There’s a moment in everyone’s life when someone sees potential in you before you see it in yourself. For me, that person was my high school DECA advisor. I was on the business track in a Youth Apprenticeship at Piping Systems Inc., learning inventory and logistics, and doing my best to lead during a departmental transition. I liked the challenge, but something felt unfinished like I was solving problems without ever meeting the people those solutions were for. My advisor noticed how alive I became when I was helping classmates and said, “You’re a builder of people.” That sentence nudged me toward the path I’m on now. My passion is education, especially special education; shaped early by watching my brother thrive with the right supports. I learned that dignity, patience, and high expectations can change a student’s whole trajectory. Since then, I’ve tried to carry that belief into everything I do. I’ve organized community projects like Trick or Can with DECA, Seasonal Cheer for Seniors, a cancer benefit, and a fundraiser for a fellow student. I’ve led youth tennis camps, captained my tennis team for three years, and was voted softball captain, experiences that taught me how to set a tone, listen first, and create a team where every voice matters. Coaching private softball and baseball lessons has been one of my most formative roles. Standing beside a nervous nine-year-old in the batter’s box, I’ve learned to break skills into small, winnable steps and to celebrate effort as much as results. I’ve also worked fast-paced customer service jobs at a local coffee shop and a supper club; answering phones, handling payments, smoothing over mix-ups, where I practice patience, empathy, and clear communication with people of all ages. Some of my favorite memories are taking students with special needs to school dances. Those nights remind me why I want to teach: to build spaces where students feel known and confident enough to show up as themselves. That’s also why I dream of running a non-profit coffee shop that employs individuals with disabilities, pairing community with on-the-job training so young adults can gain real workforce skills. I want learning to spill beyond the classroom and into daily life. As I begin at the University of Wisconsin–Eau Claire, I plan to pursue certifications in K–9 education and 4K–12 special education, then earn a master’s degree to become a school administrator after time in the classroom. I’m drawn to leadership because it multiplies impact: a great teacher changes a class; a great administrator empowers teachers to change a school. My goal is to be both, rooted in students’ lives while building systems that lift all of them. What motivates me is simple: people grow when someone believes in them and builds the conditions for them to try, fail, and try again. That’s who I am and who I’m becoming a teacher, coach, organizer, and future leader who helps students discover what’s already inside them, then hands them the tools and the trust to use it.

From a young age, I knew I wanted to be someone who made a lasting difference in the lives of others. That desire naturally led me to education. My passion for both special education and elementary teaching stems from a deep belief that every child; regardless of ability, background, or learning style, deserves a caring, consistent, and capable adult who will meet them where they are and help them grow. Teaching is more than just a career for me; it’s a lifelong mission to advocate for students and ensure they feel seen, valued, and supported. A major influence on my decision to pursue teaching was my brother, who was part of the special education program throughout his academic career. I saw the incredible impact that dedicated educators had on him, teachers who patiently guided him through academic challenges, celebrated his progress, and made him feel like he belonged. One teacher, in particular, showed our family what true inclusion looked like. Her classroom wasn’t just a place of learning; it was a place where students of all abilities thrived and found joy in their own success. Watching her interact with my brother opened my eyes to the importance of individualized learning, compassion, and flexibility. It also sparked my desire to one day create that same kind of environment for other students. At the same time, I have always been drawn to elementary education. The early years are a foundational time in a child’s life when they begin developing not only their academic skills but also their confidence, social understanding, and love for learning. I want to be the kind of teacher who encourages curiosity, builds strong relationships, and helps children believe in themselves. I want to guide students through challenges and milestones, celebrating their growth every step of the way. Over the years, I’ve worked with children in various roles, from leading youth sports camps and volunteering with students with disabilities to tutoring and helping in local classrooms. These experiences confirmed my belief that teaching is the path I’m meant to follow. They also gave me insight into how different students learn and how vital it is to adapt instruction and support to meet those individual needs. Looking ahead, my goal doesn’t stop at the classroom. After gaining experience as a teacher, I hope to continue my education and eventually become a school administrator. I want to support not only students but also fellow educators by fostering a positive, inclusive school culture that empowers both staff and students to thrive. As an administrator, I would advocate for resources, training, and programs that ensure students with diverse needs are fully supported and included in every part of school life. Teaching is more than a job, it’s a responsibility and a privilege. I am committed to making a difference in education by being a compassionate teacher, a strong advocate, and eventually, a leader who inspires change and inclusion at every level.

My name is Eve Hedtke, and I’m a student, athlete, community volunteer, and someone who has witnessed firsthand the seriousness of sepsis. While I did not personally experience the illness myself, someone very close to me did, and it changed my life in a way that still impacts me today. That experience not only opened my eyes to how quickly life can change, but also deepened my empathy, resilience, and determination to pursue a career where I can help others. Sepsis wasn’t a word I knew much about until it became part of my world. A close family member, who was otherwise healthy, developed sepsis after what seemed like a routine infection. Within hours, their condition went from manageable to life-threatening. Watching someone you love be rushed to the hospital, placed in intensive care, and surrounded by machines is terrifying—especially when you’re used to seeing them as strong and independent. It was one of the most helpless feelings I’ve ever experienced. During that time, I had to step up in ways I wasn’t prepared for. I helped take care of things at home, kept younger siblings informed and calm, and supported my family through countless uncertain days. I learned how to ask questions, communicate with medical staff, and advocate for my loved one when they couldn’t speak for themselves. Thankfully, they survived, something I know isn’t the case for many. But the recovery process was long and difficult, both physically and emotionally. This experience changed my perspective. It made me more grateful for health and more aware of how important awareness and early intervention are. I also saw the incredible role that caregivers, nurses, and support staff play, not just in saving lives, but in comforting families. That left a lasting impression on me. I want to be one of those people who makes a difference during someone’s hardest moments. While my career goals are in education, my experience with sepsis gave me an even stronger sense of compassion and patience, qualities I plan to bring into my future classroom. It reminded me that every student, every person, may be going through something invisible. I want to be the kind of teacher who not only teaches academic skills, but also offers emotional support and builds a safe, understanding environment. Outside of school, I’ve committed myself to being active in my community. Whether I’m coaching youth sports, organizing benefit events, or working part-time jobs to support my goals, I try to lead with kindness and purpose. My experience with sepsis taught me that life is unpredictable, but we always have the choice to grow from our challenges. I choose to let this experience fuel my drive to help others, because I know what it feels like to need that help. Thank you for considering my story and for offering opportunities like this that support students who are working hard to build a future shaped by empathy, resilience, and service.

One of the most defining leadership experiences in my academic and professional journey came during my time working at Piping Systems Inc. as part of a youth apprenticeship program. When a departmental leadership transition unexpectedly occurred, I found myself in a position where I had to step up, despite still being a high school student in a work-based learning program. Our receiving department, responsible for handling and organizing incoming inventory, was left without a clear point of direction. With tasks backing up and confusion growing, I knew I couldn’t sit back and watch everything fall apart. Although I was the youngest on the team, I had gained enough experience and familiarity with our processes to know what needed to be done. I took initiative by organizing the daily workflow, delegating tasks to coworkers based on their strengths, and improving our communication process to reduce repeated mistakes and wasted time. This included creating a simple shared checklist system and implementing a log for tracking items received and reported issues, something we hadn’t been using consistently before. The biggest challenge I faced wasn’t the work itself, it was earning the respect of my older, more experienced coworkers. At first, there was some hesitation. Some didn’t take me seriously, and I worried about overstepping. But instead of forcing authority, I led through collaboration and consistency. I asked for input, listened to concerns, and made sure that every team member felt heard and valued. Over time, my team began to respond positively. Our efficiency improved, the backlog cleared, and morale increased. What started as a chaotic moment became one of our department’s smoothest stretches of operation. This experience taught me that leadership isn’t about having a title, it’s about stepping up when needed, finding solutions, and bringing people together with a common goal. It’s also about humility, communication, and trust. I didn't need to be the loudest voice in the room, I just needed to be reliable, thoughtful, and open-minded. As I move forward into a career in education, I plan to apply these leadership skills in and out of the classroom. Teaching requires many of the same qualities, organization, communication, and the ability to bring people together for a shared purpose. Whether I’m guiding a group of students through a lesson, collaborating with other educators, or engaging with families, I want to lead by example. I plan to foster a classroom environment where every student feels heard and empowered, just like I aimed to do with my coworkers. Long-term, I hope to take on roles in school leadership, eventually pursuing a master’s degree to become an administrator. I want to make a broader impact by ensuring schools operate efficiently and compassionately, where both students and staff thrive. My experience at Piping Systems taught me that great leadership starts with listening, continues with action, and succeeds with teamwork. Those are the principles I will carry with me as I work to create positive change in education and my community.

