My long-term professional goal is to become a school principal who creates a positive, inclusive, and academically successful learning environment for students, teachers, and families. Education has become my chosen career because I believe that schools have the power to shape students' futures, build confidence, and create opportunities for lifelong success. While my ultimate objective is school leadership, I understand that becoming an effective principal requires years of classroom experience, professional development, and educational leadership training. I recently graduated from Mercy University with a Bachelor's degree in English, which represents the first major step toward achieving my career goals. I am currently working as a substitute paraprofessional, a position that allows me to gain valuable experience supporting students with diverse learning needs, collaborating with teachers, and understanding the daily operations of schools. This role is helping me develop important skills in communication, classroom management, adaptability, and student support that will benefit me throughout my career. My next step is to complete a Master's degree in Early Childhood Education. This degree will provide the academic preparation and teaching credentials necessary to become a certified classroom teacher. As I transition into graduate school, I am actively applying for scholarships to help reduce the financial burden of tuition and educational expenses. Scholarships are a critical resource in my educational plan because they will allow me to focus more on my studies and professional growth while minimizing student loan debt. My short-term goal over the next two to three years is to successfully complete my master's program, obtain teaching certification, and secure a full-time teaching position. During this period, I plan to continue gaining practical experience in schools while building strong relationships with colleagues, mentors, and administrators. Resources necessary for this stage include graduate coursework, scholarship funding, professional development opportunities, academic advisors, and mentorship from experienced educators. From a financial perspective, I anticipate that tuition, books, certification fees, and other educational costs will represent a significant investment. My budget strategy includes applying for scholarships, seeking grants, maintaining employment as a substitute paraprofessional while attending school, and carefully managing personal expenses. By combining earned income with financial aid opportunities, I hope to minimize debt while completing my degree. My medium-term goal, over the next five to ten years, is to become an accomplished classroom teacher and eventually pursue leadership opportunities within my school. During this stage, I plan to serve on committees, lead educational initiatives, and participate in professional organizations. These experiences will help me develop leadership, decision-making, and organizational skills that are essential for school administration. My long-term goal, within ten to fifteen years, is to earn the additional certifications and educational leadership credentials required to become an assistant principal and ultimately a principal. Achieving this goal will require continued education, strong performance evaluations, leadership experience, and a commitment to lifelong learning. I recognize that there may be multiple pathways to success, and I am prepared to adapt my plans as opportunities arise. By combining education, experience, financial planning, and professional growth, I am confident that I can achieve my goal of becoming a principal who makes a meaningful difference in the lives of students, educators, and the broader school community.

Attending higher education is an important step in helping me achieve my long-term goal of becoming a principal. I am currently working as a substitute paraprofessional in an elementary school, and this experience has given me a meaningful foundation in education. Every day, I work closely with students, support classroom teachers, and help create a learning environment where children feel safe, included, and encouraged to succeed. This role has shown me how much impact educators can have on a child’s academic growth and personal development, and it has strengthened my desire to become a certified teacher and eventually move into school leadership. Higher education will provide me with the knowledge, credentials, and professional training needed to transition from my current role into a certified teaching position. While my experience as a paraprofessional has given me hands-on classroom exposure, I recognize that becoming an effective teacher requires a deeper understanding of instructional strategies, curriculum design, classroom management, and child development. Through a degree program in education, I will be able to build a strong academic foundation in these areas. Courses in literacy instruction, special education, and educational psychology will help me better understand how students learn and how to support diverse learners with different needs. In addition to academic knowledge, higher education will also provide supervised teaching experiences such as fieldwork and student teaching. These opportunities are especially important because they allow me to apply what I learn in real classrooms under the guidance of experienced educators. I will be able to develop my teaching style, improve my classroom management skills, and learn how to adapt instruction to meet the needs of all students. These experiences will prepare me for the day-to-day responsibilities of being a classroom teacher and will help me grow in confidence and competence. My long-term goal is not only to become a teacher, but to eventually become a principal. I want to move into leadership because I believe strong school leaders can create lasting, positive change for students, teachers, and families. As a principal, I hope to foster a school culture that values respect, equity, and academic excellence. I want to support teachers by providing resources, encouragement, and professional development opportunities so they can succeed in their classrooms. I also want to build strong relationships with students and families to ensure that everyone feels connected to the school community. To create a positive impact, I plan to lead with empathy, fairness, and a commitment to student success. My experience as a paraprofessional has already taught me the importance of patience, communication, and teamwork. I plan to carry these qualities with me throughout my career. By understanding the challenges that students and teachers face on a daily basis, I will be better equipped to make informed decisions as a school leader. In conclusion, higher education is the pathway that will help me grow from a paraprofessional into a certified teacher and eventually a principal. It will give me the knowledge, skills, and experience necessary to make a meaningful difference in education. My goal is to create a positive and supportive school environment where every student has the opportunity to succeed and reach their full potential.

