From a young age, I have always known that I wanted to be a teacher. I would play school with my toys, pretending to teach my own class in my mom's classroom. Even back then, I loved the idea of helping students learn and grow as people. As I got older, my desire to teach and nurture students grew deeper, and I knew I wanted to pursue a degree in Education in college. During the summer of my freshman year of college, I started working at the Perry County Board of Developmental Disabilities as a Youth Supports Facilitator. While working closely with my campers, building relationships with them, encouraging them, and watching them grow more confident in themselves, made me realize how much I enjoyed working with children with disabilities. This experience confirmed my desire to enter the field of education and to pursue a dual licensure in Primary Education and Intervention Specialist. I chose to enter the field of education because I want to form the whole student, intellectually and spiritually. I plan to create a learning environment where I will encourage my students to take risks, embrace and learn from mistakes, and view challenges as opportunities for growth. By fostering a supportive and inclusive environment, I will help my students develop resilience, independence, and a strong sense of responsibility. I believe in inspiring students to take ownership of their learning and cultivating a learning environment where students are excited to learn, supported, and formed as both a person and a student. In addition, I chose to enter the field of education to form students spiritually. Another reason why I chose to become an educator is that I want to influence and form students to become good people. I hope to be a role model of kindness, virtue, and integrity to my students and, by doing this, encourage them to treat others with respect and kindness. I also want my students to believe in their abilities, be confident, and to know that they can make a difference in the world. Overall, I chose to enter the field of education to inspire students to perform to the best of their abilities, build relationships, and help them become the best versions of themselves. I hope to make an environment in my classroom and in the school that is positive, inclusive, and supportive. My experiences of working with children, including those with disabilities, have strengthened my desire to become an educator and make a difference in my students' lives. I am excited to continue my journey of becoming a teacher and helping my future students grow intellectually and personally.

From a young age, I have always known that I have wanted to one day become a teacher. I used to play school with my toys, pretending to teach my own class in my mom's classroom. Even back then, I loved the idea of helping students learn and grow as people. As I got older, my desire to teach and nurture students grew deeper, and I knew that I wanted to pursue a degree in education in college. Later on, during the summer of my freshman year of college, I was hired at the Perry County Board of Developmental Disabilities (PCBDD) as a Summer Camp Youth Supports Facilitator. While working closely with my campers, I have enjoyed building relationships, encouraging my campers, and watching them grow more confident in themselves. During this experience, being positive and celebrating the small wins continue to show me how impactful being an educator is. This amazing experience has made me realize how much I truly do enjoy working with children with disabilities. I also learned that creating opportunities for children to feel capable, seen, and wanted makes a lasting difference in how they develop. Furthermore, working at PCBDD confirmed my desire to enter the field of education and to pursue a dual licensure in Primary Education and Intervention Specialist. My positive attitude has shaped my outlook on my journey and influenced how I see the world. I strive to encourage those around me to believe in themselves and focus on the small wins and growth, rather than being perfect all the time. I learned from working with individuals with developmental disabilities that positivity is not just about ignoring challenges, but instead choosing to move forward with determination and hope. As a future educator, I want to ensure that my students know they are wanted in both the classroom and the world. Each student deserves to be believed in and encouraged to reach their fullest potential. As a Special Education teacher, I can make an impact on my students by accommodating their unique learning needs and creating a classroom environment where they feel safe and welcomed. In addition, I hope to help students grow academically and build their independence and confidence. The most meaningful reason I want to become a Special Education teacher is to advocate for each student and celebrate all their achievements, no matter how small. My experiences of working with students with disabilities have taught me that success is different for each child and that all of their achievements should be recognized and celebrated. Becoming a Special Education teacher would fulfill my desire to teach and my passion to make a difference for students with disabilities. In the future, I plan to return to my community in Perry County. I hope to inspire students to perform to the best of their abilities, build relationships, and help them become the best versions of themselves. I hope to create an environment in my future classroom as well as in my future school that is positive, inclusive, and supportive. I am excited to continue my journey toward becoming a teacher and to help my future students grow intellectually and personally. Thank you for considering me as the recipient of your scholarship!

From a young age, I have always known I wanted to become a teacher one day. I used to play school with my toys, pretending to teach my own class in my mom's classroom. Even back then, I loved the idea of helping students learn and grow as people. As I got older, my desire to teach and nurture students grew deeper, and I knew that I wanted to pursue a degree in education in college. Later that summer, during my freshman year of college, I was hired by the Perry County Board of Developmental Disabilities as a Summer Camp Youth Supports Facilitator. While working closely with my campers, I have enjoyed building relationships, encouraging my campers, and watching them grow more confident in themselves. This amazing experience has made me realize how much I truly do enjoy working with children with disabilities. Furthermore, this experience has confirmed my desire to enter the field of education and to pursue a dual licensure of Primary Education and Intervention Specialist. What inspires me most about special education is the opportunity to meet students where they are and help them discover what they are capable of achieving. Special education is not simply about adapting instruction; it is about recognizing each student’s individuality and creating opportunities for success that honor their unique abilities and needs. I believe every student deserves to feel valued, included, and empowered to learn in ways that allow them to thrive. Professor Harold Bloom 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.” To me, this means that teaching goes beyond delivering academic content; it is about helping students recognize their identity, strengths, voice, and value. A student who experiences a sense of their own presence understands that they belong, that their thoughts matter, and that they have the ability to shape their future. As a future special education teacher, my mission is to guide students toward this understanding by creating an inclusive, positive, and supportive classroom environment. I want my students to feel seen and respected while developing confidence in themselves. I will encourage student voice by giving students opportunities to make choices, express themselves in ways that work best for them, and actively participate in their learning. I will emphasize growth over comparison and celebrate individual progress, helping students recognize that success looks different for everyone. After obtaining my degree, I hope to return to my community in Perry County and invest in the students who shaped my own educational journey. My goal is to inspire students to perform to the best of their abilities, build meaningful relationships, and help them become the best versions of themselves. Through encouragement, individualized support, and a belief in every student’s potential, I hope to help my future students grow intellectually, personally, and develop a lasting sense of their own presence. Thank you for considering me as the recipient of your scholarship! A Fairy Tale: The Teacher Who Found the Hidden Light Once upon a time in a small kingdom nestled among rolling hills, there lived a young teacher named Grace. Ever since she was a child, Grace dreamed of having a classroom of her own where every student felt welcome and valued. She spent her days studying and learning how to become the best teacher she could be. One summer, Grace journeyed to the Enchanted Camp of Possibilities, where she met children who faced many challenges. Some communicated differently, some learned differently, and some struggled to believe in themselves. The children had been told by others to focus on what they could not do, and many had forgotten the special gifts hidden within them. Determined to help, Grace set out on a quest. She carried no sword or shield, only kindness, patience, and encouragement. One by one, she helped the children discover their hidden lights. She celebrated their successes, listened to their stories, and reminded them that every step forward mattered. As the days passed, something magical happened. The children began to see the strengths that had been inside them all along. They grew more confident, shared their ideas, and encouraged one another. The camp that had once seemed quiet and uncertain became filled with laughter, courage, and hope. When Grace’s quest was complete, the King of the Kingdom asked how she had performed such a miracle. Grace smiled and replied, “The light was always there. I simply helped them find it.” From that day forward, Grace returned to her hometown and became a special education teacher. Her classroom became known as a place where every child was valued, every voice was heard, and every student discovered the magic of believing in themselves. And so, Grace accomplished her goal, not by changing who her students were, but by helping them see the greatness that had been within them all along. The End