Growing up, I faced my fair share of challenges, some that I anticipated and others that came without warning. The loss of a parent at a young age changed the course of my life in ways I never imagined. It forced me to grow up quickly, learn to navigate grief, and take on responsibilities that most of my peers never had to think about. For a while, I struggled to find direction. There were moments when I felt lost and unsure of what my future could look like. But through that pain and uncertainty, I began to find purpose, and that purpose led me to education. Looking back, I realize that the hardships I’ve endured have shaped me into someone resilient, compassionate, and driven. My past is not something I hide from, it’s what fuels me. I want to take the experiences that once made me feel powerless and use them to empower others, especially children who may be facing their own battles. I’ve come to learn that the best way to change your life is not by erasing the past, but by using it as a foundation to build something better. Education is the path I’ve chosen to change my life for the better and to become a productive, positive force in society. I want to become a teacher, not only to help students succeed academically, but to be a mentor, a support system, and a role model, especially for those who feel unseen or unheard. I know what it’s like to sit in a classroom and feel distracted by personal pain. I also know how powerful it is when a teacher notices and takes the time to care. That’s the kind of person I want to be in my community, someone who lifts others up, who listens, and who creates opportunities for growth. Beyond the classroom, I’m committed to staying involved in my community. I’ve already taken steps in that direction, volunteering at youth sports camps, organizing events like cancer benefits, and helping with school and local fundraisers. These experiences have taught me the importance of giving back and being an active, engaged citizen. I plan to continue that involvement through education, mentorship, and service. I want to inspire students not just to achieve in school, but to recognize the value of kindness, hard work, and community connection. Changing my life for the better means staying focused on my goals, continuing to grow through every experience, and never forgetting where I came from. I am pursuing higher education because I believe it is the key to unlocking opportunities, for myself and for the students I will one day teach. I want to build a life rooted in service, leadership, and empathy. I know I can't change the past, but I can use it to shape a future that makes a difference. By dedicating myself to education and community service, I’m not only creating a better life for myself, I’m becoming the kind of person who helps others do the same. That is how I plan to contribute meaningfully to society, and that is the legacy I hope to leave behind.

Losing a parent is one of the most life-altering experiences a child can go through. I was still young when I lost mine, and though the pain was overwhelming, that loss helped shape who I am and ultimately inspired me to pursue a career in teaching. It taught me compassion, resilience, and the importance of strong, consistent support, values I now hope to bring into the classroom to support the students I will someday teach. After my parent passed, school became more than just a place to learn, it became a safe haven. It was where I could find stability when everything else felt uncertain. But what truly made the difference were the teachers who went beyond their job titles. They noticed when I was struggling, offered a kind word or a listening ear, and made me feel seen and supported. These educators weren’t just teaching math or reading; they were showing me what it meant to care, to connect, and to lift someone up when they were at their lowest. Their compassion planted the seed for my own desire to give back in the same way. My decision to become a teacher is deeply rooted in my desire to be that source of stability and encouragement for others, especially those going through difficult times. I want to create a classroom where every student feels safe, valued, and supported, not just academically, but emotionally. I know from experience that students carry far more with them into the classroom than just backpacks. They bring their hopes, their worries, and their grief. As a teacher, I want to be someone who notices, who cares, and who helps them believe in themselves again, even when life feels uncertain. In addition to my personal experience with loss, my journey toward teaching has been shaped by my time coaching youth sports, volunteering in my community, and supporting students with special needs. Whether I was working one-on-one with a child in a softball camp or organizing a school event, I found joy in connecting with others and helping them grow. Every time I saw a student light up after mastering a skill or overcoming a challenge, I was reminded why I want to teach. It’s not about perfect lessons or perfect students, it’s about showing up for others the way someone once showed up for me. Losing a parent forced me to grow up faster than most, but it also gave me a deep understanding of how much of an impact one caring adult can have in a child’s life. I want to be that person for my future students, the one who helps them feel strong when they’re struggling, capable when they’re doubting, and proud of who they are becoming. Teaching isn’t just a career for me, it’s a way to honor my parent’s memory and the people who helped me through the darkest times. It’s how I plan to carry forward the love, kindness, and strength I was once given, and pass it on to the next generation.

From a young age, I knew I wanted a career that allowed me to make a difference in people’s lives. At first, I thought that might be through business, but after gaining experience in that world, I realized I couldn’t help others in the way I truly wanted from behind a desk. That’s when I found my calling in education, specifically, early childhood development. The idea of helping young learners grow, discover their potential, and build a strong foundation for the rest of their lives is what drives me toward this path. I plan to support early childhood development by creating a safe, welcoming, and inclusive environment where children feel valued, understood, and inspired. In these critical early years, students are developing not only academic skills but also social and emotional ones. My approach will involve play-based and hands-on learning, with a focus on emotional regulation, communication, and building confidence. I want my classroom to be a place where students feel safe to take risks, ask questions, and express themselves. Every child is different, and part of supporting their development is understanding those differences, adapting my teaching to meet individual needs and learning styles. My passion for early childhood education grew through personal experiences. One of the biggest influences was my younger brother, who was in a special education program. Watching his journey helped me realize how important early intervention, support, and encouragement are. I often helped him with schoolwork and saw firsthand the patience and creativity it took to help him succeed. It opened my eyes to how powerful educators can be, especially during those formative years. That passion only deepened when I began working as a personal softball and baseball trainer for young athletes. While coaching, I realized how much I loved teaching, not just about sports, but about confidence, perseverance, and personal growth. I learned how differently every child learns and how rewarding it is to support them in their journey. Whether a student needed detailed instruction or room to explore and learn by doing, I was inspired by the challenge of helping each one succeed in their own way. Beyond coaching, my community involvement has helped shape my desire to become a teacher. I’ve organized school events, cancer benefits, and youth programs. These experiences showed me how much I enjoy working with young people and how important it is to give back. As a future educator, I hope to instill that same sense of community and compassion in my students. My goal is to create a classroom that supports the whole child, academically, socially, and emotionally. I want to help young learners gain the tools and confidence they need to thrive, while also building relationships with families to ensure consistent support at home and in school. Early childhood education is where the foundation is laid, and I am excited to be a part of that process. Teaching young children isn’t just a job to me, it’s a lifelong purpose.

If I could create a class that all K-12 students were required to take, it would be called "Life Skills and Emotional Intelligence." This class would combine essential practical skills with social-emotional learning to equip students with the tools they need not only to succeed academically but to thrive in everyday life. It would be taught progressively at each grade level, evolving with students as they mature. The curriculum would include financial literacy, effective communication, time management, decision-making, conflict resolution, and basic job readiness skills such as resume building and interview preparation. Alongside these practical lessons, the class would emphasize mental health awareness, empathy, self-awareness, stress management, and emotional regulation. Students would learn how to identify their emotions, cope with stress, support others, and understand different perspectives and experiences. This class would fill a critical gap in many school systems. Too often, students graduate knowing how to solve an algebraic equation but not how to budget their money or handle a difficult conversation. Even more concerning is how many young people lack the tools to express how they feel or ask for help when they’re struggling. Teaching these skills early, and reinforcing them through each stage of education, could build stronger, more compassionate communities both inside and outside the classroom. The impact of this class would be far-reaching. Students would leave school better prepared for adulthood, not just academically but emotionally. By normalizing conversations around mental health and providing tangible coping strategies, we could reduce stigma and help prevent crises before they begin. Children who learn to express themselves, resolve conflict peacefully, and support their peers become adults who are more likely to lead, listen, and collaborate in the workplace and beyond. Additionally, this class would promote equity. Not every student is taught financial literacy or emotional coping skills at home. A required, consistent curriculum would ensure all students, regardless of background, have access to this vital knowledge. The result would be a generation of students who are not only smarter, but kinder, more confident, and better equipped to navigate the complex world they’re inheriting. Ultimately, a class like “Life Skills and Emotional Intelligence” would plant seeds for a healthier, more resilient society. When students understand themselves and others, they become more thoughtful friends, family members, coworkers, and citizens. We often say that education is about preparing the leaders of tomorrow, but to do that, we must go beyond textbooks and tests. We must teach the human skills that allow our students not just to do well, but to be well.

My future plans revolve around one mission: to make a lasting difference in the lives of students, especially those who face challenges inside and outside the classroom. I plan to become a certified teacher in K-9 and 4K-12 special education, and eventually pursue a master’s degree to become a school administrator. My passion for this field stems from personal experience, particularly watching my brother navigate life in the special education system. The educators who supported him shaped more than his academic journey, they shaped his self-worth. That impact inspired me to follow a similar path, one where I can be that source of encouragement and empowerment for others. Alongside academics, I’ve invested in real-world experiences that align with my goals. From working at a coffee shop to leading youth sports lessons and helping organize community events, I’ve learned to connect with people from all walks of life. Whether I’m running a cancer benefit, volunteering at a tennis camp, or mentoring younger athletes through softball instruction, I’ve seen how small moments of support can lead to major breakthroughs in confidence, skill, and character. Beyond teaching, I dream of opening a nonprofit coffee shop designed to help individuals with special needs gain real workforce experience in a supportive, inclusive environment. I believe education doesn’t end when the school day does, it continues in life skills, job training, and everyday interactions. This coffee shop would serve as a bridge between school and independent adult life, providing meaningful employment and community belonging. As determined and focused as I am, I’m also honest about the financial challenges ahead. Like many students, I’m working multiple jobs to support myself while juggling academic and volunteer commitments. Paying for tuition, books, transportation, and other costs adds up quickly. That’s why this scholarship means more than just money, it represents the freedom to pursue my goals without being held back by financial strain. Receiving this scholarship would allow me to focus more deeply on my coursework, field experiences, and extracurricular service efforts, all of which are shaping me into the educator I aspire to be. It would also allow me to continue giving back through my current roles in youth mentorship and community service, which I believe are just as valuable in shaping a well-rounded, future-ready teacher. This opportunity would not only lighten my financial burden but also reaffirm my belief that investing in people, especially those committed to helping others, creates a powerful ripple effect. With your support, I plan to continue building safe, inclusive spaces where students feel seen, heard, and valued. Thank you for considering my application. This scholarship would not just help me afford school, it would help me build a future of service, leadership, and impact that reaches far beyond the classroom.

