for effective leadership. Teachers, like anyone else, want to feel seen, heard, and valued. When leaders demonstrate withitness, they create a culture of trust and responsiveness. This leads to higher morale, better communication, and a stronger sense of collaboration.

On the flip side, leaders who lack withitness often leave their teams feeling overlooked and unsupported. It’s the difference between a server who remembers your coffee cream and a host who seats you at the wrong table.

The Bottom Line

As I finished my breakfast this morning, I couldn’t help but feel grateful for my attentive server and equally frustrated by the oblivious host. Both were doing their jobs, but only one made me feel cared for.

In leadership, as in life, it’s not enough to just go through the motions. To truly make an impact, you need to read the room, anticipate needs, and respond thoughtfully. That’s withitness.

Whether you’re leading a team of teachers or guiding children in a classroom, the ability to stay tuned in and respond in real time makes all the difference. So the next time you walk into a meeting or visit a classroom, ask yourself: Am I paying attention?

Because when leaders practice withitness, everyone benefits—from the teachers they support to the children in their care. And who knows? Maybe they’ll remember to bring the cream, too.

If you’re working on sharpening your “withitness” and building stronger connections with your team, the Team Spirit Booster Bundle is the perfect next step. It’s packed with practical tools and fun, meaningful activities to boost morale, strengthen communication, and help your team feel seen, supported, and energized. Grab it now and give your team the lift they deserve!

Creating a Culture Where ECE Teachers Don’t Have to Defend Their Work

Recently, I led a professional development session for a group of early childhood instructional leaders and coaches. During our discussion, one participant shared a concern that brought the room to a pause:

“The principal doesn’t really want early childhood in the building. They don’t understand what’s happening in the classroom and keep asking for more academics.”

That comment stuck with me—not just because of the words, but because of how many people nodded in agreement. And it wasn’t the first time I’d heard it.

Just a few months earlier, in a completely different district, a teacher shared a similar sentiment: their school leadership didn’t seem to value early childhood education. Not because they didn’t care—but because they didn’t fully understand it.

It’s becoming a trend—and one that deserves attention.

What I’m observing is a growing disconnect between leadership intentions and classroom realities. Principals, directors, and even program owners are under immense pressure to produce measurable results, meet mandates, and prepare children for “what’s next.” But without a strong foundation in early childhood development, it’s easy to default to academic push-downs, rigid schedules, and expectations that mirror upper grades—or even corporate structures.

And the impact?

Teachers feel misunderstood, unsupported, and undervalued. More importantly, children lose access to the kinds of learning experiences that are not only developmentally appropriate—but necessary.

And it’s not just happening in schools.

I’ve heard similar concerns from teachers in childcare centers, where owners and directors—many of whom are passionate, dedicated, and deeply invested—may not have formal education or classroom experience themselves. They’re running a business, juggling licensing requirements, meeting family needs, and managing day-to-day operations. And in the midst of it all, they’re making decisions about curriculum, classroom environments, and instructional practices—often without a clear understanding of how young children learn best.

The result?

Teachers are left feeling like they have to prove they’re teaching. That the relationship-based, play-driven, developmentally appropriate work they’re doing isn’t seen, understood, or valued.

As a Leader, You Set the Tone.

Whether you're a principal, director, or owner—your understanding (or misunderstanding) of early childhood shapes everything that happens in your building.

When leadership pushes for “more structure,” “more academics,” or strict alignment with upper-grade practices, it can result in rushed instruction, skipped routines, stressed teachers, and ultimately, children who are being taught against the way they naturally learn.

If that’s not your intention—but you’ve found yourself asking, “Why aren’t they doing more writing?” or “Shouldn’t we start worksheets to get them ready for kindergarten?”—this message is for you.

You Don’t Need to Be an Expert in Early Childhood—But You Do Need to Empower the Experts You Hired.

Your teachers know what they’re doing. But if they don’t feel trusted, understood, or equipped, their confidence (and their effectiveness) starts to erode. And that’s where strong leadership can make the difference.

Here’s how you can equip and empower your teachers—so they can thrive, your program can grow, and your children can truly learn:

1. Teach Them to Narrate the Learning

Help teachers get comfortable talking about what children are doing and what they’re learning.

Instead of letting silence speak, encourage them to say things like:

• “They’re exploring early math skills through sorting and comparing.”

• “We’re building fine motor skills and oral language through this center.”

• “This play scenario is helping develop emotional regulation and collaboration.”

When teachers practice narrating the learning, it helps you, parents, and licensing see the purpose behind the play.

2. Encourage Teachers to Use the Language of Standards

Early childhood education is deeply aligned with standards—when you know how to look.

Support your teachers in using language from your curriculum framework or learning goals to describe what’s happening in the classroom. Instead of simply saying, “They’re playing,” help them identify and name the learning outcomes:

• “They’re developing early writing skills by drawing and dictating stories.”

• “They’re building number sense by comparing quantities during block play.”

• “They’re strengthening self-regulation and problem-solving during turn-taking games.”

• “They’re engaging in inquiry by making predictions and testing ideas during water play.”

These aren’t just nice-sounding phrases—they reflect real, measurable developmental progress.

You don’t have to change what your teachers are doing. Just help them describe it in a way that connects to your standards, communicates value, and builds trust with families, administrators, and stakeholders.

3. Make the Learning Visible (Even When There’s No Final Product)

Push for regular, intentional documentation—not to check a box, but to tell the story of what’s happening in your classrooms.

We’re not talking about assessment documentation here—the kind used to track individual child progress and inform developmental goals. That’s important, but different.

This kind of documentation is about making the teaching and learning process visible to others—especially those who may not immediately recognize the value of what’s happening in a play-based environment.

Think:

• Photos with brief captions explaining the learning behind the moment.

• Bulletin boards with “I Can” statements aligned to classroom goals.

• Classroom newsletters that highlight a project or inquiry in progress.

• Video clips shared during staff meetings or with families to show the work in action.

This type of documentation captures experiences and processes that don’t always result in a product you can hang on a wall or send home in a backpack.

For example:
Let’s say a small group of children spends the week building a structure with blocks. Each day they test new ideas, negotiate roles, and revise their plan. There’s no final blueprint or worksheet—but there’s a ton of learning: early math, engineering, collaboration, language development, and persistence.

A quick photo of the structure, paired with a caption like:

“Children worked together to plan, build, and revise their design. They measured, problem-solved, and practiced teamwork throughout the week—skills that support both academic and life success.”

That’s the kind of moment that deserves to be captured—and shared.

Because when others can see the learning, they’re more likely to support it. And when teachers feel seen, they’re more likely to stay invested and inspired.

This isn’t just about visuals—it’s about validation.

4. Create a Culture Where Teachers Don’t Have to Defend—They Define

Your team shouldn’t feel like they have to constantly defend their classroom. They should feel empowered to define it. However, that confidence doesn’t happen by accident; it’s built through intentional leadership and a culture that validates their expertise.

If you want your teachers to confidently explain what emergent curriculum is, why they follow children’s interests, and how learning happens through play—you have to model, support, and practice that messaging with them.

Here’s how:

Integrate Language Into Staff Meetings

Start each staff meeting by highlighting an example of developmentally appropriate practice and naming the “why” behind it. Invite teachers to share what they’ve noticed in their own classrooms.This normalizes reflective practice and gets everyone comfortable speaking the language of early childhood.

Include Practice in Professional Development

Incorporate quick role-play or scripting exercises in PD sessions that allow teachers to practice how they would explain their classroom choices to a parent or leader.

Feature Teacher Voice in Public Spaces

Use teacher quotes, documentation panels, or project boards with educator reflections in common areas, newsletters, and tours. Let your teachers narrate their practice in their own words. Giving teachers visibility reinforces that their voice matters and their decisions are rooted in professional knowledge.

Coach for Confidence

During observations or coaching conversations, go beyond “what’s working” and “what needs improvement.” This helps teachers make connections between what they know and how they share it—and builds the habit of translating best practice into everyday language.

Celebrate Advocacy

When a teacher confidently explains their classroom approach to a family, shares an insight during a tour, or speaks up in a meeting—celebrate that. A quick shoutout, handwritten note, or public praise tells your team: “I see your expertise. I trust your voice. Keep going.” Creating this kind of culture takes time and intentionality, but it changes everything.

Because when teachers are empowered to speak about their practice with confidence, they don’t just feel seen—they become advocates for the children, the profession, and the quality of your program. Their voice matters. Help them find it, refine it, and use it well.

5. Stop Giving PD That Doesn’t Fit

This one’s big.

Too many early childhood teachers sit through training that is recycled from older grades, focused on compliance, or completely disconnected from their day-to-day realities.

That’s not just a waste of time—it’s a missed opportunity to build a stronger program.

Want to avoid the most common mistakes?
I’ve put together a free audio training just for leaders like you:

Listen to: The Top 10 Professional Development Mistakes Made in Early Childhood Education

It’s short, practical, and packed with strategies that actually support your teachers and improve your outcomes.

Final Thought:

Leadership in early childhood is different. It’s not just about managing schedules, checking boxes, or pushing academics. It’s about building trust, honoring development, and creating a space where children and teachers thrive.

You don’t have to do it alone. But you do have to do it intentionally.

Equip your teachers. Empower their voices. Elevate your program.

The transformation starts with you.

5 Mindset Shifts Leaders Need to Make to Get Results from Trainers and Coaches

A while back, a client fired me. Not just let me go—fired me!

Her reason?

She didn’t feel like she was getting her money’s worth. Ouch!

Now, let me be clear—when you invest in professional development, you absolutely should expect a return. You should see growth, improvement, and progress. That part I agree with. But in this case, while she blamed me, I knew the real issue wasn’t about the training or coaching.

The problem was her leadership mindset.

She’d hired me to train and coach her teachers, but beyond signing the contract and sitting through the sessions, she didn’t have the systems or follow-through in place to make any of it stick.

And she’s not alone—I’ve seen this happen more times than I can count. Many leaders invest in training expecting instant transformation, but the reality is, learning is a process. If the leadership isn’t reinforcing, supporting, and holding their team accountable for implementation, professional development will always feel like a wasted investment.

Let me give you a few examples of how this played out.

