Summary of Packard-CSU Ed.D. Pre-Dissertation Fellowship Report
Title: Building Quality Early Learning Programs: Are Early Care and Education Administrators from
Diverse Backgrounds Prepared to Meet the Demand?
Ed.D. Candidate: LaWanda Wesley, CSU Sacramento
Research Question(s):
The researcher will seek to answer four research questions in order to examine early childhood
administrators’ preparedness to build quality learning programs in California:
1. How are administrators' years of experience related to the quality of early learning programs as
measured by the Early Childhood Environment Scale and the Program Administrator Scale?
2. How are administrators' educational levels related to the quality of early learning programs, as
measured by the Early Childhood Environment Scale and the Program Administrator Scale?
3. How does administrators' participation in professional development activities relate to the quality of
early learning programs as measured by the Early Childhood Environment Scale and the Program
Administrator Scale?
4. Does administrators' ethnicity/race and linguistic background play a role in the quality of early learning
programs?
Conceptual Framework and/or Guiding Purpose of the Study:
Social System Theory
The Social System Theory (SST) implies the environment provides inputs into a given system. There is a
reciprocated exchange between the internal and external environment inclusive of people’s social
interactions within an educational setting, the structure governed by regulatory standards, policies,
procedures, and philosophical beliefs supported by everyday program practices. Lastly, SST involves
behaviors and interactions between people and groups; it is a give and take environment (Sciaraffa, 2004).
Educational programs and institutions are viewed as social systems that influence the effectiveness of
administrators. However, there are limitations and boundaries that create barriers to the environment
(Sciaraffa, 2004). As Sciaraffa further explained, social systems are encompassed by interdependent
mechanisms that rely upon one another to survive and be effective. Therefore, for ECE administrators
(people) to be effective as they transition (e.g., process) into their leadership role, professional programs
(e.g., learning environment) must be well designed (e.g., structure) to meet the growing needs and
demands of improving ECE administrators’ competencies and skills. This will ultimately lead to high-quality
programming (e.g., outcomes).
Figure B. Social System Theory Model (Adapted from Bloom, 2004)
Critical Race Theory
In addition, the Critical Race Theory (CRT) will be instrumental in further explaining the disparity between
ECE administrators who have access to quality education, experiences, and training to support effective
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Summary of Packard-CSU Ed.D. Pre-Dissertation Fellowship Report
leadership and management practices and those who do not. The role of race and ethnicity is fundamental
to deconstructing the social inequities in the field of early care and education (De Lair & Erwin, 2000).
DeLair and Erin, writes Derman-Sparks (2000), a well-respected ECE expert, addressed the issue of bias
related to adult-child interactions in early learning programs. The underlining question is, how does equal
access to professional development opportunities affect the career pathway of ECE administrators from
diverse ethnic/racial and linguistic backgrounds? The CRT is based on the premise that subordinate
groups have been marginalized and lack access to educational opportunities afforded by mainstream
society. Ladson-Billings (2010) argues this way of functioning is a normal part of society’s social construct
and is embedded in our culture to the extent it is widely accepted, rarely detected, deconstructed or
challenged. During the Civil Rights Movement, CRT guided efforts to attain social justice and equity in the
field of education (Ladson-Billings, 2010). The early childhood workforce is charged with the critical role of
laying a strong foundation, as skilled and well-educated practitioners, to support young children’s latter
academic success (Moss, 2006). Moss explains an increased number of practitioners have “lower
qualifications and poorer work conditions and this phenomenon is considered highly problematic” to the
goal of building a highly qualified and skilled workforce. The call to action is to re-envision and restructure
the workforce as it is today.
Relevant Theoretical and Empirical Literature:
Goffin and Washington (2003) noted there has been a drastic change in the field of early care and
education for the last several decades. In the Ready or Not: Leadership Choices in Early Care and
Education new realities were identified:
1. Early care and education has risen in esteem as a public good.
2. Early care and education has become politicized.
3. Early care and education is expected to produce results.
4. Early care and education must organize itself as an effective delivery system.
5. Early care and education lacks the capacity to meet the public’s expectation.
Within this climate, early care and education (ECE) administrators must consider how prepared they are to
meet the demands noted above. The largest gap towards professional preparedness is access and
availability of research-based leadership programs, specifically targeted to ECE administrators to include
those from ethnically, racially and linguistically diverse backgrounds.
ECE administrators hold the primary responsibility of planning, implementing and evaluating the learning
settings. The role of ECE administrators is comparable to their colleagues who serve as elementary school
site principals (Fowler, et. al., 2008). However, the career pathway is very different. A majority of states
require primary and secondary administrators to obtain a four-year degrees and/or administrative
credential. ECE administrators, however, may or may not have similar educational and training
requirements depending on states' regulatory systems. The requirements will vary with each state’s
professional development system for ECE administrators (Sciaraffa, 2004).
The literature identifies essential leadership and management practices, skills and knowledge that ECE
administrators need to be successful. For example, Paula Jorde Bloom named four key categories of
administrative skills: 1) organization, leadership and management, 2) child development and early
childhood programming, 3) fiscal and legal considerations and 4) board, parent and community relations
(Director Training and Credentials, n.d.).
In summary, the administration of early learning programs is a very complex setting with demands ranging
from broad areas related to responsive, effective and appropriate pedagogical practices; understanding
fiscal needs of the business; effective staff development; comprehensive program assessment; adhering to
local and state standards who have competing mandates; and engaging parents and the community in
collective decision-making. The role of the administrator in this day-to-day environment is multifaceted and
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Summary of Packard-CSU Ed.D. Pre-Dissertation Fellowship Report
calls for individuals who possess the skills, abilities, experience and competency to serve as an effective
leader. As noted by the McCormick Tribune Center for Early Childhood Leadership Corporation (2009).
Methods of Data Collection and Analysis:
Research Design
The study used a quantitative research design to determine trends among ECE administrators and their
leadership and management practices as related to increasing the quality of early learning programs. The
study answered the underlying question, “Are early childhood administrators prepared to build quality early
learning programs in California?”
Description of the Data Instruments
Three instruments were used to collect quantitative data related to administrative practices, structural and
process features of quality programs, and a director’s survey with closed-questions related to center, staff,
professional development opportunities and personal and professional director information. All three
instruments were reliable and valid and pertain to the goal of building a relationship between increased
program quality to well prepared administrators.