From a young age, I have always known that I have wanted to be a teacher. I would play school with my toys, pretending to teach my own class in my mom's classroom. Even back then, I loved the idea of helping students learn and grow as people. As I got older, my desire to teach and nurture students grew deeper, and I knew I wanted to pursue a degree in Education in college. When I was accepted into Franciscan University of Steubenville, I was ecstatic because I was finally beginning my journey to become an educator. I was excited to start learning how to form the whole student, intellectually, emotionally, and as a person. During the summer of my freshman year of college, I started working at the Perry County Board of Developmental Disabilities as a Summer Camp Counselor. I was nervous about starting the job because I had little experience working with children with disabilities. While working closely with my campers, building relationships with them, encouraging, and watching them grow more confident in themselves made me realize how much I enjoyed working with children with disabilities. This experience helped me decide to change my concentration from Elementary Education to Special Education. I want to become a Special Education teacher because each child, regardless of their abilities, deserves to be included, valued, and capable of succeeding. Students with disabilities are often overlooked or misjudged because they are considered “different”. As a future Special Education teacher, I want to ensure that my students know they are wanted in both the classroom and the world. Each student deserves to be believed in and encouraged to reach their fullest potential. As a Special Education teacher, I can make an impact on my students by accommodating their unique learning needs and creating a classroom environment where they feel safe and welcomed. In addition, I hope to help students grow academically and build their independence and confidence. The most meaningful reason I want to become a Special Education teacher is to advocate for each student and celebrate all their achievements, no matter how small. My experiences of working with students with disabilities have taught me that success is different for each child and that all of their achievements should be recognized and celebrated. Becoming a Special Education teacher would fulfill my desire for teaching and the passion to make a difference for students with disabilities. Overall, I am determined to help each student believe in themselves, recognize their strengths, and nurture them as a person.

Professor Harold Bloom once said, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” At first glance, this quote might sound poetic or abstract, but to me, it holds a deep and practical truth—especially when it comes to teaching students with special needs. To have a “sense of one’s own presence” means to recognize and feel that you truly exist in the world, that your thoughts and feelings matter, and that you have a unique purpose. It’s about being seen, understood, and empowered to be yourself—no matter what challenges or differences you carry. For students with disabilities, this is something that the world often tries to take away from them. Whether it's through low expectations, social exclusion, or being overlooked, many children with disabilities grow up feeling like they don’t matter as much as others. I want to be the kind of teacher who changes that. That’s why I’m passionate about special education. I want to make a real difference in the lives of students with disabilities by helping them feel seen, valued, and capable. I want to create a classroom where they feel safe enough to take risks, supported enough to grow, and loved enough to believe they belong—not just in the classroom, but in the world. What Professor Bloom’s Words Mean to Me When Bloom talks about “bringing the student to his or her own presence,” I think of students who’ve spent more time being talked about than talked to. I think of students who may not communicate in traditional ways, or who learn at a different pace, or who express themselves in ways that adults don’t always understand. These students are often placed in boxes or behind labels that limit who people think they can become. But Bloom challenges us to do more than teach content. He asks us to awaken something in our students—to help them recognize that they are here, that they matter, and that they have something to give to the world. As a future special education teacher, my mission is to do exactly that. I want every student who walks into my classroom to feel known—not just as a student, but as a person. I want them to experience their own presence by feeling the joy of learning, by discovering their strengths, and by building relationships with peers and adults who truly care. My Mission: Teaching with Purpose and Compassion My passion for this work comes from both experience and heart. I’ve spent time working with individuals with disabilities through my role as a Summer Camp Assistant at the Perry County Board of Developmental Disabilities. There, I’ve worked with kids and teens from ages 6 to 18, helping them engage in activities, learn new skills, and have fun in a supportive environment. I've also worked as a volunteer teacher’s aid in a second-grade classroom and taught Sunday School to children in Kindergarten through Fourth grade. These experiences have shown me the beauty of diversity and the importance of patience, flexibility, and love in education. But what fuels me most is the belief that students with disabilities deserve the same dignity, opportunities, and sense of purpose as anyone else. I want to be the teacher who reminds them of that every single day. To guide students toward their own presence, I will: celebrate their strengths, teach self-advocacy, create a safe, welcoming space, and partner with families. Every student has something they’re good at, and I want to make sure they know it. Whether it’s art, storytelling, kindness, humor, or perseverance, I will build my lessons and classroom culture around what makes each child special. I want my students to have a voice—not just in the classroom, but in their lives. I will help them learn how to express their needs, make choices, and believe in their ability to participate in the world. My classroom will be a place where mistakes are okay, where differences are valued, and where students can be themselves without fear of judgment. Students also grow best when the people around them work together. I’ll make it a priority to build strong relationships with parents and caregivers, so we can support each child as a team. In closing, being a special education teacher isn’t just about teaching lessons or managing a classroom. It’s about changing lives. It’s about giving children who are often overlooked the chance to feel proud, powerful, and present. Professor Bloom’s words remind me that my job will be not only to teach content but to help each student discover their own voice, purpose, and light. This is why I’m passionate about special education. I want to help children with disabilities recognize that they belong, not only in the classroom but in the world. I want them to feel that they are seen, celebrated, and deeply loved. Once a student begins to feel their own presence, once they know they matter, anything is possible. A Fairy Tale: Grace and the Garden of Light Once upon a time, in a quiet valley surrounded by tall hills, there was a young girl named Grace. She lived in a village where everyone was expected to walk the same path, speak the same way, and learn the same lessons. But outside the village, in a quiet corner of the forest, was a hidden garden where flowers bloomed in all different shapes, sizes, and colors. Some flowers bloomed slowly, others danced in the wind, and some stayed nestled in their leaves for a long time before opening. Many villagers thought the garden was strange. “Why don’t those flowers grow like ours?” they whispered. But Grace saw something different. To her, the garden wasn’t strange—it was magical. One day, she decided to tend the garden. She brought water, sunshine, music, and love. She didn’t force the flowers to grow the same way. Instead, she watched carefully, listened closely, and gave each one what it needed. Slowly, the garden bloomed brighter than ever before. As the garden grew, something beautiful happened: the villagers began to notice. They saw the colors, the uniqueness, and the life in the garden. And the flowers? They lifted their heads toward the sun, proud of who they were. Grace had helped them find their presence. And though this was only the beginning of her story, she knew she would spend the rest of her life doing just that—helping others grow, one unique bloom at a time.