One of the first red flags was the lesson planning training I facilitated for her team.

We spent hours going over the step-by-step process—breaking down how to create developmentally appropriate lesson plans, aligning them with learning objectives, and ensuring they were meaningful, not just a formality. The teachers were engaged, asking questions, brainstorming ideas. It felt like a success!

But then I followed up.

Me: “How are the teachers doing with their lesson plans? What kind of progress have you noticed?”

Her: “Oh, I haven’t really looked at them.”

She wasn’t reviewing the plans.

She had no idea if her teachers were applying what they’d learned, if they were improving, or if they needed more support.

So, naturally, a month later, she told me, “The lesson planning training didn’t work. They’re still turning in weak lesson plans.”

Of course, it didn’t work. She wasn’t holding anyone accountable.

This is one of the biggest leadership mistakes I see—treating training as a one-time event instead of an ongoing process that requires reinforcement.

Then, there was the onboarding plan.

I spent weeks creating a comprehensive, step-by-step guide to train her new hires. This wasn’t just a generic checklist—it covered everything from classroom management to understanding program policies, engaging families, and structuring daily routines.

I was so excited to hand it over to her.

A few weeks later, I followed up:

Me: “How’s the onboarding guide working? Any feedback?”

Her: “Oh, I haven’t really used it yet.”

She hadn’t even read it.

And then, a month later, she told me “That onboarding guide didn’t really work for us.”

Well, of course, it didn’t. It was still sitting in her inbox.

This is another common pitfall—leaders invest in resources and strategies but never implement them. They’ll buy the curriculum but not use it. They’ll purchase a coaching program but never follow up. They’ll collect training materials but never incorporate them into their workflow.

If you’re not actually using the tools and systems designed to support your teachers, how can you expect to see progress?

And finally, the coaching sessions.

Each week, I showed up to the same classroom, but the teachers rotated like it was a game of musical chairs.

-Week one, I worked with Ms. A.
-Week two, Ms. B was in her place.
-Week three, someone entirely new.

Each week, I’d introduce a strategy, ask them to practice and reflect, and come prepared to build on it in the next session.

But when a different teacher showed up the following week, we were back to square one.

There was no continuity, no progress, and definitely no results.

This is where leadership plays a critical role. If you’re bringing in a coach or trainer, you have to create consistency. You can’t expect results if there’s no follow-through, no stability, and no commitment to the process.

What I Learned (And What You Should Too)

After that experience, I made a decision: I no longer work with leaders who aren’t ready to do the work.

Because trainers, coaches, and consultants alone don’t create change—leaders do.

And if you want real results from your PD efforts, you need to shift your mindset.

5 Mindset Shifts Leaders Need to Make to Get Real Results

If you’re working with a trainer, coach, or consultant, here are five mindset shifts you need to make if you actually want to see results.

1. Stop Treating Training Like a One-and-Done Event

Training is just the beginning, not the end. It’s easy to sit through a session, nod along, and expect instant results. But if you’re not following up, it won’t stick.

Mindset Shift: Training isn’t a quick fix—it’s the first step in a process that requires ongoing support and accountability.

2. Invest in Systems, Not Just Sessions

You can hire the best trainer in the world, but if you don’t have systems in place to support the work, nothing will change. If you want a successful onboarding process, a solid curriculum plan, or better teacher performance, it won’t happen through a single training—it happens through systems that reinforce learning and execution.

Mindset Shift: Systems are the foundation of success. Without them, even the best plans will fall apart.

3. Own Your Role in the Process

It’s tempting to outsource your challenges and hope a trainer will fix them for you. But trainers and coaches are there to guide you, not replace your leadership. If you’re not actively involved, you’re missing a crucial part of the process.

Mindset Shift: You’re not just a spectator; you’re a participant. Be ready to roll up your sleeves and lead by example.

4. Commit to Consistency

Results don’t come from sporadic effort. If you’re constantly rotating teachers, skipping follow-ups, or applying training inconsistently, you’ll never see real progress.

Mindset Shift: Consistency isn’t optional—it’s the bridge between learning and results.

5. Be Patient and Persistent

Growth takes time. It’s easy to get frustrated when results aren’t instant, but meaningful change doesn’t happen overnight. Stay the course, trust the process, and keep reinforcing what’s been taught.

Mindset Shift: Success isn’t instant—it’s the result of patience, persistence, and continuous effort.

The Bottom Line

Bringing in a trainer or coach can be one of the best investments you make in your program—but only if you’re willing to do the work.

It’s not just about paying for expertise; it’s about having the right mindset to turn that expertise into action.

So, before you invest in your next training or coaching session, ask yourself:

Am I ready to shift my mindset?
Am I prepared to do the work that leads to real change?

Because when you show up, stay consistent, and commit to the process, you’ll see the outcomes you’re looking for.

And trust me, your team (and your consultant) will thank you for it.

Ready to Take Action?

If you’re serious about getting real results from professional development, start by seeing it as a system designed to support your teachers’ growth—not just a checklist to stay compliant.

Join the PD Makeover 10-Day Challenge and get the strategies, resources, and support you need to stop wasting time and start seeing real impact.

No fluff. Just real solutions that work.

👉🏾Fix your PD strategy in just 10 days—here’s how.

Dust Off Your Training Strategy: 5 Ways to Refresh Professional Development

This week, many programs—especially school districts—are gearing up for spring break. But in my family, spring break has never just been about taking time off. When I was growing up, my grandparents called it "clean-up week," and let me tell you, that was not up for negotiation.

Everything in the house got dusted, washed, decluttered, and reorganized. We tossed out what was old and outdated, made space for the new, and reset our routines. Whether we wanted to or not, we got the house back in order. And now, with three daughters who are busier than ever, I’ve decided to keep that tradition alive in my own home—spring break is our chance to pause and refresh.

That got me thinking about an oldie-but-goodie blog I wrote about spring cleaning your early childhood program (linked here). While maintaining compliance and keeping paperwork in order is still essential, I’ve realized that professional development practices need some serious spring cleaning, too.

Before you shift into summer camp planning (and, let’s be real, before back to school starts creeping up on you), now is the perfect time to step back and assess your approach to professional learning. Are your PD efforts truly effective, or are you running on outdated systems? Is your team actually growing, or are they just sitting through trainings that check a box?

Let’s clean it up.

1. Dust Off Your PD Goals

Just like furniture collects dust when it’s not used, professional development plans can get stale when they aren’t regularly revisited. If you set PD goals at the start of the year, now is the time to check in:

• Are those goals still relevant?

• Have teachers made progress, or have they been too overwhelmed to implement what they’ve learned?

• Are there gaps in knowledge that weren’t as obvious before?

Take a fresh look at the needs of your team and adjust your approach accordingly. If your staff has already mastered certain concepts, it might be time to build on them with advanced training. If they’re still struggling in key areas, maybe they need more support, not just another training session.

Spring Cleaning Tip: Schedule a short survey or one-on-one check-ins with teachers to gauge their PD progress. Let their feedback guide the next steps.

2. Declutter Your Training Calendar

Over the years, I’ve seen programs fall into one of two PD traps: either they overload their teachers with constant training sessions that leave them burnt out, or they do the bare minimum to meet licensing requirements and call it a day. Neither approach is effective.

Spring cleaning is about intentionality. Look at your professional development calendar with fresh eyes:

• Are there too many trainings packed into short periods, leaving teachers feeling overwhelmed?

• Are your PD sessions spaced out enough to allow for implementation and reflection?

• Do the topics feel repetitive, or are they addressing current challenges?

If your training schedule looks more like clutter than a well-thought-out plan, it’s time to streamline.

🔹 Spring Cleaning Tip: Prioritize quality over quantity. Instead of filling the calendar with generic sessions, focus on targeted, high-impact training that aligns with what your teachers actually need.

3. Organize Your Approach to Implementation

The best PD isn’t just about what teachers learn—it’s about how they apply it. If your program has been treating training as a one-and-done event, you’re missing out on real growth.

Think of it like reorganizing a closet. If you just shove everything back inside without a system, it’s only a matter of time before it’s a mess again. The same goes for PD.

• Do teachers have time built into their schedule to practice new strategies?

• Are they receiving coaching, feedback, or follow-up support?

• Do they have opportunities to reflect and troubleshoot challenges with their peers?

🔹 Spring Cleaning Tip: Pair every training with an action plan. After each PD session, create time for follow-up discussions, coaching check-ins, or peer mentorship to help teachers implement what they’ve learned.

4. Toss Out Outdated Training Methods

Some professional development practices just don’t work anymore. Sitting through hours of PowerPoint-heavy training with little to no engagement? Trash it. One-size-fits-all training that ignores individual teacher needs? Time to let it go.

The best professional learning is interactive, relevant, and aligned with adult learning principles. This means moving beyond passive workshops and incorporating:

• Hands-on, experiential learning

• Job-embedded coaching and mentoring

• Collaborative learning communities

• Self-paced, flexible learning options

Teachers are professionals. If PD isn’t engaging or applicable to their real-world challenges, it won’t stick.

🔹 Spring Cleaning Tip: Take an honest look at your training methods. If they feel outdated, switch things up. Consider incorporating more interactive elements, real-world problem-solving, or even a hybrid model that allows teachers to engage at their own pace.

5. Make Room for Growth

Spring cleaning isn’t just about getting rid of what doesn’t work—it’s about making space for what does.

If professional development is truly going to make an impact, teachers need to see a clear connection between their learning and their growth. This means:

• Recognizing and celebrating progress

• Creating leadership pathways for teachers who excel

• Offering PD opportunities that align with teachers’ career goals, not just compliance requirements

When teachers feel like their growth is valued and supported, they’re more invested in professional learning.

🔹 Spring Cleaning Tip: Look at how your program supports ongoing teacher growth. Are you creating opportunities for career development, leadership roles, or individualized learning plans? If not, now is the time to start.

Ready to clean up your PD practices and make them work for your team?

Join the PD Makeover 10-Day Challenge, where you’ll streamline your training approach, eliminate ineffective practices, and build a professional development plan that actually drives results. I’m giving you the exact steps and resources to make it happen—from structured action plans to practical templates and tools that take the guesswork out of creating impactful PD.

