One Practitioner’s Path to Leadership: Joining the Massachusetts Early Childhood Policy & Research Collaborative

This post was written by Shavon Drayton, who is working with Senior Research Scientist Wendy Wagner Robeson, Ed.D., to organize the 2026 Massachusetts Early Childhood Research Summit on March 19 at Wellesley College.

Early childhood education isn’t just a job for me—it’s been my life’s work for over 20 years. I began in this field as an infant teacher, and those early years in the classroom shaped my understanding of what high-quality early learning can truly look like. That time in the classroom also sparked a deeper commitment: to support educators themselves so they can uplift children and families every day.

Throughout my career, I have been driven by equity, reflective practice, and collaboration. As I moved into leadership roles, I focused on supporting teams to grow professionally, engage in reflective learning, and center practices that honor every child’s potential. This work became even more meaningful when I joined Horizons for Homeless Children, where I’ve now served as a leader for eight years, using Horizons’ core curricula and my ongoing graduate studies at Boston University-Wheelock to shape impactful systems and instructional practices.

A major part of my recent work has been engaging with statewide systems change efforts, particularly through the Massachusetts Early Childhood Policy and Research Collaborative (MA ECPRC), which is co-led by WCW Senior Research Scientist Wendy Wagner Robeson, Ed.D. This initiative emerged from the inaugural Massachusetts Early Childhood Policy Research Summit—a first-of-its-kind gathering that brought together researchers, policymakers, funders, and practitioners from across the state of Massachusetts to explore how research and data can inform stronger policies and early learning systems.

The Collaborative is building a network of professionals committed to aligning research, policy, and practice through shared inquiry and strategic action. Once I saw the work that the Collaborative was committed to during their 2025 summit, I knew that it was something I wanted to be a part of. After completing a simple exit survey at the 2025 summit, I was invited to be a member of the Collaborative’s leadership team over the summer of that same year. During the summer, my work consisted of co-facilitating working groups comprised of other leadership members, as well as participating in the foundation of how the Collaborative will continue the work that was envisioned by its senior leadership.

After the summer, I was fortunate enough to stay on as a Collaborative leader by becoming the Collaborative’s intern for the year as I continue my studies at Boston University-Wheelock. As the Collaborative’s intern, my work includes leading working groups that focus on co-creating knowledge, driving equitable research agendas, and ensuring that research findings are accessible and actionable for policymakers and practitioners alike. Leading and organizing these working groups has required intentional facilitation, equitable decision-making, and an emphasis on strategic positioning of the early childhood sector—ensuring that the process is as inclusive and meaningful as the outcomes we aim to achieve.

As I work on expanding my leadership skills by spearheading the second research summit, which will take place on March 19, one of the key lessons I’ve carried with me from these experiences is that equitable practice isn’t an add-on—it must be woven into every aspect of our work. Whether coordinating large working groups, managing cross-sector workflows, or choosing well-rounded research to showcase, I strive to create spaces where all voices—especially those historically marginalized—are heard and valued.

Ultimately, the early childhood field is strongest when our work reflects not only evidence and expertise, but also the lived experiences of children, families, and educators. I’m proud to contribute to that work, and I remain committed to nurturing systems that are equitable, reflective, and rooted in collective purpose.

Shavon Drayton is the Senior Director of Early Education at Horizons for Homeless Children and a master’s degree student at Boston University Wheelock College of Education & Human Development. She currently serves as an intern for the Massachusetts Early Childhood Policy and Research Collaborative.