Guiding Students to Their Own Presence: A Reflection on Purpose, Teaching, and Transformation “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” Professor Harold Bloom, Possessed by Memory Harold Bloom’s words capture the essence of why I chose the field of education and why my heart is drawn in particular to the profession of special education. When Bloom speaks of a “sense of one’s own presence,” I believe he is referring to that sacred moment when a learner recognizes their inherent worth, the moment when knowledge becomes self-awareness and confidence, when the student’s inner light becomes visible not only to others but to themselves. For students with special needs, this awakening can be life changing. Too often they are defined by deficits rather than by potential. My mission as an educator and leader is to help them see, feel, and own their presence, to realize that their differences are not limitations but dimensions of strength and individuality. Defining Presence and Purpose Presence is a combination of self-understanding, agency, and belonging. It is the awareness that one’s existence matters and contributes meaningfully to the world. In an educational context, guiding students to this realization means creating an environment where they are not simply recipients of instruction but participants in discovery. For special-needs students, that process involves intentional patience, advocacy, and the unwavering belief that each child is capable of growth, mastery, and joy. I am passionate about the special-education profession because it represents the purest expression of teaching: meeting each student where they are and helping them reach where they dream to be. Special-education teachers do not just teach lessons; they teach life. They cultivate independence, self-regulation, and dignity. They celebrate small victories that others may overlook and find hope in progress that is measured not only in test scores but in courage, resilience, and trust. My Journey Toward this Calling My journey into education began with faith and service. Growing up in rough urban southern Ohio, I saw firsthand the power of teachers who looked beyond circumstances and spoke to potential. Their compassion left an imprint on my heart. Over time, my own professional path led me to serve as superintendent for a district of public-school academies. While my leadership role encompasses broad organizational responsibilities, my passion remains rooted in the classroom, in those one-to-one connections where learning becomes personal and transformation occurs. Working with special-education programs within my district has shown me that true inclusion is not just a policy; it is a culture. When special-needs students are embraced as integral members of the school community, the entire environment changes. Teachers become more compassionate, peers become more understanding, and families feel seen and valued. I have witnessed how individualized supports, co-teaching models, and service-learning projects empower students who once doubted their abilities to take pride in their progress. These experiences reaffirm that leadership, when aligned with empathy, can create spaces where every student discovers their presence. Guiding Students to Their Own Presence Helping students experience their “sense of presence” begins with trust. Many students with special needs have faced frustration or failure that erodes self-confidence. Before learning can take root, they must believe they are capable and that their teacher believes it too. I strive to establish this foundation by focusing on relationships first learning each student’s story, strengths, interests, and fears. Instructionally, I use individualized education plans not merely as compliance tools but as living documents that reflect each student’s evolving identity. Through differentiated instruction, multisensory engagement, and positive behavioral supports, I design lessons that highlight what students can do rather than what they cannot. My classrooms, whether physical or virtual, are spaces of encouragement, structure, and celebration. Equally important is helping students develop metacognition: the ability to reflect on how they learn and why it matters. When a student begins to recognize, “I did this because I focused,” or “I solved this because I believed I could,” that awareness is the spark of presence Bloom described. Over time, these reflections build independence and pride, transforming students from passive learners into active, self-directed individuals. The Role of Emotional Intelligence and Community Emotional intelligence is a cornerstone of my approach. Students with special needs often experience heightened sensitivity to social cues, changes in routine, or peer interactions. By teaching them to name and manage emotions, to empathize with others, and to self-advocate respectfully, we empower them to navigate the world with confidence. These lessons extend beyond the classroom and into every aspect of life, family, friendships, and future employment. Community engagement further strengthens that sense of presence. Service-learning projects allow students to see themselves as contributors. Whether participating in school beautification days, assisting with food drives, or mentoring younger peers, students learn that they matter. They see tangible evidence that their efforts create impact, and that realization becomes a sustaining force for lifelong self-esteem. My Mission Moving Forward My mission as an educational leader is to expand opportunities for inclusive excellence. I intend to develop a leadership institute that equips educators, paraprofessionals, and community advocates with tools to support diverse learners effectively. The institute will emphasize emotional intelligence, culturally responsive practices, and collaboration across general and special-education settings. By uniting theory with practice, I aim to create professional-development experiences that remind teachers why they entered the profession in the first place: to light the path for others. Each seminar, workshop, and mentoring program will carry forward Bloom’s philosophy, helping educators guide students toward their own sense of presence, worth, and belonging. My doctoral studies in Organizational Leadership are sharpening the analytical, ethical, and human-centered skills required to realize this vision. I study not only the technical aspects of educational management but also the moral dimensions of leadership: justice, compassion, and the courage to innovate for those most often left behind. A Personal Philosophy At its core, my philosophy of special education is grounded in three principles: dignity, discovery, and determination. Dignity means recognizing every student as a person of value, regardless of ability. Discovery speaks to creating experiences that ignite curiosity and joy in learning. Determination reflects the perseverance required of both teacher and student to overcome barriers together. These principles guide every decision I make, from curriculum design to professional-development planning, and they serve as reminders that education is both an art and a moral responsibility. A Modern Fairy Tale: The Lantern Keeper If my work were written as a fairy tale, I would call it “The Lantern Keeper.” In this story, a humble teacher-leader travels through a vast forest where the paths are dimly lit. Each lantern represents the potential of a child who has forgotten their own light. The Lantern Keeper does not carry fire for them but teaches each child how to kindle their own flame, through patience, encouragement, and belief. One by one, the lanterns flicker and glow. The forest grows brighter, not because the Keeper illuminates it, but because the children do. In time, the Keeper realizes the greatest truth: their purpose was never to lead them out of darkness but to remind them they had the light within all along. When the final lantern shines, the Keeper steps back, content, knowing their work continues each time a child carries their own light into the world. This tale mirrors my mission in special education. I do not seek to “fix” students but to help them discover that they are already whole. My role is to provide guidance, structure, and compassion, to walk beside them until they recognize their own brilliance. That moment, when a student sees themselves not as limited but as luminous, is what Bloom meant by discovering one’s presence. Closing Reflection Teaching is sacred work. It is both heart and craft, both science and spirit. Special-education teaching, in particular, demands resilience, creativity, and unconditional belief. I am passionate about this profession because it allows me to witness daily miracles, the quiet breakthroughs, the restored confidence, the laughter that comes after struggle. These are reminders that every child carries a purpose only they can fulfill. Ultimately, my mission is simple: to help each student stand tall in the knowledge of who they are and what they can become. Through inclusive practice, emotional growth, and the power of compassionate leadership, I will continue to nurture presence, the profound awareness that every learner, regardless of ability, belongs, matters, and shines.

