For years, both women balanced their full-time professional responsibilities with robust home and family lives. Sheila has young children; Ivette cherishes her summer trips to Puerto Rico to visit her mother. They both held Child Development Associate (CDA) credentials and loved their work — and they both wanted to grow.

They decided to take the next step after consulting with a former Head Start colleague, Charla Smith, who’s now a career advisor at the New York Early Childhood Professional Development Institute’s Career Development Center. Charla helped them navigate enrollment, funding options, and the logistics of balancing work, family, and coursework.

“I was cheering them on along the way. I’m so proud for them, but I also want to tell them: You should be so proud of yourselves,” Charla says. “You’re able to provide more for families and students. Look what you’ve done for yourself and the community.”

Because their program participates in QUALITYstarsNY, the state’s Quality Rating and Improvement System for early childhood programs, Ivette and Sheila were eligible for the QUALITYstarsNY Academic Scholarship, which awards funding for credit-bearing early childhood education courses.

“I always wanted to start my degree, and the financial part always kept me back,” says Sheila. “When Charla talked about the program, we thought it was the perfect opportunity.”

They had another motivation, too: each other.

“At first,” Sheila says, “I was the one encouraging her: ‘Mom, we’ll do it together, we’ll help each other out.’ That’s exactly what we did.”

They supported each other through long days, late nights, and even moments of doubt. Both agree that the courses helped them become stronger educators.

“I came back to school this year with brand-new ideas because of new information I learned,” says Ivette.

Having earned their associate degrees, both Ivette and Sheila have now become lead teachers with their own classrooms. They’ve brought fresh ideas, renewed confidence, and deeper understanding to their practice.

“I love being a teacher,” Ivette emphasizes. “If you could see my classroom this year, it’s amazing. It makes a difference for the kids to have a motivated teacher who wants to be there and see them shine — and they are shining!”

For Sheila, learning sharpened her sense of purpose.

“I always wanted to be someone’s first impression of what school is,” she says. “People say we’re day care, we only play all day. But we’re building the foundation of important skills for kids to be successful, and I love seeing how they develop.”

Now, Sheila, who notes that Charla was “always there to help us,” says she and her mother are playing a similar role with their own colleagues.

“We learned together, and now we’re helping others,” she says, like helping co-workers apply for Educational Incentive Program (EIP) funding to complete their own CDA credentials.

Their journey reminds us what’s possible when we support educators’ investment in themselves — and in future generations. Says Sheila: “I wanted my own daughter, who’s 12, to see that no matter how much time passes, you can always go back to your dreams.”

The post “Let’s do it together” first appeared on The Institute Blog.

Anne helped design the very first iteration of QUALITYstarsNY, working collaboratively with partners across the state to build the framework, mobilize shared intention, and establish the standards that would underpin the system. In fact, she gave QUALITYstarsNY its name — a reflection of her ability to pair big vision with practical execution.

Her leadership was particularly evident in the field-testing phase that preceded the launch of QUALITYstarsNY. New York was the only state to have conducted a comprehensive field study of its QRIS design before implementation, an approach that demonstrated thoughtful stewardship of public funds and a serious commitment to getting the work right. Anne consulted on this study and played a critical role in supporting its success, ensuring that the system was both conceptually sound and operationally feasible.

“Anne was one of the early advocates for the notion of a quality rating and improvement system to provide states with the infrastructure to focus on what it takes to advance excellence in early childhood education,” remembers Sherry Cleary, the former executive director of the New York Early Childhood Professional Development Institute.

Before lending her expertise to New York, Anne had helped design quality rating systems in numerous states and was widely recognized as a leading authority on early childhood financing and policy. She brought a rare ability to translate complex ideas into practical frameworks that could guide real-world improvement across both center-based and family child care settings.

A testament to her insight is the durability of her work: much of what was originally designed for QUALITYstarsNY remains in place more than 15 years later. That kind of longevity speaks not only to technical expertise, but to foresight.

Throughout her career, Anne was known as a results-oriented leader who believed deeply that early childhood education matters and acted accordingly. She brought vision, energy, and intellectual rigor to a field that has not always had enough partners or champions. Colleagues valued her directness; she spoke plainly, encouraged deeper thinking, and helped people grapple with what it would truly mean to build a high-quality system in New York.

