About Stacie G. Goffin, Ed.D., Principal
STACIE G. GOFFIN, Ed.D.
Stacie Goffin, Principal of the Goffin Strategy Group, is a recognized authority on early childhood education. She brings a blend of academic, philanthropic, government-related, and executive-level experiences to her work. She has a broad understanding of early childhood education’s multiple sectors and its efforts to construct coherent systems that transcend the field’s notorious fragmentation. Her conceptual leadership is widely recognized for stimulating consideration of a different developmental trajectory for early childhood care and education’s future.
Established in 2004, the Goffin Strategy Group focuses on cultivating cultural transformation of early care and education as a field of practice through analysis of complex issues, an adaptive and systemic approach to change, and authorship of thought-provoking publications and presentations. It engages at the local, state, and national levels with non-profit, philanthropic, and government organizations and agencies.
Stacie has worked with local and state organizations, philanthropy, governments, and national organizations. She has led and/or facilitated multiple change initiatives of significance, including the redesign of NAEYC’s early childhood program accreditation system, leading to development of the field’s first national program standards. Her efforts have led to changes for policy, programs, and practice, as well as development of new organizations. She is strategic and results-oriented with proven ability to spearhead change and conceptualize and execute sustainable initiatives.
A former preschool teacher of children with special needs and undergraduate and graduate faculty member, Stacie is a prolific author who has authored textbooks and seminal publications, including Curriculum Models and Early Childhood Education: Appraising the Relationship; Ready or Not: Leadership Choices in Early Care and Education; and Early Childhood Education for a New Era: Leading for Our Profession. Her writing, presentations, and consultations have earned her a national reputation as an agent for change. More information on Stacie can be found at www.goffinstrategygroup.com
STACIE G. GOFFIN, Ed.D.
Goffin Strategy Group, LLC
Web site: www.goffinstrategygroup.com
E-Mail: [email protected]
Recognized as an authority in early childhood education, I bring a blend of academic, philanthropic, government-related, and executive-level experiences to my work. I have a broad understanding of early childhood care and education’s diverse programs, its multiple sectors, and its efforts to construct coherent systems that transcend the field’s notorious fragmentation.
I have led multiple change initiatives of significance. Spanning higher education, local, state, and national organizations, organizational development, and advocacy, my efforts have led to change for both policy and practice. Currently prodding early childhood education to re-form itself as a coherent field of practice, my work represents a strong example of leadership as an activity, rather than a position. I am strategic and results-oriented with proven ability to spearhead change and conceptualize and execute sustainable initiatives, including:
Documented ability to foster a shared vision, achieve consensus, and deliver results within the context of diverse and complex internal and external forces.
Recognition as an accomplished public speaker, editor, and author, skilled at conceptualizing, analyzing, synthesizing, and organizing information.
A record of skillful facilitation with a track record of success.
2004 to present: Principal, Goffin Strategy Group, LLC
My conceptual leadership has wide recognition. The Goffin Strategy Group (GSG) cultivates cultural transformation of early care and education as a field of practice through analysis of complex issues, a systemic and adaptive approach to change, and authorship of thought-provoking publications.
Beyond creating a viable small business that has engaged at the local, state, and national levels with nonprofit, philanthropic, and government organizations and agencies, GSG’s early accomplishments include facilitating cross-agency and multi-stakeholder efforts that resulted in the first-ever national program standards for early childhood education and brought about direction-setting recommendations that influenced national organizations’, state agencies’, governors’, and legislators’ actions and decision-making. Early Childhood Education For A New Era, prompted the National Association for the Education of Young Children to launch a national effort to re-form early childhood care and education as a recognized professional field of practice. Committed to children being able to fulfill their full developmental opportunities and to elevating ECE’s competence as a field of practice, I was chosen by Exchange magazine and its partners as a Doyen (the most respected or prominent person in a field) in 2018.
A sample of Goffin Strategy Group clients can be found at www.goffinstrategygroup.com.
September 2002-September 2004: Acting Deputy Executive Director, National Association for the Education of Young Children [NAEYC].
Oversaw operations of the NAEYC Academy for Early Childhood Program Accreditation and preparations for its reinvented accreditation system; staffed the Commission on NAEYC Early Childhood Program Standards and Accreditation Criteria; and created and oversaw implementation of a 2-year plan for the newly created Council on NAEYC Accreditation, resulting in first ever national program standards for early education programs serving children birth through kindergarten; accreditation criteria for NAEYC’s reinvented accreditation system; new governance structure; and accreditation division primed for new system.