When people ask me why I want to be a teacher, I don’t have to think twice. It’s because of my parents. Both of them are teachers—my dad teaches high school chemistry and physics, and my mom teaches second grade. Growing up, education wasn’t just something that happened at school—it was a part of our home, our dinner conversations, our way of life. Watching them love what they do and give so much of themselves to their students made me realize from a young age that I wanted to do the same. My dad has always had this energy when he talks about his classes. He lights up when he’s explaining something about atoms or motion, even to someone like me who didn’t always understand it right away. But what stuck with me wasn’t the science—it was how excited he got when one of his students finally “got it.” He’d come home and talk about how a lab experiment went well or how a student who had been struggling turned a corner. He made teaching look like this incredible mix of problem-solving, creativity, and encouragement. That joy he felt when a student had a breakthrough? I wanted to feel that, too. My mom, on the other hand, is all heart. Her classroom has always felt like a second home to so many kids. She puts in so much effort to make her students feel safe, loved, and seen. I remember going with her to school over the summer to set up her classroom—cutting out letters for the bulletin board, organizing books, filling goody bags for the first day of school. Even then, I could tell how much she cared. I’d hear her talk about her students not just as learners but as little people with big feelings, unique personalities, and so much potential. That kind of care, that ability to see the whole child, really stayed with me. They never pushed me into teaching, but I think they knew I was watching. And eventually, I started to see what they saw. I started volunteering as a teacher’s aid in a second-grade classroom and teaching Sunday school at my church. And I loved it. I loved getting to know each student and finding little ways to connect with them—whether it was helping someone read a sentence or just listening to their stories about their weekend. Teaching felt natural. And it felt important. One of the most eye-opening experiences I’ve had so far has been working as a summer camp assistant with the Perry County Board of Developmental Disabilities. I got to spend time with kids and teens with all kinds of abilities and needs, and it gave me a new perspective on what inclusion really looks like. It made me realize just how passionate I am about making sure every student, no matter what challenges they face, feels welcome and supported. That’s a big part of why I’m majoring in Special Education and Early Childhood Education at Franciscan University. There have definitely been moments when I’ve wondered if I’m really cut out for this. Teaching is hard. It takes a lot of patience, flexibility, and heart. But in those moments, I always think of my parents. I think about how they stuck with it through tough years, long days, and every curveball teaching can throw—and how they still show up, every day, because they believe in what they’re doing. Their dedication keeps me going. At the end of the day, it’s not just that my parents are teachers—it’s how they teach. They lead with kindness. They see the potential in every student. And they never stop learning themselves. That’s the kind of teacher I want to be. My parents are the reason I chose this path, but more than that, they’re the reason I believe in it.

From a young age, I have felt a profound calling not just to walk in my faith, but to share it—lovingly, consistently, and genuinely—with those around me. My biggest dream in life is to have a lasting, faith-centered impact on the people I encounter. I want to help them grow closer to God, to discover the joy and peace that come from a relationship with Him. As a Catholic Christian, this dream is not just a personal desire but a vocation that shapes my choices, education, and daily life. My experiences have already given me a glimpse of how deeply meaningful this path can be. Teaching at the Parish School of Religion at Saint Rose of Lima Catholic Church for nearly three years allowed me to introduce children to the beauty of the Catholic faith. Guiding students from Kindergarten through Fourth Grade, I designed and taught lessons that helped them understand the sacraments, the love of Jesus, and the power of prayer. Watching their eyes light up with curiosity and faith deepened my own sense of mission. Currently, I am pursuing a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville, a place where faith and academics are beautifully integrated. This university fosters not only professional preparation but also spiritual growth. Through my coursework, involvement in campus ministry, and my participation in Franciscan’s Cross Country and Track & Field team, I am learning how to live out my faith publicly—with integrity, joy, and discipline. My dream to lead others to God also extends beyond the classroom. Working as a summer camp assistant and respite provider at the Perry County Board of Developmental Disabilities has taught me how important it is to show Christ’s love through action, not just words. Serving children with disabilities has reminded me that every person is a reflection of God’s image and deserves compassion, dignity, and joy. I believe these encounters are another way God is preparing me to fulfill my dream—by giving me a heart that sees and serves the spiritual needs of all people. To achieve my dream, I plan to continue growing in both faith and knowledge. I will earn my teaching licensure and become an educator who builds not only academic skills but spiritual resilience in my students. I will remain active in parish life, perhaps leading youth groups or adult faith formation in the future. Whether through teaching, volunteering, or simply being present for others, I aim to live in such a way that people feel the presence of Christ through me. In the end, my dream is not about recognition or success in a worldly sense. It is about living a life that points upward—to God—and walking alongside others on their journey of faith. With prayer, perseverance, and the grace of God, I believe this dream is not only possible but already unfolding.

As a passionate aspiring educator and a devout Catholic, I am honored to share my journey and aspirations as I apply for this scholarship. I am currently pursuing a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville. As a dedicated student, a woman of faith, and someone deeply committed to serving others—especially those with unique needs—I believe I am a strong candidate for this scholarship. Growing up in a small community in Ohio, I was raised with a strong sense of faith, compassion, and responsibility. My Catholic faith has always been central to my identity. It guides the choices I make and inspires me to serve others in both big and small ways. This faith has not only shaped my personal values but has also fueled my desire to work in the field of education—particularly with children who have special needs. At Franciscan University, I am fortunate to be surrounded by a community that nurtures both academic and spiritual growth. As a student-athlete on the Franciscan Barons Cross Country and Track & Field team, I’ve learned the importance of discipline, perseverance, and teamwork—qualities that I bring into the classroom and my everyday life. I also maintain a 3.5 GPA and have received both the Provost Scholarship and the Saint Michael Scholarship, which reflect my commitment to academic excellence and faith-based leadership. My hands-on experience has strengthened my passion for education. I currently work as a Summer Camp Assistant and Respite Provider with the Perry County Board of Developmental Disabilities. Each day, I work closely with children between the ages of 6 and 18, helping them grow socially and emotionally in a safe, supportive environment. This work is more than a job for me—it is a calling. I’ve also volunteered as a Teacher’s Aid in a second-grade classroom, and I taught weekly religious education classes at Saint Rose of Lima Catholic Church, helping children develop a deeper understanding of their faith. These experiences have been formative and affirm my dedication to service through education. I hope to use my degree not only to teach but to be a source of encouragement and support to children who often face additional challenges in the classroom and in life. I believe that every child is created in the image of God, and that each one deserves the opportunity to learn, grow, and thrive. By becoming a special education teacher, I aim to provide inclusive, compassionate, and faith-inspired education that affirms the dignity of each student. If selected for this scholarship, I will continue to work hard in my studies, give back to my community, and live out my faith in action. My ultimate goal is to make a lasting impact by creating learning environments where all children feel seen, valued, and loved. With your support, I will be one step closer to achieving that mission.

My passion for Early Childhood Education stems from a lifelong calling to nurture young minds and help children reach their fullest potential. As a Catholic, I believe in the dignity and value of every child, and my faith has played a crucial role in shaping the way I interact with others—especially those who are vulnerable or in need of support. This journey has been one of both growth and resilience, and each step has reaffirmed my commitment to a career rooted in compassion, positivity, and service. My academic and personal life has not been without challenges, but I have always strived to meet adversity with optimism. As a student balancing academics, athletics, and meaningful work experiences, I’ve learned the importance of perseverance and a positive attitude. I am currently pursuing a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville, where I maintain a GPA of 3.5 while also participating in the university’s Cross Country and Track & Field teams. These commitments demand discipline and resilience—qualities I have developed through time management, prayer, and a supportive community. One of the most formative experiences in my journey has been working with the Perry County Board of Developmental Disabilities. As a Summer Camp Assistant and Respite Provider, I work closely with individuals with disabilities, ages 6 to 18. Each day brings new challenges, but I approach every situation with patience and a joyful spirit. My goal is to create a space where each child feels seen, understood, and valued. One camper, in particular, had difficulty engaging in group activities due to sensory sensitivities. I took the time to build trust, adapting activities to his needs and celebrating his progress, no matter how small. Over time, his participation and confidence grew—an outcome that reaffirmed why I chose this path. In addition to my work with children with special needs, I have had the privilege of teaching Kindergarten through Fourth Grade at the Parish School of Religion at Saint Rose of Lima Catholic Church. For nearly three years, I have designed and taught weekly lessons on the Catholic faith, integrating stories, crafts, and interactive discussions to make learning accessible and meaningful. My role has extended beyond religious instruction; I’ve also served as a positive role model. Parents have shared that their children look forward to class each week, which is a testament to the joy and trust I bring to our learning environment. My vision as an educator is to create inclusive, nurturing classrooms where every child feels empowered to learn and grow. I believe that the early years of a child’s life are critical for laying the foundation of future success—not just academically, but emotionally and spiritually. I aim to incorporate the values of my Catholic faith—compassion, patience, service, and hope—into every lesson and interaction. I am especially passionate about working with children with disabilities and ensuring they receive the support and encouragement they need to thrive alongside their peers. Beyond formal roles, I’ve also volunteered as a Teacher’s Aide in a second-grade classroom, helping students with classwork, behavior management, and literacy skills. This experience has further affirmed my desire to become a teacher who is not only an educator but also an advocate and source of encouragement for every child I encounter. My journey has been guided by a deep sense of purpose, strengthened by faith, and filled with experiences that have taught me the power of positivity and resilience. I am committed to using my education to be a light in the lives of young children—to support their development, celebrate their differences, and help them see the goodness within themselves. This scholarship would bring me one step closer to realizing that vision, and I am deeply grateful for the opportunity to share my story.

