Early care and education programs are largely open for business during this time of COVID-19. Program leaders are currently responsible for meeting new health and safety requirements, often restricted to lower enrollments, incurring increased costs, and adapting to changing conditions on a daily basis. In addition to traditional leadership and management competencies, effective program leaders today need to know how to support traumatized children, families, and staff. This leadership work is not for the faint of heart! Some early childhood colleagues may think this is a time to suspend quality assessments that support quality improvement efforts. I strongly disagree. Let me make the case for continuing efforts to assess and improve the quality of administrative practices. (author abstract)