No more wasted sessions. No more box-checking. Just professional development that works.

👉🏾 Join the PD Makeover 10-Day Challenge today!

Why Leaders Need to Master the Assessment Process, Too!

I recently facilitated a training session on the assessment process where a teacher raised her hand and, with a mix of exhaustion and humor, asked, “I feel like I’m already doing so much—now you want me to observe, analyze, evaluate, and summarize? Can I just skip to the part where I share the cute art project with families?” The room erupted in laughter, but her comment stuck with me.

At first, I laughed along with the group, acknowledging the weight of her question. It was a familiar sentiment—one I’d heard countless times in training sessions, but especially from my own teaching staff. But as the conversation shifted back to the workshop content, her words lingered. Her comment wasn’t just about feeling overworked; it reflected a deeper struggle with balancing the immediate demands of teaching with the broader responsibility of intentional practice.

I paused to ask the group a question: “Why do you think we assess children?” After a moment of silence, one teacher offered, “To know if they’re learning.” Another added, “To show families progress.” Both were great answers, but I pushed a little further: “What if assessment isn’t just about proving progress? What if it’s about knowing whether what you’re doing is actually working?”

The room grew quiet as the teachers considered this shift in perspective. “Think about it this way,” I continued. “If you’re introducing a new classroom strategy or activity, how do you know it’s effective if you’re not taking the time to observe, analyze, and evaluate?” Heads nodded around the room. “And if you’re not summarizing what you’ve learned about children from this process, how can you use that knowledge to make informed decisions for the future?”

It was a lightbulb moment for many of the participants, and it reminded me how often assessment gets treated as an obligation instead of a tool for growth. The truth is, assessment isn’t just about checking boxes or fulfilling requirements to maintain compliance—it’s about empowering educators to refine their practices and make meaningful, data-driven decisions for the children in their care.

But as I explained the four-step process—observe, analyze, evaluate, and summarize—it became clear that the conversation wasn’t just about assessing children. The parallels to leadership were undeniable. How often do leaders take time to assess their staff, not just to monitor performance but to ensure the support they’re providing is actually effective?

Assessment, whether in the classroom or at the leadership level, is more than just a practice. It’s an opportunity to grow, learn, and ultimately transform the way we approach our work. And the best part? When broken into manageable steps, it doesn’t have to feel overwhelming—it can be the key to meaningful change.

As I explained the four-step process—observe, analyze, evaluate, and summarize—I realized how similar it is to the role leaders play in assessing their teaching teams. Just as teachers use assessments to determine if their strategies are working for children, leaders must do the same to ensure their support is effective for staff. And no, it’s not about catching mistakes—it’s about fostering growth and building a strong foundation for your program.

Let’s break it down step by step.

1. Observe: Be Present and Pay Attention

In the classroom, teachers observe children to understand their skills, interests, and needs. Similarly, as a leader, your job starts with observing your staff. Are you spending time in their classrooms, watching how they interact with children, families, and each other? Or are you relying solely on secondhand information or formal evaluations?

Here’s the thing: observing your staff doesn’t mean hovering over their shoulder with a clipboard. It’s about being present and genuinely interested in how they’re doing. Maybe a teacher is thriving during circle time but struggles with transitions. Perhaps you notice a newer teacher handling a challenging child with patience, but their classroom organization needs work. Observation is your chance to gather insights—not to critique, but to better understand how to support your team.

Reflection Check: When was the last time you observed your staff in action, not to evaluate but to learn how to support them better?

2. Analyze: Connect the Dots

Once you’ve observed, it’s time to analyze. Teachers analyze their observations to determine what children are learning and how their actions align with curricular goals. Leaders, your analysis involves connecting what you see to program expectations.

For instance, if a teacher is struggling with circle time, ask yourself: is this a training issue, a lack of preparation, or perhaps a classroom management challenge? Analysis helps you dig deeper into the "why" behind behaviors instead of jumping to conclusions or rushing to fix surface-level symptoms.

Reflection Check: Are you taking time to analyze staff needs, or are you rushing to solutions without understanding the root of the issue?

3. Evaluate: Measure Progress and Effectiveness

Teachers evaluate children’s progress to ensure they’re meeting developmental milestones. Leaders, you should evaluate your team’s progress to see if they’re growing professionally and meeting expectations.

Ask yourself:

• Are my staff applying what they’ve learned in professional development?

• Are they growing in their roles, or are they stagnating?

• Are my strategies as a leader helping them succeed?

If the answers are unclear—or worse, “no”—it’s time to reevaluate your approach. Much like children benefit from scaffolding, teachers thrive when given the right mix of guidance and independence.

Reflection Check: Are you evaluating the effectiveness of your support, or are you assuming that your current approach is enough?

4. Summarize: Share Feedback and Plan for Growth

Teachers summarize their findings to guide future instruction and communicate with families. For you, summarizing might look like one-on-one check-ins, team meetings, or performance reviews. It’s your chance to provide feedback, celebrate successes, and plan next steps for growth.

But summarizing isn’t only about pointing out what’s working and what’s not—it’s also an opportunity for self-reflection. What’s working in your leadership approach? What needs adjustment? Leadership, like teaching, is a process of continuous improvement.

Reflection Check: Are you closing the loop with your staff by sharing feedback and outlining next steps?

The Big Picture: Leadership as Assessment

Just as teachers use assessment to ensure children are learning and growing, leaders should use the same process to support their staff. When you observe, analyze, evaluate, and summarize, you create a culture of growth—not just for the children in your program, but for the entire team.

Here’s the tough question: are you assessing your staff the way you expect them to assess their children? Are you observing their challenges, analyzing their needs, evaluating their progress, and summarizing the big picture to guide their growth? If not, it’s time to take a page from the assessment process.

Why This Matters:
Teachers are the foundation of your program. Supporting them effectively ensures they can provide the best care and education for children. And that starts with leadership that doesn’t just manage—it nurtures and develops.

Putting It into Practice: Your Leadership Assessment Checklist

1. Observe: Make time to visit classrooms regularly. Take notes on what’s happening—not just problems, but strengths and successes, too.

2. Analyze: Connect what you see to program goals. Dig deeper to understand the root causes behind behaviors or challenges.

3. Evaluate: Check in with staff about their progress. Are they meeting expectations? If not, what additional support might they need?

4. Summarize: Provide feedback that’s constructive, actionable, and tied to specific next steps. Close the loop by asking how you can better support their growth.

Final Thoughts

The assessment process isn’t just for children—it’s for everyone. As a leader, practicing what you preach by using these steps can transform how you support your team. When you observe with intention, analyze thoughtfully, evaluate consistently, and summarize collaboratively, you’re not just managing—you’re actually leading!

Because at the end of the day, leadership isn’t about perfection. It’s about growth—yours, your team’s, and the children’s. So go ahead, take out your metaphorical clipboard, and start assessing. Your team (and the children they serve) will thank you for it.

If this conversation about assessment and leadership has sparked something for you, it’s time to take the next step. Join me for our free webinar, 5 Game-Changing Strategies to Build a Thriving Teaching Team and Say Goodbye to Burnout, Turnover, and Low Morale where we’ll dive into the common pitfalls that hold teams back and explore practical strategies to build a culture of accountability, growth, and excellence. Don’t miss this opportunity to learn how to lead with intention and transform your team from good to great. Register now and start creating the change your program deserves!

How to Create Meaningful Professional Development Without Overwhelming Your Team

Recently, I had an experience that reminded me just how often teachers are asked to adapt, accommodate, and adjust—all while their own needs are overlooked.

I arrived early at a school to coach a couple of preschool teachers. The school clerk invited me to wait in the classroom until the teacher arrived, but I respectfully declined. Walking into your space on a Monday morning to find a coach already occupying it? That’s not the welcome any teacher deserves before they’ve even had time to take off their coat or get settled.

Later, after observing the morning session, I kept our debrief quick. I knew this teacher only had a short prep period before grabbing a quick lunch and gearing up for the afternoon class. For my next classroom visit, I told the afternoon teacher to finish her lunch and that we’d spend just 10 minutes checking in before the children arrived. The visible relief on her face said it all—that small act of respect gave her space to prioritize herself without sacrificing her readiness for the day.

These moments were a powerful reminder of a harsh truth: teachers are often expected to bend over backward to accommodate professional development, coaching, and schedule changes, yet their personal and professional needs are often sidelined. But it doesn’t have to be this way.

As directors, you hold the key to creating meaningful professional learning experiences while respecting your teachers’ time and energy. Here are five strategies to help you maximize professional development without adding undue pressure to your team.

1. Prioritize Thoughtful Scheduling

Scheduling professional development isn’t just about finding a time slot—it’s about making sure the timing works for everyone involved. Teachers already juggle tight schedules full of lesson planning, parent communication, classroom management, and more. Poorly timed PD sessions can disrupt their flow, leaving them frustrated and less likely to engage.

What to do:

• Schedule workshops, coaching, or training during natural breaks, such as in-service days or early release afternoons, instead of peak teaching hours.

• Provide teachers with advance notice so they can plan for tasks like lesson prep or assessments.

• Rotate meeting times so the same group of teachers isn’t always burdened.

When you prioritize thoughtful scheduling, you respect teachers’ time while setting the stage for meaningful, focused learning.

2. Minimize Interruptions to Classroom Routines

Consistency is critical for both teachers and children. Disrupting classroom routines for PD sessions can throw off the entire day—not just for the teacher but for the children who depend on those routines for a sense of stability.

Professional learning should integrate seamlessly into the school day, minimizing disruptions and allowing teachers to maintain their classroom flow. For instance, coaching sessions or observations can be scheduled around classroom routines like nap time or outdoor play.

What to do:

• Plan observations and coaching sessions during non-instructional times to avoid distractions.

• Keep sessions concise and focused, delivering impactful content in the shortest time possible.

• Offer flexible observation windows, allowing teachers to choose times that work best for them.

When you align professional development with existing routines, you support both teacher and child success while minimizing unnecessary stress.

3. Build in Time for Reflection and Recharge

Teachers rarely have time to reflect on what they’ve learned or recharge after a training session. Between running classrooms, meeting deadlines, and addressing families’ needs, there’s often no space left for processing or planning. But without time to reflect, professional development can quickly become just another task to check off the list.