Reflective Essay: Purpose, Service, and Lifelong Learning My life journey has been guided by faith, perseverance, and a deep belief in the power of education to transform lives. Growing up, I witnessed both the struggles and the potential of communities striving for opportunity. Those early experiences shaped my purpose: to serve, lead, and create pathways for others. They also instilled in me the understanding that leadership is not about power or position, but about service and responsibility. This conviction ultimately led me to pursue higher education at this stage in my life, continuing my studies toward a doctorate in Organizational Leadership as a means to strengthen my ability to serve more effectively. Throughout my career in education, I have seen how leadership grounded in empathy, fairness, and integrity can change outcomes for students and families. As a superintendent overseeing multiple public-school academies, I have dedicated my life’s work to ensuring that every child, regardless of background, has access to a safe, nurturing, and high-quality learning environment. My journey has not been without challenges. Balancing the responsibilities of leadership, family, and community service requires faith, discipline, and resilience. Yet, these challenges have become my greatest teachers, reinforcing my belief that adversity can be a catalyst for growth and purpose. They have strengthened my values and deepened my resolve to serve others with humility and grace. My pursuit of higher education reflects both personal growth and professional responsibility. Through my doctoral studies, I aim to expand my knowledge of transformational leadership, organizational change, and educational equity. These areas of study allow me to lead with greater intentionality and model lifelong learning for my students, staff, and my own children and grandchildren. Education is not merely a career; it is my calling. Every concept I study becomes a tool I apply in real time, whether improving district systems, mentoring aspiring leaders, or building a culture where teachers and students can thrive together. Looking ahead, I aspire to establish a leadership institute that prepares educators and youth to become servant-leaders within their communities. This initiative will emphasize emotional intelligence, civic engagement, and service-learning, tools that build stronger schools and more compassionate communities. My ultimate goal is to empower others to find their voice, lead with purpose, and make meaningful contributions to society. This scholarship will help make that vision a reality. It will ease the financial burden of advanced study, allowing me to focus more deeply on research, mentorship, and program development. More importantly, it represents an investment not only in my education but in the lives of those I will continue to uplift. With this support, I will keep leading, learning, and lifting others along the way.

If I could create a class that all students in grades K–12 were required to take, it would be called “Life, Leadership, and Emotional Intelligence.” This course would focus on developing the essential skills that are often overlooked in traditional academics, understanding oneself, managing emotions, building positive relationships, and making responsible life decisions. In many schools, students are taught how to solve equations and memorize facts, but they are rarely taught how to manage stress, communicate with empathy, or navigate real-world challenges. This course would fill that gap by preparing students not only to excel academically but also to thrive personally and socially. The class would teach students how to recognize their feelings, empathize with others, and communicate effectively in both personal and professional settings. Lessons would include topics such as conflict resolution, teamwork, self-discipline, and resilience, all of which are crucial to success in the 21st century. Younger students might learn through storytelling, role-playing, and reflection, while older students would engage in deeper discussions and community-based projects. As students advance through grade levels, the lessons would become more sophisticated, integrating leadership theories, ethical decision-making, and critical thinking. Older students would also learn practical life skills like budgeting, credit management, goal setting, and career planning. Financial literacy would be a key component, helping students understand how to save, invest, and make informed decisions about money. In addition, civic engagement would play an important role. Students would study their responsibilities as citizens and explore how to positively impact their communities through volunteerism and advocacy. Through service-learning projects and collaborative activities, students would have opportunities to apply what they learn in real-life situations, whether that means organizing a school-wide kindness campaign, volunteering at a local shelter, or leading a recycling initiative. The impact of this class would reach far beyond the classroom. Students who understand themselves and others are better equipped to lead, work in teams, and contribute to their communities in meaningful ways. It would foster a culture of respect, empathy, and responsibility among young people, helping them grow into emotionally intelligent adults and compassionate leaders. When students develop a strong sense of self-awareness and empathy, they are less likely to engage in bullying and more likely to seek peaceful solutions to conflict. Ultimately, “Life, Leadership, and Emotional Intelligence” would prepare students not only for college and careers but also for life itself, empowering them to build stronger relationships, make sound decisions, and lead with integrity and purpose.