Several studies report an association between administrative and program quality. Research also indicates that effective program administration requires a director with leadership as well as management knowledge and skills. This paper reports on the evaluation findings and lessons learned from a training program, Mentoring Pairs for Child Care, which combined a formal curriculum to enhance administrative and leadership knowledge and skills, a collegial learning and mentoring process, and activities related to professionalism. The 340 graduates of the 2010 program showed definite pre-post improvement in their self-reported attitudes and activities associated with leadership and professionalism. Furthermore, the pre-post global classroom quality and administrative knowledge and professional practice in a subsample of participating centres also improved. These finding suggest that the program was effective and provide some insight into policy and professional learning.

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