Reflection and recharging are crucial to helping teachers internalize what they’ve learned and translate it into actionable strategies. As a leader, it’s your job to ensure that space exists—even after the session is over.

What to do:

• Plan follow-up time: After a PD session, schedule a quiet hour for teachers to process what they’ve learned, either individually or in small groups.

• Provide reflection tools: Offer resources like journaling prompts or action-planning templates to help teachers connect new knowledge to their classrooms.

• Ease transitions: After training, avoid piling on extra meetings or tasks. Give teachers the space to focus on implementing their learning at their own pace.

• Schedule check-ins: A week or two after the session, hold brief one-on-one or team meetings to discuss successes, challenges, and next steps.

For example, after a session on classroom management, you might provide teachers with an afternoon to brainstorm ideas with their peers. Follow up later to check on progress, offering support where needed. This approach not only boosts confidence but ensures professional learning leads to real change.

4. Provide Practical, Actionable Professional Development

One of the biggest frustrations teachers share about PD is that it often feels disconnected from their daily realities. They’re inundated with theory but leave without practical tools to apply in their classrooms. For professional learning to resonate, it must be relevant, actionable, and directly tied to their challenges.

What to do:

• Start with a needs assessment: Survey teachers to identify areas where they want support. Whether it’s classroom management, differentiated instruction, or family engagement, focus on what they need most.

• Deliver actionable strategies: Avoid overwhelming teachers with abstract ideas. Instead, focus on practical solutions like creating behavior plans, setting up engaging learning centers, or improving parent communication.

• Support follow-up: Professional development shouldn’t end with the session. Provide teachers with resources, coaching, or time to collaborate with peers to reinforce what they’ve learned.

When teachers see PD as a tool for addressing their unique challenges, they’ll be more engaged and motivated to apply what they’ve learned.

5. Foster a Culture of Respect and Support

The best professional learning happens in a culture where teachers feel valued and supported. When leaders create an environment built on trust and mutual respect, teachers are more willing to embrace new ideas and grow in their practice.

Respect and support go beyond training days. It’s about creating a consistent culture where teachers feel safe to share their challenges, appreciated for their efforts, and empowered to succeed.

What to do:

• Involve teachers in planning: Ask for input on PD topics and schedules. When teachers have a say, they feel more invested in the process.

• Show appreciation: Small gestures like handwritten thank-you notes, snacks during training, or public recognition during staff meetings can make a big impact.

• Encourage open dialogue: Create spaces where teachers can share their successes and struggles without fear of judgment.

A culture of respect strengthens your team, improves morale, and ensures professional development is seen as a meaningful opportunity rather than just another obligation.

The Big Picture: Intentionality Creates Lasting Impact

At the core of every professional development effort is a simple truth: teachers are people first. When their time, energy, and well-being are respected, professional learning becomes more effective and impactful. As a leader, your job isn’t just to offer opportunities for growth—it’s to create an environment where those opportunities are meaningful and sustainable.

If you’re ready to take your professional development planning to the next level, join us for the Winning Beyond the Workshop Masterclass. This session is packed with strategies to design PD experiences that inspire, empower, and create real change in your program.

Let’s make 2025 the year we stop doing more and start doing what matters. Sign up for the Winning Beyond the Workshop Masterclass today and learn how to support your team with intentionality and purpose!

From Resolution to Reality: How Childcare Leaders Can Make 2025 Their Best Year Yet

The start of the new year always comes with a wave of energy and ambition. It’s the time when we feel compelled to make big changes, set lofty goals, and dive headfirst into new trends. But here’s a question for you: How many of those New Year’s resolutions actually stick? Studies have shown that approximately 80% fail by mid-February, and only 8% of people achieve their goals at all. 

With those odds, if you asked me what I’d focus on if I were a childcare director right now, my answer would probably surprise you. I wouldn’t be chasing the latest buzzwords or implementing sweeping changes just because it’s a new year. Instead, I’d focus on sharpening the tools we already have, grounding my team in what works, and taking practical steps to set them—and the children—up for success.

The Temptation of New Year Trends

Every January, it’s easy to get caught up in aspirational practices that feel transformative on paper but often fizzle out in execution. Maybe you’re tempted to overhaul your entire curriculum, adopt the latest childcare app, or introduce five new policies at once. These big moves sound impressive, but let’s be honest—how many of them actually stick and make a difference?

For example, there’s always a trend promising to "gamify" classroom management or revolutionize staff engagement. While these ideas may work in some contexts, they’re often short-lived distractions that fail to address the real needs of your team. And let’s not forget the allure of setting over-the-top goals such as doubling family engagement by February or achieving flawless compliance on the first audit of the year.

These trends aren’t inherently bad—they just need to be weighed against the practical realities of your program. Before diving into something new, ask yourself:

• Does this align with our program’s mission and vision?

• Do I have the resources and bandwidth to implement this effectively?

• Will this bring long-term value to my team and the children we serve?

Let’s Take it Back to Basics with Practical, Actionable Steps

If I were still leading a childcare program today, I’d take a simpler, more focused approach. I’d prioritize what matters most: setting my team up for success with strategies that are both impactful and sustainable.

Here’s what that would look like:

1. Conducting Mid-Year Check-Ins

Instead of diving into the latest trends, I’d sit down with my teachers one-on-one for reflective conversations. These check-ins wouldn’t be about micromanaging or critiquing—it’s about taking the pulse of the team.

Burnout is real, and understanding where your team stands halfway through the year is critical to ensuring they have the support they need. Taking time to check in with your staff not only helps you gauge their stress levels but also shows them that their well-being is a priority. These conversations can uncover hidden challenges and opportunities to provide the encouragement or resources they need to finish the year strong.

How to do it:

1. Start by celebrating wins: “What’s one thing you’re proud of from the first half of the year?”

2. Address challenges: “What’s been your biggest obstacle so far?”

3. Offer support: “What resources, training, or tools would help you feel more confident?”

These conversations are about listening, not fixing everything on the spot. They give teachers a chance to feel heard and provide leaders with valuable insights to inform decisions for the rest of the year.

2. Refining (Not Reinventing) Program Goals

New year, same mission. If I were leading a program, I’d revisit our existing goals rather than piling on new ones. The focus would be on refinement and alignment, not overhauling everything.

Your mission and vision should guide every decision you make, like a compass pointing the way- not the changing of the calendar. Adding too many new initiatives dilutes your efforts and overwhelms your team.

Try this instead: 

1. Host a collaborative staff meeting to review goals.

2. Facilitate discussions on progress: “What’s working well?” “Where are we falling short?”

3. Adjust priorities based on feedback.

For example, if boosting family engagement is a goal but attendance at events has been low, I’d explore practical, low-barrier strategies like hosting virtual Q&A sessions for busy families or casual morning coffee chats for parents with more flexible schedules. These approaches not only help gather valuable insights from families but also provide teachers with actionable feedback they can use to strengthen their family engagement efforts.

3. Kicking Off the Year with Energizing PD

Rather than chasing the latest trend, I’d invest in professional development that aligns with my team’s actual needs. This wouldn’t be a one-size-fits-all training—it would be tailored to meet teachers where they are.

PD is most effective when it’s relevant, actionable, and connected to what teachers are experiencing in their classrooms. That’s exactly what we’ll dive into during the Winning Beyond the Workshop Masterclass—a session designed to help you create professional development that inspires real change, equips teachers with practical tools, and addresses the challenges they face every day.

Here's how I’d do it:

1. Start with a needs assessment to give teachers the opportunity to share their challenges and priorities.

2. Analyze staff performance data alongside children’s learning and development outcomes to guide the selection of professional development opportunities.

3. Incorporate team-building activities into the plan to strengthen connections and boost morale.

And yes, I’d make sure there were snacks. You can’t underestimate the power of a table stocked with teachers’ favorite candies, perhaps taco bar that beats the usual sandwich platter, or homemade desserts that put those grocery store muffins to shame. Little touches like these can turn a regular training session into something everyone actually looks forward to.

4. Refreshing Classroom Environments

Forget flashy tech or trendy curriculum swaps—sometimes the best investment is a good old-fashioned classroom refresh.

You can’t take for granted the messages a well-organized, thoughtfully stocked classroom sends to children. A clean and inviting space shows them that their learning matters and that this is a place where they belong. It sparks curiosity and independence, making them feel comfortable enough to explore, take risks, and try new things.

There’s a reason we say, “the environment is the third teacher.” The space itself plays a huge role in how children learn. When materials are easy to reach, toys are rotated to keep things fresh, and shelves are labeled so children know where things go, the classroom becomes a partner in teaching. A thoughtful environment doesn’t just support great teaching—it helps create it.

Take these three steps: 

1. Declutter: Encourage teachers to purge broken or outdated materials.

2. Organize: Provide bins, labels, and storage solutions to streamline classrooms.

3. Restock: Ask teachers to create a list of materials they need, and prioritize purchases that align with program goals.

A refreshed classroom isn’t just about aesthetics—it’s about functionality and giving teachers the tools they need to succeed. When the space is organized and intentional, it reduces stress, saves time, and allows teachers to focus on what matters most: connecting with children and supporting their growth. It’s about creating an environment that helps everyone work smarter, not harder.

5. Balancing Accountability with Celebration

Finally, I’d focus on creating a culture where accountability and appreciation coexist. Teachers need to know that their contributions matter and that their efforts are seen and valued. At the same time, clear expectations and consistent follow-through ensure that everyone is working toward the same goals. Balancing these two elements isn’t always easy, but it’s essential for building trust and maintaining a strong team dynamic. A culture like this encourages open communication, mutual respect, and a shared commitment to the program’s success—because when people feel appreciated, they’re more likely to rise to the occasion.

Clear expectations set the foundation for success, but recognition keeps your team motivated and engaged. When people know what’s expected of them and feel appreciated for their efforts, they’re more likely to go above and beyond. It’s a powerful combination that not only boosts morale but also drives consistent, high-quality performance.

