A little over a year ago, I reached a point where I realized I had been taking care of everyone but myself. As a teacher, coach, and parent, I was used to putting my energy into my students, athletes, and children, often leaving little time or space for my own mental and emotional needs. I convinced myself that I could “push through” stress and exhaustion, but the reality was that I was running on empty. My anxiety was growing, my patience was thinning, and my health was beginning to suffer. That was the turning point when I decided my mental and emotional health had to become a priority, not an afterthought. I started therapy to process the challenges I was facing both personally and professionally, and I began taking Zoloft under my doctor’s care. These steps were not just about managing symptoms — they were about committing to long-term wellness and breaking the cycle of putting myself last. At first, it felt strange to slow down and make room for myself. But over time, I began noticing a difference. My moods felt more balanced, my thinking was clearer, and I was able to be more present in every area of my life. I also learned the importance of boundaries — understanding that saying “no” or asking for help is not a weakness, but a form of self-respect. By creating healthier limits around my time and energy, I could give more quality attention to the people and responsibilities that mattered most. One of the most powerful lessons I learned from this experience is that prioritizing health is not selfish — it is essential. As an educator and a mother, I cannot pour into others if I am depleted. By investing in my own wellness, I have become more effective, patient, and compassionate in both my work and my relationships. This shift has also shaped how I’m preparing for the future. I now build self-care into my daily routine, whether that’s taking time for a workout, journaling, meditating, or simply spending a few quiet minutes to reset. In my career, I’ve become more mindful of mental health in my students and athletes, recognizing early signs of burnout, stress, or anxiety, and creating a safe space for them to talk about it. I’ve also begun setting personal and professional goals with balance in mind. I want to advance in my career, continue advocating for students with special needs, and explore opportunities to work overseas again — but I plan to do it in a way that honors my well-being, not at its expense. Ultimately, this experience taught me that I can’t control every challenge life brings, but I can control how I care for myself through it. By making my mental and emotional health a priority, I have built a stronger foundation for everything else I want to accomplish. That foundation will allow me to step into future opportunities — in school, work, and life — with clarity, resilience, and a deep sense of balance.

I have always believed that education is one of the most powerful tools for changing the world — not because of the information it provides, but because of the confidence and purpose it can awaken in people. My journey as an educator has been guided by that belief, and my career path in physical education, special education, and coaching has given me the privilege of shaping not only skills, but lives. For the past seven years, I have worked in diverse classrooms, including a predominantly Black, urban K–12 school where I currently teach high school personal fitness. My experience spans special education, social studies, and athletics — coaching basketball, swimming, and volleyball. Each role has taught me that students thrive when they are seen, valued, and challenged in ways that meet them where they are. Whether I’m teaching a child to master a swimming stroke, leading a fitness session, or helping a special education student meet an IEP goal, my focus is always on empowering them to recognize their own potential. My passion for special education, in particular, stems from the belief that every student deserves access to the tools and support they need to discover their strengths. Too often, students with disabilities are underestimated or overlooked. My mission is to help them develop self-advocacy skills, build resilience, and see themselves not through the limitations of their challenges, but through the possibilities of their talents. I do this by creating individualized, adaptive learning experiences, celebrating every achievement, and ensuring that students have a safe space to take risks, learn, and grow. Coaching has been another powerful avenue for impact in my career. Sports have the unique ability to teach discipline, teamwork, leadership, and perseverance — lessons that reach far beyond the court or pool. I’ve witnessed students who were quiet and unsure of themselves grow into confident leaders because someone believed in them and gave them the chance to succeed. For me, coaching is not just about winning games, but about developing character and showing young people that they are capable of more than they imagined. Looking ahead, I plan to continue using my career to make a positive impact in several ways. First, I want to expand my role in special education advocacy, ensuring that policies, resources, and professional development truly meet the needs of students and educators. I also plan to mentor new teachers and coaches, sharing strategies for building inclusive, student-centered environments that honor every learner’s potential. Beyond the classroom, I envision creating community-based programs that merge physical education, life skills, and mental health support — particularly for underserved youth. I believe holistic education is essential to preparing young people not just for tests, but for life. By addressing the mind, body, and spirit, we can equip them to face challenges with confidence and to contribute meaningfully to their communities. At my core, I am committed to being the kind of educator who leaves students with more than knowledge — I want them to leave my classroom and my teams with a stronger sense of who they are and what they can achieve. If I can help even a few students believe in their own worth and power to impact the world, then I will have fulfilled my purpose

