Season 1 Episode 13: Leadership in Early Childhood Systems: From Early Intervention to Safety, Service, and Advocacy

In this heart-centered conversation, Dr. Esther C. Bubb sits down with Kathleen (Kathy) Mignone, a Local Education Agency Representative with more than 20 years of experience in early childhood special education. Together, they explore what leadership looks like when it’s grounded in compassion, curiosity, and a deep belief in human potential.  Kathy shares her evolution from autistic support teacher to systems-level service coordinator, reflecting on the lessons she learned from children, families, and colleagues along the way. She offers insight into behavior science as a tool for shaping adult behavior, the emotional intelligence needed to manage complex team dynamics, and the importance of slowing down in a field that pushes us to rush.  This episode explores:  • Why leadership is rooted in daily actions, not titles  • How early teaching experiences shape coaching and adult learning  • The rise of staff turnover and how leaders stay grounded in the “cracks”  • Safety, dignity, and regulation as foundations for early childhood environments  • How to balance compliance with human-centered decision-making  • What it takes to empower families as true partners  • The power of listening with curiosity  If you’re an educator, leader, caregiver, or anyone working within early childhood systems, this episode will leave you encouraged, affirmed, and reminded of the humanity at the center of our work.  Kathy’s Bio:  I graduated from West Chester University in 2003 with a Bachelor’s degree in Special Education (birth to 21 years of age). I hold Pennsylvania Teaching Certifications in Special Education (2003) and Elementary Education with a focus on literacy (2013). Additionally, I completed a Master’s degree in Special Education in 2013.   I have worked professionally in the field of education at the Delaware County Intermediate Unit (DCIU) since November 2004. During my nearly 15 years in autistic support classrooms, I focused on programming for preschoolers with autism. I was trained in and participated in PATTAN’s VB Project, implementing programming using the Verbal Behavior Milestones Assessment Placement Program (VB-MAPP), and attained model status within the project. My time in these classrooms included both full-day (November 2004 – December 2015) and half-day (July 2016 – August 2019) roles.   In September 2019, I transitioned into my current position as a Service Coordinator, also known as the Local Education Agency (LEA) Representative for Early Intervention at the DCIU. My focus in this role is two-fold: supporting families and supporting staff. For families, I guide them in understanding their child’s strengths, needs, and special education program, and fully connect them to necessary resources. For DCIU staff, I coordinate services throughout the year, review obligations and systems, and promote best practices for data-driven decisions and effective communication across staff and families.   Realizing the overall need for safety supports, I became a trainer for our Positive Behavior Supports Program, Safety Cares. My intention is to work with staff, families, and preschools to ensure safe and research-based de-escalation practices are consistently used for preschoolers.   As a leader in special education, particularly in early childhood, I believe in sharing knowledge with kindness and compassion. My practice is deeply influenced by the many mentors and colleagues who have shaped my approach, beginning with my own parents and teachers. Leading with intentionality and a "person first" approach across students, families, and staff drives me to do the best we can every day.