I am worth the dreams I aspire to achieve because my journey has been one of dedication, resilience, and a deep commitment to educational equity. Throughout my career, I have accomplished more than many educators achieve in decades—not for accolades, but because of the impact I strive to make in the lives of my students. I have been nominated for Teacher of the Year twice, with the first nomination coming within my very first year of teaching. While this recognition was humbling, it was not a reflection of my success alone—it was a testament to the power of relationships, the opportunities I created for my students, and the love and trust built in our classroom community. My first group of students—the very first class I ever taught—is graduating this year. Watching them reach this milestone fills me with pride and fuels my purpose even more. These students left a lasting impression on my heart, reminding me that our influence as educators extends far beyond the classroom. They taught me that when we create a space where students feel seen, valued, and empowered, we ignite in them—and ourselves—the courage to chase dreams bigger than we imagined. That inspiration led me to pursue a doctoral degree in Educational Policy. This path isn’t just about furthering my own education; it’s about preparing myself to be a true change agent in education. I want to shape policies that open doors for all children, regardless of background or circumstance, and give them the opportunity to thrive and fulfill the promise of their future. Every child deserves that chance, and I believe it is my calling to help make it a reality. My dream is to lead our nation in reimagining education—not just through words or ideas, but through action and impact. I aspire to be a leader who puts children first, who listens to the voices of educators and communities, and who ensures that equity is at the heart of every decision. I know this dream is bold, but I also know that I am worthy of it—because I’ve lived it, I’ve worked for it, and I carry the stories and hopes of my students with me every step of the way. I am worth the dreams I aspire to achieve because those dreams were born from purpose, shaped by experience, and driven by a love for service. I don’t just believe in change—I embody it. And I will continue to lead with vision, integrity, and the unwavering belief that our children deserve nothing less.

As an educator and proud member of Delta Sigma Theta Sorority, Inc., I believe in leading by example and making a meaningful, lasting impact in the community I serve. I am deeply committed to helping students become compassionate leaders who understand the value of service, and I am fortunate to be able to do this both inside and outside the classroom. One of the most fulfilling parts of my role is serving as the sponsor for the National Beta Club at my school. This leadership opportunity allows me to work closely with our students as we plan and execute a variety of service projects that directly benefit our local community. Our dedication and hard work were recently recognized when our school was honored as an All Star School by the National Beta Club. This recognition highlights the countless hours our students have poured into community service, and I could not be more proud of their efforts. Their commitment reminds me daily of the power young people have to inspire change when given the tools and encouragement to lead. Each month, our school organizes and hosts a mobile food pantry to help families in East Point, Georgia. This pantry is open to all members of the community, not just those with ties to our school. We are proud to offer consistent support to those experiencing food insecurity and to foster a sense of care and unity within our neighborhood. In addition to the food pantry, we have led school-wide shoe drives to ensure that students have access to proper footwear. We’ve distributed shoes locally to families in need and even shipped shoes to other countries to support global outreach. One of our most impactful traditions has been participating in the 11Alive Can-A-Thon, a regional effort to collect non-perishable food items for families in the Atlanta area. Our students look forward to this event each year, and it provides a meaningful way for them to give back during the Thanksgiving and winter holiday seasons. Through all of these service initiatives, I strive to instill in my students a lifelong commitment to giving back. I believe that true leadership is rooted in service to others. My goal is to continue creating positive change—one student, one family, and one act of kindness at a time. My career as an educator allows me to be a change maker, and I plan to continue using my platform to empower young people and strengthen the communities we call home.

Living the life of my dreams is about creating meaningful change in education, where every individual—regardless of background—has access to the tools and support they need to thrive. It’s about evolving as a change agent, empowering students, teachers, families, and communities to succeed. My dream is to step into a leadership role, particularly as an assistant principal, where I can expand my impact and provide a supportive environment that fosters growth for all. As an assistant principal, I’d have the chance to advocate for educational policies that address diverse student needs while offering mentorship, guidance, and resources to teachers. I want to create a culture of collaboration, where educators are supported, valued, and encouraged to innovate. From my experience as an instructional coach, I’ve learned that teachers thrive in environments where they feel safe to grow and explore new strategies. By empowering teachers with the tools they need, I can help elevate the entire school, which in turn impacts the students. A key priority for me would be strengthening the relationship between the school and the surrounding community. Building trust and communication between schools, families, and local organizations is crucial for student success. By aligning school initiatives with community values, I aim to create a more inclusive and responsive environment that benefits both students and families, allowing them to take a more active role in the education process. Advocating for educational equity is a cornerstone of my leadership. I’ve witnessed how systemic inequities can limit opportunities for many students, and I’m determined to help address these disparities. I would work to ensure that all students, regardless of their background, have access to high-quality education, inclusive curricula, and enrichment opportunities. Educational equity isn’t just a goal for me—it’s a necessity, and I’m committed to making it a reality. Moreover, my role as an assistant principal wouldn’t just focus on improving systems but also on nurturing resilience and growth in students and teachers. By offering professional development, mentorship, and social-emotional learning opportunities, I would create an environment where everyone feels empowered to overcome challenges and grow. Leadership, to me, is about being an advocate for others—whether through supporting educators, securing resources, or simply listening to the needs of the community. Ultimately, living the life of my dreams means being a catalyst for change in education. Through leadership, I would continuously work to improve the educational landscape, ensuring that all students have opportunities to succeed. As an assistant principal, I would continue advocating for students, supporting teachers, and striving to create a transformative educational experience for everyone involved.

