“I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” — Professor Harold Bloom Professor Harold Bloom’s statement captures the deepest and most meaningful purpose of education. To help a student experience a “sense of their own presence” is to help them recognize that they exist with value, agency, and significance in the world. It means guiding students to understand who they are, what they are capable of, and that their voice matters. For students with disabilities, this purpose becomes even more vital. Too often, special needs students are defined by what they cannot do rather than by who they are. My passion for becoming a special education teacher comes from a desire to change that narrative—to be the teacher who helps students see themselves as whole, capable individuals who belong. To define Bloom’s statement in my own words, bringing a student to a sense of their own presence means helping them feel seen, heard, and understood. It means that a student is not simply moving through assignments or routines but is actively aware of themselves as a learner and as a person. For many special education students, this awareness does not come easily. Learning differences, communication barriers, emotional challenges, or past experiences of failure can cause students to shrink themselves or disengage. When students begin to believe that school is a place where they are always “behind” or “different,” their sense of presence fades. Teaching, then, becomes an act of restoration—helping students reconnect with their confidence, identity, and worth. My mission as a future special education teacher is to create a classroom environment where every student feels safe enough to exist fully as themselves. I want my students to know that they are more than their IEP goals, diagnoses, or accommodations. They are thinkers, creators, friends, leaders, and dreamers. I believe that when students feel accepted and valued, they are far more willing to take risks, express themselves, and engage in learning. My role is not to “fix” students but to support them as they discover their strengths and learn how to navigate challenges in ways that work for them. One of the most important ways I will guide students toward a sense of their own presence is through relationship-building. Before academic growth can happen, trust must exist. Many special education students have experienced frustration, misunderstanding, or disappointment in school. I want to be the teacher who listens first, who takes the time to learn each student’s interests, fears, and communication styles. When a student realizes that their teacher genuinely cares about them, they begin to feel visible. That visibility is the foundation of presence. Another key part of my mission is teaching self-advocacy. Helping students understand their own learning styles and needs empowers them to speak up for themselves. Whether that means asking for extra time, using assistive technology, or expressing emotions appropriately, self-advocacy teaches students that their needs are valid. This awareness helps students see themselves as active participants in their education rather than passive recipients of instruction. When students can say, “This is what helps me learn,” they are claiming their presence with confidence. I also believe that celebrating small victories is essential in special education. Progress may look different for each student, and growth is not always linear. A student raising their hand for the first time, completing a task independently, or using a coping strategy successfully can be just as meaningful as mastering academic content. By acknowledging these moments, I can show students that their efforts matter. These moments help students internalize the belief that they are capable, which strengthens their sense of self. Inclusivity is another cornerstone of my teaching philosophy. Students with disabilities deserve to feel that they belong—not just in a classroom, but in the school community as a whole. I want to advocate for inclusive practices that allow students to interact with peers, participate in activities, and feel like valued members of their environment. When students feel included, their sense of presence expands beyond themselves and into their relationships with others. Ultimately, I am passionate about special education because it allows me to make a difference that goes beyond academics. It is about helping students recognize their own humanity and worth in a world that may not always accommodate them. It is about standing beside students as they learn to believe in themselves. Teaching special education is not easy, but it is deeply meaningful. Each day offers the opportunity to change how a student sees themselves—and that is a responsibility I am honored to take on. Optional Fairy Tale: The Teacher Who Helped Voices Wake Once upon a time, in a quiet village where some children felt invisible, there lived a young teacher with a heart full of patience and hope. The children she taught had voices that were soft, tangled, or sometimes hidden altogether. Many believed their voices did not matter. The teacher carried no magic wand, but she possessed something far more powerful—belief. Each day, she knelt to meet her students at eye level, listened to their stories, and celebrated their smallest triumphs as if they were great victories. Slowly, the children began to notice something strange: when they spoke, someone listened. When they tried, someone believed they could succeed. One by one, their voices grew stronger. A child who once hid behind silence learned to ask for help. Another who feared failure learned to try again. As the children discovered their voices, they discovered themselves. The village changed, not because the children were fixed, but because they were finally seen. And the teacher? She smiled, knowing that her greatest magic was helping her students realize they had always been there—worthy, powerful, and present.

