My passion for teaching began with my grandfather. From the time I was very young, he instilled in me a love for learning. We would sit at the table for hours going over history facts, spelling words, and grammar rules. He didn’t just teach me facts—he made me curious. He made learning feel exciting and important. That early bond over knowledge planted the seed that would one day grow into a career in education. Throughout elementary and middle school, I found myself naturally stepping into the role of a tutor. I often helped classmates with language arts and social studies—subjects I loved because of the way they connected people, ideas, and stories. Tutoring was never something I saw as a chore; I saw it as a way to help others experience the same excitement and confidence I felt when I understood something new. But my path toward becoming a teacher wasn’t always easy. In high school, I had a math teacher who treated me differently after I refused to date her son. Her behavior created an unfair and uncomfortable learning environment. That experience left a deep impression on me—not just because it was painful, but because it reminded me how much power teachers have to either lift students up or tear them down. I promised myself that when I became a teacher, I would be the kind who made every student feel safe, respected, and supported—regardless of personal biases or backgrounds. Despite those challenges, I stayed involved in education in any way I could. During my junior and senior years of high school, I was given the opportunity to teach choir. Standing in front of a room of my peers and guiding them through harmonies, vocal exercises, and performances gave me my first taste of classroom leadership. It taught me how to be patient, how to plan a lesson, and how to manage a group—all skills I carry with me today. More importantly, it taught me the joy of watching others grow and succeed. Now, after years of working in both public and private school settings with students of all abilities, I know without a doubt that teaching is where I belong. I want to create classrooms where students feel seen, valued, and capable of more than they ever imagined. I want to be the kind of teacher who notices the quiet student, who champions the struggling learner, and who brings joy back into learning—just like my grandfather did for me. Teaching is not just my career goal—it’s my mission. I believe every child deserves someone who will fight for their success, who will hold them to high expectations, and who will help them find their voice. I want to be that person. Through education, I hope to make a lasting impact, not just in academic achievement, but in how students see themselves and their place in the world. This scholarship would support my journey to becoming the kind of teacher who inspires, empowers, and makes every student feel like they matter—because they do.

To me, Professor Bloom’s quote means that the ultimate goal of teaching is to help students recognize their own worth, voice, and agency in the world. It is not just about delivering content, modifying behavior, or preparing students for tests—it is about awakening them to their own significance. In special education, this philosophy becomes even more meaningful. Many students with exceptional needs are often overlooked, underestimated, or spoken for rather than spoken to. As a current and future special education teacher, I am passionate about helping these students discover that they matter—not just in a classroom, but in life. My mission is to create learning environments where every student, regardless of ability, can feel seen, respected, and capable. I believe students experience a “sense of their own presence” when they feel safe enough to be themselves, supported enough to take risks, and empowered enough to grow into their own voices. For students with special needs, this often requires creativity, flexibility, and a deep understanding of each individual’s strengths and challenges. In my current role at a private school serving diverse learners, I’ve seen firsthand how powerful this kind of environment can be. One student I worked with—a nonverbal student with autism—surprised us all one day when he initiated communication using a picture card he had previously resisted. That small moment, one many might overlook, was a breakthrough: it was his way of stepping into his own presence, showing us that he had thoughts and intentions he wanted us to understand. Moments like this are what fuel my passion for teaching. Before this, I worked in both public and private school settings with students ranging from kindergarten through twelfth grade. My roles have included working in behavioral support programs, serving as a one-on-one aide for a student with Down syndrome, and currently, leading a classroom that blends outdoor, hands-on learning with individualized academic instruction. In every setting, I’ve been driven by the same core goal: to help students uncover their potential, no matter how the world tries to define or limit them. I am passionate about becoming a special education teacher because I believe every student deserves a champion—someone who looks beyond the diagnosis, beyond the paperwork, and sees the whole child. I want to be that champion. I want to help students discover their capabilities, their independence, and their sense of self. Teaching is not about fixing students. It’s about helping them realize they were never broken to begin with. When students begin to feel their own presence—when they recognize that their thoughts matter, that their voice has weight, that they can advocate for themselves and others—that is when true education begins. And that is the kind of teacher I strive to be.

