From Babysitter to System Builder: Tammy’s Lifelong Journey in Early Childhood Education
Published October 14, 2025 as a part of the Career Exploration Tool: Stories from the Field series. This series of stories brings to life the many pathways members of Michigan’s early care and education field have taken to achieve their goals, nurture their interests, and achieve success.
For Tammy, a career in early childhood education grew from the joy of connecting with children and the encouragement of others who saw her natural gift. What began as babysitting at 12 and volunteering in her church nursery has grown into a career that now touches thousands of children and families across Michigan.
Her journey has been full of unexpected turns. As a teenager, Tammy earned her lifeguard certification and began teaching swim lessons through her local parks and recreation program. Soon, she was nannying for families with triplets and teaching PreK classes for the parks and rec. With her sights set on becoming a public school teacher, she pursued both an associate’s degree in early childhood and a bachelor’s degree in English. Graduate school followed, where she worked in a university lab school while completing her master’s degree.
Tammy’s path then took her through both teaching and administration—spanning UAW classrooms at Ford, Wayne State’s Merrill Palmer Institute, and seven years with Learning Care Group, the second-largest early childhood company in the nation. Each step offered new challenges and growth. Eventually, she transitioned into local work with Oakland Schools, where she has now served for over a decade. Along the way, she completed her Ph.D. and began teaching as an adjunct lecturer at Oakland University and the University of Michigan-Flint.
Today, Tammy’s impact extends far beyond one classroom. At Oakland Schools, she helps allocate over $90 million in funding to ensure more than 7,500 children have access to free, high-quality PreK. This investment saves families thousands of dollars each year, reduces classroom ratios, and helps early childhood professionals earn the qualifications they need to advance. While her daily work often involves grant administration and collaboration with directors and districts, she sees her role as ensuring educators can spend more time where they are needed most—supporting children.
The challenges are complex—progress often feels like improving one piece of the system at a time. With much attention focused on PreK, she worries about ensuring infants and toddlers, who are at critical stages of brain development, also receive high-quality opportunities. Still, Tammy remains optimistic and committed, drawing energy from her connections with colleagues and her belief in the mission.
One of her most meaningful memories came through a simple phone call: a teacher she had supported finally earned her CDA credential after many unfinished starts. For that teacher, the achievement was life-changing, opening doors to professional stability and family benefits. For Tammy, it was a reminder that behind every policy, grant, and system, there are real people whose lives are transformed.
Her advice to others is both practical and encouraging: “Listen. Network. Read. If your first role isn’t a fit, try another. This profession has a spot for you if your vision is to improve the lives of children, prenatal through age eight.”
To Tammy, early childhood education is more than a career—it’s a mission. And through every stage of her journey, she has proven that the joy of working with children can grow into leadership that shapes entire communities.