The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators quickly adapted their procedures to ensure children’s safety as they reopened to provide childcare for essential workers and then the community at large. This manuscript reports on statewide efforts to continue quality improvement initiatives for early childhood programs amidst the COVID-19 pandemic. We first describe the impacts of the COVID-19 pandemic for over 2000 educators—teachers, administrators, and specialists—who completed surveys in the Spring and Fall of 2020. These survey data come from a statewide system called the Texas Early Childhood Professional Development System (TECPDS), designed to track the professional development needs/progress of early childhood educators. Second, we describe an example of how a statewide professional development and quality improvement program shifted to remote delivery during the pandemic. As an increasing number of educators turn to virtual training resources, we explain lessons learned from these response efforts and how they can inform future virtual professional development efforts, even amidst crisis, to ensure that a focus on quality improvement continues while supporting teachers’ individual needs.

COVID-19 大流行以戏剧性的方式影响了为婴儿、幼儿和学龄前儿童服务的早期儿童项目。暂时关闭后，许多教育工作者迅速调整了他们的程序，以确保儿童的安全，因为他们重新开放，为基本工作人员和整个社区提供托儿服务。这份手稿报告了在 COVID-19 大流行期间全州范围内为继续提高幼儿计划质量的举措所做的努力。我们首先描述了 COVID-19 大流行对 2020 年春季和秋季完成调查的 2000 多名教育工作者（教师、管理人员和专家）的影响。这些调查数据来自一个名为德州幼儿专业发展系统的全州系统(TECPDS)，旨在跟踪幼儿教育工作者的专业发展需求/进展。第二，我们描述了一个例子，说明在大流行期间全州的专业发展和质量改进计划如何转向远程交付。随着越来越多的教育工作者转向虚拟培训资源，我们解释了从这些响应工作中吸取的经验教训，以及它们如何为未来的虚拟专业发展工作提供信息，即使在危机中，也能确保继续关注质量改进，同时支持教师的个人需求.