Just as significant as her policy achievements was her commitment to mentoring the next generation of leaders. Anne advanced younger professionals, shared her knowledge freely, and modeled the kind of collaborative leadership that strengthens an entire field. Many who now guide early childhood systems carry forward her influence.

Her professional life was remarkably rich. Anne served as president of the National Association for the Education of Young Children (NAEYC), held research and academic leadership roles at Bank Street College of Education, founded Early Childhood Policy Research, and advised states, legislatures, foundations, and universities. Yet those who knew her also saw how intentionally she cultivated a full personal life: one that included family, community service, creative pursuits, and deep friendships. She offered an important reminder that meaningful work and a balanced life can, and should, coexist.

Anne is survived by her life partner of nearly 46 years, Phillip Hershberger; her daughter, Amelia Mitchell Hershberger; and her grandson, Henry Irving Porter, along with extended family, friends, and countless colleagues. Her love for them was unwavering, just as her dedication to children never faltered.

As we reflect on Anne’s legacy, we see it not only in the systems she helped build, but in the spirit she infused into the work: guidance grounded in knowledge, collaboration strengthened by respect, and an unshakable belief that young children deserve excellence.

Her influence endures in QUALITYstarsNY, in the leaders she mentored, and in the stronger early childhood infrastructure that benefits families across New York State. Honoring Anne means continuing the work with the same seriousness of purpose she embodied — thinking deeply, acting pragmatically, and never losing sight of what is at stake for children.

Her life was defined by leadership, problem-solving, courage, and generosity. The field is better because of her, and her legacy will continue to shape it for years to come.

The post In memory of Anne Mitchell: An architect of quality in New York’s early childhood system first appeared on The Institute Blog.

The new portal allows anyone to securely submit a referral online from a computer, smartphone, or table. Entering a referral takes approximately 10 minutes. Referrers should be prepared to enter basic information about the child, the reason for the referral, and the family’s contact information.

The Staten Island Alliance for North Shore Children and Families, which is supported by the Institute, played a key role in the development of the new portal. As part of an Early Intervention equity project in collaboration with other organizations across the city, the Alliance collects information from families as they progress through the Early Intervention referral process.

“The intent is to streamline best practices for families and increase access to Early Intervention,” said Vanessa Vargas, the Alliance’s collective impact manager.

Diana Jaquez, the Alliance’s Early Intervention ambassador, provided feedback on the portal during its creation and has been supporting families and community members as they begin to use the new system.

“It’s very parent-friendly, which is what I really appreciate,” said Vargas. “It’s easier for a family to get on the website and make a referral right then and there. This will help families get connected to services.”

The post NYC launches new Early Intervention referral portal first appeared on The Institute Blog.

The new program:

Is designed and developed by leaders and practitioners in early childhood and public policy
Combines graduate education with credentialing aligned to state standards
Builds both theoretical insight and professional skills tied to systems-level impact

Why earn a master’s in early childhood policy and leadership?

As one of the few graduate programs in the country focused specifically on early childhood policy and leadership, this master’s degree equips professionals with the knowledge, skills, and experience to:

• Lead early childhood organizations and systems
• Influence policy at the local, state, and federal level
• Advance equity and inclusion in early learning
• Drive program quality and family engagement
• Connect learning to real-world challenges in New York City, New York State, and beyond

Students choose between the following two tracks:

• Early Childhood Public Administration: For students interested in obtaining an interdisciplinary perspective to early childhood policy and leadership
• Children’s Program Administrator Credential: For current and aspiring children’s program directors and administrators and those seeking the New York Association for the Education of Young Children’s CPAC Credential

Program at a Glance

What you’ll learn

Through dynamic discussions with peers and faculty, applied projects, and community-based learning opportunities, students will explore:

• Early childhood systems and governance
• Policy development and implementation
• Budgeting and resource management
• Leadership in diverse communities
• Research, data, and evaluation 

Where you’ll go

Graduates of the MA in Early Childhood Policy and Leadership are qualified for a range of roles, including:

• Policy analyst or advisor
• Director or manager in educational, nonprofit, and government settings
• Education and child care advocate

Who should apply

This program is ideal for:

• Early childhood educators, administrators, and site leaders
• Advocates in policy, social services, or public health
• Staff in community-based organizations and city agencies
• Anyone with a bachelor’s degree who aspires to lead change in early childhood

Applicants should have

• A bachelor’s degree (recommended GPA of 3.0 or higher)
• A personal statement
• A current resume (not required for the advanced certificate)
• One letter of recommendation (not required for the advanced certificate)

An interview may be requested for some applicants.