April 2000 to September 2002: Director, Project to Reinvent NAEYC Accreditation, National Association for the Education of Young Children [NAEYC].
Led redesign of nation’s largest early childhood education program accreditation system.
Created and managed process for the deliberations of two national commissions charged with reinventing the association’s early childhood program accreditation system.
Managed development of new structure, design, and governance of NAEYC’s early childhood program accreditation system
Designed and implemented statewide test of innovative accreditation practices
September 1992 to December 1999: Senior Program Officer, Ewing Marion Kauffman Foundation.
As foundation’s first program officer for early care and education, defined portfolio’s strategic focus, leading to investment portfolio in excess of $11 million focused on system development and school readiness.
Catalyzed creation of Governor Carnahan’s Commission on Early Childhood Care and Education inMissouri and co-authored its final report, resulting in investments exceeding $63 million.
Co-found and led the Early Childhood Funders Collaborative, comprised of 16 foundations, for its first 4ó years.
Conceived and co-created Forum for Early Childhood Organization and Leadership Development at the Bloch School of Business and Public Administration, the nation’s first located at a School of Business and Public Administration.
Created and launched Partners In Quality for Early Childhood Care and Education, a group of 22 civic, corporate, nonprofit, and philanthropic members in metropolitan Kansas City.
Conceived and implemented Fern Webster Early Childhood Professional Development Initiative, a $2.5 million, 6-year system change initiative in metropolitan Kansas City (Missouri and Kansas).
Results chronicled in: “The case of Kansas City” by David Renz in Philanthropy and the Nonprofit Sector in a Changing America, Indiana University Press, 1999 and From Dream to Reality: The Growth of Early Learning in Kansas City, A 2007 report from Mid-America Regional Council’s Early Learning Council.
1984 & Prior: Assistant/Associate Professor, University of Missouri-Kansas City; Assistant/Associate Professor & Interim Program Director, Elementary and Secondary Education West Virginia College of Graduate Studies; Early childhood special education teacher in private and public school settings.
Harvard University, John F. Kennedy School of Government, Executive Education Certificate, MAY 2007,
The Art and Practice of Leadership Development.
Society for Research in Child Development (SRCD) Summer Fellow. 1986.
Ed.D. University of Houston, Houston, Texas, DECEMBER 1977,
Foundations of Education: Educational Psychology
Ed.D: Educational Psychology. University of Houston, June 1978.
Certificate for the Advanced Study of Education
The Johns Hopkins University, Baltimore, Maryland, June 1975,
M.S. The George Washington University, Washington, D.C., June 1971,
Early Childhood-Special Education.
B.S. University of Massachusetts, Amherst, Massachusetts, June 1970,
Child Development (Teaching Certificate, Elementary K-6 and Special K-12).
SELECTED PUBLICATIONS [EXCLUSIVE OF BLOGS]
Goffin, S. G. (in process). How Early Childhood Educators Came To Be Marginalized: The Influences of Gender and Race, Developmental Psychology, and Public Policy (to be published by Routledge)
Goffin, S. G., & Gaga, E. (October 2021). The 2021 early care and education leadership development compendium: A view of the current landscape, 4th edition. Boulder, CO: Goffin Strategy Group, LLC.
Goffin, S. G., & Washington, V. (2019). Ready or not: Early care and education’s leadership choices — 12 years later, 2nd edition. New York: Teachers College Press. Foreword by Marty Linsky and Ronald Heifetz.
Goffin, S. G. (2015). Professionalizing early childhood education as a field of practice: A guide to the next era. Minneapolis: Redleaf Press. [2015 NAEYC comprehensive membership benefit]
Goffin, S. G. (2013). Early childhood education for a new era: Leading for our profession. NY: Teachers College Press.
Goffin, S.G., & Wilson, C. (2001). Curriculum models and early childhood education: Appraising the relationship,2nd edition. New York: Merrill/Prentice Hall. [sole author 1st edition, published 1994]
Goffin, S.G. & Day, D.E. (Eds.) (1994). New perspectives in early childhood teacher education ⎯ Bringing practitioners into the debate. New York: Teachers College Press.
Goffin, S.G., & Lombardi, J. (1988). Speaking out: Early childhood advocacy. Washington, D.C.: National Association for the Education of Young Children.