I am a fan of Sabrina Carpenter because of her authenticity, versatility, and the way her music reflects personal growth in a relatable and honest way. From the beginning of her career, Sabrina has shown that she is more than just a pop artist—she is a storyteller who isn’t afraid to evolve, take risks, and speak her truth. Watching her grow from a Disney Channel actress into a confident, self-assured musician has been inspiring, especially for fans who have grown up alongside her. One reason Sabrina stands out to me is her ability to blend vulnerability with confidence in her music. Songs like “because i liked a boy,” “Feather,” and “Espresso” show different sides of her personality, from emotional honesty to playful self-assurance. She doesn’t shy away from addressing criticism or public scrutiny, but instead transforms those experiences into empowering anthems. That honesty makes her music feel personal and comforting, like she’s saying the things many people are afraid to admit out loud. Sabrina’s career has impacted me by reminding me that growth doesn’t have to be linear and that it’s okay to redefine yourself. She has faced setbacks, public judgment, and moments where people underestimated her, yet she continued to refine her sound and stay true to herself. Seeing her persist through those challenges has encouraged me to be more confident in my own journey, even when others don’t immediately understand or support my goals. Beyond the music, Sabrina’s presence as a young woman in the industry is empowering. She carries herself with grace, humor, and confidence, proving that success doesn’t require losing your personality or values. Her evolution shows that embracing who you are—flaws, growth, and all—can lead to genuine success. Being a fan of Sabrina Carpenter isn’t just about enjoying her music; it’s about appreciating an artist who represents resilience, self-expression, and confidence in becoming your most authentic self.

One of Taylor Swift’s most moving performances, especially when considering the themes of The Life of A Showgirl, is her live performance of “All Too Well (10 Minute Version)” on Saturday Night Live in 2021. This performance stands out because it captures Taylor at a point in her career where she is no longer trying to prove herself, but instead fully owning her voice, her story, and her place in the spotlight. Rather than relying on elaborate choreography or visuals, Taylor lets the power of her songwriting and emotional delivery take center stage, which makes the moment feel deeply personal and authentic. What makes this performance so impactful is the visible emotional weight behind it. As she sings, her expressions and tone reflect years of lived experience, growth, and reflection. The song itself spans memories of love, loss, and self-realization, and Taylor delivers each lyric with a sense of maturity that only comes from time and perspective. Lines that once felt like raw heartbreak now feel like reflections from someone who has survived those moments and emerged stronger. This evolution mirrors the idea of a “showgirl” who has spent her life performing under scrutiny but has learned how to turn vulnerability into strength. Additionally, the cultural significance of this performance adds to its emotional impact. All Too Well had long been a fan favorite, and the release of the ten-minute version felt like a long-awaited moment of reclamation. Performing it live on such a prominent stage symbolized Taylor taking control of her own narrative after years of industry challenges, public criticism, and personal reinvention. It was not just a performance; it was a statement about artistic ownership and resilience. Ultimately, this performance is moving because it shows Taylor Swift as both an entertainer and a storyteller who understands the power of honesty. It encapsulates her journey of growing up in the public eye while remaining true to herself, making it a perfect representation of the themes suggested by The Life of A Showgirl.

