I believe teaching is one of the most powerful ways to serve others and shape the future. My interest in becoming a teacher is rooted in my daily experiences as a paraprofessional, my academic journey as a full time education student, and my leadership as a varsity coach. Each of these roles has shown me that teaching is not just about delivering content—it is about building trust, inspiring growth, and helping students discover their strengths. As a paraprofessional, I work closely with students who have disabilities. I support them in mastering foundational skills, navigating social situations, and building confidence in their abilities. I’ve learned that the most meaningful progress often comes from the smallest victories—a student initiating a task independently, using a new communication strategy, or simply smiling because they feel understood. These moments have shown me the power of presence, patience, and consistency. They’ve also affirmed my calling to become a special education teacher who designs inclusive, strengths-based instruction that meets students where they are. Coaching two varsity sports has further shaped my teaching philosophy. On the field, I teach discipline, teamwork, and resilience. Many of my athletes are also my students, and I take pride in mentoring them across both academic and athletic settings. I’ve seen how belief in a student’s potential can unlock confidence and how structure and encouragement can transform effort into achievement. These lessons carry directly into the classroom, where I aim to create environments that are safe, challenging, and empowering. One teacher who changed my life was Coach Troutman, my high school offensive line coach. He saw potential in me before I saw it in myself. He taught me that leadership is about consistency, not volume—that showing up, doing the work, and caring about your team matters more than any speech. His influence helped me become the kind of coach and educator I am today: someone who leads with integrity, listens with intention, and never gives up on a student. I am pursuing a degree in education with the intent to teach special education in grades pre-k through 12. My goal is to help students discover their own voice, build meaningful skills, and feel proud of who they are. I want to be the kind of teacher who makes students excited to come to school, who collaborates with families, and who creates opportunities for every learner to succeed. Financially, I face challenges. I work full time while attending college full time, and I rely on personal income to cover tuition, books, and living expenses. I have taken out student loans to continue my education, and I am committed to repaying them through service and dedication to my field. This scholarship would ease the financial burden and allow me to focus more fully on my academic and professional growth. Marie Humphries believed that everyone should be a teacher. While not everyone may follow that path, I am proud to say that I have. I am committed to honoring her legacy by becoming the kind of educator who makes a lasting difference—one student, one lesson, and one relationship at a time.

Teaching is more than a profession—it is a commitment to serve, uplift, and empower others. As someone who works full time as a paraprofessional, attends college full time, and coaches two varsity sports, I have built my life around service. Every day, I support students with disabilities, mentor young athletes, and strive to create environments where all learners feel seen, valued, and capable. My journey has taught me that the most powerful lessons are not found in textbooks—they are found in relationships, resilience, and trust. As a paraprofessional, I work closely with students who face academic and behavioral challenges. I help them master foundational skills, navigate social situations, and build confidence in their abilities. I’ve learned that patience, empathy, and consistency are essential tools in helping students grow. Whether I’m using visual supports, modeling routines, or simply offering a quiet moment of encouragement, I serve by meeting students where they are and helping them move forward. Coaching has given me another platform to serve. On the field, I teach discipline, teamwork, and perseverance. Many of my athletes are also my students, and I take pride in being a consistent mentor across both settings. I’ve seen how sports can build character and how a coach’s belief in a player can spark self-belief. I carry that same mindset into the classroom, where every student deserves to feel capable and supported. Beyond my formal roles, I serve by showing up—by being present, reliable, and intentional. I’ve volunteered at school events, helped organize inclusive activities, and supported families during IEP meetings. I believe service is not just what you do—it’s how you do it. It’s the way you listen, the way you advocate, and the way you treat every child as someone with potential. As a future educator, I want my students to gain more than academic knowledge. I want them to gain a sense of their own presence, as Professor Harold Bloom once described. I want them to feel confident in their voice, proud of their identity, and excited about their future. I want them to know that setbacks do not define them and that learning is a journey worth taking. I am pursuing a degree in education with the intent to teach special education in grades pre-k through 12. My goal is to design inclusive, strengths-based instruction that meets diverse needs and builds lifelong skills. I want to be the kind of teacher who makes students feel safe, challenged, and inspired. Financially, I face significant challenges. I work full time while attending college full time, and I rely on personal income to cover tuition, books, and living expenses. I have taken out student loans to continue my education, and I am committed to repaying them through service and dedication to my field. This scholarship would ease the financial burden and allow me to focus more fully on my academic and professional growth. Teaching is my calling. It is how I serve my community, honor my values, and build a better future. I am grateful for the opportunity to apply for this scholarship and for the chance to continue making a lasting impact in the lives of students.