The decision to pursue a career in education was not made lightly; rather, it was shaped and affirmed over time through the quiet, powerful influence of my parents—both dedicated teachers. My mother, a second-grade teacher, and my father, a high school educator, exemplified what it means to teach with integrity, compassion, and purpose. Their tireless efforts in the classroom, the relationships they cultivated with students, and their unwavering belief in the power of education inspired me to follow in their footsteps. I aspire not only to become a teacher but to use the lessons I have learned from them to inspire others—particularly my future students—to strive for excellence, embrace curiosity, and believe in their potential. Growing up in a household led by two educators gave me an early and intimate understanding of the profound impact a teacher can have. Teaching was not merely a job for my parents; it was a vocation, one that extended far beyond the boundaries of the school day. Our home was filled with evidence of their dedication—stacks of papers to grade, lesson plans in progress, and heartfelt stories of students who had made breakthroughs or overcome personal challenges. From a young age, I saw firsthand the influence a patient, kind, and committed teacher could have on a child’s life. I also came to understand that teaching requires not only intellectual skill, but emotional resilience, creativity, and a deep sense of empathy. My mother, in particular, showed me the importance of early education and the foundational role it plays in shaping a child’s academic and personal development. Her classroom was a place of warmth and encouragement, where young learners felt safe to explore, ask questions, and grow. I was consistently amazed by her ability to make learning joyful and accessible for her students. Whether she was teaching reading fundamentals or instilling basic social-emotional skills, she approached each child as an individual, worthy of attention and care. She modeled patience, creativity, and an unshakable belief in the capabilities of every student. My father, on the other hand, worked with adolescents who often faced more complex challenges—both academic and personal. As a high school teacher, he taught with a sense of purpose and conviction, always encouraging his students to think critically and take ownership of their learning. His classroom was a space where students felt respected and intellectually stimulated. He believed in holding his students to high standards while providing the support they needed to reach them. I have seen former students approach him years later to express gratitude for the impact he had on their lives—a testament to the enduring power of a great teacher. Their combined influence instilled in me not only a love of learning but also a desire to serve others through education. I understand that teaching is not without its challenges. I have witnessed the long hours, the emotional labor, and the systemic obstacles my parents have faced throughout their careers. However, I have also seen the rewards—measured not in salaries or accolades, but in the success stories of students who found confidence, purpose, and inspiration in their classrooms. These experiences have strengthened my commitment to becoming an educator who is not only academically prepared, but also grounded in compassion and resilience. As I look ahead to my own teaching career, I am particularly drawn to elementary education, where I hope to make a meaningful impact during the formative years of a child’s life. I plan to draw upon the lessons I have learned from my parents: to treat each student with dignity and respect, to cultivate an inclusive and engaging classroom environment, and to never underestimate the difference a caring teacher can make. I aim to inspire my students by being a consistent source of encouragement and by helping them develop not only academic skills but also confidence, perseverance, and a love of learning. In addition, I hope to be a mentor and advocate for my students, just as my parents were for theirs. I want my classroom to be a place where children feel seen and valued, regardless of their background or circumstances. I believe that when students feel genuinely supported, they are more likely to take risks, embrace challenges, and reach their full potential. Ultimately, my goal is to empower my students to believe in themselves and to recognize the power they have to shape their own futures. In conclusion, my parents’ example has been the greatest source of inspiration in my journey to become a teacher. Their dedication to their students and their unwavering belief in the transformative power of education have shaped not only my career goals but also my values and vision for the future. I am committed to honoring their legacy by becoming an educator who inspires, uplifts, and empowers others—one student at a time.

Faith has been a cornerstone of my life, providing both direction and strength in moments of uncertainty. As someone raised in a deeply spiritual environment, my relationship with God has shaped who I am today and the path I have chosen for the future. My faith is not merely a set of beliefs; it is the foundation upon which I build my character, aspirations, and resilience. Throughout my life, my faith has been a source of comfort and guidance. In times of struggle, such as when I faced academic challenges or moments of self-doubt, I turned to prayer and scripture for solace. These quiet moments of reflection reminded me that God has a purpose for my life, even when the path ahead seemed unclear. This assurance has given me the courage to embrace challenges, knowing that I am not alone in my journey. One of the most profound ways my faith has influenced my life is through service. As a teacher at the Parish School of Religion at Saint Rose of Lima Catholic Church, I have had the privilege of guiding young children in their spiritual journey. Teaching weekly lessons on the Catholic faith allowed me to not only deepen my understanding of God’s word but also witness the transformative power of faith in the lives of others. This experience has solidified my commitment to becoming an educator who nurtures not only the intellect but also the spirit of my students. My faith has also inspired me to pursue a career in special education and early childhood education. I believe that every child, regardless of their abilities or background, is a gift from God and deserves an opportunity to thrive. During my time as a summer camp assistant and respite provider for the Perry County Board of Developmental Disabilities, I worked closely with children with disabilities, witnessing their unique talents and resilience. These experiences have been humbling and have strengthened my desire to advocate for inclusion and compassion in education. As I move forward in my career, I know my faith will continue to play an integral role. It will serve as my moral compass, guiding my decisions and interactions with students, colleagues, and parents. In moments of difficulty, whether it be helping a struggling student or navigating the challenges of the education system, I will draw on my faith to remain patient, empathetic, and steadfast in my commitment to serve. Furthermore, my faith teaches me the importance of humility and lifelong learning. As a future educator, I am committed to continually growing in my field, recognizing that every child I encounter has something to teach me. My faith reminds me that my purpose is not only to educate but also to uplift and inspire those around me. In conclusion, my faith has been a constant source of strength, inspiration, and guidance throughout my life. It has shaped my values, fueled my passion for education, and prepared me to face the challenges ahead. With God’s grace, I am confident that I will make a positive impact in the lives of my students and fulfill the calling He has placed in my heart.

