Insisting on Success: Systems That Support and Sustain the Early Childhood Workforce
In this photo:
Jackie Mader, The Hechinger Report; Dr. Kimberly Krzanowski, ECIC Executive Director; Jazzie Tribbett, and Phyllis Rolland
Delaware State University’s Early Childhood Innovation Center (the ECIC) participated in a national conversation on strengthening the early childhood workforce at SXSW EDU 2026, held March 9–12 in Austin, Texas.
The session, “Insisting on Success: Systems That Support and Sustain the Early Childhood Workforce,” explored how intentional workforce systems can move educators beyond access and toward persistence, completion and long-term career advancement.
Moderated by Jackie Mader, senior reporter at The Hechinger Report, the panel featured Dr. Kimberly Krzanowski, executive director of the ECIC; Phyllis Roland, Child Development Associate® Coach at the ECIC; and Jazzie Tribbett, an Early Childhood Educator and ECIC CDA® scholar.
The discussion highlighted how the ECIC’s workforce model is reshaping early childhood workforce development through coordinated systems of support, including credential pathways, coaching, financial assistance and career navigation.
“The panel offered an excellent opportunity to share how the ECIC is changing the landscape in supporting early childhood educators achieving career advancement,” said Dr. Krzanowski. “Being unapologetic in our approach to design and deliver holistic, intentional, relationship-based coaching has proven to be at the center of our success model.”
Throughout the session, speakers emphasized that access alone is not enough to ensure success.
“What makes the ECIC special is that our work is grounded in relationships,” Roland said. “We listen, we understand, and we build systems that respond to real needs. Access to resources is important, but it is the coordination of those resources within a comprehensive system of support that leads to successful outcomes.”
Roland’s remarks underscored a broader shift in workforce development, highlighting the importance of sustained, people-centered support systems that guide educators throughout their careers.
That impact was further reflected in the experience of ECIC scholar Jazzie Tribbett.
“For anyone considering going back to school, go for it. Do not be afraid,” Tribbett said. “Build a community that supports you and speak up when you need help. The ECIC reminds you that you are never alone. This experience gave me the confidence to continue my journey, and I will be applying for my Associate’s degree”
Together, these perspectives reflect the strength of the ECIC model. It is not only about access. It is about persistence, support, and transformation.
The session concluded with a clear call to action for states and institutions across the country.
Success in the early childhood workforce does not happen by chance. It happens when systems are intentionally designed to support educators every step of the way.
Through this national platform, the ECIC shared Delaware’s emerging model and reinforced the importance of building systems that empower educators, strengthen classrooms, and improve outcomes for children and families.