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It frames ECEC program leaders as gatekeepers who shape organizational climate, teaching practices, and family engagement, making cohesive, intensive learning essential for retention, staff well-being, and positive outcomes for children and families. It reviews a seven-month leadership academy rebuilt for fully virtual delivery and evaluates evidence of its effectiveness in improving program quality, organizational health, and sustained professional growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/meeting-the-need-for-intensive-and-cohesive-professional-development-during-challenging-times/585968/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/meeting-the-need-for-intensive-and-cohesive-professional-development-during-challenging-times/585968.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was professional development delivery more challenging for ECEC program leaders during the pandemic?","Question",{"text":112,"@type":113},"Social distancing, increased workloads, emotional and physical exhaustion, and a pervasive staffing crisis created barriers to engaging in intensive professional learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe the role of ECEC program leaders?",{"text":117,"@type":113},"ECEC program leaders act as gatekeepers to quality, influencing organizational climate, teaching practices, and family engagement through role-specific support.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the revised structure of the leadership academy described in the study?",{"text":121,"@type":113},"The original in-person, full-day model was deconstructed and rebuilt for virtual delivery using two parts: the Ready to Lead Institute (16 half-day remote sessions) and Continuing the Journey with Aim4Excellence (four remote sessions based on asynchronous modules).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585968,1792189568,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Meeting the Need for Intensive and Cohesive Professional Development During Challenging Times  \nROBYN KELTON, TERI TALAN, & MARINA MAGID  \nBACKGROUND  \nThe pandemic has amplified and exacerbated many of the existing challenges facing the field of early childhood education and care (ECEC) and forced the field to innovate and change much of what had become the status quo (Hashikawa et al., 2020) . One area in which the status quo has shifted significantly over the past several years is the delivery of professional development for ECEC program leaders. Social distancing, increased workloads, emotional and physical exhaustion, and the pervasive staffing crisis have posed significant barriers to engaging in the intensive and cohesive professional learning experiences that the research literature suggests are critical to the retention of program leaders, the well-being of staff, and positive outcomes for ECEC children and families (Arabella Advisors, 2018; Doherty et al., 2015; Sims et al., 2015; Talan et al., 2014) .  \nAs gatekeepers to quality (ensuring access to resources and supports), ECEC program leaders directly impact organizational climate, teaching practices, and family engagement in their programs; thus, rolespecific support and professional development are critical to the success of the programs they operate (Bloom & Abel, 2015; Douglass, 2019) . Specialized training in leadership strategies and program management is especially critical for new administrators. Administrators who receive support early in their role are more likely to remain in the field, improve the quality of their programs, and continue to grow professionally (Talan et al., 2014) .  \nThe McCormick Center has a 30-year history of providing intensive (6-12 months in duration), cohesive (curriculum content is coordinated and builds on previous learning and application), and cohort-based leadership academies. These leadership academies have been consistently evaluated, providing empirical evidence of success in supporting the unique needs of ECEC program leaders, increasing program quality, improving organizational health, and fostering a commitment to ongoing professional growth and achievement (McCormick Center, 2020; Talan et al., 2014) .  \nBefore the pandemic, the McCormick Center for Early Childhood Leadership received funding to develop and facilitate a seven-month leadership academy for newly-hired center-based administrators. At first, the traditionally designed leadership academy (in-person, off-site, full-day seminar structure) was postponed in hopes of rescheduling when life “returned to normal” for center administrators.  \nUltimately, the academy was deconstructed and rebuilt to be delivered virtually.  \nThe leadership academy evaluated in this study provided the challenge and opportunity to rethink the traditional leadership academy delivery model in ways that accounted for an online and remote learning environment, the impact of a staffing crisis that forced administrators to function as teachers in the classroom to maintain ratios resulting in loss of dedicated time for administrative tasks, and amplified feelings of stress and isolation by participants. Was it possible to transform the traditional leadership academy model into a fully virtual one and still achieve the intended learning and professional outcomes? This brief provides an overview of the revised delivery model of a leadership academy for newly-hired administrators and the empirical evidence regarding its success.  \nTHE ACADEMY  \nThis seven-month leadership academy was designed for a cohort of new administrators (less than five years of administrative experience) . The theory of change undergirding this academy is that the professional development needs of program administrators differ by their developmental stage (McCormick Center, 2018) . The professional learning for novice administrators should begin with leadership essentials—the foundational competencies needed to build or ","cbCaicAd821rxfhA","https://ap.wps.com/l/cbCaicAd821rxfhA","pdf",624509,13,"English","# Background\n# The Academy","[{\"question\":\"Why was professional development delivery more challenging for ECEC program leaders during the pandemic?\",\"answer\":\"Social distancing, increased workloads, emotional and physical exhaustion, and a pervasive staffing crisis created barriers to engaging in intensive professional learning.\"},{\"question\":\"How does the paper describe the role of ECEC program leaders?\",\"answer\":\"ECEC program leaders act as gatekeepers to quality, influencing organizational climate, teaching practices, and family engagement through role-specific support.\"},{\"question\":\"What is the revised structure of the leadership academy described in the study?\",\"answer\":\"The original in-person, full-day model was deconstructed and rebuilt for virtual delivery using two parts: the Ready to Lead Institute (16 half-day remote sessions) and Continuing the Journey with Aim4Excellence (four remote sessions based on asynchronous modules).\"}]","Meeting the Need for Intensive and Cohesive Professional Development During Challenging Times | PDF",1792056472,33]