Cooking Up Leadership: 3 Ingredients from Thanksgiving Reflections
/Cooking Up Leadership: 3 Ingredients from Thanksgiving Reflections
Last week for Thanksgiving, the kitchen wasn’t just a place for cooking—it was a place for connection, learning, and passing down traditions. For the first time in years, I genuinely enjoyed preparing the meal, and not because it was easier (Thanksgiving is never easy). It was because the work was shared across three generations: my grandmother, my daughters, and me. That’s what made this year so special for me.
As a little girl, I loved being in the kitchen with my grandma. Now that I think about it, many of my favorite memories include being in the kitchen with her and her mother, my late great-grandmother, “Mommy.” As early as five or six years old, she’d let me chop veggies and mix things, all the little tasks that a child could handle independently. Looking back, I realize I wasn’t just there to help—I was there to pay attention. Her indirect lessons shaped me in ways I couldn’t have fully understood at the time. I noticed the ingredients she used versus what I found in her cookbooks or what I now see when I look to Pinterest for a recipe. I watched what she measured versus what she eyeballed. It reminds me of the scene from the 1997 movie Soul Food where Nia Long’s character “Bird” was measuring seasoning salt and Big Mama told her it was too much- that’s how our kitchen worked. And I took note of how she prepped ahead of time. Thanksgiving was always a multi-day production. Monday through Wednesday was for getting ready- making the desserts, baking cornbread for dressing, chopping veggies, gathering serving dishes, and pulling out the decor. “Mama” as I affectionately call my grandmother, never sat me down and said, “this is how you prepare a Thanksgiving meal.” These lessons weren’t explicitly taught, but absorbed through observation and experience. Thirty years later, they’re second nature to me.
Now the roles are reversing. I’m the one carrying the weight of preparing the family feast while my grandma has stepped back into a supporting role. She’s become my trusted advisor, no longer spending the entire day in the kitchen but always nearby, ready to answer questions or remind me of an old family recipe. My husband and I were just talking about how my cooking has gotten much better over the years, and we attributed it to the last few years where my grandmother has been in the house to help me. And my daughters? They’re in the kitchen now too, doing what I once did—picking greens, chopping veggies, and hopefully observing everything. I love that they aren’t just carrying out the tasks I assign them, but they’re asking questions and are genuinely interested in why we cook the way we do. My eldest even took on the task of making the sweet potato pies this year, proudly presenting her creation as a contribution to the meal.
Watching this process unfold, I couldn’t help but think about how it mirrors early childhood education and leadership development. I didn’t just wake up knowing how to prepare a feast, I spent years in the kitchen working beside one of the best cooks I know. Over the years, I took on more responsibility. And as I began to do more, my grandma was able to do less, but the job still gets done. This experience in the kitchen taught me that learning isn’t always about formal instruction—it’s also about observation, trust, and taking on responsibility at the right pace. The same is true for leadership development: it’s a gradual process where each person learns through doing and grows into their role over time. Just as the kitchen transitions between generations, leaders in education play a vital role in ensuring skills, trust, and responsibility are intentionally passed down to the next generation of educators.
The Transition from Seasoned to New
In early childhood education, many seasoned teachers are transitioning out of the field for various reasons: it's time to retire, changing workforce dynamics, burnout and insufficient support, limited opportunities for growth, or simply a new interest they'd like to pursue. No matter the cause, we need to ask ourselves: Are we handling this shift with intentionality as younger generations step in? Too often, it feels like we’re passing the torch without giving new teachers the benefit of working alongside seasoned pros. Just like in the kitchen, this transition is a process that requires observation, mentorship, and trust.
Our seasoned educators, much like my grandmother, are invaluable. They've spent years honing their craft, learning what works and what doesn't, and developing a "recipe" for success in the classroom. Their wisdom can't be replaced, but it can—and must—be shared. They are the keepers of invaluable knowledge and traditions that enrich our educational practices. They may no longer be in the classroom full-time, but their guidance and mentorship can serve as the backbone for the next generation of educators.
However, these transitions are not without challenges. Seasoned teachers aren't just stepping back—they're stepping out, and their influence is fading. Meanwhile, younger educators are feeling overwhelmed by the responsibility of taking on more without the guidance of those who have taught multiple generations. A few years ago, I ran into one of my grammar school teachers, and she shared that she was now teaching the children of my classmates. This generational overlap, once so natural, now feels increasingly rare as seasoned teachers step out without fully passing down their knowledge. While this current dynamic may feel less natural, thoughtful leadership can make the transition smoother and more effective.
The Role of Leadership
As leaders, our role is to create a kitchen-like environment where this transition can happen smoothly. We need to ensure that seasoned teachers feel valued and supported in sharing their knowledge while empowering newer educators to take on responsibilities and learn through experience. It’s about striking a balance—giving new teachers the opportunity to take ownership of tasks (like making the sweet potato pies) while ensuring they have a trusted advisor nearby when they need help.
I’ve seen this dynamic in some of the programs I’ve worked with. One of my clients refers to experienced educators as ‘room Grandmas.’ They spend time in classrooms offering guidance and support without the full-time responsibilities of caregiving and teaching. Their presence provides mentorship for newer teachers and stability for children.
Leadership in this context means building intentional pathways for growth and collaboration, ensuring that both seasoned and new teachers feel supported in their roles. Just as my grandma didn’t hover over me but was always ready to guide when needed, seasoned teachers should be encouraged to step back from daily classroom responsibilities while maintaining an active role as mentors, sharing their expertise and supporting the next generation of educators.