I believe education is a powerful tool for change, not only in one’s own life but in the broader community. As someone passionate about supporting others, I have dedicated myself to pursuing a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville. This path aligns with my interests in helping others, my experiences working with individuals with diverse needs, and my commitment to making a meaningful impact. I have found joy in activities that fostered personal growth and connection with others. My interests in reading, running, and baking have shaped my character and taught me valuable lessons. Reading has broadened my understanding of the world and nurtured my empathy by immersing me in stories that convey different perspectives. Running, especially as a member of the Franciscan Barons Cross Country and Track & Field team, has taught me discipline, perseverance, and the importance of achieving goals. These hobbies reflect my balanced approach to life, combining self-improvement with connection and care for others. One of my greatest strengths is my ability to prioritize others’ needs. This strength has been demonstrated in my experiences as a Summer Camp Assistant and Respite Provider with the Perry County Board of Developmental Disabilities. Working with individuals with disabilities aged six to eighteen has deepened my patience, adaptability, and understanding of the diverse ways people learn and communicate. Additionally, my role as a teacher at the Parish School of Religion at Saint Rose of Lima Catholic Church allowed me to hone my teaching and organizational skills. Designing and delivering lessons about the Catholic faith to kindergarten through fourth-grade students required me to adapt my approach to meet the varied learning styles of my students. This experience strengthened my ability to lead and mentor while fostering an inclusive atmosphere for young learners. My volunteer work as a Teacher’s Aid further solidified my passion for education. Assisting in a second-grade classroom, I supported both the teacher and students by providing individualized attention and encouragement. These experiences, along with my academic success—recognized through Outstanding Student awards in Chemistry, Physics, Biology, and Government, and my membership in the National Honor Society—reflect my dedication to excellence in both academics and service. Being dependable is another strength that I take pride in. Whether it is assisting in a classroom, helping my teammates during a race, or fulfilling my responsibilities as an altar server at St. Rose of Lima Catholic Church, I consistently strive to be someone others can rely on. Dependability is not just about being present but also about contributing meaningfully to the tasks at hand. My commitment to this principle has earned me the trust of peers, teachers, and mentors, and it motivates me to pursue a career where I can have a lasting impact. Looking ahead, my goal is to become a compassionate and effective educator who empowers students of all abilities to achieve their full potential. Special education, in particular, offers the opportunity to address the unique challenges and celebrate the individual strengths of each student. Through my studies at Franciscan University, I am gaining the knowledge and skills needed to fulfill this goal, while my extracurricular involvement, including my leadership training through the Damascus Youth Leadership Institute, continues to shape me into a well-rounded individual prepared for the demands of this career. My interests, strengths, and experiences have paved the way for my aspirations in education. The values of empathy, dependability, and dedication that I hold dear will guide me as I work to create a positive and inclusive learning environment for all students.

The opportunity to pursue higher education through this scholarship is not just a stepping stone for my career but a profound affirmation of the journey I have undertaken with my faith as my compass. As a Catholic, my faith has been the cornerstone of my life, shaping my character and providing the strength to overcome challenges. This essay is a reflection of my story, the role of faith in my journey, and my aspirations for the future. Growing up in a small town in Ohio, my life was centered around family, community, and the church. I attended St. Rose of Lima Catholic Church, where I served as an altar server and later as a teacher for the Parish School of Religion classes. These experiences deepened my understanding of service and instilled a sense of purpose that continues to guide me today. Teaching young children about the Catholic faith not only enriched my spiritual life but also solidified my desire to pursue a career in education, particularly as a special education and early childhood teacher. My journey has not been without challenges. Balancing academic pursuits with extracurricular activities, such as being a member of the Franciscan Barons Cross Country and Track & Field teams, demanded discipline and resilience. Additionally, working as a summer camp assistant for individuals with disabilities required patience and a steadfast commitment to serving others. Through it all, my faith provided the unwavering support I needed. Whether it was through prayer, the sacraments, or the encouragement of my church community, I found strength in knowing that God was walking alongside me. One pivotal moment in my life occurred during my time volunteering as a teacher’s aide in a second-grade classroom. Witnessing the unique needs of students and the profound impact a caring educator could have on their lives reaffirmed my calling to serve children, especially those with disabilities. It was in these moments of realization that my faith played a transformative role. I leaned on the teachings of Christ—to love and serve others—as a guiding principle for my aspirations. Looking ahead, I see my faith as the foundation for my future achievements. As I pursue a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville, I am committed to integrating faith and service into my academic and professional journey. My goal is not only to educate but to inspire and uplift my students, ensuring that every child feels valued and capable of achieving their potential. Through prayer, discernment, and active involvement in my faith community, I plan to navigate future challenges with grace and determination. This scholarship represents more than financial assistance; it embodies an acknowledgment of faith’s transformative power. It validates the countless hours spent serving my church and community, the sacrifices made to pursue excellence, and the belief that God’s plan for me is unfolding as it should. With this opportunity, I am confident that I can continue to grow academically, spiritually, and professionally, always striving to honor God through my work and witness. In conclusion, my faith has been the anchor that has steadied me through life’s storms and the beacon that lights my path forward. The challenges I have faced and the triumphs I have achieved are testaments to God’s faithfulness. I am deeply grateful for this chance to share my story and to demonstrate how faith will continue to guide me in reaching new heights and serving others with compassion and love.

Throughout my journey, I have cultivated my skills and made it my purpose and passion to help others be their best. From early experiences in volunteering to my academic pursuits and professional endeavors, each step has deepened my commitment to empowering others and fostering growth in their lives. My foundation in helping others was laid through my volunteer work as a teacher’s aide. For two years, I worked in a second-grade classroom, supporting the teacher and engaging directly with students. This role not only enhanced my ability to interact with children of various abilities but also allowed me to see the transformative power of encouragement and guidance. Helping a struggling student grasp a challenging concept or simply witnessing their excitement in learning reaffirmed my belief in the importance of education as a tool for empowerment. In my role as a teacher at the Parish School of Religion for Saint Rose of Lima Catholic Church, I designed and implemented lessons about the Catholic faith for Kindergarten through fourth-grade students. This weekly commitment required creativity, patience, and adaptability to ensure that every child felt included and inspired. It also instilled in me the importance of instilling values, fostering curiosity, and tailoring my approach to meet the unique needs of each learner. My current position with the Perry County Board of Developmental Disabilities has been particularly impactful. Working with individuals with disabilities, ranging from six to eighteen years old, has taught me invaluable lessons in empathy, resilience, and the significance of individualized care. Each day presents new opportunities to support these individuals in discovering their strengths and achieving personal milestones, reinforcing my belief that every person has the potential to thrive with the right encouragement and resources. Academically, my pursuit of a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville aligns seamlessly with my passion for helping others. My studies equip me with the theoretical knowledge and practical skills necessary to create inclusive environments where all learners can succeed. As a member of the university’s cross-country and track & field team, I have also developed discipline, teamwork, and leadership—qualities I bring to every interaction, whether in the classroom, workplace, or community. Beyond structured roles, my involvement in the Damascus Youth Leadership Institute and as an altar server has further honed my leadership and service mindset. These experiences have underscored the importance of leading by example, cultivating meaningful relationships, and finding purpose in contributing to the well-being of others. Helping others be their best is more than a responsibility for me; it is a calling that brings me immense fulfillment. Whether through teaching, mentoring, or simply offering a listening ear, I am committed to creating opportunities for growth and success. My passion for making a difference continues to guide my efforts, inspiring me to touch lives and help individuals achieve their fullest potential.

