Arts education has been the most transformative force in my life. Growing up, I didn’t always have the language to describe how I felt or how I saw the world, but music gave me a voice. Choir classrooms and community stages became sanctuaries—places where I could explore identity, express emotion, and discover purpose. The structure and creativity of the arts helped me make sense of the world around me and helped me see that I had something meaningful to contribute to it. My first music teacher was my father, a preacher and gifted musician who could make a Hammond organ speak like a storyteller. I remember sitting next to him during rehearsals, soaking up the harmony, the passion, the reverence. He never formally “taught” me lessons, but everything he did was a lesson: the way he prepared, the care he took with each note, the dignity he carried as a musician and man of faith. From him, I learned that music was more than just performance—it was service. Whether in church, school, or the broader community, music was a way of lifting people, building connection, and sharing truth. In public school, choir became the center of my academic and social life. I wasn’t the most confident kid, but the arts gave me confidence I didn’t know I had. I wasn’t the loudest or the most athletic, but in the choir room, I was seen and heard. I found a family in those risers—people from all walks of life brought together by a shared love for something bigger than ourselves. The experience taught me how to listen deeply, work collaboratively, and strive for excellence without losing my individuality. It was in those rooms that I began to feel not just talented, but capable. There were many teachers who shaped my journey, but one in particular stands out: my high school choir director. She was tough, passionate, and believed in my potential before I believed in it myself. When I wanted to quit, she reminded me of the doors that music could open. When I got distracted or discouraged, she challenged me to rise above it. She saw music as a discipline—something that could change your life if you gave yourself to it fully. And so I did. What she gave me was more than music education. She gave me a template for what it means to teach with integrity, to lead with heart, and to hold students to a standard not out of pressure, but out of love. She showed me that teaching the arts was not just about notes on a page but about shaping lives. That example stuck with me and became the foundation of my own work as a choral educator. Today, I’m a music teacher myself, committed to continuing that legacy. I serve students who, like me, need the arts to make sense of the world and of themselves. Some are discovering their voice for the first time; others are trying to hold onto theirs in a world that often tells them to be quiet. I teach them what I was taught: that their voice matters, that discipline and creativity can coexist, and that music can be both personal and communal healing. Arts education didn’t just change my life—it gave me one. And I continue this work because someone did the same for me.

Breaking the Mold: My Non-Traditional Journey to Choral Music Success Music has always been a part of my life, but my journey to becoming a choral conductor was anything but traditional. Unlike many of my peers who followed a direct path from undergraduate studies to the podium, I first worked as a social worker for the state of Texas. In that role, I encountered countless individuals whose lives could have taken a different trajectory if they had been given the right mentorship, structure, and opportunities. That experience shaped my philosophy as an educator: all students can learn and achieve when given the right support. Though I was deeply committed to my work, I felt a pull back to my first love—music. My father was my first music teacher, and his influence, along with my experiences in school choirs, had instilled in me a passion for choral singing. When I transitioned into teaching, I saw an opportunity to combine my background in social work with my love for music, creating an environment where students, regardless of their circumstances, could thrive. As the Director of Choirs at Skyline High School and Lead Teacher of Choral Music for Dallas ISD, I have worked to transform choral education in my district. Recognizing that many of my students had never been exposed to certain classical traditions, I made it a priority to introduce them to multilingual repertoire, expanding their musical literacy through German, Latin, and Spanish diction. This approach not only improved their musicianship but also led to record-breaking student achievements in region and all-state competitions, including the first pre-area student in nearly a decade. My passion for learning led me to pursue a Master’s in Choral Conducting at the University of Texas at El Paso, where I currently maintain a 4.0 GPA. This opportunity has deepened my skills in score study, rehearsal technique, and vocal pedagogy, allowing me to bring a higher level of artistry and scholarship into my classroom. But beyond the technical aspects, my studies have reinforced my core belief: music is a tool for empowerment, and every student deserves access to its transformative power. In addition to my work in the classroom, I have taken on leadership roles at the regional and state levels. As a member of TMEA Region 20’s executive committee, I advocate for Dallas ISD students, helping shape policies that support choral programs across Texas. I have also designed professional development sessions to help other educators increase curriculum-specific literacy, supporting my district’s broader mission of improving student reading fluency. My journey to success in choral music was unconventional, but it has given me a unique perspective and a deep sense of purpose. I am applying for this scholarship not just to continue my education, but to expand my ability to serve, uplift, and inspire. With this support, I will continue breaking barriers in music education, ensuring that every student—regardless of background—has the opportunity to find their voice, just as I found mine.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students. It’s more than the songs, it’s the community, the collective drive that reminds me our world is still such a beautiful place.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students. Though my Father no longer laughs and shares the lyrics of songs with me physically, every student I’ve ever taught shares a slice of his influence. You still live through us, Dad…we will keep the music alive.

