Whether you’re an Educator, Lead Educator, Educational Leader, Assistant Centre Manager, Centre Manager or Area Manager, you’ll spend much of your career influencing the people you report to. Every leadership role sits within another leadership role. Learning to manage up is one of the most valuable professional skills you can develop, regardless of your position.
More than four decades ago, Harvard Business School professors John Gabarro and John Kotter challenged the traditional idea that only managers are responsible for workplace relationships. They argued that every professional has a responsibility to build an effective working relationship with the person they report to. That principle remains just as relevant in today’s early childhood education and care sector as it was when it was first published.
Why managing up matters
In Australian ECEC, workforce retention and quality improvement are inseparable. Recent research highlights that educator wellbeing, professional agency and clear communication directly influence staff retention and service quality (Nguyen et al., 2024; McFadden et al., 2024). Every early childhood professional, regardless of role, can influence positive change by learning to manage up effectively.
Why educator-to-child ratios in early childhood education are only the starting point
Providers often discuss ratios through a compliance lens. That is understandable. Providers need to meet regulatory requirements, rosters need to be legal, and services need enough educators physically present and directly engaged in education and care.
However, compliance does not automatically equal quality.
Quality early childhood education depends on what educators are able to do with their time, attention and professional judgement. It depends on whether educators can notice the child who is unsettled, support the toddler who is overwhelmed, respond to a family concern, scaffold play, manage transitions and document learning without constantly feeling like they are one absence away from chaos.
That is why educator-to-child ratios in early childhood education should be understood as part of a broader workforce planning conversation.
The OECD has identified staff training, professional development, child-staff ratios, group sizes and system-level monitoring as important levers in improving early childhood education and care quality. Recent Australian research has also reinforced that process quality is shaped by educator-child interactions, while structural quality factors such as qualifications, centre management, professional development and child-educator ratios influence the conditions in which those interactions occur.
Put simply: ratios create the frame. People create the quality.
Understanding this bigger picture allows educators to frame ideas in ways that help leaders improve quality across the whole service, not simply solve today’s operational problem. That is one of the foundations of managing up.
1. Make it safe to speak up — and go first
Why it matters
Psychological safety is the foundation of innovation and problem-solving. When educators hesitate to share mistakes, new ideas or challenges, quality stalls. Harvard Business Review’s Amy Edmondson (2021) calls this “the hidden cost of silence.” In ECEC, silence can mean missed opportunities to improve practice or protect wellbeing.
Example
During a team meeting, a Lead Educator might open with: “I realised I missed some observations last week because I underestimated transition times. I’d love your thoughts on how others manage that.”
How to put this into practice
Here are four practical ways you can begin applying this approach in your own service today.
- Start small: Share one of your own slips in a meeting.
- Model curiosity: Ask, “What am I missing?” instead of “Who’s at fault?”
- Give recognition: When an educator raises an issue, thank them publicly.
- Bring insights upward: Translate team reflections into succinct, non-defensive updates for your Director.
2. Understand your Leaders' priorities before proposing solutions
Why it matters
One of the biggest mistakes emerging leaders make is assuming that everyone views a challenge through the same lens. As a Lead Educator or 2IC, your focus may naturally be on curriculum, educator wellbeing or children’s learning. Your Centre Director, however, is often balancing staffing, occupancy, budgets, compliance, family expectations, regulatory requirements and long-term sustainability, all at the same time.
Harvard Business Review consistently highlights that successful professionals invest time in understanding what success looks like for their manager before trying to influence decisions. Managing up becomes significantly easier when you understand the pressures your Centre Director is carrying.
This does not mean agreeing with every decision. It means recognising the broader context in which those decisions are made.
When you begin presenting ideas that solve your Director’s problems as well as your team’s challenges, your credibility grows rapidly. Instead of becoming another person asking for something, you become someone helping the service achieve its goals.
Example
Imagine your team would benefit from additional programming time.
Rather than simply saying,
“We really need another hour each week.”
you could say,
“I’ve noticed documentation is taking educators longer because transition times have become more complex. If we trial an additional planning hour every fortnight, I believe we can improve the quality of our curriculum documentation, reduce overtime and strengthen our evidence for Quality Area 1. I can measure the impact over six weeks and report back.”