The magical world of Harry Potter, brought to life by J.K. Rowling’s imagination, has long captivated readers and viewers alike. For me, the Harry Potter series is more than a story; it’s a journey that bridged my love for reading and the immersive experience of cinema. The adaptation of this literary masterpiece into film was a significant turning point in my appreciation for storytelling, demonstrating how different mediums can complement and enhance each other. My first encounter with Harry Potter was through the books, which I read avidly as a child. Rowling’s intricate descriptions and vibrant characters painted a world that felt as real as my own. The anticipation of turning each page to uncover Harry’s adventures at Hogwarts School of Witchcraft and Wizardry fostered my love for reading. When the first film, Harry Potter and the Sorcerer’s Stone, was released, I was apprehensive about whether the filmmakers could truly capture the magic I had imagined in my mind. However, my doubts vanished as soon as I saw the opening sequence—the sight of Hogwarts for the first time, with its towering spires and enchanting atmosphere, felt like my imagination had materialized on screen. The film adaptation was special to me because it stayed true to the essence of the books while adding visual and emotional depth. For instance, the moment Harry steps into the Great Hall for the first time, with its floating candles and enchanted ceiling, was more breathtaking than I could have ever envisioned. Seeing the actors embody the characters I had grown to love—from Daniel Radcliffe’s earnest portrayal of Harry to Alan Rickman’s nuanced performance as Severus Snape—added a new layer of connection to the story. The films also brought iconic elements like Quidditch matches, magical creatures, and spellcasting to life, creating a shared visual language that allowed fans around the world to unite in their love for the series. What made the Harry Potter adaptation particularly meaningful was how it enhanced my understanding of storytelling. The films taught me how music, cinematography, and visual effects could evoke emotions and build a world just as powerfully as words on a page. For example, John Williams’s unforgettable score, especially the "Hedwig’s Theme," became synonymous with the magic of the series. This interplay between written and visual storytelling inspired me to explore other book-to-film adaptations and consider how different forms of art influence one another. Furthermore, the Harry Potter films rekindled my love for the books, prompting me to reread them with a fresh perspective. I began to notice details I had overlooked and appreciated the depth of Rowling’s narrative even more. This cycle of reading and viewing allowed me to engage with the story on multiple levels, enriching my experience and deepening my emotional connection to the series. Ultimately, the Harry Potter adaptation is special to me because it represents the perfect synergy between literature and cinema. It showed me that while reading ignites the imagination, films have the power to bring those imaginings to life in a tangible, communal way. This bridge between the two mediums has shaped my appreciation for storytelling and continues to inspire me to seek out narratives that move seamlessly between the written word and the silver screen. The magic of Harry Potter lives on, not just in the pages and frames, but in the lasting impact it has had on my love for stories and the many ways they can be told.

From the moment I could read and write, teaching has been an integral part of my life. My parents, both dedicated educators, have inspired me with their unwavering commitment to nurturing young minds and fostering a love for learning. Their passion for their work has not only shaped their students’ lives but has also deeply influenced my own aspirations. I have seen firsthand how education has the power to transform lives, and I am determined to pursue a career in teaching to carry forward this legacy of impact and inspiration. Growing up in a household where teaching was more than just a profession but a calling, I gained a profound appreciation for the role educators play in society. My parents often shared stories of their classrooms, speaking with pride about their students' growth and achievements. These stories were not merely anecdotes but powerful lessons about perseverance, empathy, and the importance of believing in others. Witnessing their ability to instill confidence and ignite curiosity in their students made me realize that teaching is not just about imparting knowledge; it is about shaping character and building a foundation for future success. My own educational journey has further fueled my desire to become a teacher. I have been fortunate to have had incredible teachers who recognized my potential and challenged me to think critically and creatively. Their encouragement has had a lasting impact on me, and I aspire to create that same supportive environment for my future students. I want to be the kind of teacher who not only teaches academic concepts but also inspires students to discover their passions, overcome obstacles, and realize their dreams. In addition to my personal inspiration, I am drawn to teaching because of its unique ability to address societal challenges and foster equity. Education is a powerful equalizer, providing opportunities for individuals to rise above their circumstances and achieve their goals. As a teacher, I want to be an advocate for equitable access to quality education, ensuring that every child, regardless of their background, has the tools and support they need to succeed. My parents’ example has taught me that teaching is not just a job but a responsibility to make a difference in the lives of others. Furthermore, I believe that teaching is a dynamic and fulfilling profession that offers endless opportunities for growth and creativity. Whether designing engaging lesson plans, adapting to diverse learning styles, or finding innovative ways to connect with students, teaching challenges me to continuously evolve and improve. This aspect of lifelong learning excites me and aligns with my own love for acquiring and sharing knowledge. In conclusion, my parents’ dedication to their students and their belief in the transformative power of education have inspired me to follow in their footsteps. I am passionate about making a positive impact on the lives of young people, just as my parents and teachers have done for me. By pursuing a career in teaching, I hope to contribute to a better and more equitable future, one student at a time. It is not merely a career choice but a heartfelt commitment to carrying forward a tradition of empowerment and inspiration.

Throughout my life, I have faced and overcome challenges that have shaped my resilience and perspective. One of the most significant problems I encountered was learning to navigate my role as a caretaker for individuals with disabilities at the Perry County Board of Developmental Disabilities. Working with children and teens with unique needs required immense patience, adaptability, and emotional strength. Initially, I felt overwhelmed by the responsibility, unsure if I could make a meaningful impact. However, I committed to learning from every interaction, seeking guidance from experienced mentors, and embracing a mindset of service. Over time, I not only developed the skills necessary to support these individuals but also discovered the profound joy of empowering others to thrive. This experience deepened my commitment to giving back to the community. Pursuing a degree in Special Education and Early Childhood Education at Franciscan University of Steubenville aligns with my goal of making a lasting difference in the lives of children and families. Receiving this scholarship would relieve the financial burden of my education, allowing me to dedicate more time and energy to volunteering, student teaching, and enriching my professional expertise. I envision using my degree to create inclusive learning environments where all children feel valued and supported. By equipping students with the tools they need to succeed, I hope to give back to the community that has invested so much in my personal and professional growth. Philately, the study and collection of postage stamps, is a hobby that fosters creativity, historical curiosity, and cultural awareness. I would encourage young people to explore philately by integrating it into educational activities. For instance, organizing school workshops that connect stamp collecting to history lessons can make the subject more engaging. Highlighting stamps that feature influential figures, events, or diverse cultures can spark conversations about heritage and identity. Additionally, leveraging social media platforms to showcase unique collections and host virtual stamp-collecting challenges could make the hobby more accessible to a digital-savvy generation. By demonstrating how philately combines fun with education, I hope to inspire young individuals to embrace this enriching pastime. Overall, the challenges I have faced, my vision for the future, and my commitment to fostering meaningful connections between education and community define who I am and who I strive to become. The support of this scholarship would propel me forward on this journey, enabling me to continue serving others and encouraging new ways to bridge passion and learning.