By fostering this environment, leaders can create space for creativity, avoid micromanagement, and build trust within their teams. Instead, they cultivate a culture where questions are welcomed, mistakes are treated as learning opportunities, and shared experiences build trust and confidence. This collaborative approach not only builds trust and confidence among educators but also ensures that the children’s learning and developmental needs remain at the center of everything we do.
A Recipe for Success
How do we create an environment where seasoned educators can gracefully pass the torch and new educators can confidently take it up? Like any great recipe, it requires the right ingredients, carefully combined.
Here are three key “ingredients” for success:
1. Encourage Observation
Just like I watched my grandmother cook, new teachers need opportunities to observe seasoned educators in action. This doesn’t just mean watching what they do but understanding why they do it. Observing how a veteran teacher handles challenging behaviors, facilitates group activities, or transitions between lessons provides invaluable insights that can’t be learned from a textbook or workshop.
Observation is more than just shadowing—it’s active learning with a purpose. Leaders should create structured opportunities for new teachers to observe specific skills or strategies in action. For instance, pairing a newer teacher with a seasoned educator for morning circle time or parent communication offers a front-row seat to learn best practices. Follow-up reflection sessions can help new teachers connect what they observed to their own classroom practices.
By encouraging this level of observation, you will help bridge the gap between theory and practice, allowing your new teachers to gain confidence as they learn.
2. Provide Incremental Responsibilities
Just as my daughters started with age-appropriate kitchen tasks, new educators should take on responsibilities that align with their current skills while stretching them just enough to grow. Gradually increasing responsibilities—like leading small group activities before transitioning to whole-class instruction—builds confidence and competence over time.
Many early childhood programs already have a multi-tiered structure with lead teachers, teacher assistants, and aides. This natural hierarchy allows leaders to scaffold responsibilities, ensuring that newer educators develop the skills they need at a manageable pace.
One level that programs should embed more intentionally is the mentor teacher role. A mentor teacher differs from a master teacher, who often serves in a supervisory or evaluative capacity. Instead, the mentor teacher is a peer guide, offering hands-on support, modeling strategies, and helping newer educators navigate the complexities of their role. By formalizing this role, programs create a supportive bridge for new educators, ensuring they’re not just surviving but thriving. It also gives seasoned teachers a sense of purpose and legacy within the profession.
3. Value the Role of Mentorship
Seasoned educators have so much to offer, even if they’re no longer in the classroom full-time. Their years of experience and nuanced understanding of teaching are invaluable assets that shouldn’t be lost when they transition out of direct classroom work. Creating formal mentorship opportunities keeps their expertise alive within the program while fostering meaningful relationships between generations of educators.
Mentorship is about more than guidance—it’s about fostering connection and collaboration. For seasoned educators, mentoring gives them the opportunity to leave a legacy, knowing they’ve contributed to the growth of the profession. For new teachers, mentorship provides a safety net—a source of wisdom, encouragement, and real-time feedback as they navigate the challenges of teaching.
You can formalize mentorship by pairing seasoned teachers with new hires, setting aside time for one-on-one coaching, or creating group mentorship sessions focused on common challenges like classroom management or lesson planning. Recognizing and celebrating the role of mentors ensures that their contributions are valued and that mentorship remains a cornerstone of professional growth.
When we encourage observation, provide incremental responsibilities, and value mentorship, we create a program that’s not just functional—it’s thriving. These ingredients allow seasoned educators to share their wisdom while empowering new teachers to step confidently into their roles.
Much like a well-loved family recipe, this process requires time, care, and intentionality. But when done right, it creates something truly lasting—a culture of collaboration and growth that benefits educators and children alike.
Nurturing a Culture of Collaboration
The Thanksgiving kitchen wasn’t just about the food; it was a collaboration where each person’s contribution, big or small, added to the feast’s success. Early childhood programs thrive the same way - when every member of the team is encouraged to participate, learn, and grow.
As a leader, you play a pivotal role in creating this environment. They must set the tone for collaboration, ensuring that seasoned educators feel appreciated and new teachers feel supported. You must also recognize that transitions take time and require patience. A successful program is like a well-prepared Thanksgiving meal—it takes teamwork, planning, and trust in everyone’s contributions.
Passing the Torch
This Thanksgiving reminded me of the beauty and necessity of transitions. The wisdom of one generation doesn’t fade—it’s carried forward by the next. In early childhood education, this means ensuring that the lessons, strategies, and heart of seasoned teachers live on in the practices of younger educators.
As leaders, it’s our responsibility to facilitate this process—creating environments where knowledge flows seamlessly, confidence grows, and every generation contributes to the feast of education. When we value observation, incremental growth, and mentorship, we cultivate a workforce that is not only skilled but also deeply connected to the legacy of those who came before.
And who knows? Maybe one day, my daughters will lead the Thanksgiving kitchen, with their kids chopping veggies and me binge-watching Law and Order nearby. That’s the beauty of passing the torch—it’s a gift that keeps giving.
Because whether it’s a Thanksgiving meal or a classroom full of children, the best outcomes come when everyone works together, learning from each other and building on the strengths of every generation.
Mentorship is one of the most impactful forms of professional development. If you’re ready to strengthen your team, start by listening to my free audio training: Avoid the Top 10 Professional Development Mistakes Made in Early Childhood Education.