“Kindness in Action” One of the most meaningful acts of kindness I have offered was consistently showing up for younger students I volunteered with who struggled with confidence and feeling accepted. Many of them came in quiet, hesitant, and unsure of themselves. Instead of trying to fix everything at once, I chose to simply be present—listening to them, encouraging them, and making sure they felt seen. Sometimes kindness looked like helping with schoolwork, other times it was sitting beside them and reminding them they mattered. What made this experience important was realizing how powerful consistency can be. I learned that kindness is not always a single grand moment; often, it is choosing patience and compassion day after day. Watching a child slowly open up, smile more, and begin to believe in themselves reminded me how deeply people are affected when someone genuinely cares. This experience taught me that kindness can be quiet yet life-giving. It reinforced my belief that everyone deserves to feel valued, especially when they may not feel that way about themselves. Ava Wood’s legacy of wholehearted love resonates with me because I believe kindness has the power to change environments and lives. By choosing empathy and encouragement, I hope to continue being someone who uplifts others and helps create spaces where people feel safe, supported, and accepted. “Creating Connection” I have always believed that everyone deserves to feel like they belong, and I have made it a priority to help create that sense of connection wherever I am. Through sports, volunteering, and everyday interactions, I try to be intentional about including others—especially those who may feel overlooked or out of place. Whether it was welcoming new teammates, encouraging quieter individuals to speak up, or helping younger students feel comfortable, I focused on making sure no one felt alone. As an athlete, I learned that teams thrive when everyone feels valued, not just for their performance, but for who they are. I made an effort to encourage teammates, celebrate their successes, and support them during setbacks. Creating connection meant choosing kindness over comparison and unity over competition. These actions helped build trust and strengthened the sense of belonging within our group. What I have learned is that inclusivity starts with small choices—inviting someone in, listening without judgment, and leading with compassion. Ava Wood’s legacy inspires me to continue fostering spaces where people feel accepted as their true selves. By helping bring people together and creating a welcoming environment, I hope to carry forward her spirit of love, courage, and authenticity, and continue making my community a place where everyone feels they belong.

Proverbs 3:27 says, “Do not withhold good from those who deserve it when it is in your power to act,” and this verse truly reflects how I strive to live my life. My faith has taught me that serving others is not optional—it is a responsibility. I believe God calls us to step up when we see a need, to give our time, and to show love through action. Serving my community has always been important to me because I genuinely enjoy helping others, especially children. I find purpose in encouraging those around me and being someone others can rely on. Whether I am volunteering my time, helping with activities, or supporting younger students, I try to serve with patience, kindness, and a willing heart. These experiences have shown me how much even small acts of service can matter in someone’s life. One of the most meaningful ways I serve is by working with children. I have seen how encouragement and guidance can make a difference in a child’s confidence and growth. Being present for them, listening, and offering support has strengthened my desire to pursue a future in teaching. Serving others has helped me realize that my purpose goes beyond myself—it is about investing in people and helping them succeed. My faith motivates me to serve even when it is inconvenient or goes unnoticed. I have learned that true service is not about recognition, but about obedience to God and compassion for others. Giving back has taught me humility, responsibility, and the importance of being consistent. These experiences have shaped my ambition and drive to continue serving others throughout my life. If awarded this scholarship, I would use it to support my education at a Christian university, where I can grow academically while continuing to strengthen my faith. Attending a Christian institution is important to me because it allows me to integrate my beliefs into my education and prepare for a career rooted in service and purpose. This scholarship would help ease the financial burden of college and allow me to focus more fully on learning, growing spiritually, and serving others. My goal is to become an educator who not only teaches academics, but also pours into students’ lives with compassion and encouragement. This scholarship would allow me to continue living out the message of Proverbs 3:27 by using my education to serve others and make a meaningful impact. I am committed to leading with faith, generosity, and purpose, and I hope to use every opportunity I am given to give back and help make the world a better place.