Goffin, S. G., Series Editor with Bornfreund, L. (2020). Moving beyond false choices for early childhood educators. A Compendium. Washington DC: New America.
Goffin, S. G. & Daga, E. (May 2017). Early childhood education leadership development compendium: A view of the current landscape, 3rd edition. Washington, DC: Goffin Strategy Group.
Barnett, S.W., Goffin, S.G., & Boller, K. (2015). QRIS as change agent [Special Issue]. Early Childhood Research Quarterly, 30.
Goffin, S. G., & Ryan, S. (Eds.). (2008). Teaching in early care and education [Special Issue]. Early Education and Development, 19 (3).
Goffin, S.G. (Ed.) (1996). Child development knowledge and early childhood teacher preparation: Assessing the relationship—A special collection. Early Childhood Research Quarterly 11 (2).
ARTICLES & CHAPTERS
Goffin, S. G. & Washington, V. (November-December 2020). What lies ahead for our field: ECE’s leadership choices. Exchange, #256, 30-32.
Goffin, S. G., & Washington, V. (July-August 2019). Leadership choices await early care and education practitioners. Exchange, 41 (4), 8, 9, 12-13.
Winton, P. J., Snyder, P., & Goffin, S. G. (2016). Beyond the status quo: Rethinking professional development for early childhood teachers. In L. Couse & S. Recchia (Eds.) Handbook of early childhood teacher education. (pp. 54-68). New York: Routledge.
Goffin, S. G., & Rous, B. (2015). Revisiting early childhood education’s governance choices. In S. L. Kagan & R. Gomez (Eds.), Governance of early childhood education: Polemics and possibilities (pp. 165–175). NY: Teachers College Press.
Goffin, S. G., & Barnett, W. S. (2015). Assessing QRIS as change agent 30, 179–182
Goffin, S.G. (2012). Beyond systemic structures: Penetrating to the core of an early care and education
system. In S. L. Kagan & K. Krauez (Eds). Early childhood systems: Looking back, Looking forward (pp. 267-282). New York: Teachers College Press.
Goffin, S. G., Martella, J., & Coffman, J. (2010). Vision to practice: Setting a new course for early childhood governance. Washington, DC: Goffin Strategy Group.
Goffin, S.G. (2009). Field-Wide Leadership: Insights from five fields of practice. Washington, DC: Goffin Strategy Group.
Goffin, S.G. (2001). Whither early childhood education in the next century? Education across a century: The centennial volume Part 1. (pp. 140-163). One-Hundredth Yearbook of National Society for the Study of Education. Chicago, IL: National Society for the Study of Education.
SELECTED EDITORIAL & ADVISORY BOARDS
Washington P-3 Executive Leadership Institute Advisory Board, 2013-2015.
Early Education and Development Editorial Board, 1991-present.
Teachers College Press Advisory Board in Early Childhood Education, 1993-present.
McCormick Center for Early Childhood Leadership Advisory Board, 2005 – present.
Founding Chairperson, Early Childhood Funders Collaborative, collaborative effort of 16 national and regional foundations with strategic focus on early childhood care and education, 1993–1997.
Founding Chairperson, Kansas City Metropolitan Council on Early Learning, bi-state organization building cohesive ECE delivery system. One of seven collaborations funded by Carnegie Foundation for study; one of four Early Education Quality Improvement Project (EQUIP) sites funded by AT&T, January 1989–1994.
Ever wonder what ChatGPT says when asked, “Who is Stacie Goffin?”
“Stacie Goffin is an influential figure in the field of early childhood education (ECE) and a renowned advocate for improving the quality of ECE programs. She has made significant contributions to the field through her research, writing, and policy work.
Stacie Goffin has a background in child development and early childhood education. She has held various positions in the ECE field, including teacher, center director, consultant, and lecturer. Goffin has been actively involved in advocating for high-quality ECE and has worked with numerous organizations and initiatives dedicated to improving early childhood education.
Goffin is known for her expertise in the area of early childhood program evaluation and assessment. She has written extensively on topics such as program quality, professional development for early childhood educators, and the importance of a coherent and comprehensive early childhood system.
One of her notable contributions is the concept of “pedagogical leadership.” Goffin argues that leadership in ECE should focus on promoting effective teaching practices and supporting continuous improvement in early childhood programs.
Stacie Goffin continues to be involved in ECE through her writing, speaking engagements, and consulting work. Her insights and contributions have helped shape the field and advance the understanding of quality early childhood education.”