For more information about the new master’s,

• Download the flyer
• Visit the CUNY SPS website
• Email policyleadershipma@earlychildhoodny.org

The post New master’s program in early childhood policy and leadership first appeared on The Institute Blog.

This one-year planning project, titled Interagency Collaboration to Transform New York City Early Childhood Special Education Transitions, will bring together policymakers, practitioners, researchers, and families across multiple city agencies and organizations to better understand the transition process during this critical developmental period.

In New York City, Early Intervention services are governed by the NYC Health Department, while preschool special education (also known as the Committee for Preschool Education, or CPSE) falls under the jurisdiction of the New York City Public Schools (NYCPS). New York State overall has struggled to meet implementation requirements between these two systems. This project has the potential to provide valuable research and insights that can be used to improve outcomes for young children and their families. 

The Spencer Vision Grant supports the collaborative planning of innovative, interdisciplinary research designed to transform education systems for equity. It is also a prerequisite for applying to the Spencer Foundation’s Transformative Research Grant, for large-scale research projects. 

This award provides a unique opportunity to directly engage with NYC early childhood policymakers, practitioners, and families across agencies; plan a transformative project that investigates systemic barriers; and determine a shared vision for system change with EI and preschool special education transitions.

The NYC Early Childhood Research Network, an initiative of the Institute, is designed to create opportunities for researchers and policymakers to collaborate and improve early care and education in NYC. The Research Network will facilitate this collaborative work. 

Building on a conceptual framework for improving transitions and outcomes for children, the research team will employ tools such as root cause analysis and process mapping to identify and address challenges across NYC agencies during the transition process. 

The project team includes 14 members representing city and community organizations, including:

• The New York Early Childhood Professional Development Institute (PDI) — Dona Anderson, Executive Director
  • The NYC Early Childhood Research Network — Lindsey Bravo, Director of Research and Evaluation and Principal Investigator
  • The Staten Island Alliance for North Shore Children and Families — Diana Jaquez, Early Intervention ambassador and parent representative
• Fordham University – Co-Principal Investigator Dr. Annie George-Puskar
• The NYC Department of Health and Mental Hygiene, Bureau of Early Intervention
• New York City Public Schools
  • Division of Early Childhood Education (DECE)
  • Division of Inclusive and Accessible Learning

The team convened for its kickoff meeting in June 2025 and was invited to participate in two national working sessions at the Spencer Foundation’s Chicago offices to collaborate with other grantees and shape the project’s next phase.

As New York City seeks to advance equity in early childhood services, this project offers a vital opportunity to investigate and address systemic barriers to successful transition, strengthen interagency collaboration, and create lasting structural change in how young children with disabilities are supported through the earliest years of education.

“The Institute is proud to be able to work with our City agency partners and higher education researchers to explore how the systems that serve young children with disabilities and their families can be aligned to ensure that all children can thrive,” said New York Early Childhood Professional Development Institute Executive Director Dona Anderson.

“I’m incredibly proud of our dedicated leadership in the Division of Early Childhood Education and the Division of Inclusive and Accessible Learning who are steering this vital work alongside the NYC Early Childhood Research Network,” said Schools Chancellor Melissa Aviles-Ramos. “This type of collaborative research is necessary to ensure every child with disabilities receives seamless, high-quality support during their crucial early years. When we break down silos between agencies and center families’ voices in our work, real opportunities are created that make real differences for our youngest learners. I’m excited to see how this teamwork will inform systemic changes that benefit children and families across New York City.”

