Kimberly Hesnan

I attribute my success to a deep commitment to making childhood less stressful and more supported for the next generation. As a child, I experienced a lot of stress myself and had to learn early how to stay motivated and move forward even when things felt difficult. That experience shaped how I see my work today. I want children to be able to spend their energy learning, growing, and feeling confident in who they are—not managing challenges they shouldn’t have to carry alone.

As a mother of three young children, I also understand how quickly life changes for families. Parents are doing their best while adjusting to an entirely new role, and I’m passionate about helping them find language and strategies that strengthen connection with their children while still allowing them to remain true to themselves. Supporting families in that balance is incredibly meaningful to me.

I’ve also been fortunate to have mentors who believed in me early on. One of my high school teachers, Mr. McCann, encouraged me to work harder and recognize my potential even when I felt exhausted or unsure. Nearly twenty years later, we still stay in touch. His belief in me continues to influence how I show up for children, families, and educators today.

The best career advice I’ve ever received was not to stop at comfortable. My parents always reminded me that feeling settled is something to appreciate, but it shouldn’t be the place where growth ends. That perspective has stayed with me throughout my career and continues to guide the decisions I make today. Even when things are going well, I try to keep challenging myself, learning something new, and stepping into opportunities that stretch me.

That mindset has helped me grow as an educator, a leader, and a parent. It reminds me that progress doesn’t come from staying where things feel easy—it comes from staying curious and continuing to move forward.

For future teachers, my advice is to create a classroom environment that makes sense not only for your students, but for you as well. Include materials that genuinely excite you—things you’re curious about and eager to explore alongside your students—rather than what you feel obligated to include. Children can feel authenticity, and when teachers are inspired, students are too.

I also encourage educators to reflect on what they loved about learning when they were young and intentionally bring those experiences into their classrooms. When a space reflects curiosity, creativity, and connection, it becomes a place where both teachers and students can thrive together.

One of the biggest challenges—and opportunities—in early childhood education right now stems from the lasting impact of the pandemic. It fundamentally changed how classrooms operate and how educators connect with families. Teachers are now being asked not only to adapt instruction more responsively to children’s needs, but also to communicate their approaches more intentionally with families and program leaders.

At the same time, parents and caregivers are more engaged and more invested in understanding what learning looks like in early childhood settings. That creates a powerful opportunity for collaboration between educators and families, but it also means teachers are working in a more visible and dynamic environment than ever before.

One of my core values is having a strong sense of ownership over the work I do. I want to believe deeply in what I’m doing if I’m going to put my name behind it. That sense of responsibility guides how I show up with children, families, and educators every day.

I also carry a small personal reminder with me wherever I work—a cardinal that represents my mother, who passed away a few years ago. When I’m in a classroom or a high-stress moment, I look at it and ask myself how I would want her to see me showing up in that space. It reminds me to lead with integrity, patience, and care.