Living with service-related PTSD has been one of the most challenging journeys of my life, but also one of the most transformative. Through it, I’ve come to understand not only the deep impact trauma can have on a person, but also the resilience of the human spirit and the healing power of connection, honesty, and purpose. When I first returned from service, I struggled to adjust to daily life. Loud noises triggered anxiety, I had trouble sleeping, and I often found myself disconnected from those around me. I didn’t immediately understand what was happening, and like many veterans, I tried to tough it out in silence. But PTSD isn’t something that disappears by pretending it doesn’t exist. It affects your relationships, your confidence, and even your sense of identity. Over time, and through a combination of therapy, support groups, and leaning on a few trusted people in my life, I began to see that asking for help is not weakness, it’s strength. That lesson reshaped how I view myself and others. I realized that vulnerability is a form of courage, and that healing starts with being honest about where you are and what you need. I also learned that PTSD is not a one-size-fits-all experience. Some veterans struggle with flashbacks, others with isolation or depression. Some mask their pain with work or substances, while others simply shut down emotionally. But what many of us share is a need to feel understood. To know that we’re not alone in what we’re going through. That’s what I hope to provide to others moving forward. My experience with PTSD has made me more empathetic, more patient, and more committed to service than ever before. I know how heavy the burden can feel, and I don’t want any fellow veteran to carry it alone. That’s why I’ve started volunteering with veteran support organizations and hope to eventually work professionally in a role where I can provide peer-to-peer mentorship, mental health advocacy, or transitional support for those coming home. I want to use my story, the pain, the progress, and everything in between, to help other veterans see that healing is possible. That it’s okay to talk about what haunts you, and that doing so doesn’t make you less of a soldier, but more of a whole person. I want to be someone they can trust, someone who truly understands, and someone who can help guide them toward hope. What I’ve learned through service-related PTSD is that while trauma can shape us, it doesn’t have to define us. We have the power to reclaim our stories, to rebuild our lives, and to be a light for others walking a similar path. That’s the future I’m working toward, one where every veteran knows that their struggles matter, their voice matters, and most of all, that they’re not alone.

Mental health is important to me as a student because it affects every part of how I learn, live, and lead. Over the years, I’ve come to realize that success in school isn’t just about getting good grades or participating in activities, it’s about showing up as your whole self, with the energy and mindset to face challenges and grow through them. When mental health is ignored, everything else begins to slip. But when it’s prioritized, students are more likely to thrive, not just academically, but personally, too. There was a point in high school when I was overwhelmed. I was working multiple jobs, staying involved in sports and leadership activities, volunteering in my community, and trying to maintain strong grades. On the outside, I seemed to be handling it all, but inside, I was anxious, exhausted, and beginning to burn out. I realized that constantly pushing myself without any space to rest or reflect wasn’t sustainable. That moment taught me the importance of balance and taking care of my mental and emotional well-being. Since then, I’ve made mental health a personal priority. I’ve learned that self-care is not selfish, it’s necessary. I’ve learned the value of sleep, boundaries, time outdoors, and having people I can talk to when life gets overwhelming. These lessons have changed how I approach school, relationships, and planning for my future. I’ve become more focused, more aware of what I need, and more willing to speak up when something feels off. Because of my own journey, I’ve taken on the role of mental health advocate within my community. At school, I talk openly with peers about stress, burnout, and the pressure we often feel to do everything perfectly. I’ve encouraged others to be honest about how they’re doing and reminded friends and teammates that it’s okay to take breaks or ask for help. I’ve had meaningful conversations with classmates who felt alone in their struggles, and I’ve done my best to make sure no one feels like they have to handle life’s challenges by themselves. In leadership roles, I’ve helped organize events with mental wellness in mind, creating a positive, low-stress environment where students feel encouraged rather than overwhelmed. Whether it's pacing volunteer work to avoid overload, checking in with team members, or simply being a listener, I try to lead in a way that values people over productivity. At home, I practice open communication with family members about emotions, mental fatigue, and the need to recharge. Sometimes that means encouraging family walks or quiet nights in. Other times, it means being the one to start the conversation when I notice someone struggling. As I look ahead to a future in education, I know mental health will always be part of the conversation. I want to help my future students feel seen, supported, and safe, not just in their academics but in who they are. I believe a mentally healthy community is a stronger, kinder one, and I’m committed to building that both now and in the future.

During my junior year of high school, I reached a point where I felt completely stretched thin. Between school, sports, work, volunteering, and trying to be present for my family and friends, I was constantly on the go. On the outside, I seemed to be managing everything well, but inside, I was overwhelmed, anxious, and exhausted. I had always been someone who said “yes” to every opportunity, afraid to let anyone down and determined to keep pushing through. Eventually, my body and mind told me I couldn’t keep up that pace any longer. One evening after practice, I came home and broke down in tears over something small. That moment made me realize how much pressure I was putting on myself and how I hadn’t been checking in with my mental and emotional health. I wasn’t sleeping enough, my grades were slipping, and my passion for the things I once loved, like coaching softball and volunteering, was fading. I had lost balance. I made the decision to take a step back and reevaluate my priorities. It wasn’t easy, but I talked with my coaches, boss, and teachers about needing some space to focus on myself. I cut back hours at work, asked for help in managing my schedule, and most importantly, gave myself permission to rest. I began journaling, practicing mindfulness, and making time for things that filled me up emotionally, like being with family, taking nature walks, or simply enjoying a quiet evening. This experience taught me that making my mental and emotional health a priority is not a sign of weakness, it’s a sign of strength. It showed me the importance of boundaries, self-awareness, and reflection. I also learned that I’m at my best for others when I’m taking care of myself first. As someone who hopes to work in education and eventually lead programs for students with special needs, this lesson was powerful. I want to be a source of support and encouragement for others, and I now understand that starts with modeling self-care and emotional intelligence. Since that time, I’ve made balance a key part of how I prepare for my future. Whether it’s creating a manageable class schedule, setting goals that include rest, or checking in with how I’m feeling emotionally, I’m more aware of how important it is to listen to myself. I’ve also become more open in conversations with friends and peers about mental health, helping reduce the stigma and showing others that it’s okay to ask for help. This shift has made me stronger, not just academically or physically, but as a person. I’ve grown more confident in making decisions that support my long-term well-being, and I’ve become more focused and grounded in the direction I want to go in life. My hope is to use what I’ve learned to build a future where I can not only achieve my goals, but help others achieve theirs too, with empathy, balance, and care at the center.

Although I am not from Ukraine and have not been personally displaced by Russia’s war, the conflict has deeply affected me in unexpected ways. As a high school student growing up in the United States, it could be easy to see the war as something distant. But as I’ve followed the news, listened to stories of families torn apart, and seen images of students forced to flee their homes or attend school in bomb shelters, I’ve realized just how fragile our normal lives can be. This realization has impacted how I view my own future, my educational path, and my role in building a stronger, more compassionate world. One of the hardest things for me to see has been the number of children and young people whose education has been disrupted because of war. Students my age have had to leave their schools, say goodbye to friends and teachers, and rebuild their lives in unfamiliar countries. That level of uncertainty is unimaginable, and it has made me more grateful for the opportunities I have, and more determined to never take them for granted. It has also deepened my passion for becoming an educator, specifically working with students with special needs or those who face extra challenges in learning. The war in Ukraine has highlighted how global crises can affect us all, whether through rising costs, emotional stress, or simply through the growing sense that the world is unpredictable. For my family, inflation has been a real challenge. Gas prices, grocery bills, and everyday expenses have risen, making the idea of affording college feel more overwhelming. But instead of letting that discourage me, I’ve used it as motivation to work harder, apply for scholarships, and focus on my long-term goals. Education is my path forward, not just for myself, but for the difference I want to make in others' lives. I believe that learning can be a source of stability, hope, and strength, especially for young people who have experienced trauma, loss, or hardship. By becoming a teacher and eventually an administrator, I want to create safe, inclusive spaces where every student feels seen, supported, and empowered to grow, regardless of their background or what’s happening in the world around them. In times of conflict, we need more than soldiers and politicians, we need healers, helpers, and educators. We need people who are willing to stand up for others, to listen, and to lead with empathy. That’s who I aspire to be. Achieving my educational goals will allow me to turn hardship, both personal and global, into a foundation for positive change. Russia’s war in Ukraine has shown me the importance of resilience, the value of peace, and the power of education. I carry these lessons with me every day, and they push me to pursue my dreams not just for myself, but for my community and the generations to come.