“New York City’s Early Intervention program helps ensure our youngest New Yorkers and their families have the resources they need to support a healthier future,” said Lidiya Lednyak, Acting Deputy Commissioner of the Division of Family and Child Health at the New York City Health Department. “I look forward to strengthening our work with New York City Public Schools and community partners, and exploring how we can best support the transition of our clients into classrooms for continued success.”

“The Research Network was created to bridge research, policy, and practice, and this project exemplifies that mission,” said Lindsey Bravo, Director of the NYC Early Childhood Research Network. “By identifying systemic barriers and co-creating solutions, we’re working toward a goal of ensuring that children with disabilities and their families experience smooth transitions and long-term success.”

About the Spencer Foundation

The Spencer Foundation invests in education research that cultivates learning and transforms lives. Based in Chicago, IL, the Foundation supports research that is methodologically diverse, forward-thinking, and committed to achieving equity in education systems.

About the New York Early Childhood Professional Development Institute

A public-private partnership based at the City University of New York, the New York Early Childhood Professional Development Institute leads work to elevate the profession of early childhood in New York State through systems-building, policy and practice solutions, research and evaluation, and communications. 

The post PDI awarded Spencer Vision Grant to transform special education transitions for young children first appeared on The Institute Blog.

Ready…set…apprentice! The Institute’s Career Development Center welcomed its first-ever cohort of early childhood apprentices on July 14 at “Match Day” — a celebration of successful matches between apprentices and participating employers. Apprentices will begin working as assistant teachers this summer, earning a regular wage while they work toward earning a Child Development Associate (CDA) certificate at the CUNY School of Professional Studies.

The New York City Early Childhood Apprenticeship Program is funded by a grant through the city’s Office of Talent and Workforce Development, which has pledged to connect 30,000 New Yorkers to apprenticeships in high-demand careers by 2030. The apprenticeship is designed to provide participants with four important elements to pave the way for a sustainable career in early childhood: training and education; real work experience; guidance and mentorship from a lead teacher; and paid compensation for work. 

“Child care is what makes it possible for every other apprenticeship program to function,” Dona Anderson, the Institute’s executive director, told the assembled apprentices and employers at the celebration. “This is a field that deserves this investment.”

Before beginning their jobs, apprentices completed paid training hours and had the opportunity to visit the child care centers where they’ll be working.

“All the training we’ve gotten so far is amazing,” said apprentice Ramona Harry. “It will give me more opportunity to stay in the field.”

For fellow apprentice Shahin Sultana, the apprenticeship has meant an opportunity to pursue a career she is passionate about.

“I love to work with children,” said Sultana, who has experience as an assistant teacher in her home country of Bangladesh. 

Representatives from Birch Family Services, which manages eight early childhood programs throughout New York City, were eager to welcome the apprentices to the profession.

“It’s an awesome opportunity to build talent for the future,” said Natalia Berger, the senior vice president of human resources at Birch. 

They also stressed the importance of nurturing early childhood professionals by providing ongoing professional development: “Training, training, training!” said Dr. Lori Volpe, Birch’s coordinator of autism services. “This is a growing and developing field, and we’re constantly providing training.”

The apprenticeship is an enticing new pathway for aspiring early childhood professionals.

“We’re here to demonstrate that this is a profession,” said Dr. Claudine Campanelli, the Institute’s senior director of career services and higher education. “I’m excited that you’re all here on this journey with our team.”

The post From passion to profession first appeared on The Institute Blog.

That sentiment guides the philosophy behind the team, which provides training and technical assistance to more than 8,000 child care providers in New York City who use the city’s CAPS Online system to log attendance records for children who are eligible for subsidized child care through the Administration for Children’s Services (ACS).

Before ACS launched the CAPS Online system in 2021, child care providers who accept ACS vouchers for payment used a telephone and paper-based attendance reporting system. CAPS Online, which is web-based and available 24/7, was intended to be faster, more accurate — it calculates attendance based on a child’s “time in” and “time out,” rather than total days present, in accordance with state law — and more reliable: Providers can now expect to receive reimbursement in 3-5 days by direct deposit to their bank accounts, rather than 10-12 days by paper check. 