Pesto chamber repeat griffin Pickles spinach order wet Stone honeydew fire rubble Simpson Lather Matcha Rinse Yellow: Shampoo instructions: Wet Lather Rinse Repeat This grouping is to provide a simple structure for players to get acquainted with the puzzle process. It is a common used procedural that I believe most puzzlers will recognize immediately, thus eliminating words for the other categories. Green: Harry Potter Title Subjects: Stone Chamber, Order, Fire The Harry Potter franchise is globally iconic, and while not as cut and dry as shampoo instructions, the word chamber would be key to linking the other three. Sorcerers stone, Chamber of Secrets, Goblet of Fire, Order of the Phoenix. Blue: Cartoon Babies: Griffin, Pickles, Rubble, Simpson We begin to encounter more complexity here with cartoon baby surnames, and increasingly niche subject matter that players would have to discern as specific to the category. There’s also potential mixup here with other categories; could the player associate Pickles with the foods..could they align Rubble with stone? Tommy Pickles from Rugrats, Steele Griffin from Family Guy, Bam Bam Rubble from the Flintsones, and Maggie Simpson from The Simpsons. Purple: Green foods with words in the beginning of their names: Pesto, Spinach, Honeydew, Matcha These foods are both green and hold a word in the beginning of their names. ‘Pest’o, ‘Spin’ach, ‘Honey’dew, ‘Match’a.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students.

As a music educator, my goals are deeply personal, shaped by a life-long relationship with music, and motivated by a desire to inspire and empower my students through choral music. My journey into music education is rooted in the influence of my father, who was my first music teacher, and in my early career as a social worker. These experiences have culminated in my current roles as Director of Choirs at Skyline High School in Dallas, Texas, Lead Teacher of Choral Music for Dallas ISD, and a Choral Conducting student at The University of El Paso, where I maintain a 4.0 GPA. I see music as a vital tool for connection, and my goal is to pass on the legacy of joy that choral music brings to the world. Music has always been a significant part of my life, and my earliest memories of it are tied to my father. He wasn’t a formal educator, but he had a passion for music and believed in its ability to bring people together. Singing in choirs and at home with him, I learned not only the mechanics of music but also the emotional depth it can evoke. My father showed me that music, particularly choral music, isn’t just about performance; it’s about creating something beautiful with others, about connection and joy. His influence sparked my initial love for music, and it is his legacy that I now strive to continue in my own teaching. Though music was always a constant, my first professional role was as a social worker for the state of Texas. In this role, I worked with adults who had faced a wide range of life challenges. Many of the individuals I encountered had remarkable potential and talent, especially in the arts, yet had never had a teacher who believed in them or nurtured their gifts. I frequently found myself wondering how different their lives could have been if they had had a teacher who recognized their abilities early on. This realization left a lasting impression on me. I saw firsthand the power of education, and I became determined to be the kind of teacher who could help students see and reach their full potential. Music education, particularly choral music, offered the perfect avenue for this, as it allowed me to combine my love of music with my desire to make a meaningful difference in people’s lives. My current role as Director of Choirs at Skyline High School allows me to do exactly that. Working with my students each day, I see the potential for music to transform their lives. Choral music is a unique and powerful art form that requires cooperation, empathy, and connection. When students sing in a choir, they become part of something bigger than themselves, and it is that collective experience that I aim to nurture. As Lead Teacher of Choral Music for Dallas ISD, I also have the opportunity to influence the broader choral community in my district, ensuring that other teachers have the resources and support they need to bring the joy of choral music to their own students. I am also a Choral Conducting student at The University of El Paso, where I continue to develop my skills and knowledge. Maintaining a 4.0 GPA is a reflection of my dedication to mastering the art of conducting and my commitment to providing the best possible education for my students. My studies have reinforced my belief in the power of music as a tool for connection and healing.