Professor Harold Bloom once stated, “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 quote resonates deeply with me and perfectly aligns with why I am passionate about pursuing a career as a special education teacher. To me, Bloom’s words reflect the core of what teaching should be: guiding students to see their own worth, helping them realize their potential, and empowering them to take up space in the world with confidence and dignity. Growing up with a brother in the special education program, I witnessed firsthand how impactful the right teacher can be. I saw the joy on his face when he achieved small milestones and how his teachers made him feel understood and celebrated for who he was. That experience sparked something in me. I realized that I wanted to be the kind of educator who not only teaches academic content but also helps students with special needs find their voice, believe in themselves, and feel a genuine sense of belonging. Helping students discover their “sense of presence” means creating a classroom environment where they are safe, respected, and empowered. For me, it starts with meeting each student where they are recognizing their unique abilities, learning styles, and interests. I plan to use individualized support strategies, collaborative learning opportunities, and consistent positive reinforcement to help each child grow academically, emotionally, and socially. My mission is to be more than just a teacher I want to be an advocate, mentor, and cheerleader for my students. I believe in hands-on, real-world learning that helps students connect with their surroundings and feel a sense of purpose. I also hope to carry this mission beyond the classroom by creating inclusive opportunities within the community, where students with disabilities can engage, contribute, and shine. One of my long-term goals is to run a non-profit coffee shop that offers job training and employment to individuals with special needs a space where they can build confidence, learn life skills, and interact with others in a supportive setting. Receiving this scholarship would help me continue my journey toward becoming the kind of educator who makes students feel seen and valued. I am committed to carrying Professor Bloom’s vision forward by helping every child I teach feel their own presence not just as a student, but as a person with potential, purpose, and power. Thank you for considering my application. Sincerely, Eve Hedtke

My name is Eve Hedtke, and I am a high school senior with a deep passion for learning, leading, and serving. Though my path initially began in business through a youth apprenticeship, I soon realized my heart was in education and community work specifically through hands-on, impactful careers. I am pursuing a career in special education and workforce training, combining trade-based skill-building with service to others. My long-term goal is to open a nonprofit coffee shop that employs individuals with disabilities, providing them with real-world job skills and support. I believe that trades are not just about building physical things they’re about building people, confidence, and opportunity. The trade I am most committed to is vocational training focused on job readiness in food service and customer-facing roles. Working at Familiar Grounds coffee shop and Black Otter Supper Club has given me practical experience in fast-paced environments, where I’ve learned the importance of efficiency, professionalism, and team coordination. These jobs, along with the lessons I’ve gained through coaching youth softball and volunteering with local events, have instilled in me a love for hands-on work. They’ve also shown me how vital skilled trades are to both the economy and the wellbeing of communities. I plan to master my trade through formal education in special education and workforce readiness, alongside certifications and hands-on experience in food service and small business operations. I am continuously learning whether it’s how to de-escalate a customer situation, train someone new on the espresso machine, or lead a group of young athletes. I approach every skill with humility and a hunger to improve. I believe mastery comes from consistent practice, mentorship, and a mindset of growth. What sets my vision apart is how I plan to use my trade not only for personal fulfillment but to uplift others. My older brother was in the special education program, and I’ve seen firsthand how limited some employment opportunities can be for individuals with disabilities. By creating a supportive, skills-based workplace for them, I hope to fill that gap. My nonprofit coffee shop won’t just serve drinks it will serve dignity, purpose, and a chance to belong. Through my continued involvement in events like Seasonal Cheer for Seniors, Trick-or-Can food drives, and benefits for families in need, I’ve learned that community is everything. As I grow in my trade, I plan to mentor others, collaborate with local schools and disability programs, and provide training and job placement for students with special needs. My shop will be a bridge between high school, the workforce, and a more inclusive future. To honor Richard Matthews’ legacy as a master welder who took pride in his work, I want to bring that same pride to my own trade. I may not weld steel, but I aim to shape lives with compassion, hard work, and the belief that everyone deserves a place to shine.

Hello, my name is Eve Hedtke, and I’ve always known I wanted a career that would allow me to make a real difference in people’s lives. After exploring the business world, I quickly realized that sitting behind a desk wouldn’t fulfill that goal. That’s when I discovered my true calling teaching. The idea of helping students grow, overcome challenges, and realize their potential excites me in a way no other career ever has. I want to be a positive and lasting influence in their lives, just as many of my own teachers were for me. My passion for teaching stems from the incredible educators I had growing up those who believed in me when I doubted myself, supported me through difficult times, and challenged me to reach higher. They weren’t just instructors; they were mentors and role models who helped shape the person I am today. That’s exactly the kind of teacher I aspire to be. I want my students to enter my classroom knowing they are valued, capable, and supported. My experience as a personal trainer for youth softball and baseball players is where my love for teaching truly began. It was more than just coaching it was about helping young athletes build confidence, master new skills, and believe in themselves. I learned that no two individuals learn the same way. Some thrived with step-by-step instruction, while others needed room to explore and make mistakes. I enjoyed the challenge of figuring out how to support each student’s unique learning style and watching them succeed because of it. In addition to coaching, my community involvement has played a big role in shaping my desire to become a teacher. I’ve organized a cancer benefit, helped plan school events like talent shows, and consistently looked for ways to bring people together. These experiences have shown me how powerful a strong sense of community can be. As a teacher, I want to create a classroom that reflects those same values where students not only learn academics, but also grow into compassionate, service-minded individuals. My work experience has also helped prepare me for the classroom. Whether stepping into a leadership role during a transition at Piping Systems Inc., or learning patience and communication while working at Familiar Grounds and Black Otter Supper Club, I’ve developed skills that will be essential in teaching like problem-solving, teamwork, and adaptability. Supporting women’s empowerment is another value that’s important to me. In every environment I’m in, I strive to uplift and encourage the young women around me. As a future educator, I plan to actively create space for girls to lead, take risks, and express themselves confidently. I believe it's crucial that every student especially young women sees their worth and believes in their ability to achieve anything they set their minds to. In the future, I hope to further my impact by pursuing a master’s degree and eventually becoming a school administrator. I want to continue shaping schools into safe, supportive environments where both students and teachers can thrive. For me, teaching isn’t just a job it’s a lifelong mission. I can’t wait for the day I walk into my own classroom, ready to guide, support, and inspire the next generation.

Softball has always been more than just a sport to me it has been one of the most defining parts of my life. It’s where I’ve grown, failed, succeeded, led, and learned some of my most valuable lessons. The experiences I’ve had on the field have shaped who I am today and continue to guide my goals, character, and future plans. From a young age, I fell in love with the game. The sound of the bat, the strategy behind each play, and the relationships built with teammates quickly made the field feel like home. But over time, it became something much deeper than a hobby. It taught me how to be resilient. You can strike out three times in a row and still have the chance to win the game with one swing. That’s life you don’t always win the first time, but you keep showing up, keep learning, and keep giving it your best. That mindset has helped me push through challenges both on and off the field. Being named a three-year softball captain is one of my proudest accomplishments. It was never just about talent it was about heart, leadership, and being someone my teammates could rely on. I learned how to encourage others, how to lead by example, and how to put the needs of a team before myself. These lessons have shaped me into a person who values collaboration, lifts others up, and takes pride in being part of something bigger than herself. The game has also opened my eyes to the power of mentorship. I’ve had coaches and older teammates who believed in me even when I doubted myself. That support made all the difference, and it’s what inspired me to give back through private softball lessons and helping at NXT Level Sports Complex. I’ve worked with young athletes to develop not only their skills but also their confidence. Seeing their faces light up when they make a great play reminds me of the impact encouragement can have something I carry with me as I pursue a future in education. These experiences on the field sparked my passion for teaching and mentoring. I plan to earn certifications in K-9 education and 4K-12 special education, and eventually become a school administrator. I want to build environments where students feel supported, inspired, and capable of more than they imagined. Just like the softball field gave me that sense of belonging and purpose, I want to offer that to students in the classroom. The values that Brett Brakel embodied: mentorship, perseverance, and community are values I strive to live by every day. The lessons I’ve learned from the game and the people who’ve supported me along the way continue to influence how I lead and how I serve others. While my time as a high school athlete may be ending, the impact of those experiences will carry with me for the rest of my life. I hope to honor that by continuing to mentor, lead, and build community on and off the field.

My passion for pursuing a career in mathematics education is driven by a love for learning, a desire to help others succeed, and a belief that math is a powerful tool for personal growth and real-world problem-solving. To me, mathematics is much more than numbers on a page it’s a universal language that teaches logic, discipline, and resilience. Through my experiences in school, sports, and community involvement, I’ve come to appreciate the value of math in everyday life and the importance of making it accessible to all students. What sparked my interest in mathematics were the many positive experiences I had with teachers who made the subject engaging and meaningful. Their enthusiasm helped me realize that math doesn’t have to be intimidating it can be empowering. As I grew older, I started to see how math connected to things I cared about, such as budgeting for events I organized, analyzing performance stats in sports, and working in the business department at Piping Systems Inc. Whether managing inventory or calculating hours, I saw firsthand how math made things run smoothly. A major influence on my passion for education especially special education has been my brother, who was part of the special education program. Watching his journey gave me a deep understanding of the challenges students with disabilities often face in traditional classroom settings, especially in subjects like math. It also inspired me to create environments where all learners feel supported, understood, and capable. I’ve had the privilege of taking students with special needs to school dances and involving them in community projects. These experiences have shown me how powerful inclusion and encouragement can be. Additionally, my roles in the community from working at Familiar Grounds coffee shop to giving private softball lessons have strengthened my ability to connect with people of all ages and backgrounds. Through coaching, I’ve taught young athletes how to think strategically and improve through repetition and feedback skills that directly apply to how I approach teaching math. Whether explaining angles in a swing or breaking down a multi-step math problem, I’ve learned to adapt my communication to match different learning styles. As a future math educator, I aim to create a classroom that’s both challenging and welcoming. I want students to see math not as a barrier, but as a stepping stone toward their goals. I believe that every student regardless of their background, ability, or confidence level deserves a teacher who believes in them and is willing to meet them where they are. My goal is to make math meaningful by connecting it to real-life applications and showing students how the skills they develop in class can be used to solve problems in the world around them. Ultimately, I hope to empower students to see themselves as capable problem-solvers. Whether they pursue careers in STEM or not, I want them to walk away from my classroom with the confidence to tackle challenges, think critically, and believe in their potential. That is the impact I hope to make with a career in mathematics education.