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” suggests that education is not only about transferring knowledge, but about helping a learner become fully aware of themselves as a thinking, feeling, and capable individual. In this context, “presence” means more than physical attendance in a classroom. It refers to a student’s sense of identity, agency, and belonging: the awareness that their thoughts matter, their voice has value, and their existence has meaning within a learning community and beyond it. For students with special needs, this sense of presence can be especially significant, as they may have experienced environments where their abilities were underestimated or their communication styles misunderstood. In special education, cultivating presence means recognizing each student as a whole person with unique strengths, challenges, interests, and ways of interacting with the world. It also means moving beyond deficit-based thinking and instead focusing on growth, autonomy, and dignity. A student’s “presence” becomes visible when they are able to express preferences, make choices, engage in learning in meaningful ways, and see themselves reflected positively in their environment. My mission as a special education teacher is to create conditions where every student can gradually develop and recognize that sense of self. I would begin by building a safe and predictable classroom environment where students feel emotionally secure. Consistency, clear expectations, and supportive routines are essential, particularly for students who experience anxiety or sensory sensitivities. Without safety, presence is difficult to access, because students are focused on survival rather than expression. Next, I would prioritize individualized instruction that meets students at their current level while gently stretching their abilities. This includes using differentiated materials, assistive technologies, visual supports, and alternative communication systems when necessary. By doing so, I would aim to ensure that each student has a reliable way to express themselves, whether through speech, writing, symbols, or behavior interpretation. When students realize that they can successfully communicate needs and ideas, they begin to experience themselves as active participants rather than passive recipients. Equally important is fostering student choice and voice. I would intentionally embed opportunities for decision making into daily activities choosing reading materials, selecting learning formats, or contributing to classroom rules. These choices may seem small, but they reinforce the idea that students have control over aspects of their environment. Over time, these experiences build self-awareness and confidence. I would also integrate social emotional learning into instruction, helping students identify emotions, understand their strengths, and develop self-advocacy skills. Reflection activities, simple self-assessments, and guided conversations can help students recognize their progress and articulate who they are becoming as learners. Finally, I would work closely with families and support staff to ensure consistency and reinforce each student’s sense of identity across settings. A student’s sense of presence is strengthened when it is acknowledged not only in school but also at home and in the broader community. Ultimately, my mission is to help students move from simply being present in a classroom to feeling present within themselves aware that they are capable, valued, and able to shape their own learning journey.