The first instrument used for this study was the Program Administrative Scale (PAS). It is an
assessment tool widely used in the field to support ECE administrators’ strengths and areas of growth
related to leadership and management practices.

The Early Childhood Environment Rating Scale (ECERS) was the second instrument to be used in this
study. It has been used nationally since 1980 to assess program quality in preschool programs. Today,
the tool is used by publicly funded and private early learning programs to assess program quality.

The last instrument was the Director Survey, developed by McCormick Tribune Early Childhood
Leadership programs. It collects demographic information related to geographic location, level of
education, years of experiences in the field, and participation in professional development activities.
Analysis
Independent and Dependent Variables
Correlations were examined between the following independent and dependent variables using multiple
linear regression analyses:
1. ECE administrators’ years of experience and the total score of both the ECERS and PAS
2. ECE administrators’ level of educational attainment and the total score of both the ECERS and PAS
3. ECE administrators’ participation in professional development activities and the total score of both the
ECERS and PAS
4. The Director Survey data and the total score on both the ECERS and PAS
Initial Analysis and Emerging Recommendations:
The purpose of this study was to explore the preparedness of administrators to effectively lead quality early
learning programs. The role of administrators in relation to quality is examined by Paula Bloom, a wellrespected and reputable researcher of ECE leadership development, who used the term "gatekeepers" to
explain the responsibility of administrators. The researcher's goal in this paper was to define what
leadership is with respect to day-to-day operations. In addition, this research will contribute to
understanding how administrators can remain informed and abreast of the dimensions that most affect
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Summary of Packard-CSU Ed.D. Pre-Dissertation Fellowship Report
quality programming.
This study explored the association between the quality of early care and education and ECE
administrators’ preparedness to lead quality programming. An additional focus of the study was to track the
career pathways of early care and education administrators as related to their education, experience, and
training. Lastly, the researcher reviewed effective leadership traits based on empirical studies. These
patterns of effective leadership traits warrant continuing investigation in order to provide a strong
foundation for improving program quality in early learning settings.
Additional Description:
The researcher began the data collection phase of the pre-dissertation on March 31, 2011 with the support
of Child Action, Inc., and Child Development, Inc. After receiving an initial small sample of responses, a
second effort was launched on April 15, 2011 with the support of the two agencies named above.
The researcher received eight responses from administrators agreeing to participate in the study along with
preliminary demographic information about programs. The information included licensing status, location,
the number of enrolled children (part-day and/or full-day), the ages of children served, primary language,
ethnic/cultural makeup, accreditation status, funding sources, and staffing profiles.
Selected References:
Bella, J. & Bloom, P.J. (2003). Zoom: The impact of early childhood leadership training on role perceptions,
job performance, and career decisions. The Center for Early Childhood Leadership: National-Luis
University.
Bloom, P.J. & Talan, T.N. (2004). Program administrator scale: Measuring early childhood leadership and
management. New York, NY: Teachers College Press.
Mid-America Association for the Education of Young Children (n.d.). Director training and credentials: An
overview, executive summary.
Fowler, S., Bloom, P.J., Talan, T.N., Beneke, S. & Kelton, R. (2008). Who’s caring for the kids?: The
status of the early childhood workforce in Illinois 2008. Wheeling, IL: McCormick Tribune Center for
Early Childhood Leadership, National-Luis University.
Goffin, S.G. & Means, K.M. (2009). Leadership development in early childhood care and education: A view
of the current landscape. Washington, DC: Goffin Strategy Group.
Herzenberg, S., Price, M. & Bradley, (2005). Losing ground in early childhood education: Declining
workforce qualifications in an expanding industry, 1979-2004. Economic Policy Institute.
Larkin, E., (1999). The transition from direct caregiver to the administrator in early childhood education.
Child and Youth Forum, 28(1).
Mullis, A.K., Cornille, R.L., Mullis, R.L. & Taliano, K., (2003).Childcare center directors' perceptions of their
work environments: A comparison of for profit and non-profit programs. Online: Taylor and Francis.
Parsons, G. & LaFrance, S. (2006). Evaluation of every child counts first 5 Alameda children and families
commission’s every director counts project. San Francisco, CA: LaFrance Associates, LLC.
Sciaraffa, M. (2004). Profiles of early childhood education administrators: Looking for patterns of
leadership. Louisiana State University.
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