"If you can't feed a hundred people, then just feed one." -Mother Teresa
Starting as a young child, I always contemplated the suffering of the world. I knew that to feel happy and complete, I needed to help. I wanted it to be a way of life for me, not just an obligation. Through the years, I have found my passion and purpose through working with the neediest children. I began working with children on the autism spectrum. I did this for over 25 years. Recently, I have found my greatest purpose with two key roles: teaching English as a Second Language and organizing a food and supplies drive for families in need. These experiences have deepened my connection to the community and shaped my hopes for the future.
As an ESL teacher, I have had the privilege of working with immigrants navigating life in an unfamiliar country. My parents immigrated to the United States from Portugal, and I relate to these families on a very personal level. I soon realized that teaching English was just one part of the job. My true role was advocating for and empowering individuals to find their voices, advocate for themselves and their families, and integrate successfully into society.
I try to create, every day, an environment that is inclusive and celebrates different cultures. I've seen firsthand how a lesson on how to ask for help or fill out a job application can shift someone's sense of belonging. Watching a student beam with pride when they learn something new is beyond rewarding. It reminds me that language is a bridge to opportunity.
Parallel to my work in education, I have also led food and supplies drives to meet the needs of immigrant families deeply affected by deportation policies. Many of my students work to help support their families, many of whom have only one parent or guardian. The idea began last January when more than half of my students' families had one or both parents taken by ICE. I noticed these students were struggling to access essential items like clothing, hygiene items, and food. What started as a small idea quickly grew into a coordinated effort by the school community. I collected donations and delivered them to all needy families within our community.
Through my job and organizing the food and supplies drives, I've learned that leadership means listening to and observing the needs of others, adapting, and helping to lift each other up. I have deepened my skills in community involvement, empathy, and collaboration. These skills, I hope, not only to carry with me, but also to teach these skills to my students.
This scholarship would support my continued education and allow me to continue to give back to my community. I hope to pursue a career where I am able to support myself and my children while continuing to serve as a bridge for those finding their way in a new world.
Teaching and serving these families is not just a job; it's who I am. I am committed to using every opportunity to build the qualities of compassion, community, and giving back, not only within myself, but also in my students. Empowering both them and the community.
Some lessons can’t be found in a textbook; like the power of compassion, the strength in service, or the joy of helping others feel seen. Long before I ever stood at the front of a classroom, I learned that real impact often happens far outside of it. Whether I was hammering nails into a house in Guatemala or pulling weeds in a cemetery, I discovered that serving others is less about the act itself and more about the heart behind it. These experiences didn’t just shape my character, they shaped my calling to teach.
When I was 16, I had the opportunity to travel to Guatemala on a mission trip. Our group spent the week building a three-room home for a family living with only tin walls and a concrete floor. I remember the children running barefoot through their new rooms, their laughter filling the air, and their parents' eyes welling with tears as they thanked us repeatedly. That moment taught me that service is about how deeply you connect with those you serve. Compassion, I’ve learned, transcends language, culture, and borders.
Since then, I’ve continued to serve in both small and significant ways — from teaching younger students Spanish and sports, to volunteering at summer camps, cleaning local cemeteries, and helping in church and school events. These acts, though often simple, remind me that meaningful change doesn’t always come from grand gestures. Sometimes, it’s showing up consistently, listening intentionally, and leading with humility. Whether I'm running alongside a teammate during conditioning drills or guiding a child through their first swim lesson, I aim to uplift others with encouragement and care.
As I look ahead to my future classroom, I hope my students gain more than just knowledge from me. I want them to feel seen, heard, and valued, and believe that every child deserves a space where they can make mistakes, ask questions, and discover who they are. I want them to know that their worth isn’t measured by grades, but by their kindness, effort, and growth. I hope they leave my classroom not just smarter, but stronger and more empathetic.
My diverse educational experiences, from public school to homeschooling to studying abroad in Nicaragua, have shown me that students thrive in different ways. I want to use that perspective to meet my students where they are and help them reach where they want to go. My ultimate goal is to be a teacher who not only equips students academically, but also encourages them to dream boldly, act kindly, and believe in themselves.
To teach is to serve; with purpose, with passion, and with heart. I don’t just want to teach for a living, but to make a difference. Through both my profession and continued community involvement, I intend to lead by example, showing my students that education is not just a tool for personal success, but a force for good in the world.
Growing up on the South Side of Chicago, I learned early that service is not always flashy — it’s often quiet, consistent, and rooted in community. Whether I was organizing youth gardening days, mentoring younger students, or leading workshops on food equity and wellness, my purpose has always been to leave a place better than I found it. My service work hasn’t just shaped my path; it’s become the foundation for my dream of becoming a teacher, not just to deliver curriculum, but to build confidence, spark curiosity, and model compassion.
One of the most meaningful experiences I’ve had is serving as a mentor and facilitator for our school’s Day of Action. I hosted a workshop on food nutrition for freshmen, where we created grow kits to help students learn about healthy eating and sustainable practices. Watching students become excited about something as simple as planting lettuce reminded me that learning is most powerful when it feels personal and hands-on. As someone who didn’t always see themselves represented in agriculture or education, I know what it means to feel like an outsider. That’s why I’m committed to being the kind of educator who creates a welcoming, inclusive space where all students feel seen and valued.
My role as Section 8 President in Illinois FFA has also deepened my leadership and teaching skills. In this position, I’ve led regional meetings, mentored younger members, and helped plan large-scale events that bring chapters across the district together. These moments have taught me how to communicate across different personalities, adapt when things don’t go as planned, and teach through example. I’ve also interned with the University of Georgia’s Department of Agricultural Leadership, Education, and Communication, where I worked on curriculum development and community-based education projects. That experience helped me understand the importance of research-based strategies in education and how to make learning both effective and engaging.
Throughout high school, I’ve served as a 4-H Food Advocacy Youth Leader, helping plan events that fight food insecurity and educate youth on health and nutrition. I was also selected to represent Illinois at national leadership conferences, where I facilitated conversations around agriculture, leadership, and diversity. My supervised agricultural experience (SAE) has focused on community leadership and agricultural education, blending my passions into projects that serve others. I’ve created lesson plans, led school tours, and presented to younger students on career development events and the importance of agricultural literacy.
Beyond academics, I hope my future students gain a sense of purpose, belonging, and resilience. I want them to walk into my classroom and feel like their voice matters. I want to be the kind of teacher who listens and helps students see potential they didn’t know they had. Education changed my life, not just because of what I learned, but because of the mentors who believed in me before I fully believed in myself.
One teacher in particular, my junior Finance teacher, made a lasting impact. He saw something in me: a writer, a thinker, a leader, and encouraged me to speak up and trust my words. That small push changed the way I saw myself. If I can offer that same push to a student that one moment of belief, then I’ll have done my job well.
Teaching is more than a career for me; it’s a calling. I hope to bring empathy, energy, and creativity into my future classroom. Because when students feel connected, they don’t just succeed academically, they grow into strong, thoughtful citizens ready to lead and uplift others. That’s the kind of impact I hope to leave behind.