Why I Am Passionate About the Special Education Teacher Profession Defining Harold Bloom’s Statement Harold Bloom once wrote, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” This statement goes beyond simply describing the act of teaching as transferring knowledge or enforcing academic discipline. It touches on the deepest and most transformative aspect of education — awakening the student’s awareness of their own identity, value, and potential. In the context of special education, “a sense of one’s own presence” means more than self-awareness; it is the recognition that one’s voice, ideas, and existence matter in the world. For many students with disabilities, society has often spoken for them, limited them, or underestimated them. Helping them experience their own presence means ensuring they see themselves not through the lens of their diagnosis, but through the truth of their capabilities, dreams, and worth. To me, Bloom’s statement is a call to teachers to shift the focus from “What can I teach you?” to “Who are you becoming, and how can I help you realize it?” In special education, this often means breaking down barriers that others might not even see — communication barriers, social stigmas, inaccessible learning environments — and replacing them with bridges of understanding, opportunity, and dignity. My Mission in Accomplishing This Task My passion for special education is deeply rooted in the belief that every child, regardless of ability, has an inner light that can be nurtured into brilliance. As a special education teacher, my mission is to create learning environments where students feel seen, valued, and capable. I view my role not just as an instructor, but as a facilitator of self-discovery. This involves: Individualized Empowerment Every student learns differently, and my job is to adapt instruction to their strengths. If a student learns best through movement, we bring lessons to life through physical activity. If another thrives on visual aids, I incorporate images, videos, and color coding. My goal is to ensure every student experiences academic success in a way that feels personal and achievable. Building Communication Pathways For students with communication challenges, “presence” can feel elusive when they cannot easily express themselves. I commit to learning and using the tools that will unlock their voice — whether that’s sign language, augmentative communication devices, or tailored speech strategies — so they can participate in shaping their own learning journey. Cultivating Self-Advocacy I want my students to understand their rights, their strengths, and the supports available to them. A student who can say, “This is how I learn best,” or “I need help with this part” is not only empowered in school, but in life. Affirming Identity and Worth In my classroom, I make it a point to celebrate every achievement — no matter how small others might think it is. When a student recognizes their own growth and hears, “You did it,” they begin to build the confidence to keep going. Creating Safe Spaces for Risk and Growth Presence is not just about comfort; it’s also about courage. I encourage my students to try new things, make mistakes, and learn from them. This requires a safe and supportive space where failure isn’t a mark of defeat but a stepping stone to success. Ultimately, my mission is to ensure that when my students leave my classroom, they do so with a stronger sense of who they are, a belief in what they can achieve, and the tools to navigate the world with pride in their presence. Fairy Tale: “The Garden of Hidden Stars” Once upon a time, in a bustling kingdom where schools rose like castles and books fluttered like birds in the wind, there lived a young teacher named Cydni. She was not like the other educators in the realm, who believed that the greatest treasure was hidden in thick volumes and memorized rules. Cydni believed the real treasure was already inside each student — like a seed waiting for sunlight. In this kingdom, there was a small, hidden village called Quiet Hollow. It was home to children who were unlike others in the kingdom. Some spoke only in whispers; some found words hard to hold. Others danced with thoughts so quick and bright that they tumbled over one another. Many in the kingdom thought these children were simply different, but Cydni knew they were not just different — they were rare. One day, a royal messenger arrived at Cydni’s cottage. The Queen had heard of her unusual teaching ways and sent her on a mission: “In Quiet Hollow, the stars have forgotten how to shine. The children do not know the power they hold. You must help them see their own light, so they may guide themselves and others.” Cydni packed her satchel with tools — not just chalk and parchment, but music, colors, building blocks, and even a mirror shaped like the moon. She traveled through forests and over streams until she reached Quiet Hollow. At first, the children did not come near. They hid behind hedges and whispered to one another. Cydni didn’t call them to her with orders or loud voices. Instead, she began to play a gentle tune on a small flute. She painted the air with stories and laughter. Slowly, one by one, the children came closer. She began her lessons not with “You must learn this” but with “What do you love?” One boy pointed to the sky and said, “I love stars.” Another girl, rocking back and forth, whispered, “I love colors.” A quiet child traced shapes in the dirt and finally said, “I love making things.” Cydni tailored her teaching to each of their loves. She taught math with constellations, reading with rainbows, and science with hands-on creations. She gave them mirrors shaped like the moon and told them, “Look — the light you see is already inside you.” Some days were hard. There were moments of frustration, tears, and silence. But Cydni never stopped believing in their hidden light. She celebrated every moment they tried, every time they dared to speak, create, or explore. One evening, as the sun dipped below the hills, the children gathered in the village square. Cydni asked them to share something they had learned about themselves. “I can remember the patterns of stars,” said the boy who loved the sky. “I can make new colors by mixing paint,” said the girl who loved colors. “I can build a birdhouse,” said the quiet child, holding up a small wooden creation. As they spoke, something magical happened. Above them, the stars in the real sky began to shine brighter — as if they had been waiting for the children to recognize their own glow before revealing theirs. From that day forward, Quiet Hollow was no longer hidden. Travelers came from far and wide to see the village where children shined like stars, guided by a teacher who believed that every soul carries its own light. And so, the kingdom learned that teaching was not just about filling minds, but about awakening hearts to the truth of their own presence. And Cydni, the heroine of the Garden of Hidden Stars, kept tending the light within every child she met. The end.

