Why I Am Worth the Dreams I Aspire to Achieve By Candice Ornes I am a dedicated educator and a strong supporter of inclusion in schools. I believe my goals in education are important and necessary. I am currently working on a Master’s degree in Education Equality at the University of Texas El Paso. My vision is to make education more inclusive and fair for all students. Over the last twenty years, I have earned teaching certifications in Special Education, Theatre, and General Education. Each of these experiences helps me understand the diverse needs of students. This background allows me to face educational challenges from different perspectives, which is essential for creating environments where all students feel valued and empowered. One of my main goals is to create a life skills program that encourages creativity and teamwork. My experience as a High School Theatre Director has shown me how theatre can be a powerful way for students to express themselves. I want to bring this spirit into my classrooms, creating a supportive space where each student can shine and grow together. This program will not only help students succeed academically but will also teach essential life skills like communication, teamwork, empathy, and resilience. I understand that education is more than just getting good grades. I want to ensure every student, regardless of their background or abilities, has access to valuable learning experiences that prepare them for real-life challenges. With an inclusive curriculum, my goal is to celebrate and appreciate every student’s unique identity. By helping students develop these important skills, they will become engaged members of their communities, fostering understanding and cooperation in society. I believe this will create a positive impact that promotes inclusivity at all levels. My personal experiences as a special education teacher and as the mother of an autistic son deepen my commitment to this vision. Professor Harold Bloom said, “the purpose of teaching is to bring the student to his or her sense of his or her own presence.” This idea highlights the need to recognize and nurture the individuality of all students. In my work, I have seen how promoting self-awareness and confidence can empower students, especially those with special needs. To achieve my dreams and goals, I actively create supportive learning environments for every student. I use creative methods like role-playing, storytelling, and project-based learning to engage students. This approach allows them to explore their interests and build a stronger sense of self. By setting personal goals for each student and encouraging open discussions, I help them share their thoughts and feelings, acknowledging their presence both in the classroom and in the community. Outside my teaching duties, I volunteer with community organizations that support arts education, and I am always looking for ways to improve my skills as an educator. The scholarship I am pursuing is not just financial aid; it is a chance to enhance my impact in education. In conclusion, I am worth the dreams I aspire to achieve because I am committed to creating a more inclusive and engaging educational environment that values every student as a unique individual. By challenging traditional views of education and redefining success to include emotional growth alongside academic performance, I hope to empower students to recognize their worth and potential. Ultimately, by transforming our classrooms, we can transform lives—one lesson at a time.

As I pursue my Master’s degree in Education Equality at the University of Texas El Paso, I am driven by a vision to build a more inclusive and equitable educational landscape. My journey in education spans over two decades, during which I have garnered teaching certifications in Special Education, Theatre, and General Education. This diverse background allows me to approach educational challenges with a unique perspective, which I believe is essential in fostering environments where every student feels valued and empowered. One of my primary goals is to develop a comprehensive life skills program that integrates elements of creativity and collaboration, leveraging my experience as a High School Theatre Director. In theatre, every student is encouraged to express themselves, take risks, and contribute to a collective narrative. I want to take this principle beyond the stage and into the classroom, creating a supportive atmosphere that nurtures individual talents while fostering a sense of community among students. Education is not solely about academic performance; it encompasses emotional growth, social development, and the cultivation of interpersonal skills. By implementing an inclusive curriculum, I aim to ensure that all students, regardless of their backgrounds or abilities, have access to learning experiences that prepare them for real-life challenges. This program would focus on practical skills such as communication, teamwork, empathy, and resilience, which are crucial for success in today’s diverse society. The impact of this initiative would extend beyond just the classroom. By equipping students with essential life skills, they would become more engaged and active members of their communities. When students feel included and confident in their abilities, they are more likely to contribute positively to society, fostering a culture of understanding and collaboration. This ripple effect can help bridge gaps within our communities, breaking down barriers and cultivating a more inclusive environment for all. Furthermore, as I work towards this goal, I am also committed to collaborating with schools and organizations to promote best practices in inclusion. I envision training workshops and community outreach programs that will empower educators and administrators to implement strategies that create better learning environments for everyone. In doing so, I hope to inspire a movement toward inclusivity that recognizes and celebrates the unique contributions of each individual.