My interest in pursuing a career in teaching comes from a deep desire to make a positive difference in the lives of children. I believe that teachers play an important role not only in helping students learn academically but also in supporting their emotional well-being and personal growth. I want to be the kind of teacher who creates a classroom where every student feels safe, valued, and supported. My goal is to help students build confidence, develop a love for learning, and know that they always have someone they can trust. The teacher who inspired me most was Ms. Wagner. She had such a kind and genuine heart, and she always made me feel safe whenever I walked into her classroom. She created an environment where students felt comfortable being themselves and knew they would be treated with respect and understanding. What made Ms. Wagner truly special was her ability to recognize when something was wrong. If I was having a difficult day, she would notice and take the time to ask if I wanted to talk. She never made me feel like my problems were too small or unimportant. Instead, she listened, offered encouragement, and reminded me that I was not alone. Ms. Wagner’s compassion and dedication had a lasting impact on me. She showed me that teaching is about much more than lessons, assignments, and grades. It is about building relationships and helping students feel seen and heard. Because of her, I realized the kind of educator I want to become. I want my future students to know that no matter what they are going through, I will always be there to support them. Whether they are facing a major challenge or simply having a rough day, I want them to feel comfortable coming to me and confident that they will be listened to without judgment. My experiences as a substitute paraprofessional in an elementary school have further strengthened my passion for teaching. Working with students every day has given me the opportunity to support their learning, assist teachers, and build meaningful connections with children from different backgrounds and abilities. I have seen firsthand how important patience, encouragement, and understanding are in helping students succeed. I enjoy helping students work through challenges, celebrating their accomplishments, and being a positive presence in their day. These experiences have confirmed that teaching is the career I am meant to pursue. I am excited about the opportunity to inspire students, create a welcoming classroom environment, and make a meaningful impact on their lives. Just as Ms. Wagner changed my life through her kindness and support, I hope to be that same source of encouragement and guidance for future generations of students.

The moment I realized how much I cared about early childhood education was when I helped a struggling student complete an assignment after feeling frustrated and ready to give up. After offering encouragement and breaking the task into smaller steps, I watched that student's confidence grow. The smile on their face when they succeeded reminded me that even small acts of support can make a meaningful difference in a child's life. Experiences like this have inspired my passion for early childhood education and strengthened my commitment to helping young learners reach their full potential. As a substitute paraprofessional at P.S. 153 Helen Keller, I have the privilege of working with students from diverse backgrounds and with different learning needs. Every day presents new opportunities to support children academically, socially, and emotionally. Whether I am assisting students with reading and math activities, helping them stay focused during lessons, or providing one-on-one support, I have learned that every child learns differently and deserves patience, understanding, and encouragement. My experiences have shown me the important role educators play in helping students feel supported, capable, and valued. Working in an elementary school has allowed me to witness the incredible growth that takes place during the early years of education. Young children are naturally curious and eager to learn. I have seen how positive interactions with educators can boost a student's confidence, inspire a love of learning, and help them overcome challenges. These experiences have reinforced my belief that early childhood education plays a critical role in shaping a child's future. One of the most rewarding aspects of my job is building relationships with students. Many children simply need someone who believes in them and encourages them to keep trying when learning becomes difficult. I have seen students gain confidence after receiving extra support and praise for their efforts. Watching them develop new skills and become more independent motivates me to continue pursuing a career in education. Knowing that I can have a positive impact on a child's educational journey is both humbling and inspiring. My experiences as a substitute paraprofessional have also taught me valuable lessons about patience, communication, adaptability, and empathy. Each classroom is unique, and every student has individual strengths and challenges. Learning how to meet students where they are and provide meaningful support has strengthened my desire to continue working with children and expanding my knowledge of child development and educational practices. Receiving this scholarship would help me continue my education and move closer to achieving my long-term career goals. While I am grateful for the opportunity to work as a substitute paraprofessional at P.S. 153 Helen Keller, my goal is not to remain in this position forever. I aspire to become a classroom teacher, where I can have an even greater impact on students' academic and personal growth. In the future, I hope to advance into a leadership role as a school principal, where I can help shape a positive school culture, support educators, and advocate for student success on a larger scale. This scholarship would provide valuable financial support as I work toward earning the education and qualifications necessary to achieve these goals. Early childhood education is more than a career choice for me; it is an opportunity to help shape the future by supporting children during some of the most important years of their lives. Through my work, I have seen firsthand the impact that compassionate educators can have on children's growth and confidence. These experiences have inspired me to continue advancing in the field of education, first as a teacher and eventually as a principal.