From a young age, I’ve always known that I wanted to make a difference in the lives of others, particularly children. My career of choice, becoming an educator in both special and primary education, is a natural extension of this desire. Currently pursuing a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville, I am passionate about creating inclusive learning environments where every child feels valued and empowered. My passion for education stems from personal experiences and the joy I’ve found in working with children. During my time as a Summer Camp Assistant and Respite Provider with the Perry County Board of Developmental Disabilities, I had the privilege of working with individuals with disabilities, ranging in age from six to eighteen. This role deepened my understanding of the unique challenges they face and strengthened my resolve to advocate for students who often feel overlooked. Similarly, as a volunteer teacher’s aide and a religious education teacher at St. Rose of Lima Catholic Church, I designed lessons and provided hands-on support to young students. These experiences solidified my belief that every child, regardless of ability, deserves a tailored and supportive education. Pursuing my career has required sacrifices, but each one has been a step toward achieving my dream. Balancing academics, volunteer commitments, and being a member of the Franciscan Barons Cross Country and Track & Field teams has required careful time management and dedication. There have been weekends spent preparing lesson plans instead of socializing, and countless late nights studying to maintain my academic standing while also excelling in athletics and extracurriculars like the National Honor Society. These choices were not always easy, but they taught me resilience and reinforced my commitment to my goals. Financial sacrifices have also played a role in my journey. My family and I have made significant efforts to support my education, and I’ve actively sought opportunities like this scholarship to help alleviate the burden. Additionally, I’ve worked to build experience in roles that align with my career goals, often prioritizing meaningful work over higher-paying alternatives. Education is not just a profession to me—it is a calling. I believe that teaching is one of the most profound ways to shape the future, and I am particularly passionate about advocating for children with disabilities. These students face unique challenges that require educators who are not only skilled but also deeply compassionate. By earning my degree and returning to my community to teach, I hope to be a source of encouragement and inspiration for children who, like me, dream of achieving something greater. This scholarship would be an incredible help in my journey, enabling me to focus on my studies and my commitment to serving others. It would represent not only an investment in my education but also in the lives of the countless students I hope to inspire.

As the oldest of four children in a Catholic family, I have been raised with values that emphasize faith, responsibility, and service to others. Growing up in this environment taught me the importance of hard work, compassion, and perseverance, which have guided me throughout my personal and academic journey. Now, as I work toward a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville, I am eager to use these values to make a positive impact in the field of education. My academic and professional aspirations are rooted in my experiences as a mentor, educator, and advocate for individuals with diverse needs. From a young age, I embraced my role as the oldest sibling, often helping to guide and support my brothers and sisters in their endeavors. This dynamic nurtured my ability to lead with patience and understanding. These qualities have extended into my work with the Perry County Board of Developmental Disabilities, where I assist children and young adults with disabilities. Helping them overcome challenges has further inspired my passion for creating inclusive learning environments. In addition to my professional work, I have been actively involved in my church and community. As a Sunday School teacher at Saint Rose of Lima Catholic Church, I created lessons that instilled a love for the Catholic faith in young children. My volunteer role as a second-grade teacher’s aide allowed me to contribute to a classroom setting, developing my skills in collaboration and student engagement. These experiences have solidified my commitment to education as both a vocation and a mission. Balancing these commitments with my academics and extracurricular activities has taught me the value of time management and resilience. At Franciscan University, I am not only pursuing my degree but also participating in the cross-country and track & field teams. Athletics has taught me discipline and the importance of teamwork—skills that I believe are equally essential in the classroom. As a member of the National Honor Society and the Damascus Youth Leadership Institute, I have also had the opportunity to grow as a leader and deepen my dedication to service. This scholarship would play a pivotal role in helping me achieve my goals. It would alleviate some of the financial burden of my education, allowing me to focus more fully on my studies and fieldwork experiences. By investing in my education, this scholarship will enable me to better serve my future students, particularly those with disabilities who often require specialized support and care. Looking ahead, I hope to become a special education teacher who not only teaches academic skills but also fosters confidence and independence in her students. I view education as a means of empowerment, and I am committed to providing every child with the tools they need to succeed, regardless of their circumstances. In conclusion, I am deeply grateful for the opportunity to apply for this scholarship. It represents not only financial support but also an affirmation of my dedication to making a difference in the lives of others. With your help, I will continue to build a future centered on faith, service, and education.

Why I Am Passionate About the Special Education Profession "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." – Professor Harold Bloom Professor Harold Bloom’s reflection on teaching captures the essence of education as a transformative process. To bring students to a sense of their own presence means empowering them to recognize their inherent worth, abilities, and potential. In the context of special education, this principle takes on profound significance. My passion for this field stems from my firsthand experience working with individuals with disabilities and witnessing the joy and growth that come from supporting their development. My mission is to nurture their individuality, guiding them to discover their strengths and unique contributions to the world. Defining the Statement To "bring the student to his or her sense of his or her own presence" is to help them become fully aware of who they are, beyond societal labels or limitations. It involves fostering self-confidence, self-awareness, and a sense of belonging. For special needs students, this often means overcoming barriers—whether cognitive, emotional, or social—that may cloud their perception of their own abilities. As educators, we are tasked with removing these barriers by creating environments that celebrate diversity and encourage self-expression. Teaching becomes a process of not only imparting knowledge but also inspiring self-discovery and resilience. My Mission as a Special Education Teacher My journey toward becoming a special education teacher began with my work as a Summer Camp Assistant and Respite Provider at the Perry County Board of Developmental Disabilities. Each day, I had the privilege of working with children and teenagers with disabilities, offering them support, encouragement, and care. These moments solidified my belief in the power of education to transform lives. The smiles, breakthroughs, and triumphs I witnessed ignited a deep passion for this profession. I saw firsthand how small acts of guidance—helping a child master a new skill or providing a moment of reassurance—could have a lasting, positive impact on their self-esteem and happiness. My mission is to build on these experiences and create a classroom environment where all students feel valued and capable. I aim to develop personalized teaching strategies that meet each student’s unique needs, whether through visual aids, hands-on activities, or technology. By celebrating their successes and fostering a growth mindset, I hope to instill in my students a belief in their own potential. A Fairy Tale: Grace and the Garden of Potential “Once upon a time, in a bustling village called Inclusia, there was a young teacher named Grace. The villagers brought their children to her, hoping she could unlock their hidden talents. These children were known as the "Dreamers," each with abilities as unique as snowflakes but sometimes overshadowed by thick clouds of doubt and fear. Grace, armed with her magical toolkit of patience, creativity, and love, set out to cultivate a special garden—the Garden of Potential. Each child was given a seed representing their strengths: a Seed of Curiosity, a Seed of Courage, or a Seed of Imagination. Grace nurtured these seeds with lessons tailored to their needs, ensuring every Dreamer felt seen and understood. One day, a storm rolled in, threatening to wash away the garden. The Dreamers became frightened, doubting whether their seeds could survive. But Grace reminded them of their resilience, teaching them how to build shelters and work together to protect their seeds. As the storm passed, the garden bloomed more vibrantly than ever, with flowers representing the unique presence of each Dreamer. The villagers marveled, realizing that every child had a special role in making the garden beautiful. Through her efforts, Grace not only helped the Dreamers discover their gifts but also inspired the village to embrace a more inclusive and supportive community. The garden flourished, becoming a testament to the power of belief and perseverance.” Moving Forward As I pursue my degree in Special Education and Early Childhood Education at Franciscan University of Steubenville, I carry this vision with me. My goal is to continue refining my ability to meet students where they are, fostering their growth through innovative and compassionate teaching methods. Whether through adaptive learning tools, sensory-friendly classrooms, or collaborative partnerships with families, I am committed to empowering every student to feel confident in their presence. In conclusion, my passion for special education stems from a deep belief in the potential of every child. Professor Bloom’s insight resonates with my mission to guide students toward a sense of their own presence, helping them recognize their worth and capabilities. By cultivating supportive and inclusive environments, I aim to empower my students to not only overcome challenges but also thrive as unique individuals. Teaching, for me, is not just a profession—it is a calling to transform lives, one student at a time.

