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The study examines whether early learning stakeholders share a consensus on the need for a unified professional framework for onsite administrators, regardless of whether leaders work in schools, centers, or licensed family child care homes. It evaluates stakeholders’ views on core competencies, domains of leadership, and educational requirements through four waves of virtual data collection and iterative synthesis.",{"@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/stronger-together-a-call-for-a-unified-professional-framework-for-onsite-leaders-of-early-learning-programs/585531/",{"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/stronger-together-a-call-for-a-unified-professional-framework-for-onsite-leaders-of-early-learning-programs/585531.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about early childhood program leadership?","Question",{"text":112,"@type":113},"It addresses fragmentation in leadership development and the lack of consistent standards, policies, and supports for leaders’ qualifications and competencies, especially across different settings and roles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was stakeholder input collected and synthesized in this study?",{"text":117,"@type":113},"The study used four waves of data collection with fourteen 90-minute virtual sessions. Participants considered questions, highest-ranked responses were carried forward within waves, and the fourth wave reviewed a draft report and recommendations.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of issues do the research questions focus on?",{"text":121,"@type":113},"The questions cover the need for a unified professional identity, obstacles and advantages to a unified framework, shared core competencies across settings, use of Whole Leadership Framework domains, and minimum educational requirements for leaders.","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},585531,1792054975,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","FALL  \n2020  \nResearch Notes  \nStronger Together: A Call for a Unified Professional Framework for Onsite Leaders of Early Learning Programs  \nResearch is clear—leadership matters when it comes to high-performing early childhood education programs (Early Childhood Leadership Development Consortium, 2016; Doherty, Ferguson, Ressler, and Lomotey, 2015; Dennis and O’Connor, 2013) . Sustainable program quality is hindered, however, by a lack of consistent standards, policies, and supports for the professional qualifications and competencies of those who lead early childhood programs.The leadership gap is most evident between center administrators and elementary school principals serving Pre-K children (Abel, Talan, Pollitt, and Bornfreund, 2016; Lieberman, 2017) . While a master’s degree in educational leadership is the norm for elementary school principals, only a handful of states require a minimum of an associate degree for directors of child care centers. No state requires a degree for administrators of licensed/registered family child care programs (Abel, Talan, and Magid, 2018) .  \nThe Transforming the Workforce for Children Birth through Age 8: A Unifying Foundation Report (Institute of Medicine and National Research Council, 2015) made a recommendation to strengthen the capacity of early childhood program leaders. The report set forth the need for common language, clearly defined priorities, and cohesive direction to support the initial preparation and ongoing professional development of sitebased program leaders. In response to this seminal report, the McCormick Center for Early Childhood Leadership developed the Whole Leadership Framework (Masterson, Abel, Talan, and Bella, 2019).This framework is unique in conceptualizing three interdependent domains of early childhood education (ECE) program leadership: administrative leadership, pedagogical leadership, and leadership essentials.  \nIn spite of what is known about the impact of effective leadership on program quality, leadership development systems are fragmented and there is a lack of sustained, systematic oversight to guide the ECE program leadership profession (New Venture Fund, 2018) . Goffin (2013) notes that a clear consensus about the role, definition, and development of leaders is lacking, and advancing cohesiveness in early childhood leadership capacity as a profession is critical.  \nThe McCormick Center for Early Childhood Leadership, with the support of the Foundation for Child Development, recently  \nconducted a study to determine whether there was consensus among ECE leadership stakeholders about the need for a unified professional framework for onsite administrators of early learning programs. Whether leaders are in schools, centers, or licensed family child care homes, is there consensus on the core competencies needed to sustain learning environments in which children, families, and staff thrive?  \nMETHODOLOGY  \nFor this study, there were four waves of data collection, comprising a total of fourteen virtual sessions. Each virtual session was 90 minutes in duration. Participants in each of the first three waves (total of nine virtual sessions) considered a series of questions related to one or more key areas of a unified professional framework for ECE program and site leaders. Participants in each wave were asked the same questions and the highest ranked responses were then added to the choices ranked in subsequent sessions in the same wave. Participants in the fourth wave (total of five virtual sessions) responded to a draft report synthesizing the findings and five recommendations generated from the first three waves.  \nThis iterative process was facilitated by the Advance Strategy Center, utilizing an online platform (Advance Strategy Lab) in which participants provided simultaneous and anonymous responses to both structured and open-ended questions. The anonymous responses were immediately visible to all participants in the session. Participants were a","cbCail1p19XGr4Fq","https://ap.wps.com/l/cbCail1p19XGr4Fq","pdf",144306,"English","# Methodology\n## Data collection waves and process\n## Advance Strategy Lab and rating scales\n# Sample\n## Stakeholder groups and representation\n## Race and ethnicity results\n# Research Questions\n## Wave 1: unified identity and obstacles/advantages\n## Wave 2: shared core competencies and leadership domains\n## Wave 3: minimum educational requirements","[{\"question\":\"What problem does the study address about early childhood program leadership?\",\"answer\":\"It addresses fragmentation in leadership development and the lack of consistent standards, policies, and supports for leaders’ qualifications and competencies, especially across different settings and roles.\"},{\"question\":\"How was stakeholder input collected and synthesized in this study?\",\"answer\":\"The study used four waves of data collection with fourteen 90-minute virtual sessions. Participants considered questions, highest-ranked responses were carried forward within waves, and the fourth wave reviewed a draft report and recommendations.\"},{\"question\":\"What kinds of issues do the research questions focus on?\",\"answer\":\"The questions cover the need for a unified professional identity, obstacles and advantages to a unified framework, shared core competencies across settings, use of Whole Leadership Framework domains, and minimum educational requirements for leaders.\"}]","Stronger Together - A Call for a Unified Professional Framework for Onsite Leaders of Early Learning Programs | PDF"]