This is how you'll do it: 

1. Revisit program policies to ensure consistency and fairness.

2. Address gaps in performance with coaching and support, not punishment.

3. Celebrate wins—big and small—during staff meetings, in newsletters, or through personal notes of appreciation.

This could look like a teacher staying late to help organize materials for an upcoming classroom project and taking a moment to thank them personally and maybe leave a small note of appreciation on their desk. Recognition doesn’t have to be grand—it’s the simple, thoughtful gestures that often mean the most.

The Bottom Line: Intentional Leadership Wins Every Time

In a world where the temptation to do more is everywhere, intentionality is your secret weapon. It’s not about juggling a million tasks or launching countless initiatives—it’s about focusing on what truly moves the needle. When you align your actions with your program’s mission and vision, every decision you make drives meaningful progress. Intentional leadership isn’t about doing everything; it’s about doing the right things with purpose and clarity.

Ready to dive deeper into strategies that create real, lasting impact? Join us for the Winning Beyond the Workshop Masterclass, where you’ll discover how to create professional development that inspires real change, equips your team with tools they’ll actually use, and transforms your program into a place where teachers thrive and children succeed. Don’t miss this opportunity to transform your leadership approach and set your program up for success in 2025!

This year, let’s leave the trends behind and focus on what truly matters: empowering our teams and creating programs that thrive.

Beyond the Barre: Guiding Teachers Professional Development with Grace and Precision

Saturday mornings often find me perched in the dance studio lobby, watching my daughters twirl their way through class. On one side, my preschooler joined a class of tutu-clad four-year-olds, mastering the art of pointing their toes and maybe, just maybe, staying in a straight line. Across the hall, my middle schooler is leaping into advanced techniques, refining pirouettes, and responding to a teacher who’s calling her to a higher standard.

As I sip my coffee and try not to hum along to the music streaming through the studio doors, I can’t help but notice the stark difference in teaching strategies. While both teachers are kind and nurturing, the preschool teacher is cheerful and encouraging, using imagery and exploration to keep the little ones engaged. “Let’s pretend we’re picking flowers!” she coos, guiding them through a soft plié. “Now stretch up high to smell the flowers,” she adds, encouraging them into a gentle relevé. With every correction, she’s helping them understand the basics of movement, coordination, and body awareness.

Meanwhile, the middle schoolers are in a world of precision and discipline. The instructor calls out “Arabesque!” and expects them to extend their legs gracefully behind them without missing a beat. She’s not introducing concepts—they’re expected to know them. Instead, she’s refining their skills, pushing them to nail the double pirouette and emphasizing the details that separate good dancers from great ones.

As I observe the contrast, it hits me: this is exactly how professional development should work for teachers.

Meeting Teachers Where They Are

Just like ballet instructors adjust their approach based on the age and skill level of their students, leaders need to tailor professional development to meet teachers where they are. For a new teacher, this means introducing foundational practices—think of it as helping them find their "first position" in the classroom. They need exploration, encouragement, and the space to try out strategies without fear of failure. A new teacher might benefit from hands-on coaching where they practice creating engaging learning centers or strategies for establishing daily routines under the guidance of a more experienced educator. Observing seasoned teachers in action offers valuable insights into managing transitions and building strong family connections.

Why does this matter? Because foundational skills are critical for building confidence. A new teacher who feels supported is more likely to try, fail, and try again. Picture a new teacher feeling their way through circle time—navigating wiggly three-year-olds with songs and fingerplays. They need coaching to refine their strategies and encouragement to keep going when things don’t go as planned. The goal at this stage is to foster a love of teaching and lay the groundwork for more complex practices later.

But for your seasoned educators? They’ve already mastered the basics. They don’t need another workshop on managing transitions or setting up dramatic play centers—they’re ready for something deeper. These educators are eager to deepen their practice, explore strategies for fostering critical thinking in young learners, and tackle complex challenges like designing equitable learning environments. This might look like delving into advanced topics such as differentiating instruction for dual-language learners or designing inquiry-based learning experiences that foster critical thinking and exploration.

For example, in an early childhood program I recently worked with, a seasoned teacher wanted to create project-based learning opportunities that integrate science, math, and literacy for her Pre-K students. Instead of attending an introductory workshop on STEM activities, she needs support in co-constructing curriculum with children, documenting learning through portfolios, and using open-ended questions to scaffold deeper understanding. She’s not just looking for “ideas” to bring back to her classroom—she’s looking for frameworks to apply her expertise in ways that feel meaningful and transformative.

Tailored professional development also meets the emotional needs of seasoned teachers. Many experienced educators have a wealth of knowledge but may feel stagnant without opportunities to innovate or be challenged. Imagine a ten-year veteran teacher who has mastered classroom management but wants to explore leadership roles. Offering them mentorship opportunities, advanced coaching, or a role in shaping curriculum development can reignite their passion and allow them to lead from within the program.

When leaders take the time to assess where their teachers are in their professional journey, they can create development opportunities that are not only relevant but also deeply impactful. Just as a ballet instructor wouldn’t teach a plié and a tendu the same way, leaders must differentiate their approach to ensure all teachers—whether they’re just starting or have years of experience—feel supported, valued, and inspired to grow.

The Beauty of Individualized Development

Here’s where the magic happens: just as no two dancers leap the same way, no two teachers progress the same way. Professional development that works must be as varied and nuanced as the teaching team itself. A one-size-fits-all workshop? That’s like expecting both my four-year-old and my middle schooler to learn the same ballet choreography. It doesn’t just miss the mark—it misses the point.

Why does individualized development matter? Because teachers, like children, thrive when they are met where they are. Blanket training approaches often fail to account for the unique strengths and challenges that each educator brings to the table. Effective leaders recognize this and take the time to observe, assess, and scaffold learning opportunities in ways that support meaningful growth.

For newer teachers, individualized development might look like focused coaching sessions filled with encouragement and practical strategies. Imagine a first-year teacher struggling to manage circle time effectively. Instead of sending them to a generic classroom management workshop, a leader might conduct in-class observations and provide personalized feedback on how to use visual cues or introduce transitional songs to maintain children’s attention. The leader might model this strategy in action, then co-facilitate an activity to help the teacher gain confidence in applying it. This hands-on, tailored support creates a foundation of success and encourages the teacher to try new techniques without fear of failure.

For experienced teachers, it’s about providing opportunities for reflection, refinement, and leadership. For example, a teacher with several years of experience might be ready to explore advanced topics like integrating project-based learning into the curriculum or using assessment data to create individualized learning plans for children. A leader might invite this teacher to co-lead a professional learning community focused on emergent curriculum—an approach where lesson plans are built around children’s interests and needs rather than pre-set themes—or pair them with a new hire as a mentor. By aligning professional development opportunities with their strengths and aspirations, experienced teachers feel challenged, valued, and motivated to continue growing.

What does this look like in practice? In one early childhood program I coached, the director and I implemented a tiered professional development process. New teachers attended a weekly coaching session that focused on practical skills like setting up engaging learning centers or facilitating group activities. Mid-level teachers participated in monthly reflective practice groups, where they analyzed real classroom scenarios and brainstormed solutions collaboratively. Veteran teachers led workshops, mentored peers, and contributed to curriculum development committees. This approach not only met the individual needs of the teaching team but also strengthened the overall program by building a culture of collaboration and growth.

Individualized professional development ensures that every educator is equipped to grow at their own pace and according to their unique goals. It’s not about creating a program that works for everyone in the same way—it’s about creating a program that works for everyone differently. Because when you meet teachers where they are and help them grow from there, the entire program thrives.

From the Studio to the Classroom

As I watch my daughters’ classes wrap up—my preschooler joyfully balancing in an arabesque and my middle schooler nailing her pirouettes—I’m reminded that the art of teaching, much like dance, is about growth. It’s not about perfection; it’s about progress.

Whether you’re leading a team of teachers or guiding a group of dancers, the lesson is the same: meet them where they are, challenge them to grow, and celebrate the leaps (and even the stumbles) along the way.

And hey, if you’re lucky, you might get to sip some coffee and hum along while you’re at it. Because in both ballet and professional development, the music keeps playing—and the show always goes on.

Ready to take your professional development to the next level? Join the waiting list for my Win Beyond the Workshop Masterclass and discover strategies that truly transform teaching.

Boundaries, Battles, and Breakthroughs: Lessons in Parenting and Leadership

Recently, a good friend faced a situation with her preteen and teenage daughters that tested boundaries—and her patience. What began as a disagreement over social media apps quickly turned into a saga of defiance and consequences, highlighting the delicate art of teaching accountability.

It all started with those tiny icons that somehow hold an entire universe of teenage drama. Despite having clear family rules about which apps were allowed, both daughters decided to push the limits.

Her preteen was the first to get caught, but thankfully, she was the easier one to handle. She grudgingly accepted her consequence: deleting the unapproved apps and losing her phone privileges for the rest of the month. Was she happy about it? Absolutely not. But she owned her actions, took the consequence, and moved on.

The teenager, however, was a completely different story. To her, the rules were absurd. "All teens have social media," she argued. "None of my friends’ parents check their phones!" She rolled her eyes, stomped her feet, and fought her parents at every turn. It became clear that a typical punishment wasn’t going to make an impact this time.

So, my friend and her husband got creative. Her consequence? Two 5,000-word essays: one on the impact of social media on teens and another on why lying to your parents is never a good idea. To top it off, she was barred from extracurricular activities until the essays were completed—a particularly tough blow with a big sports tournament less than 48 hours away.

If you think this brought about immediate compliance, think again. The essays led to a long, drawn-out battle—full of frustration, stubbornness, and moments that tested everyone’s patience. But they stood firm, knowing this wasn’t just about social media. It was about trust, responsibility, and respecting boundaries.

Reflecting on the experience, I realized how much this mirrors what leaders face in early childhood programs. Holding staff accountable—just like parenting—requires setting clear expectations, monitoring compliance, and following through when those expectations aren’t met.

Monitoring and Accountability: The Leadership Version

Just like parenting, leading a team of early childhood educators means setting expectations, monitoring compliance, and implementing fair consequences. And yes, it can be just as unpopular as grounding a teenager.

There’s always the staff member who resists new policies or the one who bends the rules because “it doesn’t make sense” to them. (That used to be me—I thought half the rules were unnecessary!) Maybe it’s the teacher who skips the daily cleaning checklist or the one who refuses to follow the lesson plan format everyone else is using. These behaviors might seem minor, but left unchecked, they send a message: accountability isn’t required here.