My name is Eve Hedtke, and throughout my life, I have always been driven by a passion for helping others. Whether it was through athletics, community involvement, or mentorship, I have found fulfillment in making a difference in the lives of those around me. Growing up in a small community, I quickly realized that leadership is not about being the loudest voice in the room, but about using your voice to lift others up. That lesson has guided me both personally and academically, and it is the foundation of the career path I am pursuing. I have been deeply involved in wrestling for over fifteen years, a journey that taught me resilience, discipline, and perseverance. As one of the few girls in a male-dominated sport, I learned early on how to advocate for myself and fight for my place. I am proud to have been part of the growth of girls' wrestling, helping to pave the way for younger athletes and watching it become a sanctioned sport in the WIAA. Wrestling not only shaped my character but also gave me the courage to push boundaries and pursue goals that once seemed out of reach. This same spirit drives my academic and career ambitions. I am currently pursuing certifications in K-9 education and 4K-12 special education, with plans to later earn a master's degree and move into school leadership. My goal is to create inclusive, supportive environments where all students feel seen, valued, and capable of success. I believe that education is the key to unlocking opportunities, and I want to ensure that every child, regardless of their background or ability, has access to a high-quality education and a teacher who believes in them. In addition to teaching, I am passionate about community engagement. I envision creating programs and initiatives that extend learning beyond the classroom, particularly for students with special needs. One of my long-term dreams is to run a nonprofit coffee shop that provides individuals with disabilities real-world workforce training and meaningful employment opportunities. I believe that small acts of service, when done with great love and consistency, have the power to create lasting change in communities. Through my studies, I am committed to gaining the knowledge, skills, and experiences necessary to become not just an educator, but a leader and advocate. I want to use my career to break down barriers, challenge inequities, and help students discover the strength within themselves to achieve their dreams. I am excited to continue learning, growing, and ultimately making a positive impact on the world, one student and one community at a time.

I am pursuing a career in teaching because I believe education is one of the most powerful tools for shaping lives, communities, and futures. Throughout my own journey, I have been deeply impacted by teachers who saw something in me that I often struggled to see in myself. Their encouragement and belief in my potential helped me grow not just academically, but also personally. They inspired me to believe that with support, guidance, and hard work, anything is possible. It is that same sense of possibility and purpose that drives me toward becoming an educator. From an early age, I developed a passion for leadership and mentorship. Whether it was through tutoring younger students, coaching young athletes, or volunteering in my community, I found that helping others grow gave me a sense of fulfillment and meaning unlike anything else. Teaching is about so much more than presenting information; it is about building relationships, creating safe and supportive environments, and encouraging students to become the best version of themselves. I want to be the teacher who not only helps students learn academic skills but also helps them build confidence, resilience, and a sense of belonging. My personal experiences have given me a deep appreciation for the different challenges students face. Having a brother in the special education program opened my eyes to the importance of patience, adaptability, and inclusive teaching. It showed me that success looks different for every student and that every victory, big or small, deserves to be celebrated. I am committed to creating a classroom where all students feel valued, respected, and capable of reaching their fullest potential, no matter their individual needs or backgrounds. In addition to my academic and volunteer experiences, my long career in wrestling has also shaped my approach to teaching. Wrestling taught me the importance of discipline, perseverance, and setting goals, even when the odds seem stacked against you. It also taught me about the power of teamwork and leadership. As a female wrestler who spent many years competing against boys, I had to learn to advocate for myself, to stay mentally strong, and to push through barriers that others might have seen as impossible. These lessons are directly connected to the kind of teacher I want to be: someone who encourages students to face challenges head-on, to believe in themselves even when things are difficult, and to never stop striving for growth. Looking forward, I am excited to pursue certifications in K-9 education and 4K-12 special education. I want to make an impact inside the classroom, but I also hope to become involved in community service projects and extracurricular activities that extend learning beyond school walls. Eventually, I plan to further my education by earning a master's degree and moving into school leadership, where I can help shape positive environments for students and staff at a larger scale. Teaching is not just a job to me; it is a calling. It is an opportunity to pour into the next generation the same way others poured into me. It is a chance to help students recognize their worth, discover their passions, and build the skills they need to make their dreams a reality. I am passionate, committed, and excited to dedicate my career to the field of education, where every day is another opportunity to make a difference.

Wrestling has been a central part of my life for over fifteen years, shaping me into the person I am today. When I first stepped onto the mat as a young girl, I quickly realized that I was stepping into a world where I would have to fight not just opponents, but also stereotypes and expectations. At that time, there were very few girls involved in wrestling, and it was common for me to compete almost exclusively against boys. Those early experiences demanded toughness, both physically and mentally, and taught me to believe in myself even when others doubted me. Throughout my career, wrestling has built my character in ways few other activities could. It taught me discipline, the importance of preparation, and how to handle adversity with grace. It taught me that success is earned through hard work, persistence, and resilience, not given because of potential or talent alone. Wrestling forced me to grow thicker skin, to stay humble in victory, and to be courageous in defeat. Over time, it became more than a sport; it became a lifestyle of accountability, respect, and perseverance. One of the most defining parts of my wrestling journey has been watching the growth of girls’ wrestling firsthand. After years of being one of the few, I saw the numbers grow, the tournaments expand, and eventually, the sport become officially sanctioned by the WIAA. Knowing that I played a small role in helping to pave the way for younger girls is one of the accomplishments I am most proud of. It reinforced the belief that change is possible when you keep showing up, even when it feels difficult or lonely. Looking ahead, I plan to carry the lessons wrestling has taught me into every part of my future. I am passionate about staying connected to the sport and giving back to the next generation. Whether it is through coaching, mentoring young athletes, or simply being an advocate for girls and women in sports, I want to use my experience to inspire others to chase their dreams fearlessly. Wrestling has given me the confidence to lead, the toughness to endure, and the heart to lift others up along the way. In whatever career path I choose, I know that the character built through wrestling the resilience, the leadership, the determination will serve as my foundation. I am excited to take what I have learned on the mat and use it to continue breaking barriers, building communities, and helping others find the same strength within themselves that wrestling helped me discover.

Wrestling has been a part of my life for over fifteen years. From the moment I first stepped onto the mat as a young girl, I entered a world where few girls had gone before. Growing up, I wrestled almost exclusively against boys because there simply were not enough girls participating in the sport. Each practice, each match, and each tournament challenged me physically, mentally, and emotionally. Wrestling boys was never easy, but it taught me lessons that few other experiences could offer. At a young age, I learned how to handle being doubted and underestimated. I was often seen as an underdog before the match even began, not because of my skill level, but because of my gender. Instead of letting that discourage me, I used it as motivation. Every time I stepped on the mat, I had something to prove not just for myself, but for every girl who wanted to compete. I learned to embrace hard work, to develop mental toughness, and to carry myself with confidence even when facing opponents who were bigger, stronger, or more experienced. Through years of dedication and perseverance, I became stronger not just physically, but as a leader and advocate for change. I was not just fighting for wins on the scoreboard. I was fighting for visibility, for respect, and for the opportunity for girls to have a rightful place in the sport. I wanted the younger generation of girls to have more opportunities than I did. I wanted them to have their own teams, their own tournaments, and their own pathways to success in wrestling. It has been incredibly rewarding to see how far girls’ wrestling has come. After years of effort from countless athletes, coaches, and supporters, girls’ wrestling was finally sanctioned as an official WIAA sport. This milestone represents so much more than just a new division. It represents progress, equality, and the power of perseverance. Seeing full brackets filled with talented, hardworking girls fills me with pride and hope for the future of the sport I love so deeply. Wrestling has shaped every part of who I am. It has taught me the importance of resilience, leadership, and standing up for what is right even when the path is not easy. It has given me the confidence to pursue my goals fearlessly, whether on the mat, in the classroom, or in life. Wrestling has also instilled in me a deep belief in community, mentorship, and the importance of lifting others up along the way. Receiving this scholarship would not only support my educational journey but would also honor the years of hard work and determination that have brought me to this point. It would be a reminder that persistence creates change and that fighting for a dream, even when it feels out of reach, can eventually lead to doors being opened for many others. I am proud to have been part of the early movement of girls’ wrestling, and I am committed to continuing to break barriers, inspire others, and represent the strength and resilience that the sport has given me.

Teaching is not just about helping students master academic skills; it is about helping them discover who they are and what they are capable of achieving. For me, becoming a special education teacher is about helping each student realize their own value, strength, and presence in the world. Every student deserves to feel seen, heard, and empowered to reach their full potential, no matter what challenges they may face. Growing up, I witnessed the incredible impact that patient, dedicated teachers had on my brother, who was part of the special education program. His experiences showed me how powerful it is when teachers look beyond a student's challenges and instead focus on their strengths, dreams, and individuality. Watching my brother gain confidence, achieve milestones, and develop independence fueled my passion to create that same impact for others. Special education is about much more than academics. It’s about building relationships, encouraging self-advocacy, and helping students understand that they are capable of shaping their own futures. Every student has a unique story, and it is my mission to honor those stories by meeting each learner where they are and guiding them toward where they want to go. I believe the first step is creating a classroom environment that is supportive, inclusive, and respectful a space where students feel safe enough to take risks, express themselves, and grow. My goal as a special education teacher is to focus on small victories that build momentum toward greater success. Every time a student tries something new, communicates a need, or gains a new skill, it is a moment worth celebrating. I want to instill the mindset that progress is progress, no matter how small, and that each step forward is a powerful accomplishment. I also believe it’s important to empower students to recognize their own voice and potential. In my classroom, students will learn not only academic skills but also life skills self-advocacy, communication, and perseverance that will help them succeed far beyond school walls. I want my students to leave my classroom knowing that their thoughts, feelings, and dreams matter, and that they have the power to advocate for themselves and for others. Another part of my mission is working closely with families, building strong partnerships to ensure that every child receives the support they need both in and out of the classroom. Special education is a team effort, and I am committed to making sure families feel included, informed, and empowered as key members of that team. Ultimately, I want every student I work with to understand that their presence matters not because of the grades they earn or the awards they receive, but because of who they are. I want them to know that their unique contributions, voices, and strengths are valuable and that they can achieve great things by believing in themselves and never giving up. Becoming a special education teacher is not just a career choice for me it is a calling. I am committed to dedicating my life to helping students with special needs discover their own power, confidence, and presence in a world that sometimes overlooks them. By doing so, I hope to make a lasting difference, one student at a time.