Teaching is one of the most powerful ways to create lasting change in the world. As educators, we have the unique opportunity to shape young minds, guide personal growth, and instill values that students carry with them for a lifetime. I plan to make a positive impact through my educational career by fostering inclusive, individualized learning environments that help every student—especially those with special needs—reach their full potential. Over the past four years, I have worked with students from kindergarten through twelfth grade in various educational settings. I began my journey in a behavioral program at an elementary school, working with students with special needs. It was there that I developed patience, learned strategies for behavioral management, and received training in de-escalation and restraint. That experience laid a strong foundation for my career and deepened my commitment to working with students who require specialized support. I later transitioned to a one-on-one role at a middle school, supporting a student with Down syndrome. She changed my life. Through her, I learned to balance vulnerability with boundaries and to be both compassionate and firm. She wasn’t afraid to hold me accountable—and in doing so, she taught me to advocate for myself just as much as I advocated for her. Her honesty and resilience inspired me to seek an environment where both educators and students could truly thrive. That search led me to my current position at a private school on Jordan Lake in Apex, North Carolina. Here, I serve as both the head of the elementary classroom and the assistant director. Our school is unique—we have animals like chickens and cats, spend time hiking outdoors, and prioritize experiential learning. With small class sizes and tailored instruction in subjects like math and language arts, we meet each child where they are academically and emotionally. I have witnessed children with special needs flourish in ways I never saw in the public school system, thanks to our individualized approach and strong community involvement, including partnerships with local nonprofits that introduce students to topics like engineering and animal care. My passion for teaching also stems from the challenges I faced in school. As a student in the public education system, I didn’t always feel supported. Some teachers doubted my abilities due to past experiences with my family, and one teacher even targeted me unfairly for standing up for myself. These moments left a lasting impression on me. I vowed to become the kind of teacher who uplifts, protects, and empowers students—someone they can trust, admire, and emulate. I believe the classroom is where transformation begins. Through compassion, consistency, and creativity, I aim to build learning spaces that honor every child’s worth and potential. My goal is not just to teach content, but to model integrity, resilience, and self-respect. In doing so, I hope to inspire students to believe in themselves and use their voices to make their own positive mark on the world.

Education has been important to me since I was a small girl. My grandfather helped me develop my love of learning, which started at age three. I remember going to his house and him asking me to spell disestablishmentarianism. The day I got it right, he applauded me and gave me the biggest hug I have ever received. This led me to win four spelling bees by the age of 13. My grandfather was my biggest supporter, and I remember the day he told me I was meant to be a teacher. Unfortunately, I was unsure of my path in teaching until about a year and a half ago. My grandfather passed when I was 13, a devastating loss for my education. It took me several years to fall back in love with learning, which unfortunately led to me dropping out of college during COVID-19 in 2020. I had changed my major three times, shifting between psychology, nursing, and education. I was unsure of my career path, so I left and began working as a waitress at a local country club. While working, I encountered a previous board member in Wake County. She helped me put together my resume and send in job applications, and I became a Special Education Instructional Assistant in the Wake County Public Schools System in September of 2021. Working in a school system allowed me to rediscover not only my love of learning but also my love of teaching. I had grown up tutoring the younger kids in my school, and I found that passion yet again. I began working at an elementary school, but it was after transferring to a middle school that I realized my dream was to go back to college for my teaching license. My fellow staff members encouraged me to pursue a degree, and before leaving, my students told me I would make an amazing educator one day. I plan to pursue this degree and pay forward the love of learning I have for the future of America. None of this would have happened without the amazing support of friends and family, and I am so grateful that college is something I CAN do. I am already paying it forward, and I plan to continue for a very long time. I hope that I continue to be a great teacher and can inspire the youth I encounter to do the same.

I have been passionate about teaching since I was a young girl. I tutored younger kids throughout elementary and middle school. My aunt taught kindergarten, and being able to sit and watch her teach as I got older made a very large impact on my life. Although I do not plan to major in special education, it is something I am passionate about. I currently work as a Special Education Instructional Assistant, and it has taught me so much about not only myself, but also how these students are able to overcome in a society where they are not always welcome. I grew up in a small county in Indianapolis, Indiana. We did not have a place for students with learning disabilities or special needs, and my aim was always to fix that. They were doing an injustice to the world, and I always thought that I could help. We had one boy in my school with an autism diagnosis, and no teachers equipped to help. He was violent, angry, but also one of the sweetest people I had ever met. He was thrown into a general education classroom, and everyone knew he wasn't welcome. I was in charge of being this boy's one to one at the age of 7. My teachers believed that since we had a good relationship, I was equipped to handle behaviors that I had never seen before. I took this on with pride. I was no longer just his friend, but his tutor, his study partner, the person in charge of deescalating a situation, and his only recess buddy. Helping this boy in school proved what my family knew all along: that I was born to be an educator. My grandfather worked as a Merit Sergeant and in the Deputy Sheriff's Office in Marion County for over 50 years. I told him once that I would follow in his footsteps in law enforcement. He got a very stern look on his face, sat me down, and told me I was going to be a teacher. That I was going to correct injustices in the lives of children, so that they didn't grow up to be the bad guys he put away. My grandfather knew the entire time what I would become, and began studying with me as soon as I started kindergarten. He forced me to spell words that were way above my reading level. The first "big kid" word I ever spelled was "disestablishmentarianism," which means "adherence to or advocacy of the principle of disestablishment." He wanted me to help tear down barriers and rebuild with new ideals. As an Instructional Assistant, I have learned that I could do so much more as a licensed teacher. Integrating special needs students into a general education setting is one of the greatest things I have seen as an IA. They have the ability and opportunity to do so much more than I could have ever imagined, and I am so excited to be apart of this journey.

