More than a Title: Rethinking Leadership in Early Childhood

This session invites early childhood leaders to reflect on their understanding of leadership including how their perceptions of teachers influence the ways they support professional growth and teacher identity. Drawing on the Situated Leadership Approach (Hersey & Blanchard) and the principles of developmentally appropriate practice (Katz, 2015), we will explore how individualized leadership strategies can foster teacher sense of agency and informed decision-making. While it is widely accepted that teachers should be seen as capable professionals, the role of teacher agency in leadership decisions is often overlooked. This session will challenge participants to consider: What is teacher agency? Do we view teachers as competent decision-makers or as needing continual direction? How do our leadership practices impact teachers’ autonomy and confidence? Using situated leadership as a guiding lens, we will examine how individual experiences, cultural values, and professional knowledge shape teaching identities. Participants will engage in interactive reflection, discussion, and analysis of real-world leadership scenarios to identify practices that support—or hinder—teacher agency and growth. The session will also highlight how effective leadership fosters environments where curiosity, shared goals, and professional dialogue thrive. Leaders will leave with strategies to build supportive, empowering school cultures that promote teacher self-efficacy, resilience, and well-being—benefitting not only educators, but the children and families they serve. Join us to explore how responsive, individualized leadership can transform early childhood settings and elevate outcomes for all stakeholders.