Here’s the thing: if you let these behaviors slide, they spread. One staff member disregarding policies inspires others to do the same. But by addressing issues with consistent consequences, you reinforce the culture of accountability that protects your program’s integrity.

Reflective Supervision: Balancing Support and Accountability

With my friend’s family, the essays weren’t just about punishment—they were about reflection. They wanted their teenager to pause, think about her actions, and understand the bigger picture. As leaders, reflective supervision offers a similar opportunity.

Reflective supervision isn’t about catching mistakes or assigning blame. It’s about creating a space where staff can evaluate their performance, understand the impact of their actions, and make meaningful changes. When a teacher struggles to follow a policy, consider asking them:

• Why do you think this policy is in place?

• What challenges are you facing in implementing it?

• How can we work together to overcome those challenges?

By fostering this kind of dialogue, leaders build trust, encourage growth, and still hold staff accountable—without the need for 5,000-word essays (or the inevitable eye-rolls).

Implementing Consequences: The Key to Growth

Consequences aren’t fun to dish out, whether you’re grounding a teenager or addressing a staff member’s poor performance. But they’re necessary. Without them, rules lose their weight, boundaries blur, and your program’s integrity begins to erode.

For early childhood leaders, consequences shouldn’t only be about correcting behavior—they should be an opportunity for growth. When handled thoughtfully, they can reinforce accountability while helping staff develop new skills. Here’s what you should keep in mind about consequences:

1. Make Them Fair
Consequences should fit the “offense” and be proportional to the behavior. Fair consequences are not about punishing staff but about reinforcing the importance of program policies and professional standards.

For instance:

• If a teacher skips documenting observations, a fair consequence might involve redoing the paperwork during their personal time or outside of regular planning hours.

• If a teacher repeatedly misses lesson plan deadlines, they could be asked to present their plans to the director for approval before implementation, adding an extra layer of accountability.

Fair consequences ensure respect for the process and motivate staff to correct their behavior without fostering resentment.

2. Keep Them Relevant
Consequences should align with the program’s goals and reflect the behavior you want to address.

For example:

• If a teacher is consistently late, have them brainstorm time management strategies during a reflective supervision meeting.

• If a staff member forgets to sanitize toys at the end of the day, assign them to lead the next health and safety training.

Relevant consequences connect the dots between actions and outcomes, making them more impactful.

3. Focus on Growth
Consequences should provide an opportunity for learning and development.

For instance:

• Pair a teacher struggling with curriculum execution with a mentor who can model lesson planning and classroom strategies.

• If a teacher struggles with behavior management, have them observe a peer who excels in that area and follow up with a coaching session to reflect on what they learned and plan next steps for improvement.

Framing consequences as a pathway to improvement fosters a supportive culture where staff feel encouraged to grow rather than fearful of making mistakes.

4. Be Consistent
Inconsistent enforcement of consequences undermines your leadership and confuses staff. Ensure all team members are held to the same standards, regardless of tenure or relationships.

One strategy is to document patterns of behavior and the corresponding consequences to maintain fairness and clarity across your team. Consistency builds trust and reinforces that accountability is a shared value.

5. Follow Through with Support
Consequences should never be the end of the conversation. After addressing the behavior, you should provide tools and support to prevent recurrence.

For example:

• Offer one-on-one coaching to help staff struggling with time management create a plan.

• Provide training in organizational strategies for staff feeling overwhelmed by deadlines.

Following through shows your commitment to growth and reinforces that consequences are part of a larger effort to build a stronger team.

Why Consequences Matter

Fair, relevant, and growth-focused consequences maintain accountability and foster professional development. Just like my friend had to stand firm with her daughters, leaders must stand firm when addressing staff behavior.

Whether you’re dealing with late lesson plans, skipped cleaning checklists, or a teenager testing boundaries, accountability is the foundation for meaningful change. And that’s a standard worth standing firm on.

The Bigger Picture

At the end of the day, whether you’re parenting teenagers or leading a team of educators, the goal isn’t to be liked—it’s to guide people toward growth and success. That means standing firm on your rules, even when it’s unpopular. It means balancing support with accountability and being willing to have the hard conversations.

That teenager may not love those essays, and your staff may not always love reflection or consequences. But in both cases, the effort is worth it. Because when you invest in accountability, you’re not just enforcing rules—you’re creating a culture of trust, responsibility, and growth.

And who knows? Maybe one day, your “rebellious teenager” (or staff member) will thank you for it. Until then, stand firm, stay consistent, and keep nurturing the growth of your team—just like my friend is nurturing her daughters’ growth.

If this resonates with you and you’re ready to dive deeper into creating a culture of accountability and growth in your program, join us for our next free webinar, 5 Reasons Your Teaching Team Sucks, Your Turnover is High and Employee Morale is Low (and a few strategies to fix it)!. Together, we’ll unpack the common pitfalls in team dynamics and explore practical strategies to build a stronger, more cohesive staff. Don’t miss this opportunity to elevate your leadership and empower your team to thrive—because the success of your program starts with you. Register now!

Cooking Up Leadership: 3 Ingredients from Thanksgiving Reflections

Cooking Up Leadership: 3 Ingredients from Thanksgiving Reflections

Last week for Thanksgiving, the kitchen wasn’t just a place for cooking—it was a place for connection, learning, and passing down traditions. For the first time in years, I genuinely enjoyed preparing the meal, and not because it was easier (Thanksgiving is never easy). It was because the work was shared across three generations: my grandmother, my daughters, and me. That’s what made this year so special for me.

As a little girl, I loved being in the kitchen with my grandma. Now that I think about it, many of my favorite memories include being in the kitchen with her and her mother, my late great-grandmother, “Mommy.” As early as five or six years old, she’d let me chop veggies and mix things, all the little tasks that a child could handle independently. Looking back, I realize I wasn’t just there to help—I was there to pay attention. Her indirect lessons shaped me in ways I couldn’t have fully understood at the time. I noticed the ingredients she used versus what I found in her cookbooks or what I now see when I look to Pinterest for a recipe. I watched what she measured versus what she eyeballed. It reminds me of the scene from the 1997 movie Soul Food where Nia Long’s character “Bird” was measuring seasoning salt and Big Mama told her it was too much- that’s how our kitchen worked. And I took note of how she prepped ahead of time. Thanksgiving was always a multi-day production. Monday through Wednesday was for getting ready- making the desserts, baking cornbread for dressing, chopping veggies, gathering serving dishes, and pulling out the decor. “Mama” as I affectionately call my grandmother, never sat me down and said, “this is how you prepare a Thanksgiving meal.” These lessons weren’t explicitly taught, but absorbed through observation and experience. Thirty years later, they’re second nature to me.

Now the roles are reversing. I’m the one carrying the weight of preparing the family feast while my grandma has stepped back into a supporting role. She’s become my trusted advisor, no longer spending the entire day in the kitchen but always nearby, ready to answer questions or remind me of an old family recipe. My husband and I were just talking about how my cooking has gotten much better over the years, and we attributed it to the last few years where my grandmother has been in the house to help me. And my daughters? They’re in the kitchen now too, doing what I once did—picking greens, chopping veggies, and hopefully observing everything. I love that they aren’t just carrying out the tasks I assign them, but they’re asking questions and are genuinely interested in why we cook the way we do.  My eldest even took on the task of making the sweet potato pies this year, proudly presenting her creation as a contribution to the meal. 

Watching this process unfold, I couldn’t help but think about how it mirrors early childhood education and leadership development. I didn’t just wake up knowing how to prepare a feast, I spent years in the kitchen working beside one of the best cooks I know. Over the years, I took on more responsibility. And as I began to do more, my grandma was able to do less, but the job still gets done. This experience in the kitchen taught me that learning isn’t always about formal instruction—it’s also about observation, trust, and taking on responsibility at the right pace. The same is true for leadership development: it’s a gradual process where each person learns through doing and grows into their role over time. Just as the kitchen transitions between generations, leaders in education play a vital role in ensuring skills, trust, and responsibility are intentionally passed down to the next generation of educators.

The Transition from Seasoned to New

In early childhood education, many seasoned teachers are transitioning out of the field for various reasons: it's time to retire, changing workforce dynamics, burnout and insufficient support, limited opportunities for growth, or simply a new interest they'd like to pursue. No matter the cause, we need to ask ourselves: Are we handling this shift with intentionality as younger generations step in? Too often, it feels like we’re passing the torch without giving new teachers the benefit of working alongside seasoned pros. Just like in the kitchen, this transition is a process that requires observation, mentorship, and trust.

Our seasoned educators, much like my grandmother, are invaluable. They've spent years honing their craft, learning what works and what doesn't, and developing a "recipe" for success in the classroom. Their wisdom can't be replaced, but it can—and must—be shared. They are the keepers of invaluable knowledge and traditions that enrich our educational practices. They may no longer be in the classroom full-time, but their guidance and mentorship can serve as the backbone for the next generation of educators.

However, these transitions are not without challenges. Seasoned teachers aren't just stepping back—they're stepping out, and their influence is fading. Meanwhile, younger educators are feeling overwhelmed by the responsibility of taking on more without the guidance of those who have taught multiple generations. A few years ago, I ran into one of my grammar school teachers, and she shared that she was now teaching the children of my classmates. This generational overlap, once so natural, now feels increasingly rare as seasoned teachers step out without fully passing down their knowledge. While this current dynamic may feel less natural, thoughtful leadership can make the transition smoother and more effective.

The Role of Leadership

As leaders, our role is to create a kitchen-like environment where this transition can happen smoothly. We need to ensure that seasoned teachers feel valued and supported in sharing their knowledge while empowering newer educators to take on responsibilities and learn through experience. It’s about striking a balance—giving new teachers the opportunity to take ownership of tasks (like making the sweet potato pies) while ensuring they have a trusted advisor nearby when they need help.

I’ve seen this dynamic in some of the programs I’ve worked with. One of my clients refers to experienced educators as ‘room Grandmas.’ They spend time in classrooms offering guidance and support without the full-time responsibilities of caregiving and teaching. Their presence provides mentorship for newer teachers and stability for children. 