Education is important to me because it has the power to transform lives. It offers hope, opportunity, and a pathway to a brighter future. For someone like me, a first-generation college student, education is not just a personal goal it is a symbol of breaking barriers and paving the way for others who will come after me. I view education as more than textbooks and tests; it is about growth, discovery, and empowering individuals to find their purpose and potential. Growing up, I witnessed how a strong educational foundation can change a person's life. My brother, who was in the special education program, showed me firsthand the difference that patient, dedicated educators can make. His teachers didn’t just help him academically they gave him confidence, independence, and a sense of belonging. Watching their impact inspired me to pursue a career in education myself. I realized that educators have the ability to shape not just students' knowledge, but their self-esteem, their dreams, and even their future opportunities. Through my volunteer work taking students with special needs to school dances, helping at youth sports camps, and participating in community service projects I have seen how small acts of kindness and mentorship can create a lasting difference. Education gives people a voice. It tells students, "You matter. Your dreams matter." I want to be someone who reminds students of their worth every day. The legacy I hope to leave is one rooted in service, compassion, and opportunity. I want to be remembered as a teacher, and later as an educational leader, who never gave up on a student someone who saw potential even when others couldn't. I want my classroom and my future school community to be places where students feel seen, heard, and valued. I hope to inspire future educators to approach teaching with heart and purpose, understanding that the work we do today shapes the world of tomorrow. Beyond the classroom, I hope to extend my impact into the community. One of my dreams is to open a nonprofit coffee shop that provides work opportunities and life skills training for individuals with disabilities. I want to create real-world pathways for success, blending education with practical experience. It’s not just about teaching in a traditional sense it’s about giving people the tools they need to thrive independently and confidently. Ultimately, education is important to me because it creates ripples. Every lesson taught, every student encouraged, and every barrier broken leads to a stronger, more inclusive future. The legacy I hope to leave is one where kindness, resilience, and opportunity are at the core of everything I do. I want to be remembered not just as a teacher, but as someone who believed in people and helped them believe in themselves, too.

My decision to pursue a career in education comes from a deep-rooted passion to make a difference in the lives of others. I have always believed that education has the power to change lives, open doors, and create opportunities that might otherwise seem out of reach. For me, becoming a teacher means more than just helping students succeed academically; it means supporting them emotionally, encouraging them to believe in themselves, and helping them realize their full potential. A major source of my inspiration comes from my brother, who was part of the special education program growing up. Watching him navigate the school system, I saw how important it was to have teachers who were patient, compassionate, and willing to advocate for students with unique needs. His journey opened my eyes to the challenges that many students face and how vital it is for educators to be strong supporters and role models. It sparked something in me a desire to be that kind of positive influence in someone else's life. Throughout high school, I immersed myself in experiences that allowed me to serve others. I volunteered with youth sports, helped students with special needs attend school dances, and participated in leadership roles that emphasized service and community involvement. These experiences not only strengthened my love for working with young people but also solidified my belief that teaching was the career path I was meant to follow. Education, for me, is also deeply personal because I am a first-generation college student. I understand the barriers that can stand between a student and their dreams, whether they are financial, emotional, or societal. I want to be the kind of educator who helps tear down those barriers for others, providing not only instruction but also hope, support, and real-world opportunities. Looking ahead, my goal is to become a certified special education teacher and later continue my education to become an educational administrator. I want to lead programs that create inclusive, welcoming environments where all students, no matter their abilities or backgrounds, can thrive. Eventually, I hope to combine my passion for education and community service by opening a nonprofit coffee shop that provides employment opportunities for individuals with disabilities, helping them gain confidence and workplace skills. Pursuing a career in education is not just a professional goal; it is a personal mission. I want to dedicate my life to lifting others up, helping students find their voice, and giving back to the community that has shaped who I am. Every student deserves someone who believes in them, and I am determined to be that person. Education is my way of making a lasting difference not just for the students I will teach, but for the families, schools, and communities I will serve throughout my career.

I come from a hardworking family where college was a dream, but not always an option. As a first-generation college student, I am motivated by the sacrifices my family made and the belief that education opens doors to a better future. Growing up, I learned the values of resilience, compassion, and service especially through my experiences with my brother, who was part of the special education program. Watching him face challenges with courage inspired me to want to be an educator who can make a difference for students like him. Throughout high school, I sought opportunities to serve others, from volunteering with youth sports to taking students with special needs to school dances. These experiences confirmed that education was the right path for me. I want to create inclusive environments where every student feels supported and valued. My ultimate goal is to earn a degree in education, obtain special education certification, and eventually become an educational administrator. I also dream of opening a nonprofit coffee shop to provide employment opportunities for individuals with disabilities, helping them build real-world skills and confidence. Education is more than a personal goal; it’s my way of honoring my family's sacrifices and creating positive change in my community. I am excited for the journey ahead and the opportunity to make a lasting impact.

Mental health struggles have always been part of my life, and while I’ve experienced the hardships of depression and the challenges associated with mental health, these experiences have shaped me into a more empathetic, compassionate, and driven individual. They’ve also fueled my desire to help others facing similar struggles, so they don't have to go through their journeys of recovery alone. Growing up, I witnessed firsthand how mental health struggles can impact an individual’s life. My family was not unfamiliar with the effects of depression and substance abuse. These challenges created emotional strain, but they also taught me that mental health issues are not something to be hidden or ashamed of. Early on, I recognized the importance of seeking support, whether through therapy, conversations with trusted people, or other means of healing. However, it wasn't until I experienced depression personally that I truly understood the weight it can carry. During a particularly difficult time in my life, I found myself overwhelmed by feelings of sadness, loneliness, and isolation. It seemed like no matter how hard I tried, the weight of my thoughts and emotions didn’t lessen. I learned that depression is not something that can be easily fixed or ignored. It’s a constant battle, and it can be incredibly exhausting. I felt disconnected from the world around me, unsure of where to turn or how to cope with the intensity of my emotions. Through this experience, I gained a deeper understanding of the importance of mental health support and the need for open conversations about mental wellness. Slowly, I began to reach out for help. Whether it was talking to a counselor, confiding in friends and family, or simply taking small steps to prioritize my own well-being, I began the process of healing. While I still have difficult days, I now have a greater appreciation for the power of vulnerability and the importance of seeking help when needed. What I’ve learned from these struggles is that mental health issues do not define a person. Recovery is possible, and with the right support, individuals can regain control of their lives. These personal experiences have shaped my desire to pursue a career where I can make a difference in the lives of others who are struggling. I aspire to be an educator and mentor, someone who helps students not only succeed academically but also learn the tools to care for their mental health and well-being. Through this role, I aim to create a safe space where individuals feel comfortable discussing their struggles without fear of judgment, and where they can access resources to help them on their path to recovery. Additionally, I want to advocate for greater awareness of mental health challenges in schools and communities. Having witnessed the stigma surrounding mental health, I understand how difficult it can be for people to ask for help. I want to be part of a movement that reduces this stigma, normalizes conversations about mental wellness, and ensures everyone knows that seeking help is a sign of strength, not weakness. In the future, I will dedicate myself to supporting those who are facing their own battles with mental health, depression, or addiction. Whether through education, mentorship, or advocacy, I want to make a lasting impact, ensuring that others know they are not alone, that recovery is possible, and that their struggles do not define them.

Wrestling has had a profound impact on the way I view adversity, teaching me valuable life lessons that I carry with me in everything I do. Growing up in a wrestling family, the sport has always been a significant part of my life. It has not only shaped my character but also influenced my aspirations for the future, particularly my desire to pursue a career in educational administration. Wrestling, more than any other sport, teaches you to face adversity head-on. From an early age, my father emphasized the importance of being a student-athlete. Wrestling required me to balance academics with the demands of the sport, teaching me discipline and time management. Every match and practice is an opportunity to face challenges, whether it's physically tiring or mentally tough. Adversity in wrestling isn’t something to avoid it’s an integral part of the sport. I learned that setbacks, whether in training or competition, are part of the process. Wrestling taught me that the key to overcoming adversity is persistence and resilience. The sport forced me to look at challenges as opportunities for growth rather than obstacles. What wrestling taught me early on is that you don’t always win, but what matters most is how you respond to challenges and failures. I’ve had my share of losses, but those losses have never defined me. Instead, they have pushed me to work harder, be more strategic, and learn from my mistakes. This mindset has shaped how I approach challenges outside of wrestling, whether academic or personal. I’ve learned to stay focused on my goals, to adapt when necessary, and to keep pushing forward even when things don’t go as planned. Wrestling instilled in me the importance of never giving up and always finding a way to improve. One of the most valuable lessons I learned through wrestling is the importance of community. While personal success is fulfilling, the true joy in the sport comes from working as a team, supporting each other, and celebrating collective achievements. I have experienced this both as a wrestler and as a manager for the team. Being involved behind the scenes and seeing the sacrifices others made to support our sport gave me a deep appreciation for teamwork and collaboration. Wrestling taught me that success is about the collective effort, not just individual recognition. These lessons are something I carry into my future goals. As I pursue a career in educational administration, I want to bring the same mindset I developed in wrestling into my work. I believe that every student, like every wrestler, faces unique challenges. Just as I was supported by coaches, teammates, and family members, I want to create an environment where students feel supported in overcoming their own challenges. I also want to foster inclusivity in sports, having been part of the early efforts to establish a women’s wrestling team in New London. My hope is to ensure that all students, regardless of gender, have opportunities to grow through sports and education. In conclusion, wrestling has changed the way I view adversity. It taught me to embrace challenges, learn from failure, and focus on community and support. These lessons will guide me as I move forward in life, particularly in my future career in education. Wrestling has not only shaped who I am but also set me on a path where I can use my experiences to inspire and support others in their own journeys of growth.