But the move also came with a substantial learning curve for providers who had used the previous system for many years. That’s where the CAPS Online team came in.

“Change is hard,” says Thompson, who has been with the CAPS Online team since the beginning and has a background as an early education teacher. “We did a lot of onboarding. The goal was to empower providers to feel comfortable using the system on their own.”

The CAPS Online team provides live online training sessions, on-demand videos, and written manuals in seven different languages. They’re also available by phone, email, and web chat in English and Spanish: In an average month, the four-person team handles about 400 emails and 1,800 calls. 

“We pride ourselves on making sure we reply to everybody,” Thompson says. 

The CAPS Online team also strives to make calling for technical support — which isn’t always the most pleasant experience — as supportive as possible for providers.

“My team is excellent at patience and building relationships with providers, which is why they’re comfortable calling us,” says Thompson. “We’re kind, patient, and down to earth. It’s not always easy to get a person on the phone nowadays, but people tell us, ‘I call because you answer the phone.’”

That relationship with providers has also helped the team advocate for improvements to the CAPS Online system.

“We have a very strong working relationship with ACS, and because we’re talking on the phone to providers, we’re hearing the issues that arise,” says Thompson. “When CAPS Online first started, for example, there was no copy-paste function and it was very time-consuming for providers. We were able to advocate for them to get that option to just click a radio button. The goal has always been to make the system as user-friendly as possible.”

For providers who accept ACS vouchers, CAPS Online is crucial to receiving payment in a timely fashion.

“Many of us take for granted that we get a paycheck every two weeks, but for child care providers, pay has not always been reliable,” says Thompson. “For some providers, the payment from ACS means the difference between keeping your lights on or not, or being able to pay your staff and keep them employed.”

The CAPS Online Support team’s respect for providers is foundational to their work. 

“I was in the early childhood profession for 10 years before I jumped into technical assistance and training, so I’m able to relate to providers,” Thompson says. “People tell us, ‘It’s so helpful that you exist. We know you’re there for us.’”

The post More than tech support: Helping child care providers navigate CAPS Online first appeared on The Institute Blog.

Whether you’re searching for a new position in early childhood education or looking up the latest guidance on child development, we know you need resources that are clear, reliable, and easy to access. That’s why we’ve made thoughtful improvements to our website with early childhood educators in mind — so even if you’re in between storytime and snacktime, the answers you’re looking for are just a few clicks away.

You’ll find:

• A cleaner, easier-to-navigate experience — especially on your phone
• Brand-new search features to help you find what you’re looking for
• Streamlined pathways to the knowledge and support you need

We know that navigating the early childhood landscape in 2025 can be challenging — but navigating our website shouldn’t be. We hope these changes make it easier to do what you do best: care, connect, and help children thrive.

The post Introducing the Institute’s new website first appeared on The Institute Blog.

The NYC Early Childhood Apprenticeship supports New Yorkers who are interested in working with young children through hands-on experience and college coursework in early childhood education. Apprentices are matched with a paid job in an early childhood program or child care center and enroll in the Child Development Associate certificate program at the CUNY School of Professional Studies.

The apprenticeship program covers books, supplies, miscellaneous expenses, and provides an hourly stipend on top of regular wages; coursework tuition is covered through Educational Incentive Program funding after apprentices are successfully placed into employment.

Funded by a grant through New York City’s Workforce Development Corporation, the program supports the city’s ambitious goal of connecting 30,000 New Yorkers to apprenticeships in high-demand careers by 2030.

Earlier in 2025, the National Early Care and Education Workforce Center published a research-to-practice brief identifying registered apprenticeships as a “promising career pathway” for early childhood educators. One study found that more than 95% of apprentices reported that participating in the program made them more likely to remain in the ECE profession. Apprenticeships also “have the potential to reduce barriers to career advancement by providing apprentices with financial assistance…Further, because [apprenticeships] require increases in compensation for milestones reached and credits earned, they may help address the chronic undercompensation of the ECE workforce.”

The post New apprenticeship program supports aspiring early childhood educators in NYC first appeared on The Institute Blog.

Read through the report below or download the PDF.

The post Explore the Institute’s annual report first appeared on The Institute Blog.