Leadership in this context means building intentional pathways for growth and collaboration, ensuring that both seasoned and new teachers feel supported in their roles. Just as my grandma didn’t hover over me but was always ready to guide when needed, seasoned teachers should be encouraged to step back from daily classroom responsibilities while maintaining an active role as mentors, sharing their expertise and supporting the next generation of educators.

By fostering this environment, leaders can create space for creativity, avoid micromanagement, and build trust within their teams. Instead, they cultivate a culture where questions are welcomed, mistakes are treated as learning opportunities, and shared experiences build trust and confidence. This collaborative approach not only builds trust and confidence among educators but also ensures that the children’s learning and developmental needs remain at the center of everything we do.

A Recipe for Success

How do we create an environment where seasoned educators can gracefully pass the torch and new educators can confidently take it up? Like any great recipe, it requires the right ingredients, carefully combined.

Here are three key “ingredients” for success:

1. Encourage Observation

Just like I watched my grandmother cook, new teachers need opportunities to observe seasoned educators in action. This doesn’t just mean watching what they do but understanding why they do it. Observing how a veteran teacher handles challenging behaviors, facilitates group activities, or transitions between lessons provides invaluable insights that can’t be learned from a textbook or workshop.

Observation is more than just shadowing—it’s active learning with a purpose. Leaders should create structured opportunities for new teachers to observe specific skills or strategies in action. For instance, pairing a newer teacher with a seasoned educator for morning circle time or parent communication offers a front-row seat to learn best practices. Follow-up reflection sessions can help new teachers connect what they observed to their own classroom practices.

By encouraging this level of observation, you will help bridge the gap between theory and practice, allowing your new teachers to gain confidence as they learn.

2. Provide Incremental Responsibilities

Just as my daughters started with age-appropriate kitchen tasks, new educators should take on responsibilities that align with their current skills while stretching them just enough to grow. Gradually increasing responsibilities—like leading small group activities before transitioning to whole-class instruction—builds confidence and competence over time.

Many early childhood programs already have a multi-tiered structure with lead teachers, teacher assistants, and aides. This natural hierarchy allows leaders to scaffold responsibilities, ensuring that newer educators develop the skills they need at a manageable pace.

One level that programs should embed more intentionally is the mentor teacher role. A mentor teacher differs from a master teacher, who often serves in a supervisory or evaluative capacity. Instead, the mentor teacher is a peer guide, offering hands-on support, modeling strategies, and helping newer educators navigate the complexities of their role. By formalizing this role, programs create a supportive bridge for new educators, ensuring they’re not just surviving but thriving. It also gives seasoned teachers a sense of purpose and legacy within the profession.

3. Value the Role of Mentorship

Seasoned educators have so much to offer, even if they’re no longer in the classroom full-time. Their years of experience and nuanced understanding of teaching are invaluable assets that shouldn’t be lost when they transition out of direct classroom work. Creating formal mentorship opportunities keeps their expertise alive within the program while fostering meaningful relationships between generations of educators.

Mentorship is about more than guidance—it’s about fostering connection and collaboration. For seasoned educators, mentoring gives them the opportunity to leave a legacy, knowing they’ve contributed to the growth of the profession. For new teachers, mentorship provides a safety net—a source of wisdom, encouragement, and real-time feedback as they navigate the challenges of teaching.

You can formalize mentorship by pairing seasoned teachers with new hires, setting aside time for one-on-one coaching, or creating group mentorship sessions focused on common challenges like classroom management or lesson planning. Recognizing and celebrating the role of mentors ensures that their contributions are valued and that mentorship remains a cornerstone of professional growth.

When we encourage observation, provide incremental responsibilities, and value mentorship, we create a program that’s not just functional—it’s thriving. These ingredients allow seasoned educators to share their wisdom while empowering new teachers to step confidently into their roles.

Much like a well-loved family recipe, this process requires time, care, and intentionality. But when done right, it creates something truly lasting—a culture of collaboration and growth that benefits educators and children alike.

Nurturing a Culture of Collaboration

The Thanksgiving kitchen wasn’t just about the food; it was a collaboration where each person’s contribution, big or small, added to the feast’s success. Early childhood programs thrive the same way - when every member of the team is encouraged to participate, learn, and grow.

As a leader, you play a pivotal role in creating this environment. They must set the tone for collaboration, ensuring that seasoned educators feel appreciated and new teachers feel supported. You must also recognize that transitions take time and require patience. A successful program is like a well-prepared Thanksgiving meal—it takes teamwork, planning, and trust in everyone’s contributions.

Passing the Torch

This Thanksgiving reminded me of the beauty and necessity of transitions. The wisdom of one generation doesn’t fade—it’s carried forward by the next. In early childhood education, this means ensuring that the lessons, strategies, and heart of seasoned teachers live on in the practices of younger educators.

As leaders, it’s our responsibility to facilitate this process—creating environments where knowledge flows seamlessly, confidence grows, and every generation contributes to the feast of education. When we value observation, incremental growth, and mentorship, we cultivate a workforce that is not only skilled but also deeply connected to the legacy of those who came before.

And who knows? Maybe one day, my daughters will lead the Thanksgiving kitchen, with their kids chopping veggies and me binge-watching Law and Order nearby. That’s the beauty of passing the torch—it’s a gift that keeps giving.

Because whether it’s a Thanksgiving meal or a classroom full of children, the best outcomes come when everyone works together, learning from each other and building on the strengths of every generation.

Mentorship is one of the most impactful forms of professional development. If you’re ready to strengthen your team, start by listening to my free audio training: Avoid the Top 10 Professional Development Mistakes Made in Early Childhood Education.

Don’t Let Your Systems Completely Fall Apart

Early childhood is an environment of systems at many different levels. You have administrative systems, classroom systems, teaching systems, parent engagement systems, etc.... you get the point. With so many things going on at once, how can you know when one or more are becoming ineffective before they fall completely apart? When you have a system (pun intended) in place to trigger you when a breakdown occurs, it's much easier to address them.

Think about your home for a second. For your own safety, it is recommended that smoke detectors are placed on each floor and outside of all bedrooms. In case of a fire, that alarm is supposed to sound. Many of us install those alarms and rarely think about them until the battery beeps. Even then, that beep may happen for days or weeks before we take action. Why is that? It's dangerous to assume that the device will continue to function properly without proper maintenance, yet we take our chances despite the possible danger.

Beyond changing the batteries, most alarms now have a test button. We can check it at anytime and take necessary action before it ever has to, or fails to, alert us that it needs attention. The systems in our programs are not much different. We can implement tests at any time, yet we wait for the occasional beeps that eventually become an ongoing alarm signaling a breakdown that either leads to panic or destruction.

Something we should consider when developing systems is: what it will look like when the system stops working. How do you know when policies and procedures have been abandoned, when they no longer work, and when they need to be updated and/ or replaced? How will you be proactive and test them to ensure they're implemented appropriately?

Here are three things you can do to ensure your systems remain in tact:

1. Respond to broken policies and procedures immediately.
2. Schedule time to review them at regular intervals.
3. Have clear protocols in place to help get back on track if you fall off.

They've Read the Handbooks...Now What?

Most of the policies, procedures, and protocols for the early learning program can be found in the parent and staff handbooks. As a director, you take the time to make sure that new teachers have a copy of each and even have them sign the new hire form in the packet acknowledging that they’ve received it. But how do you make sure they’ve actually read it? Could they say they did? Absolutely! Would they sign their name with full knowledge that they’ve never even turned a page? Of course! Or, what if they have read it? How do you hold the staff accountable for information?

It’s simpler than you think: make the policy review process interactive. No…I don’t mean sit across from them at a table or desk and take turns reading to each other. Though it’s tempting, it won’t be very effective. Instead, here are three things you can do to make reading the handbooks more engaging:

1.       Whenever possible, make them put it into practice…AND let them know ahead of time what they’ll be expected to demonstrate. For example, “Be sure to review the sanitizing policy and procedures. I’ll be in to observe you during breakfast tomorrow.”

2.       Create a short quiz that asks them to recall specific details they need to know.
True/False: You can be out of ratio for up to 30 minutes during nap time as long as all of the toddlers are sleeping.

3.       Have them express policies or procedures that may potentially be challenging or that need clarification. “What part of this policy do you think may be challenging for you?”

The trick is to help staff make connections between the written policies and procedures and their application to the work. Think about the content they’re responsible for and categorize them as: need to know and need to do. Be sure to include this in your new hire orientation or implement it whenever things change or are updated. Then, plan to see that it gets done.

Do you have other ideas? Please share them in the comments.

Why Workshops (Alone) Won't Work!

On a recent Saturday morning, I woke up at my usual 6 a.m. and couldn’t fall back asleep. Rather than lay in bed, I decided to get a jump start on the day and get some work done before my girls woke up. A half an hour into writing my training plan, coffee still warm, and with Youtube videos playing in the background, I heard these little feet pitter-patter through the hall headed to what had to be my bedroom. To her surprise, Kailey didn’t find me there but she wasted no time tracking me down in my favorite spot on the couch. The predictable, “Good morning. What are you doing, Mommy?” belted out of her high-pitched mouth and it became clear that her going back to sleep was not going to become a reality any time soon.

I thought it would be a good idea to distract her or at least try to keep her busy for me to wrap up what I was working on, and to keep her from waking her sister. I grabbed one of the new puzzles from the shelf and started to hand it to her. She was excited and interested, but instead of giving it to her to explore, I did what any person well-trained in early childhood education new better than to do: I started lecturing my first grader on how to put together a puzzle with many small pieces. Step by step, I told her how to look at the pictures and match the same colors; put all of the straight edges together; fill in the middle; so on and so forth. My ultimate goal was to be very clear about all of the instructions so that she would follow the directions and let me get back to my work…because at six, she should be able to handle a 75-piece puzzle on her own, right?