Working with a child like Rebecca Lynn Seto requires more than instructional skill—it demands presence, patience, and a deep commitment to understanding the whole child. Rebecca’s story reminds us that communication is not limited to words, and that joy, curiosity, and connection can be expressed in countless ways. As someone who works daily with students who have disabilities, I believe the key to reaching and teaching children like Rebecca lies in building trust, honoring individuality, and collaborating closely with families. I am a full time student pursuing a degree in education, a paraprofessional supporting students with disabilities, and a varsity coach mentoring young athletes. These roles reflect my dedication to leadership, service, and inclusive education. In my work as a paraprofessional, I’ve supported students who are non-verbal, use assistive technology, or communicate through gestures and expressions. I’ve learned that the most effective educators are those who take the time to observe, listen, and adapt. Whether it’s using visual schedules, tactile supports, or music and movement, I strive to create environments where students feel safe, understood, and excited to learn. If I were working with a child like Rebecca, I would begin by learning her preferences, strengths, and sensory needs. I would collaborate with her family and team to develop a communication system that works for her—whether that’s through AAC devices, picture exchange, or consistent routines. I would build goals around her interests, like music, movement, and social interaction, and celebrate every milestone with genuine enthusiasm. Most importantly, I would make sure she knows she is valued, respected, and capable. Family plays a central role in the education and progress of a disabled child. Families offer insight into their child’s personality, history, and daily life. They are the first teachers and lifelong advocates. I believe educators must honor that partnership by communicating openly, involving families in decision-making, and creating programming that reflects their child’s identity and culture. When families feel heard and supported, students thrive. I confirm my intent to work in special education, pre-k through 12th grade. My goal is to become a certified special education teacher who designs accessible, strengths-based instruction for students with diverse needs. I want to help students discover their own presence, as Professor Harold Bloom described, and to build classrooms where every learner is seen and celebrated. Financially, I face significant challenges. I work full time as a paraprofessional while attending college full time. I also coach two varsity sports, which adds to my weekly responsibilities. I receive limited financial aid and rely on personal income to cover tuition, books, and living expenses. I have taken out student loans to continue my education, and I am committed to repaying them through service and dedication to my field. This scholarship would ease the financial burden and allow me to focus more fully on my academic and professional growth. Rebecca’s legacy is one of joy, resilience, and connection. I hope to honor that legacy by becoming the kind of educator who sees beyond disability, who listens with intention, and who builds learning experiences that spark laughter, curiosity, and pride. Thank you for considering my application.

Professor Harold Bloom once said, “The purpose of teaching is to bring the student to his or her sense of his or her own presence.” I interpret this as helping students recognize their own worth, identity, and ability to shape their world. For students with disabilities, this journey is often filled with barriers—academic, emotional, and social. My mission as a future special education teacher is to guide students through those barriers with empathy, structure, and belief in their potential. As a full time student, paraprofessional, and varsity coach, I’ve learned that presence is not just about performance—it’s about connection. In the classroom, I help students master foundational skills and navigate challenges with patience and care. I’ve seen how small victories—reading a word, solving a problem, expressing a feeling—can build confidence and spark growth. These moments are the beginning of presence. On the field, I coach two varsity sports. Coaching has taught me how to lead with integrity, motivate diverse personalities, and build team culture. Many of my athletes are also my students, and I take pride in mentoring them across both settings. Athletics becomes an extension of the classroom, where students learn resilience, accountability, and character. Balancing college coursework with daily responsibilities requires discipline and focus. I attend classes, complete assignments, and use every moment to grow as an educator. My academic goals are rooted in making learning accessible and meaningful, especially for students facing barriers related to disability, language, or economic hardship. I believe that every student deserves to feel seen, heard, and valued. A Brief Fairy Tale Once upon a time, in a school nestled between chalk mountains and paper forests, a guide named Bill Morris carried three tools: a lesson plan, a whistle, and a heart full of hope. Each day, he helped students cross bridges built from belief and climb ladders made of laughter. He listened when others rushed, paused when others pushed, and saw strength where others saw struggle. One by one, his students discovered their own presence—not through magic, but through the steady rhythm of someone who saw them, heard them, and never gave up. This is the kind of teacher I strive to be. This scholarship would ease the financial burden of tuition and allow me to continue investing in the students I serve. I am committed to becoming the kind of educator who makes a lasting impact. On and off the field!