My drive to become a teacher comes from a combination of personal experiences, deep-rooted passions, and the desire to make a difference in the lives of students. For as long as I can remember, education has always been a part of my life. As I look back, I realize that the inspiration to become a teacher started in the classroom and was strengthened by the opportunities I had to work with students in different settings. One of the earliest influences on my desire to teach came from my brother, who was in the special education program. Growing up alongside him, I learned the value of patience, empathy, and adaptability. I saw firsthand how individualized support could make a difference in his education and daily life. Watching him thrive in an environment tailored to his needs sparked my passion for helping students who require different approaches to learning. His experiences have shaped my goal of becoming a special education teacher, as I want to ensure that every student, regardless of their challenges, has access to the tools and support needed to succeed. Additionally, my involvement in coaching and mentoring young athletes further strengthened my desire to become a teacher. Through my work at NXT Level Sports Complex and in various sports camps, I saw how valuable guidance, encouragement, and instruction could be in helping others reach their full potential. These experiences showed me that teaching is not just about academic knowledge but also about building confidence, fostering growth, and creating an environment where students feel valued. I found great joy in helping others learn new skills and watching them progress, whether on the field or in the classroom. Moreover, my experiences organizing and volunteering at events such as the Seasonal Cheer for Seniors initiative, the Trick or Can DECA event, and the New London Girls Youth Softball Association have further deepened my commitment to helping others. These activities allowed me to engage with diverse groups of people and strengthen my leadership and communication skills. It became clear to me that teaching is not confined to a single setting or group of students it is about connecting with people from all walks of life and providing them with the tools and encouragement to succeed. The experiences I’ve had working with children, students with special needs, and even organizing events for my community have all solidified my desire to pursue a career in education. I believe that every student deserves the opportunity to learn in an environment where they feel safe, supported, and understood. This belief drives my passion for teaching and fuels my aspiration to create an inclusive and encouraging classroom environment. Through my experiences, I’ve learned that teaching is not just about imparting knowledge; it’s about creating a relationship with students that empowers them to believe in themselves and their potential. I’m driven to become a teacher because I want to make a lasting impact in the lives of students, just as my teachers and mentors have done for me. Education has the power to transform lives, and I want to be a part of that transformation, helping students not only succeed academically but also develop the confidence and skills they need to thrive in the world.

Losing two classmates to suicide in seventh and eighth grade left a profound impact on my life. At such a young age, I struggled to comprehend the loss and the overwhelming sense of helplessness that followed. The pain of losing two peers, one year after another, made me question myself and wonder if there was something more I could have done to help. The “what ifs” consumed me, but as I grew older, I began to understand that while I couldn’t have prevented their deaths, I could help others who might be facing similar struggles. The experience of losing my classmates introduced me to the silent battles that many people face, often hidden behind a mask of normalcy. After their deaths, I was left with a mix of sadness, guilt, and confusion. I wished I had known the signs, reached out more, or been more aware of their struggles. But over time, I came to realize that grief isn’t linear, and there’s no perfect way to respond to loss. The most important lesson I’ve learned is that, while the pain of loss never fully disappears, it’s possible to transform that grief into a force for good. This year, my class and I have been working on a project focused on the semi-colon movement, which aims to raise awareness about suicide prevention and mental health. The semi-colon symbol represents the idea that a sentence and, by extension, a life is not over when things get tough. It’s a message of hope and resilience. Through this initiative, we’ve been learning how to identify the signs of someone who might be struggling with suicidal thoughts, and how to offer support in a way that could help save a life. The semi-colon movement has been an important part of my own healing process. It has given me a platform to share my story and, more importantly, to help others who might be silently suffering. As a class, we’ve learned how to spot changes in behavior, withdrawal, and expressions of hopelessness signs that someone might be in crisis. We’ve also been trained on how to listen, offer support, and encourage people to seek professional help. By doing this, we are not only raising awareness but also working to reduce the stigma around mental health. Losing my classmates was an incredibly painful experience, but through this project, I’ve found resilience. Resilience, for me, doesn’t mean forgetting or “getting over” the loss it means learning from the pain and finding ways to prevent future tragedies. It’s about taking the lessons from my grief and using them to make a difference. The work we’re doing in class is a reminder that no one should ever feel alone, and that help is always available. The semi-colon movement reminds us that life is not over in our darkest moments and that we have the power to make a difference in someone’s life, even if it’s just by showing them that we care. In conclusion, while the losses I’ve experienced will always stay with me, they have driven me to be more aware, compassionate, and proactive in helping others. The journey from grief to action has been difficult, but it has also been empowering. Through projects like the semi-colon movement, I’ve found a way to turn my pain into something positive, helping to prevent others from experiencing the same heartache. By teaching the signs of suicide and offering support to those who need it, I hope to honor my classmates' memories and make a lasting difference in the lives of others.

Throughout my life, I have been deeply inspired by my experiences in the Special Education program, which has shaped my aspirations and motivated me to pursue both college and certification training. Special Education is not just an area of academic focus; it is a call to action for those who are passionate about making a real difference in the lives of others. The program has ignited a sense of purpose within me, emphasizing the importance of equity in education, support for diverse learning needs, and the role of empathy and understanding in fostering student growth. A key personal experience that motivated me to pursue higher education was growing up with my brother, who was part of the special education program. Watching him navigate his educational journey was eye-opening and deeply inspiring. It gave me a firsthand understanding of the challenges students with special needs face, as well as the importance of creating a supportive and inclusive learning environment. I witnessed the impact that tailored support and individualized approaches could have on his development, and I wanted to be part of a system that provides that same level of care and attention for all students. In addition to my experiences with my brother, I took on the role of advocating for students with special needs outside of the classroom. One particularly rewarding experience was taking students with special needs to school dances. This was not just about accompanying them, but about ensuring they had an opportunity to engage in an activity that many students take for granted. These moments reinforced the idea that every student deserves to be included and celebrated, and I realized how much I valued being part of those special moments in their lives. It was a reminder that every interaction and every opportunity can have a profound effect on a student's confidence and sense of belonging. The Special Education program has further emphasized to me the significance of advocacy and inclusion. I’ve learned that education is not a one-size-fits-all approach, and the role of a teacher or educator goes beyond instruction. It involves building an environment of trust, support, and encouragement, where every student can thrive. This realization has fueled my passion to obtain a certification in both K-9 education and 4K-12 special education. I believe that these certifications will equip me with the knowledge and skills to provide the most effective support for students, especially those with special needs, and will allow me to take on leadership roles in the future. Challenges and difficulties have played a pivotal role in shaping my character and life choices. Growing up, I learned early on that setbacks and obstacles are inevitable, but they are also opportunities for growth. The ability to persevere, adapt, and rise above adversity has become a cornerstone of my personal philosophy. While academic challenges were often present, I discovered that overcoming them not only made me stronger but also more empathetic toward others who were facing their own struggles. One of the most significant challenges I faced was during my time in the Youth Apprenticeship Program at Piping Systems Inc. The program allowed me to explore a career in business, but it was not without its challenges. In particular, I had to adapt to working in a fast-paced, professional environment that was unfamiliar to me. There were moments when I felt overwhelmed, especially when leadership transitions occurred, and I was thrust into the role of delegating tasks to my coworkers. This experience taught me the importance of leadership, communication, and problem-solving. The transition wasn’t easy, but it strengthened my confidence in my ability to handle challenging situations and my belief in the importance of persistence. Similarly, balancing work, extracurricular activities, and volunteering required a great deal of time management and resilience. I was frequently faced with situations that required me to think on my feet, prioritize my responsibilities, and stay focused under pressure. I learned that managing multiple commitments successfully requires not only organization but also a strong sense of purpose. My passion for education and community service became a driving force that motivated me to push through difficult days, knowing that the work I was doing had a meaningful impact. Another challenge I encountered was navigating the world of college admissions as a first-generation student. Being the first in my family to pursue higher education presented its own set of difficulties, particularly in understanding the complexities of the application process, financial aid, and what to expect once on campus. However, rather than feeling discouraged, I used this challenge as an opportunity to seek help from mentors, guidance counselors, and first-generation college student programs. This experience taught me the value of asking for help when needed and the importance of being proactive in seeking out resources and support. My experiences with challenges have also taught me the importance of perseverance and adaptability. I’ve learned that success is rarely linear and that setbacks are part of the journey. Overcoming difficulties has helped me cultivate a growth mindset one that views obstacles as stepping stones toward success rather than barriers. This mindset is not only beneficial in my personal life but also in my professional and academic pursuits. It is the foundation upon which I plan to build my career in education. In conclusion, my experiences with the Special Education program, especially through supporting my brother and accompanying students to school dances, have inspired me to pursue higher education and certification training in Special Education. The program has deepened my understanding of the importance of inclusion and advocacy and motivated me to seek out the necessary education and training to support students with special needs effectively. Furthermore, the challenges I have faced in my life have taught me resilience, empathy, and the value of perseverance. These experiences have not only shaped my aspirations but have also reinforced my commitment to making a meaningful impact in the lives of others through education.