One of the most influential people in my life has been my coworker and mentor, Candice Johnson. Our professional collaboration began in 2018 when she served as my grade-level chair. As the leader of our team, Candice bridged the gap between our team and administration, ensuring that our work aligned with the broader goals of the school. While I taught reading, she taught mathematics, and our shared experiences as educators allowed us to learn from one another and grow together. Through our collaboration, I learned the importance of leadership, analyzing data, and continuously adjusting my instruction to meet the needs of students. Candice’s approach to leadership emphasized reflection and improvement, and this has significantly influenced how I engage with my own students and colleagues. She often demonstrated the power of data-driven decision-making, helping me see how analyzing student performance could guide our teaching strategies and impact student outcomes. Her ability to reflect on both successes and challenges and then adjust strategies accordingly inspired me to adopt a similar mindset in my own practice. Her support, both professionally and personally, has been invaluable to me. Whether it was providing advice on classroom strategies, helping me work through a challenging lesson plan, or offering a listening ear during difficult personal moments, Candice’s unwavering support has had a profound impact on my development as an educator and as a person. Her genuine care for her colleagues and students has motivated me to become more than just a teacher. I strive to be a mentor and a source of support for others, much like she has been for me. Thanks to her guidance and encouragement, I was able to transition into an instructional coaching role. In this new capacity, I’ve been able to help other educators improve their practice, and the skills I’ve developed through my work with Candice have been essential in my success. As an instructional coach, I facilitate professional development, collaborate with teachers to analyze classroom data, and provide tailored support to improve instructional strategies. I feel privileged to have learned from Candice’s leadership, as it has equipped me to be an effective coach and advocate for teachers and students alike. When I recently decided to pursue further education in educational policy, Candice not only wrote me a recommendation letter, but she also played an active role in supporting me throughout the application and interview process. She conducted mock interviews, offered feedback, and gave me the confidence I needed to take this next step in my career. Her belief in my potential has been a driving force in my journey, and it has reinforced my commitment to making a lasting impact in the education field. If awarded this scholarship, I would be able to further my education and gain the tools necessary to advocate for policies that positively impact students, educators, and communities. Just as Candice has impacted my life, I aim to use my education and experience to make a difference in the lives of others, particularly those who are underrepresented or underserved in our education system. With this scholarship, I would be able to build on the leadership and skills I’ve developed with Candice’s support, ultimately empowering others and striving to create systemic change in education. In the future, I hope to advocate for policy changes that will ensure more equitable access to quality education for all students. By addressing disparities in education, I believe I can contribute to creating a more inclusive and supportive environment for students and teachers alike.

I aspire to build a future in educational policy that promotes equity, inclusivity, and accessibility for all students, particularly those from historically marginalized communities. Education is one of the most powerful tools for social and economic mobility, yet it is often shaped by systemic barriers that limit opportunities for certain groups of people. My goal is to work on policies that dismantle these barriers and create a more just and equitable education system that prepares all students for success, regardless of their background. To achieve this, I plan to focus on several key areas: improving access to quality education, advocating for the fair distribution of resources, and addressing the disparities that disproportionately affect underrepresented students. This includes pushing for funding equity so that all schools, particularly those in low-income areas, have access to the resources they need—such as advanced technology, experienced teachers, and extracurricular opportunities. It's about leveling the playing field so that every student, no matter their zip code, can thrive. Moreover, I’m committed to promoting policies that incorporate social-emotional learning (SEL) and mental health support in schools. Many students face challenges that go beyond academics, such as trauma, stress, and mental health struggles. A holistic approach to education that addresses both the academic and emotional needs of students can help foster resilience and improve learning outcomes. Policies that recognize and support mental health in schools are crucial for the overall well-being of students, and I want to be part of that change. On a more personal level, I also want to build a career that is rooted in continuous learning and collaboration with communities. Educational policy cannot be crafted in a vacuum; it must be shaped by the voices of the people who are directly affected by it—students, parents, teachers, and school leaders. I plan to stay connected to those on the ground, listening to their needs and working together to create solutions that will make a real difference. Building this future will not only positively impact me but will also create ripples of change in my community. By ensuring that all students have the tools, resources, and opportunities they need to succeed, I will help empower individuals to break the cycle of poverty, reduce inequities, and contribute to building a more informed and engaged society. In the long term, I hope to contribute to a future where every student’s potential is recognized and nurtured, leading to stronger, more connected communities. Through this work, I will build a lasting legacy of educational justice.