Basketball has played a significant role in shaping who I am, both as an athlete and as a person. Through my basketball career, I have achieved meaningful accomplishments, faced challenges that tested my resilience, and learned lessons that will continue to guide me as I pursue my future goals. The game has taught me discipline, perseverance, and the value of teamwork—qualities that extend far beyond the court. One of my greatest accomplishments in basketball is the growth I have experienced over time. Through consistent effort and dedication, I have improved my skills, understanding of the game, and confidence as a player. Being part of a team and contributing to its success, whether through scoring, defense, leadership, or encouragement, has been incredibly rewarding. Practices, games, and competition pushed me to strive for excellence and take pride in my progress. Every improvement, no matter how small, felt like a victory earned through hard work. Along the way, I have also faced obstacles that challenged both my physical and mental strength. There were moments of self-doubt, tough losses, and times when progress felt slow or discouraging. Balancing basketball with school responsibilities required strong time management and sacrifice. There were days when practices were exhausting, games did not go as planned, or I felt frustrated with my performance. However, basketball taught me that obstacles are not roadblocks—they are opportunities for growth. Learning to push through fatigue, accept constructive criticism, and stay motivated during setbacks helped me become more resilient. Basketball has also taught me the importance of teamwork and accountability. No single player can win a game alone, and success depends on trust, communication, and supporting one another. I learned how to work with teammates who have different strengths, personalities, and roles, and how to put the team’s goals ahead of personal recognition. These experiences showed me how to be a better leader and teammate—skills that will be essential in my future education and career. Perhaps the most valuable lesson basketball has taught me is perseverance. The game demands commitment, patience, and a willingness to keep improving even when results are not immediate. I learned that success comes from showing up consistently, putting in effort when no one is watching, and refusing to give up when challenges arise. These lessons will help me achieve my future goals by reminding me that growth takes time and that determination can overcome adversity. Basketball has shaped my character, strengthened my work ethic, and prepared me for future challenges. The accomplishments I have achieved and the obstacles I have overcome have taught me confidence, discipline, and resilience. As I move forward, I will carry the lessons learned on the court into every aspect of my life, using them to pursue my goals with dedication and perseverance

I did not choose teaching by chance; it chose me through the impact one teacher had on my life. From a young age, I felt drawn to the idea of helping others learn and grow, but it was not until I experienced the Teachers for Tomorrow course that my interest turned into a clear passion. Through that course and the influence of Mrs. Davis, I discovered that teaching is more than a career—it is a calling to serve, inspire, and shape lives. Before enrolling in Teachers for Tomorrow, I knew I enjoyed working with children, but I did not fully understand the depth of responsibility and influence teachers hold. That understanding began to grow the moment I met Mrs. Davis. She approached teaching with genuine passion and purpose, making it clear that educators play a vital role in shaping students both academically and personally. Her enthusiasm for education was contagious, and it pushed me to see myself not just as a student, but as a future teacher. Mrs. Davis believed in me even during moments when I questioned my abilities. She consistently encouraged me to step outside my comfort zone, whether that meant leading lessons, engaging with younger students, or reflecting honestly on my strengths and areas for growth. She challenged me to give my best effort and to take pride in the work I was doing. Because of her support, I began to gain confidence not only in the classroom, but in myself. One of the most meaningful lessons Mrs. Davis taught me was the importance of building relationships with students. She treated everyone with patience, kindness, and respect, making her classroom a place where students felt supported and valued. Watching her connect with students showed me that teaching is about more than delivering content—it is about making students feel seen and capable. She modeled the type of teacher I hope to become: someone who listens, encourages, and leaves a lasting impression. The Teachers for Tomorrow course gave me hands-on experiences that confirmed my desire to pursue teaching as a career. Working directly with students and seeing their growth brought me a sense of fulfillment unlike anything else. Each experience reminded me why education matters and how powerful a teacher’s influence can be. Because of Mrs. Davis and the Teachers for Tomorrow program, my love for teaching has grown stronger and more certain. She helped shape my confidence and solidified my decision to pursue a career in education. I hope to one day be the teacher who inspires students the way she inspired me—by believing in them, encouraging their growth, and helping them see their own potential.