Just imagine for a moment how this scenario went. You guessed it, she did the exact opposite of what I thought I had thoroughly explained. She looked at the puzzle, dumped the pieces on the floor, and looked at me with a straight face and said, “um, I need help, please.” Take a deep breath, she’s got this. She doesn’t really need help. She’s put together many puzzles and this one is no more difficult than any she’s done before. It’ll be easy, match the pink corners, straight edges, connect the middle. Exhale. After about five minutes of trying to reassure her she could do it (by herself), she finally decided to give it a try. I returned to my work for ten minutes only to look up and discover that although she had connected quite a few pieces, the picture wasn’t right. I had just spent minutes explaining what she needed to do only to have to come back and demonstrate it and coach her through it. What a waste of time! She still needed me to show her as she worked on the puzzle.

That’s when it hit me! I was writing a workshop plan for teachers who would leave their classroom, attend the training to “receive information,” and then go back to their schools to figure out how to put the pieces together. We were doing it all wrong! In this moment, I realized why workshops alone don’t work. Here are a few takeaways and suggestions for how to make it work:

1.       Out of context, the information doesn’t make as much sense. Imagine if I had given the exact same instructions while she had the puzzle in front of her. She could have started to apply them, and once she got the hang of it, wouldn’t have needed me anymore. Here’s what to do instead: provide in the moment coaching and training and allow teachers to do as they learn. The connections happen much faster and scaffolding becomes much more meaningful.

2.       You can’t guarantee the material will be applicable to the work setting. The instructions I gave were based on my own experiences in completing puzzles and my approach to the process, but I didn’t factor in things that didn’t apply. I insisted that she use the image on the picture and copy it, but it wasn’t until the end that I realized that she was never going to be able to do that. The two pictures just didn’t match! Ask questions about the tasks that are suggested and find out if they’re even feasible. Have an alternative method just in case.

3.       Hands-on training may save more time thank you think. If I had only let her put together the puzzle as I explained it to her, the process would have been much smoother. There is great value in modeling your expectations and working together. What’s the saying? “Tell me and I forget; teach me and I remember, involve me and I learn.” Yep, the concept totally applies here.

I know what you’re thinking, this won’t always work and you have to send teachers to workshops. When you do, just have a plan to support them in implementing what they learn. Hopefully it won’t be as painful as the puzzle situation I had with my daughter, but I’m sure there’s a way you can make it work.

Need help with your plan? Click here to schedule a discovery call.

Before You Make a Change, Consider this!

I’ve been growing a plant in the office at work for a few months and it began to outgrow its original pot. Not that I’m a green thumb or anything, but I watched my grandmother care for plants my whole life so, if nothing else, I knew it was time for a new pot. After weeks of procrastinating, I finally bought a pot big enough. However, it wasn’t as simple as changing the environment if I wanted to keep that plant alive-- I soon discovered new issues.

My new dilemma was that the pot was now big enough, but the amount of soil was no longer sufficient to supply my plant with the nutrients it needed. Its new environment lacked necessary resources to sustain the growth that was in progress, so you can imagine what I had to do next—get more dirt! Going through this process with a plant made me wonder how this shows up in our classrooms and early childhood programs on a regular basis.

As leaders, we will change our expectations for teachers (e.g., curriculum, assessment, planning time, engaging with families, etc.), but we don’t always provide them will all of the tools and support they need to accomplish the new goal. We think that simply providing new materials or relating the expectation is enough, but it’s not. When you change one part of a system, you have to consider how it impacts others. The truth is…sometimes, we don’t adjust our expectations to factor in reality. To help alleviate frustration for both you and the teachers, here are some things you should consider before making changes in your program:

1.       Does the teacher already have the knowledge, skills, and experience needed to successfully carry out this new task?

2.       Will the necessary tools and resources be available when they need them (e.g., training, technical support, materials)?

3.       How will this change impact their current routine, and what adjustments will they have to make?

4.       What will I need to do to help facilitate the implementation of the new change?

I think it’s safe to say that if you can answer each of these questions, then your new change may be ready to go. If not, it may be a great idea to slow down and spend a little more time planning, or even solicit the teachers’ input to help navigate it. Change is inevitable, and all changes won’t be easy, but we can do our part to show that it’s a shared effort and we’re all in it together.

Be sure to share your thoughts below and download a freebie to join the mailing list and receive tips that are exclusive to Teach for Teachers subscribers.

Spring Cleaning in Your ECE Program

If you’re like me, I’m sure you grew up doing some form of spring cleaning at home (I'm actually in the process of tidying up now). As we’re preparing to shift seasons, cleaning and organizing doesn’t just apply to the home, but also to your early childhood program.
 
Spring is a great time to pause and reflect on some areas that may need to be "cleaned" up. Although systems may be in place to keep these tasks on track on a regular basis, the reality is that life happens so check-ins are necessary. Have you even thought about it yet, or are you wondering where to start? Well here are four areas you should be sure to look into sometime soon:
 
1. Children's files: touch base with parents to ensure that medical and emergency contact information is up to date. Allergy season will be here soon and regular outdoor play may start bringing in more incident reports (fingers crossed this won’t happen, but just in case). Make sure you can reach parents when you need to.
 
2. Personnel files: now's a great time to check-in on professional development goals and certifications/credentials pending expiration as your school/fiscal year may soon be ending. There's still time to make arrangements for training and/or renewals to avoid the year-end panic for meeting deadlines.
 
3. Facility/classroom records: double check that files are updated, organized, and stored properly. I had a bad habit of placing drill logs and student observations in the back of a binder until I needed them and the process always ended in a mess! Go ahead and file them properly to ensure nothing has been missed or misplaced.
 
4. Inventory: find out what classroom and program materials have been depleted or are no longer in working condition. Make a plan to discard and replace them to keep your classrooms running smoothly.

What happens when spring is over? Double-check that you have systems in place to track these tasks regularly and schedule checkpoints with to-do lists that will ensure things stay on track.

I’d love to know what’s on your spring cleaning to-do list; share with us in the comments below.  

Four Ways to Be a Better B.O.S.S.

My first experience as a leader was really all about wanting to be a “boss.” I simply wanted authority and the opportunity to tell others what to do. Needless to say, that didn’t go well nor did it last long. Over time, I learned to focus on building relationships and gaining influence with those I was responsible for, and that led to them welcoming my thoughts and allowing me to serve them. After taking a break from my supervisory roles, four years later, I find myself back “in charge” of others. Here are four things I’m pursuing this time around that may also work for you in your childcare program:

1.       Be Present- when engaging with teachers, give them your undivided attention. Dedicate time to spend in the classrooms, meet with them individually and in small teams. Hear their thoughts and ideas, and make an effort to see their perspective. Try not to dwell on the past or obsess over plans for the future; instead, focus on the here and now and what you can do in the moment to make progress for your program.

2.       Offer Optimism- You have to set the tone for positive energy. Be mindful of your thoughts and conversations when speaking with and about teachers. Reframe negative comments and provide positive remarks instead. As much as possible, think about what you can say “yes” to. Some of my leadership training has taught me all about learning to say “no,” but find ways to encourage and empower your team with small gestures that encourage and affirm their ideas.

3.       Provide Support- encourage your teachers when times get rough, and cheer them on when things go well. Solicit their ideas to challenging tasks and work with them to develop solutions. Consider mistakes teachable moments and use them as opportunities to provide training and guidance for improvement. Be a resource for your team; that doesn’t mean you have to be the “go-to” for everything, but that you can point them on the right path to seeking their own solutions.

4.       Implement a Strategy- develop systems that will set your team up for success. Revisit your mission and develop clear goals for working toward it this year. Train and orient your new staff and help them find their place in your program. Approach professional development with a wide-eye view for all staff and individually for each teacher. Complete self-assessments to identify your strengths and weaknesses and develop a plan for improvement that supports the success of the whole program.

I’m sure you’d agree that this is easier said or done. No worries, we can take some of the guess-work out of the implementation. Download this BOSS BINGO sheet for some ideas on how to take your leadership to the next level.

Top 5 Things I Wish I had known as an Early Childhood Program Director

Author Flora Q. Gomez

I often think about my time working as a director in an early childhood program and wonder how different things would have been if I had known then, what I know now. As time passes and I gain new experiences and insights on leadership in early childhood education, I frequently ask myself what I would do differently if I could relive that period of time. In my reflection, I have realized that my conclusions are usually from my own point of view. Recognizing that the experience I had as a program administrator affected so many, I thought it would be more interesting to learn what my team would like for me to have known.

In a series of conversations with teachers I have worked with in the past, here are five common themes I discovered that the teachers wanted me and other directors to know:

1.       Relationships matter!

As the old saying goes, “people don’t care how much you know, until they know how much you care.” Directors come with education, experience, and skill sets needed to get the job done. What tends to get in the way is the neglect to build relationships with the people in the program; primarily teachers, parents, and children. As a leader, it is important to build strong individual relationships with those in your program and just as important to foster relationships between them. 

2.       Don’t assume that teachers know how to meet YOUR expectations.

Teachers also come to the table with a wealth of knowledge and experience and it can easily be assumed that they know how to fulfill the expectations of your program. Not necessarily! Each program has its own culture and way of operating that may be unlike what teachers have done in the past. Some concepts and ideas in the field are universal, but the way they are carried out can be very different. Take the time to train teachers in the way you want things done.

3.       Building a community of collaboration means everyone wins.

The early childhood program often involves very specific tasks to be done by specific people; however, there is still an opportunity to establish collaboration as opposed to working as separate entities. Create an environment where communication is frequent and information is shared between teams. Some roles and responsibilities may overlap, and even if they don’t, staff should be aware of how they can support others while still fulfilling the obligation of their own jobs.

4.       Involve those involved.

When possible, involve those impacted by change in the decision-making process. While it is not feasible to seek suggestions and input for every program decision that needs to be made, allow staff, parents, and children an opportunity to be included as much as possible. Solicit their suggestions and feedback and incorporate their ideas. This validates their place in the program and relieves you, the director, from carrying too much weight on your own.

5.       Don’t take the job too seriously.

Sometimes, it is perfectly acceptable to leave the pile of papers on the desk to go and enjoy the scented play dough and bubbles in the toddler classroom or even a prank, or two, with the teachers! Directors can become so overwhelmed with the business of running a center that little time is taken to have fun on the job. Find opportunities to participate in early childhood activities you love with the children and teachers in your program, and all of your hard work will be that much more rewarding.

Original post published by the McCormick Center for Early Childhood Leadership July 5, 2017.