I have chosen my field of interest four years after most people my age. I have been passionate about education since I was a young girl. I grew up in Indianapolis, Indiana. Several members of my family were in law enforcement, and a few more in education. I had wanted to follow in my grandfather's footsteps, but he told me that I was not built for a job in law enforcement. He told me I was an educator, and that I would make the finest teacher. I now live in North Carolina, and with my grandfather gone, I want to live up to not only his dreams for me, but mine as well. I currently work at a middle school in Fuquay-Varina, NC. I am a special education instructional assistant, and I work with students grades 6-8 with a variety of special needs. Working in special education has taught me patience and renewed my love of learning. My father had always wanted to go to school for education, and teaching runs like a stream through my blood. I will be a first generation college student, and I plan to graduate with pride. I've gone through a lot in life, and I hope to brighten the lives of students, instill a love of learning, and guide future students to their passions.

As an instructional assistant in Wake County Public Schools, I see many social issues in our children's community frequently. One major issue I have seen, is the amount of Spanish speaking students we have, and the lack of Spanish speaking staff members we have to ensure a truly equitable environment for our students. I believe that an equitable environment is important to all people, staff and students alike. I would personally love to see Wake County, and all places, to require a Spanish Second Language course either as a requisite for graduation in college, or a required training once a year through the county or state. It is an injustice for Spanish speakers being required to take an English Second Language (ESL) class, and English speaking staff and students are not held to the same standard. A majority of Spanish speaking students are learning English, and I feel that we all need to be on the same page for an equitable learning environment. A required training course in Spanish would ensure that all students will have all needed resources available to them. It is our jobs as educators to provide a welcome, stable, and equitable learning environment, and this is one step to get to the bigger picture. We see a high dropout rate of our Spanish speakers, and they deserve and are owed this. We should be working just as hard to understand our students as they try for us. Teachers knowing a students native language is beneficial for all. It calls for no translator in parent meetings such as IEPs, and 504s. You would be able to connect with parents and students on a much deeper level. If a student is more comfortable sharing problems in their language due to language barriers, and you are unable to understand, that student way not get the assistance they need. I was fluent in Spanish from the time I was 10 until the age of 18 due to having Spanish speaking friends and family. Being able to translate things for them was so beneficial, but could have been avoided if Spanish was a required class your entire life. The world is changing, and with it, the majority of languages in a community. I know that my current and future students would feel much more included if more staff knew their language. Education is about learning. Being a teacher, administrator, or noncertified staff member means that we make connections while educating. All people are capable and deserving of an equitable learning environment. At my school, we utilize circle keeping for restorative practices. A great way at reaching our Spanish speaking students would be doing a circle prompt about how best to support them, and see if we can get the change we all need.

My community is a very important piece of my life. Working in a school, I've had to do quite a bit. From game duties to lesson planning, I've done it all. I have helped quite a lot in our athletics department. I helped with basketball study hall, doing the score board, and keeping the book. This helped me figure out the right and wrong ways to go about managing a classroom. I've made many resources for the classrooms I have been in in the past three school years. I've created simplified vocabulary cards, velcro activities for kids with low motor functions, made copies, and much more. I once had a teacher that really made my dream for teaching come to fruition. His name was Mr. Halkuff, and he was my senior year Civics teacher. I loved Civics, but more than that, I finally felt seen and I was able to thrive in his class. I was in his class when I was in a low point in life. My parents had just gotten divorced, and my mom was institutionalized. I spent every morning and lunch period in his classroom, learning what I could and venting about life. He was warm, caring, and provided much needed comedic relief to my life at school. He wasn't afraid to tell me if he didn't have the mental capacity for my drama, and I've always admired him for that. I want to be that kind of teacher. A beacon of hope, a confidant, and a support, while also teaching the lessons that I myself am so passionate about. I currently work with middle schoolers, and they teach me more everyday. Being 22 and working with middle schoolers has also been tricky. I am not always seen as an authority figure, and it has been a bit difficult to assert my authority throughout grade levels. I am not the most warm and fuzzy human being, but I do know that I love my job and that no matter who you are, you will see that. In short, going back to school is both thrilling and terrifying. The fear does not outweigh the hope and excitement that becoming an educator has given me. I believe that I can return the love of learning that I have gained to the children that need it the most. I want to be equitable, caring and stern. I wish to have the patience and kindness of my previous teachers. Most of all, I hope that my students will care about what I have to teach, as that makes the job all the more worth it.