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Using ARPS self-report data from 103 administrators across nine U.S. states, the study analyzes career origins, role perceptions, self-efficacy, and mastery of critical leadership competencies, alongside training and coaching needs that support high-quality ECEC program sustainability.",{"@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-needs-of-the-proficient-early-childhood-administrator-in-depth-profile-of-the-proficient-career-development-stage/585967/",{"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-needs-of-the-proficient-early-childhood-administrator-in-depth-profile-of-the-proficient-career-development-stage/585967.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the brief address for early childhood administrators?","Question",{"text":112,"@type":113},"It addresses how many administrators promoted from teaching may lack specialized education and experience needed to sustain high-quality ECEC leadership.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study identify the “proficient” career development stage?",{"text":117,"@type":113},"It uses ARPS profile scores, categorizing administrators into stages based on self-perceptions of mastery of key leadership competencies.",{"name":119,"@type":110,"acceptedAnswer":120},"What data source and sample size are used in the study?",{"text":121,"@type":113},"The study analyzes ARPS self-report results from 103 center-based administrators from nine U.S. states.","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},585967,1792189567,{"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":29,"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 Needs of the Proficient Early Childhood Administrator  \nBY ROBYN KELTON, MA, & IRINA TENIS, PhD  \nINTRODUCTION  \nResearch has established the vital role administrators play in the success and sustainability of highquality early childhood care and education (ECEC) programs (Doherty et al., 2015; Lower & Cassidy 2007; McCormick Center for Early Childhood Leadership, 2010, 2022; Rohacek, et al., 2010) . However, many center-based program administrators assume their leadership roles by being promoted from a teaching position (Abel et al., 2018; Douglass, 2019; Kirby et al., 2023; Kelton & Talan, 2023; McCormick Center for Early Childhood Leadership, 2018) . Consequently, while they may assume their administrative role with a strong background in teaching young children, they often lack the specific education, specialized training, and experience needed to successfully lead and sustain a high-quality ECEC program (Abel et al., 2018; Bloom et al., 2013; Kelton & Talan, 2023; McCormick Center for Early Childhood Leadership, 2018; Talan et al., 2014) . In fact, a recent study found that 71% of program administrators reported feeling unprepared for the issues they faced (Kelton & Talan, 2023) .  \nAdult learning theory, as well as research across many workforce sectors, including early childhood education (e.g., Raduan & Na, 2020; Dall’Alba & Sandberg 2006; Dreyfus & Dreyfus, 1986; Fukkink & Lont, 2007; Kinchin & Cabot, 2010) highlights the need to align professional development opportunities with career development stages. In 1997, Paula Jorde Bloom created The Directors’ Role Perceptions Survey (DRPS) to examine the perceived roles and work history of 257 center administrators (Rafanello & Bloom, 1997; Bella et al., 2017) . For nearly 30 years, the DRPS and, more recently, the Administrator Role Perception Survey (ARPS) have used self-perceptions of mastery of key early childhood program leadership competencies, rather than years of experience to categorize ECEC center-based administrators into three distinct career development stages—novice, proficient or capable, and advanced or master (Abel et al., 2019; Bloom, 2007, 2019; McCormick Center for Early Childhood Leadership, 2018; Rafanello & Bloom, 1997) .  \nPredictably, specific differences in the training and coaching needs of administrators for each stage have emerged in the literature (e.g., Bloom & Bella, 2005; Bloom et al., 2013; Kelton & Talan, 2023; McCormick Center for Early Childhood Leadership, 2018) . Further research has shown that  \nprofessional development, tailored to the needs of administrators at different career stages, leads to individual improvement in self-efficacy and mastery of leadership competencies as well as organizational gains in program quality and organizational climate (e.g., Bloom et al., 2013; Doherty, 2015; Kelton & Talan, 2023; Talan et al., 2014) . This highlights the importance of considering career development stages when designing and delivering professional learning opportunities for administrators. Yet, many professional learning experiences for administrators are broadly approached with a one-size-fits-all mentality, placing little emphasis on the different competencies, experiences, and needs of administrators at various career stages.  \nAs Douglass & Kirby noted,“ECE leadership development and practice needs more empirical evidence to inform the supports and systems that are necessary to strengthen leadership at all stages of its development”(2022, p. 11) . While McCormick Center for Early Childhood Leadership’s work (2018) provided broad profiles of administrators’ role perceptions and self-identified professional development needs by career development stage, this Research Brief aims to expand on that work by providing an in-depth profile of the largest career development stage group: the proficient administrator. Building on the established characterization of proficient administrators as those who shift from struggling to j","cbCaibbePCxmZzfW","https://ap.wps.com/l/cbCaibbePCxmZzfW","pdf",403658,15,"English","# Introduction\n# Method\n## Sample\n## Measures and Survey Design","[{\"question\":\"What problem does the brief address for early childhood administrators?\",\"answer\":\"It addresses how many administrators promoted from teaching may lack specialized education and experience needed to sustain high-quality ECEC leadership.\"},{\"question\":\"How does the study identify the “proficient” career development stage?\",\"answer\":\"It uses ARPS profile scores, categorizing administrators into stages based on self-perceptions of mastery of key leadership competencies.\"},{\"question\":\"What data source and sample size are used in the study?\",\"answer\":\"The study analyzes ARPS self-report results from 103 center-based administrators from nine U.S. states.\"}]","Meeting the Needs of the Proficient Early Childhood Administrator - In-depth profile of the proficient career development stage | PDF",1792056470,38]