The decision to pursue higher education stems from my deep belief in the transformative power of learning. For me, education is not just a means to obtain a degree, but a pathway to personal growth, leadership, and meaningful change. I have always been passionate about working with people, especially students, and I firmly believe that obtaining a college degree will provide me with the necessary tools to impact the communities I care about. Higher education represents an opportunity to not only expand my knowledge but also to refine the skills needed to make a difference in the lives of others, especially those in underrepresented communities. As someone with aspirations of working in education and community service, I recognize that pursuing a degree will help me better serve students who come from diverse backgrounds. My goal is to become an administrator after gaining classroom experience, and ultimately, to create opportunities for students with special needs and disabilities. College will equip me with the knowledge, resources, and networks I need to make a tangible difference in the education field. Additionally, pursuing a higher education degree will allow me to turn my vision of opening a nonprofit coffee shop for individuals with special needs into a reality. I see education as the key to unlocking both my own potential and the potential of the students I hope to serve. As a first-generation college student, my journey toward higher education has required determination, resilience, and a proactive approach to preparation. I have been intentional in seeking out experiences and resources that would prepare me for the academic and social demands of college life. Throughout high school, I was actively involved in a variety of extracurricular activities that helped me develop skills in leadership, communication, and problem-solving. I served as a captain for both tennis and softball, which taught me the value of teamwork, discipline, and perseverance. I also organized several community events, such as the Seasonal Cheer for Seniors initiative and cancer benefit fundraisers. These leadership roles provided me with hands-on experience in organizing and coordinating, skills that will serve me well as I balance academic, professional, and personal responsibilities in college. In addition to my extracurricular involvement, I participated in the Youth Apprenticeship Program through Piping Systems Inc., where I gained valuable work experience in business. This opportunity taught me how to manage responsibilities, work in a team, and develop leadership skills, all of which are transferable to a college setting. Furthermore, my experiences at Familiar Grounds and Black Otter Supper Club have helped me develop strong interpersonal skills, adaptability, and the ability to work under pressure in fast-paced environments traits that will be essential as I navigate the academic and social challenges of college life. To prepare for college, I have also sought guidance from mentors, counselors, and programs designed for first-generation students. These resources have been invaluable in helping me understand the financial aid process, navigate the admissions system, and adjust to the cultural transition of attending college. I’ve learned how to advocate for myself, ask questions, and seek help when needed, knowing that it is okay to rely on others for support. Being the first in my family to attend college comes with both excitement and responsibility. It drives me to set a positive example for others, and it serves as a constant reminder of the importance of this opportunity. My experiences have taught me the importance of preparation, hard work, and resilience, and I am determined to make the most of the opportunities that lie ahead in my college journey.

One of the most important experiences in my life was organizing a fundraiser for a fellow student, Katelyn Thyssen-Gunderson, who was battling cancer. At the time, I was a high school student involved in DECA and the Prom Committee, and I knew I wanted to make a difference in our community beyond typical school activities. Watching someone close to our age fight such a difficult battle deeply affected me, and I felt a strong sense of responsibility to help in any way I could. Coordinating the fundraiser involved rallying local businesses, managing donation drives, planning event logistics, and speaking to different groups to raise awareness. It was a true team effort, but leading the project pushed me outside my comfort zone. I learned how to communicate effectively with adults, stay organized under pressure, and solve problems on the fly. More importantly, I discovered how powerful a motivated community can be when everyone comes together for a cause greater than themselves. This experience reshaped my understanding of myself. I realized that leadership is not about having a title it’s about stepping up when you see a need. I found a deep sense of fulfillment in serving others and realized that my passions lie in building connections, creating opportunities for others, and fostering community spirit. Before this event, I thought leadership was mostly about individual achievement; now, I see it as a responsibility to uplift those around me. It also changed how I view the world. Through Katelyn’s journey, I saw firsthand how fragile life can be and how critical kindness and support are. I learned that challenges and hardships can touch anyone, at any time, and that empathy is not just important it’s essential. No matter our differences, we are more alike than we realize when it comes to needing hope, compassion, and connection. I became much more aware of how even small acts can ripple outward and make a profound impact on someone’s life. Finally, this experience redefined my relationship with my community. Growing up in a small town, I always appreciated its closeness, but seeing the outpouring of support for Katelyn from bake sales to silent auctions to simple words of encouragement made me proud to be part of something bigger than myself. It showed me that community isn’t just about geography; it’s about people choosing to show up for each other. Since then, I have sought out opportunities to serve whether volunteering at local events, coaching young athletes, or simply offering help where it's needed. This experience planted the seed for my long-term goals: to become an educator and eventually open a non-profit coffee shop that provides workforce opportunities for individuals with disabilities. I want to continue fostering spaces where everyone feels valued and supported, just as my community did for Katelyn. In short, organizing that fundraiser was more than just an event; it was a turning point. It taught me the kind of person I want to be, the kind of difference I want to make, and the kind of world I want to help build one centered on empathy, resilience, and community.

To me, empowerment means giving yourself and others the permission to believe in your potential, take risks, and chase meaningful goals without fear of failure. It’s about building confidence through experience, learning from setbacks, and leaning on support systems that remind you of your worth. True empowerment doesn’t just elevate individuals; it creates a ripple effect that lifts communities, encourages growth, and inspires change. I’ve experienced empowerment in many areas of my life, and it has been a driving force behind who I am today. Whether it was the teachers who believed in me, the coaches who pushed me to lead, or the mentors who guided me through challenges, each of those moments helped me develop the courage to step into leadership roles, serve my community, and trust my own voice. Their belief in me sparked something within and now, I want to be that spark for others. Empowerment is what led me to discover my passion for teaching. While I started in the business world through a youth apprenticeship, I realized that my heart was in helping people grow not from behind a desk, but face-to-face, making a real difference. Coaching young athletes in softball and baseball showed me how powerful it is to support someone, adapt to their learning style, and cheer them on as they succeed. Watching a student’s confidence grow because of something I helped them accomplish was the moment I knew education was my path. That passion for helping others discover their strengths has shaped my life goals. My biggest dream is to become an elementary or special education teacher. I want to build a classroom where students feel safe, valued, and encouraged to take on challenges. I want to be the teacher who sees the student struggling quietly in the back of the room and reminds them they’re capable of more than they think. I want my classroom to be a place where empowerment lives every day through kindness, encouragement, and high expectations. After gaining experience in the classroom, I plan to pursue a master’s degree and become a school administrator. My goal is to influence education at a broader level, making sure every student feels seen and supported and every teacher has the resources to create empowering environments. I want to help shape schools into places where leadership, character, and growth are just as important as academics. Beyond education, empowerment also ties into one of my biggest dreams: opening a nonprofit coffee shop that employs individuals with disabilities. I want to create a space where people with special needs can gain real-world workforce experience, build confidence, and feel a sense of purpose and belonging. I believe everyone deserves the chance to succeed, and I want to help provide that opportunity in a way that’s both practical and empowering. Empowerment has changed my life. It has taught me to step up, serve others, and dream big. It gave me the strength to lead when others stepped back, to organize events that made a difference, and to balance work, school, and service with pride. Now, I carry that sense of purpose with me into everything I do. My mission is simple: to be someone who empowers others the way I’ve been empowered whether it’s in the classroom, in my community, or in the workplace.

Growing up, I always knew I wanted a career that allowed me to make a difference in people’s lives. When I first explored the business world, I quickly realized I couldn’t help people the way I wanted to from behind a desk. That’s when I discovered my true passion: teaching. Helping students grow, overcome challenges, and realize their potential is what inspires me to pursue education. My experiences in school, work, and community service have all reinforced my desire to become a teacher and my belief that educators have the power to shape not only students, but entire communities. One of the biggest reasons I want to become a teacher is the impact my own teachers have had on me. They challenged me, supported me, and believed in me even when I didn’t believe in myself. They were more than educators they were mentors and role models. That’s exactly the kind of teacher I want to be. I want my students to walk into my classroom every day knowing they are seen, valued, and capable of success. My passion for teaching grew stronger when I began working as a personal trainer for softball and baseball. Teaching young athletes the fundamentals of the game was about more than sports it was about building their confidence and helping them grow. I quickly learned that everyone learns differently. Some athletes needed detailed instruction, while others thrived through trial and error. I loved the challenge of figuring out what worked for each individual and watching their skills and confidence grow. That experience made me realize how much I enjoy teaching and how rewarding it is to help someone achieve something they didn’t think they could. Beyond coaching, my community involvement has shaped my desire to teach. I’ve organized a cancer benefit, helped plan school events like talent shows, and led volunteer projects that bring people together for good causes. These opportunities taught me the value of service and the importance of giving back. As a teacher, I want to pass that lesson on to my students. I want them to understand that education is not just about academics it’s also about character, compassion, and becoming responsible members of the community. My work experience has also played a role in preparing me for the classroom. At Piping Systems Inc., I stepped up during a leadership transition to help delegate tasks and keep the department organized. At Familiar Grounds and Black Otter Supper Club, I’ve learned how to manage pressure, work as part of a team, and communicate with people from all walks of life. These jobs taught me valuable lessons in patience, problem-solving, and collaboration skills I know will help me in the classroom. Ultimately, I want to be a teacher because I want to make a lasting impact. I want to create a safe, supportive space where students are encouraged to grow into their best selves. My goal is to start in the classroom and eventually earn a master’s degree to become an administrator, so I can continue making a difference on a larger scale. To me, teaching is more than a profession it’s a calling. I want to be the kind of teacher who inspires, uplifts, and helps students believe in themselves. My vision is to be an active member of the community and a positive force in students’ lives instilling values like respect, perseverance, and integrity that will guide them long after they leave my classroom.