Becoming a teacher is more than a career goal for me—it is a calling that God has placed on my heart. I believe God has given each person unique gifts, and mine is the desire to serve, encourage, and guide children as they grow academically, emotionally, and spiritually. Through my future education and career as a teacher, I plan to make a positive impact on the world by pouring into the lives of my students and helping them realize their God-given potential. My faith is the foundation of who I am and how I plan to teach. I believe that every child is created in the image of God and deserves to be treated with love, patience, and respect. As a teacher, I want to be someone who reflects Christ’s compassion in the classroom—someone who shows kindness, offers grace, and encourages perseverance. Many children come to school carrying challenges that are unseen, and I want to be a steady, positive presence who reminds them that they are valued and capable. Through my education, I will gain the knowledge and skills needed to support students with different learning styles and backgrounds. However, I also understand that true impact goes beyond academics. I want my classroom to be a safe and welcoming space where students feel supported and confident enough to try, fail, and grow. By building strong relationships with my students, I can better understand their needs and help guide them toward success. I hope to be the teacher who notices when a student is struggling and steps in with encouragement rather than judgment. My faith teaches me the importance of serving others, and teaching allows me to live that out every day. I plan to pour into my students by praying for them, believing in them, and speaking life into their futures. Even when I am unable to openly share my faith in words, I can demonstrate it through my actions—by being patient, uplifting, and fair. I want my students to leave my classroom not only smarter, but stronger in confidence and character. I also hope to inspire my students to discover their own purpose. God has a plan for each child, and education is a powerful tool that helps open doors to that plan. By encouraging a love for learning and teaching students to work hard and believe in themselves, I can help prepare them for the future God has set before them. When students understand that their lives have meaning and direction, they are more likely to strive for excellence and make positive choices. Through my future education and career as a teacher, I want to be a light in the lives of children. By leading with faith, compassion, and dedication, I hope to make a lasting impact that extends far beyond the classroom. Teaching is how I plan to serve God, invest in others, and help shape the next generation for the better.

Sports have always played a major role in shaping who I am, but my journey as an athlete has not been without challenges. While athletics taught me discipline, teamwork, and confidence, there was a time when I nearly lost my love for the game. That experience is what now fuels my ambition to make youth sports a positive, encouraging space where young athletes can grow, learn, and truly enjoy playing. As a young athlete, I once played for a travel coach whose approach made the game feel more like a burden than a passion. Practices were filled with pressure instead of encouragement, and mistakes felt punished rather than used as opportunities to learn. Over time, I found myself dreading a sport I once loved. That experience taught me how powerful a coach’s influence can be—both positively and negatively. It also showed me how easily joy can be taken out of the game when winning matters more than the player. Instead of letting that experience define me, I used it as motivation. My drive comes from wanting to be the kind of leader and mentor I once needed. I want young athletes to feel confident, supported, and excited to show up every day. That desire led me to run a youth sports camp for students in grades kindergarten through fifth grade. Organizing and leading this camp was one of the most rewarding experiences of my athletic journey. At the camp, my main goal was simple: help kids love the game. I focused on creating a positive, fun environment where every child felt included, regardless of skill level. We worked on basic fundamentals, teamwork, and sportsmanship, but we also emphasized having fun, encouraging teammates, and learning through mistakes. Seeing the kids smile, gain confidence, and leave practice excited reminded me why I fell in love with sports in the first place. Running this camp allowed me to see the impact that positive leadership can have on young athletes. Many of the kids were shy or unsure at first, but as the week went on, they became more confident, vocal, and willing to try new things. That transformation reinforced my belief that youth sports should build kids up, not break them down. It also strengthened my desire to continue working with young athletes in the future. My ambition is to continue using sports as a platform to make a difference in my community. Whether through coaching, mentoring, or hosting future camps, I want to help young athletes develop confidence, resilience, and a genuine love for the game. Sports should be a place where kids feel supported and inspired, and I am committed to being someone who helps make that possible. Through my experiences, I have learned that impact isn’t measured by wins or trophies, but by the lives you influence along the way. By sharing my passion and lessons learned, I hope to inspire the next generation to enjoy the game, believe in themselves, and carry those values far beyond the field.