When I imagine living the life of my dreams, I see myself thriving both personally and professionally, fully aligned with my passions and values. In this vision, I am an accomplished educator, coach, and leader making a meaningful difference in students’ lives, while also creating a fulfilling and adventurous life for myself and my family. Professionally, I am working at an international school, combining my love for teaching with my desire to explore the world. Having previously lived and taught overseas in Kuwait, I know how transformative it is to immerse oneself in a different culture and perspective. In my dream life, I am teaching physical education and wellness courses to a diverse group of students from around the globe. I incorporate my passion for sports, movement, and health into my lessons, inspiring students to see physical activity not as a requirement, but as a lifelong tool for confidence, self-discipline, and joy. Coaching is still a major part of my life in this vision. I lead a successful girls’ basketball or swim team, helping my athletes grow not only in their sport but also in their character, resilience, and leadership skills. Winning championships is exciting, but the true reward comes from seeing my players develop the confidence to take on challenges in all areas of life. I am the type of coach who teaches her team to celebrate victories, learn from losses, and carry those lessons into adulthood. Personally, my dream life is rooted in balance and family. My two children are growing up surrounded by love, stability, and a sense of adventure. We travel together, exploring new cities, tasting different foods, and learning about the world firsthand. My partner and I share a strong, healthy relationship built on communication, trust, and mutual growth. We make time for regular date nights, family traditions, and experiences that strengthen our bond. Financial stability is also a part of this dream. I have built a career that allows me to live comfortably, save for the future, and invest in experiences that matter most to me. This financial freedom means I can give my children opportunities—whether that’s quality education, enrichment programs, or travel—that expand their worldview and help them chase their own dreams. Equally important in my vision is personal wellness. I maintain a healthy lifestyle, staying active and mindful so that I can bring my best self to my family, students, and community. I dedicate time to self-care, whether that’s through exercise, reading, journaling, or simply enjoying quiet moments. I know from experience that caring for my mental and physical health isn’t selfish—it’s necessary for sustaining the energy and clarity I need to serve others. Finally, in the life of my dreams, I am making a broader impact beyond my immediate students. I lead workshops for educators on culturally responsive teaching, wellness, and integrating sports into holistic student development. I mentor younger teachers and coaches, paying forward the guidance I have received throughout my career. Living the life of my dreams is not about perfection—it’s about purpose. It’s about creating a life where my career, relationships, and personal growth are in harmony. It’s a life where I am continuously learning, giving, and inspiring, all while embracing the beauty of new experiences. That is the future I’m working toward every day.

Georges-Hunt, Cydni T <georgeshuntc@fultonschools.org> 10:11 AM (0 minutes ago) to me If I could create a class that all students were required to take, it would be called “Life Skills & Wellness: Thriving in the Real World.” I believe education should not only prepare students academically but also equip them with the practical and emotional tools they need to lead fulfilling, balanced, and successful lives. Too often, young adults leave high school with strong content knowledge in math, science, or history, but without the ability to manage their finances, care for their mental health, or communicate effectively in challenging situations. This course would bridge that gap. The curriculum would be divided into three interconnected areas: practical life skills, personal wellness, and emotional intelligence. The practical life skills section would focus on financial literacy—budgeting, understanding credit, managing debt, saving, investing, and even filing taxes. It would also teach students how to apply for jobs, write resumes, prepare for interviews, and navigate housing options like renting or buying a home. These are skills that every adult will use regardless of their career path, and giving students the opportunity to learn and practice them before graduation would be life-changing. The personal wellness section would emphasize both physical and mental health. Students would learn the basics of nutrition and fitness, not as short-term weight loss goals, but as lifelong habits for maintaining energy, reducing illness, and improving quality of life. Mental health lessons would include stress management, mindfulness, coping strategies, and building resilience. In today’s fast-paced, high-pressure society, these tools are just as critical as academic skills for long-term success and happiness. The emotional intelligence section would teach self-awareness, empathy, active listening, and conflict resolution. Students would practice healthy communication in different settings—from professional environments to personal relationships. These skills could help reduce bullying, improve workplace collaboration, and foster healthier families and communities in the long run. The course would be taught through a hands-on, experience-based approach. For example, instead of simply reading about budgeting, students would create and manage a mock budget for a simulated life scenario. They might “earn” a certain salary, pay bills, save for emergencies, and make choices about spending. Role-play exercises could prepare them for real-world challenges, such as resolving a disagreement with a coworker or negotiating a lease with a landlord. I believe the impact of this class would be transformative. Students would graduate with confidence in their ability to navigate adulthood. They would understand how to manage their money, maintain their physical and mental health, and build healthy relationships. This kind of preparation would not only reduce stress and financial hardship in early adulthood but could also contribute to stronger, more resilient communities. When individuals feel capable and self-sufficient, they are more likely to give back, lead, and inspire others. As a teacher and coach, I have seen firsthand how many students struggle with these “real life” skills, even as they excel academically or athletically. I have also seen the way confidence grows when a young person learns to take care of themselves—whether it’s managing their emotions after a loss or setting a realistic goal and achieving it. A class like “Life Skills & Wellness” would ensure that every student has that same opportunity for growth before they step into the adult world. Education is powerful, but it becomes truly transformative when it prepares students for both the challenges and opportunities that life will bring. This class would do just that.