The conversation immediately changes from requesting resources to proposing a measurable improvement.
How to put this into practice
Here are five practical ways you can begin applying this approach in your own service today.
- Spend time understanding your Director’s biggest priorities over the next three to six months.
- Ask thoughtful questions such as, “What are the biggest challenges you’re trying to solve this quarter?
- Before raising an idea, ask yourself, “How does this help the service achieve its goals?”
- Present recommendations in terms of outcomes, not personal preferences.
- Whenever possible, explain how your suggestion will improve quality, educator wellbeing, family experience or operational efficiency.
3. Frame issues as choices, not complaints
Why it matters
A key principle of managing up is making life easier for your manager. When you only raise problems, you add weight; when you raise choices, you lift it.
Example
Instead of “We don’t have enough coverage for rest time,” try: “We’ve had three ratio gaps during rest time this week. Option A—adjust start times by 15 minutes; Option B—use our float for 30 minutes daily; Option C—trial rest-time buddy system. I recommend Option B—it protects ratios with minimal cost.”
How to put this into practice
Here are four practical steps you can begin applying this approach in your own service today.
- Observe recurring friction points.
- Draft a short Issue/Options/Recommendation note (one page max).
- Deliver it when your Director is mentally available (avoid handovers or pickups).
- Follow up in writing if a trial is approved—then collect quick results.
4. Champion educator voice with evidence
Why it matters
Educator voice—the ability to express ideas, influence programs, and share professional insight—is linked to higher morale and retention (Li et al., 2023). As an Early Chilodhood Educational professional you are the perfefct conduit.
Example
Four educators tell you that the digital programming template is time-heavy and confusing. You gather examples, time data, and suggestions. Present to your Director: “Educators spend an average of 90 minutes weekly on duplicated tasks. I propose a 4-week trial of a simplified format.”
How to put this into practice
Here are four practical ways you can begin applying this approach in your own service today.
- Run micro check-ins: “If you could fix one process, what would it be?”
- Find common threads: Group similar feedback.
- Draft one small pilot: Trial, measure, and review after 4 weeks.
- Report back: Use phrases like, “Educator feedback suggests…
5. Link every ask to NQF outcomes
Why it matters
Requests make sense when connected to the centre’s mission. The NQF is the universal language of directors and committees; speak it fluently.
Example
Instead of “We need more planning time,” frame it as: “Allocating one additional planning hour weekly will strengthen QA1 and QA5 outcomes by improving curriculum documentation and reducing stress-related absences.”
How to put this into practice
Here are four practical steps you can begin applying this approach in your own service today.
- Match your proposal to one or two Quality Areas.
- Include quick metrics—time saved, stress reduced, parent satisfaction increased.
- Present as “invest to improve” rather than “request for help.”
- Track short-term results and communicate the improvement.
Case study: Leading through influence
In 2024, a 120-place community-managed service on Melbourne’s bayside noticed rising educator turnover and stress. The 2IC collected data: absences, incidents, and exit themes. She drafted a “problem/solution” paper offering three choices—shift relief hours, stagger rosters, or assign a morning float. After a 3-week pilot, incidents fell 10%, sick leave dropped 15%, and satisfaction rose 12%. Two educators who were considering resigning stayed. The Director embedded her model in the QIP. This is what managing up looks like: data, calm presentation, shared accountability, and measurable results.
Managing up is not about making your manager’s job easier. It is about helping your whole service make better decisions. The professionals who consistently do that become the leaders others naturally trust, regardless of the title on their business card.
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Frequently asked questions
Here is a snapshot of the most common questions we’re asked. If you do not see your question here, feel free to reach out—our team is always happy to help.
What does "managing up" mean in early childhood education?
Managing up is the ability to build a productive relationship with your Centre Director or leadership team by communicating effectively, understanding their priorities and presenting thoughtful solutions. It is about influencing positive outcomes through trust and professional judgement rather than relying on formal authority.
Who should learn to manage up in an early childhood service?