Growing up in a devout Catholic family as the oldest of four children has shaped me into the person I am today. My upbringing has been a blend of faith, family values, and a commitment to serving others. These principles have guided my academic pursuits, shaped my career aspirations, and influenced the way I interact with the world around me. My family has always been the cornerstone of my life. Being the eldest of four siblings has taught me invaluable lessons in responsibility and leadership. I have often found myself in the role of a mentor and supporter, helping my younger siblings with their studies, extracurricular activities, and navigating the challenges of growing up. These experiences have instilled in me a profound sense of accountability and empathy, which I carry with me into all aspects of my life. Academically, I have pursued excellence while maintaining a strong focus on personal growth and service to others. As a student at Franciscan University of Steubenville, I am working toward a Bachelor of Science in Special Education and Early Childhood Education, with plans to earn licensure for PK-5 education by May 2028. My passion for education stems from my belief in the transformative power of learning, particularly for students who face unique challenges. My dedication to this field has been reinforced through various roles, including working as a Summer Camp Assistant and Respite Provider with the Perry County Board of Developmental Disabilities. In this role, I support individuals with disabilities aged six to eighteen, fostering both their independence and confidence. I have also been deeply involved in my parish community. For several years, I taught Sunday School classes at the Parish School of Religion at Saint Rose of Lima Catholic Church, creating lessons that nurtured the faith of young children. Additionally, my volunteer work as a teacher’s aide allowed me to support educators and engage directly with students in a second-grade classroom, further solidifying my desire to become an educator. Outside of academics and volunteering, I am a proud member of the Franciscan Barons Cross Country and Track & Field team, where I’ve learned the importance of perseverance and teamwork. My involvement in the Damascus Youth Leadership Institute and the National Honor Society has further reinforced my commitment to leadership and community service. These activities reflect my belief that success is not only about personal achievement but also about uplifting those around me. Looking ahead, I aspire to become a special education teacher who can make a lasting impact on the lives of students with disabilities. I see this as a vocation that aligns with my faith and desire to serve others. My ultimate goal is to foster an inclusive and nurturing learning environment where all children can thrive, regardless of their circumstances. In conclusion, my journey has been deeply influenced by my Catholic faith, my supportive family, and my commitment to education and service. This scholarship would not only help me achieve my academic and professional goals but also enable me to continue giving back to my community in meaningful ways. I am excited to carry these values forward as I work to make a difference in the lives of others.

Growing up in a small community, I have always found inspiration in the people and experiences around me, shaping my path and aspirations. My name is Grace Sheets, and I am pursuing a Bachelor of Science in Special Education and Early Childhood Education at Franciscan University of Steubenville, with licensure in PK-5 education. After graduation, I plan to return to my high school to teach and give back to the community that has played a pivotal role in my development. My passion for teaching, sparked by personal experiences and meaningful opportunities, drives my ambition to make a difference in the lives of young learners. My parents have been my greatest inspiration, instilling in me a strong work ethic, compassion, and a commitment to helping others. Their encouragement motivated me to explore opportunities that aligned with my interests in education and service. During high school, I volunteered as a Teacher’s Aid in a second-grade classroom. This experience was transformative, as I saw firsthand how impactful a positive learning environment can be. Assisting the teacher with lessons and interacting with the students cemented my desire to pursue teaching as a career. My summer job with the Perry County Board of Developmental Disabilities further solidified my decision. Working as a Summer Camp Assistant and Respite Provider allowed me to connect with individuals with disabilities, ranging in age from 6 to 18. I saw the importance of tailored educational approaches that cater to the needs of all learners. This experience inspired me to pursue a dual major in Special and Elementary Education, equipping me to meet the diverse needs of students and ensure their success. In addition to these professional experiences, my time teaching at the Parish School of Religion at St. Rose of Lima Catholic Church reinforced my belief in the power of education. I designed and taught lessons for Kindergarten through Fourth-grade students, helping them explore their faith while fostering curiosity and engagement. These moments of connection, growth, and joy reaffirmed my commitment to nurturing young minds. Success in my future career will rely on the values and skills I have developed through these experiences: adaptability, empathy, and a passion for learning. My involvement in leadership opportunities, such as the Damascus Youth Leadership Institute and the National Honor Society, has also prepared me to face challenges with determination and creativity. Beyond academics, my participation in cross-country and track has taught me the importance of perseverance and teamwork—qualities I aim to bring to my classroom. Returning to teach my elementary school is more than a career goal; it is a personal mission. I hope to inspire the next generation of students just as my teachers inspired me. By fostering an inclusive and supportive environment, I aim to help students discover their potential, overcome challenges, and achieve their dreams. Teaching is not just about academics; it is about shaping lives, and I am committed to making that impact in my community.

I am very excited about my future plans to become a teacher. For as long as I can remember, I have wanted to become a teacher. My parents are teachers and have greatly influenced my decision to become a teacher. I have been accepted and enrolled at Franciscan University of Steubenville. Franciscan has a prominent education program that will allow me to reach my future goals of working with children and becoming a teacher. There are many reasons why I want to become a teacher, some of which include enjoying working and learning with children, helping them to reach their fullest and highest potential, and making learning fun! As stated above, there are many reasons why I want to become a teacher. One of these reasons is that I enjoy working with and being around kids. I am a teacher for my church’s Parish School of Religion classes, and I always enjoy developing weekly lessons and carrying them out each week. Another reason that I want to be a teacher is that I want to help children grow in their weak areas, assuring them that I am there to help and support them. By doing this, they will be able to reach their highest and fullest potential and reach their goals. A further reason why I want to become a teacher is that I want to make learning fun for my future students. By making learning fun, my students will be excited to come to school and be ready to learn something new in a fun way. Finally, I want to be able to make a difference for my future students. I hope that one day, I will show my upcoming students that I am there to help them and develop them into lifelong learners. In closing, I am excited to attend the Franciscan University of Steubenville and become a teacher. I look forward to working and learning with my students so that I can help develop them and watch them reach their full potential.

Being a leader is about being a good, positive role model and setting good examples for others. It’s not about being loud and bossy to people, rather it’s about listening and being open-minded to other people’s ideas. Being a leader means that your intentions are for the good of others, not just for yourself. A good leader’s intentions are always trying to improve the world around them. A good leader is inspirational to others while working towards meeting a goal. If a leader fails at meeting a goal, a true leader picks themselves up and tries again by never giving up. I try to follow these standards the best that I can without coming off as too bossy or rude and I always try to make a situation better for someone while keeping a calm and collected manner. I am a very ambitious person. I am dedicated, hardworking, and organized with whatever task is at hand. I am also happy, easygoing, and flexible. I use these traits to be a good teammate with my Cross Country and Track and Field teams. These characteristics are also useful when I teach my Parish School of Religion class. I am always happy to teach my students, even during the most challenging times! My interests include reading, running, spending time with family, and baking. I enjoy doing all of these, especially spending time with my family. My values include loving everyone and being a selfless person. I also value respecting others, respect for myself, respecting the environment and all things, which leads to a more peaceful world. Every day, I try to follow these values, and many more, to help the world be a better place, and to help me be a happy, kind, and enjoyable person to be around. In the future, I hope to be able to bring these traits, values, and interests to help me reach my personal goals, such as becoming a teacher. Within my community and school, I strive to have a positive impact on other people. Within my school, I am a part of the Student Council, Muskingum Valley League (MVL) Leadership Committee, Yearbook Staff, and National Honors Society. By being a part of these groups and clubs, I hope to make a positive impact on the students, staff, and anyone else who it might affect. I do activities and projects to help the school and the school community with a happy heart. Within my community, I am a part of the Parish School of Religion as one of the teachers and I am also a part of the Youth Leadership Institute. Within these groups, I hope to have a positive impact on my students and other people as well. I am always ready and happy to help people if they need it and I hope to make a positive impact on other people as well.