I am deeply committed to serving my community and supporting the growth of others, especially students. My involvement in leadership and service organizations has allowed me to make meaningful contributions while developing skills that I hope to use to create positive change. As president of Educators Rising at my school and state secretary at the state level, I have helped organize fall and spring conferences that bring students together to learn, collaborate, and share ideas. These events require planning, communication, and teamwork on a large scale, and I have enjoyed the challenge of ensuring they run smoothly. Competing at the national level in Orlando was an incredible experience—it allowed me to represent my peers, connect with students from across the country, and bring back insights that improved our programs at the state and local level. Beyond state-level leadership, I also strive to create meaningful experiences for younger students. I planned a Royal Family Ball for elementary-aged students, where they could dress up with their families, enjoy music and dancing, and participate in arts and crafts at our high school. Seeing the excitement on their faces and knowing they had a safe, fun space to celebrate with their families was incredibly rewarding. In Beta Club, I serve as historian and participate in community service projects such as highway clean-ups and mentoring elementary students, helping them build confidence and leadership skills. Additionally, I tutor freshman athletes and serve as captain of our track team’s throwers, supporting teammates both academically and athletically while encouraging a healthy balance between sports and school. The issues I care most deeply about are the teacher shortage and the mental health of students, particularly athletes who balance academics, sports, and other responsibilities. I have seen how challenging it can be for students to manage their workload and maintain emotional well-being, and I want to create programs that provide support, mentorship, and guidance. I hope to expand opportunities for students to get involved in community service, leadership programs, and mentorship initiatives that help them grow into responsible, empathetic, and capable adults. Through my experiences, I have learned that leadership is not just about holding titles, but about taking initiative, supporting others, and inspiring them to reach their potential. Whether planning a conference, mentoring elementary students, or tutoring teammates, I strive to make a positive difference every day. Looking ahead, I hope to continue combining service, leadership, and advocacy to help my community grow into a more supportive, inclusive, and inspiring place for everyone. By empowering students, promoting education, and caring for the well-being of those around me, I want to leave a lasting impact that benefits both my peers and future generations.

I am passionate about becoming a special education teacher because I believe teaching is not just about delivering information, but about helping students recognize their own value and voice. When Professor Harold Bloom states that “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” I understand this as helping students become aware of themselves as capable, meaningful individuals who belong in the learning environment. A sense of one’s own presence means knowing that your thoughts matter, your abilities are real, and your existence has purpose—regardless of challenges or differences. For many students, especially those with special needs, this awareness is not always easy to develop. They may face environments where their struggles are emphasized more than their strengths, which can make it difficult to feel truly seen or confident. For students with special needs, helping them experience a sense of presence is both a responsibility and a privilege. I want to guide my students toward self-awareness, confidence, and independence by meeting them where they are and recognizing their unique strengths. This includes creating a classroom environment that prioritizes patience, understanding, and consistency. I believe that a safe and supportive space encourages students to take risks, ask questions, and express themselves freely, which are all essential steps toward developing their sense of presence. To accomplish this, I would focus on individualized support and intentional encouragement. By setting achievable goals, celebrating small victories, and acknowledging effort as much as achievement, I can help students see themselves as capable and valued contributors to the classroom. I also believe in modeling resilience and self-advocacy, so that students not only learn academically but also grow emotionally and socially. Over time, I hope my students will internalize this sense of presence, understanding that their voice, effort, and perspective matter. Outside of academics, I also aim to foster a sense of presence through relationships and community. Whether it’s cheering a student on during a track practice, helping a student lead a classroom activity, or simply listening when a student shares something personal, I know that every interaction is an opportunity to show them they matter. These small moments, when repeated consistently, allow students to feel visible and valued in ways that extend far beyond grades or test scores. Fairy Tale: In a small, colorful classroom, a teacher welcomed students who had often felt overlooked. Instead of asking them to change, she listened. With patience and encouragement, each student uncovered a hidden strength—one found confidence in speaking, another discovered joy in math, and another learned that kindness was a superpower. Over time, the classroom transformed into a place where every student felt seen, proud, and capable. In helping them find their own presence, the teacher realized the true power of education: to uplift, empower, and inspire.