Every member of an early childhood team can benefit from managing up. Whether you are an Educator, Lead Educator, Educational Leader, Assistant Centre Manager, Centre Manager or Area Manager, understanding how to influence decisions constructively strengthens relationships, improves communication and supports better outcomes for children, families and colleagues.
Is managing up the same as trying to impress your manager?
No. Managing up is not about flattery or politics. It is about understanding your Centre Director’s goals, communicating clearly and contributing solutions that benefit children, educators, families and the service as a whole.
How can I influence decisions without being a Centre Director?
Influence comes from credibility rather than position. Consistently identifying opportunities for improvement, presenting evidence-based recommendations and supporting your colleagues builds trust over time, making your voice more influential regardless of your title.
Can managing up help me become an Assistant Director or Centre Director?
Yes. Many of the capabilities required of Assistant Directors and Centre Directors, including communication, strategic thinking, emotional intelligence and problem-solving, are developed long before you receive a formal promotion.
What skills should every aspiring early childhood leader develop?
Future leaders benefit from developing communication, coaching, conflict resolution, emotional intelligence, reflective practice, strategic thinking, curriculum knowledge and the ability to build positive relationships across the service.
How does managing up improve educator wellbeing?
When educators communicate effectively with leadership, concerns are identified earlier, practical solutions are implemented sooner and teams experience greater psychological safety. These factors contribute to stronger workplace culture and improved staff retention.
What is the difference between leadership and management in an early learning centre?
Management focuses on systems, compliance and operations. Leadership focuses on influencing people, building trust, developing others and creating a positive culture. Effective Centre Directors combine both.
Where can Lead Educators find leadership opportunities in Australia?
If you’re ready to progress from Lead Educator, Educational Leader or 2IC into your next leadership role, Early Years Talent partners with high-quality early learning services across Australia to connect experienced educators with rewarding career opportunities.
👉 Explore current leadership opportunities or register with Early Years Talent to be notified of new roles.
Further Reading & References
The ideas discussed in this article are informed by contemporary leadership research, peer-reviewed academic literature and recognised best practice in organisational leadership and early childhood education. The following resources provide further reading for educators who wish to explore the topic in greater depth.
Australian Children’s Education & Care Quality Authority (ACECQA) (2025) National Quality Framework. Available at: https://www.acecqa.gov.au/nqf/about (Accessed: 6 August 2026).
Australian Government Department of Education (2025) National Quality Framework. Available at: https://www.education.gov.au/early-childhood/national-quality-framework (Accessed: 6 August 2026).
Edmondson, A.C. and Hugander, P. (2021) 4 Steps to Boost Psychological Safety at Your Workplace. Harvard Business Review. Available at: https://hbr.org/2021/12/4-steps-to-boost-psychological-safety-at-your-workplace (Accessed: 6 August 2026).
Fenech, M., et al. (2021) ‘Attracting, retaining and sustaining early childhood teachers: An ecological conceptualisation of workforce issues and future research directions’, The Australian Educational Researcher, 48(1), pp. 1-18. Available at: https://doi.org/10.1007/s13384-020-00424-6
Gabarro, J.J. and Kotter, J.P. (2005) Managing Your Boss. Harvard Business Review. (Originally published in 1980.) Available at: https://hbr.org/2005/01/managing-your-boss (Accessed: 6 August 2026).
Li, X., et al. (2023) ‘Transformational leadership and teachers’ voice behaviour: A moderated mediation model’, Educational Management Administration & Leadership. Available at: https://doi.org/10.1177/17411432221143452
McFadden, A., et al. (2024) ‘The impact of work-related wellbeing and workplace climate on educator retention in early childhood education and care’, Early Childhood Research Quarterly.
Nguyen, C., et al. (2024) ‘Profiles of professional wellbeing and turnover intentions among Australian early childhood educators’, Early Education and Development. Available at: https://doi.org/10.1080/10409289.2024.2336434
Wen, Y., et al. (2022) ‘A bibliometric analysis of teacher leadership scholarship’, Teaching and Teacher Education, 118. Available at: https://doi.org/10.1016/j.tate.2022.104006
Date of publication: 06 August 2026