I am currently pursuing a Master’s degree in Education Equality at the University of Texas El Paso. With teaching certifications in Special Education, Theatre, and General Education, I have a diverse background of teaching from the past 20 years. Now I am striving to create inclusive and engaging learning environments for students of all backgrounds. For the past several years, I have served as a High School Theatre Director at Davenport High School, where I lead performing arts classes, coordinate productions, and manage the theatre program’s budget. My commitment to fostering student creativity and collaboration has allowed me to create meaningful opportunities for my students to grow as performers and individuals. My passion for teaching, coupled with my dedication to equity and inclusion, motivates me to empower my students and contribute positively to their educational journeys. As a passionate special education teacher and mother to an autistic son, I deeply resonate with Professor Harold Bloom's statement: "The purpose of teaching is to bring the student to his or her sense of his or her own presence." This profound insight highlights the importance of fostering self-awareness and individuality in students, particularly those with special needs. It underscores that teaching is not merely about imparting knowledge; rather, it is about guiding students to recognize, appreciate, and celebrate their unique identities and capabilities. To help accomplish this mission, I have been creating an enriching and supportive learning environment where every student feels valued and understood. By integrating creative modalities, such as theatre and arts, I can encourage students to express themselves freely. Through activities like role-playing, storytelling, and project-based learning, I will provide opportunities for students to explore their interests and strengths, enabling them to develop a stronger sense of self. My goal is to help students embrace their individuality while working collaboratively in a safe, inclusive atmosphere. I intend to set personalized objectives that cater to each student's needs and aspirations. Regular reflections and open dialogues will empower students to articulate their thoughts and feelings, cultivating their ability to recognize their presence in both the classroom and the larger world. Fairy Tale: Friends for All In the heart of Texas lived Mrs. Ornes, known as "the Friendship Teacher." With a passion for helping every child find friends, she dreamed of creating an Enchanted Friendship Garden. This magical place would be where students could come together in joy and acceptance. One bright morning, Mrs. Ornes gathered her students and announced, “Today, we build our Friendship Garden!” Together, they dug, planted seeds, and shared their hopes and fears. When a shy boy named Max worried no one would be his friend, Mrs. Ornes gently encouraged, “Let’s plant seeds of kindness and see what blooms!” As the garden flourished, so did the friendships among the children. With Mrs. Ornes guiding them, they decided to host a Friendship Festival. The day arrived, filled with laughter, games, and stories, where every student showcased their unique talents. Mrs. Ornes just smiled.

There is more to life and school than your rank and GPA. If I could create a class that all K-12 students were required to take, I would develop a life skills class. This class would focus on essential skills such as financial literacy, effective communication, conflict resolution, critical thinking, and basic cooking and home management. It would also include social skills, time management, and emotional intelligence, providing students with practical tools to navigate everyday challenges and prepare for adulthood. Given my background in education, particularly in special education and theatre, I understand the importance of creating inclusive and engaging learning environments. With my experience as a High School Theatre Director, I have emphasized creativity and collaboration, which I would integrate into this life skills class as well. I believe that by fostering a supportive atmosphere where students can practice these skills in a safe context, they would be more likely to internalize and apply what they learn. The impact of implementing a life skills class could be profound. It would equip students with the foundational knowledge and experience necessary to become responsible, empathetic, and self-sufficient adults. By focusing on real-world applications, this class could help reduce anxiety around adult responsibilities and empower students to make informed decisions. In turn, this can lead to more confident individuals who are better prepared to face the complexities of life beyond school. Overall, I envision this life skills class as an essential component of the K-12 curriculum, one that not only enhances academic success but also promotes personal growth and social responsibility. I am currently pursuing a Master’s degree in Education Equality at the University of Texas El Paso, following my Bachelor of Arts in Theatre and Education from St. Edward's University in Austin, Texas. With teaching certifications in Special Education, Theatre, and General Education, I have a diverse background in education from the past 20 years. Now I am striving to create inclusive and engaging learning environments for students of all backgrounds. For the past several years, I have served as a High School Theatre Director at Davenport High School, where I lead performing arts classes, coordinate productions, and manage the theatre program’s budget. My commitment to fostering student creativity and collaboration has allowed me to create meaningful opportunities for my students to grow as performers and individuals. My passion for teaching, coupled with my dedication to equity and inclusion, motivates me to empower my students and contribute positively to their educational journeys. I am excited about the opportunity this scholarship presents to further enhance my skills and make a lasting impact in the field of education.