I did not find God in the Methodist church I started going to at birth. I did not find God going to Sunday School through elementary school. I did not even find God praying with my great grandmother before I went to bed. While I was raised in the church, I found God sobbing on my floor at 13 years old because I did not understand why I felt so hopeless. I was diagnosed with anxiety and depression at the age of 14. The year prior I had lost my uncle to his personal battle with depression. That is truly when my spiral began. The encounter I had with Jesus the night that I had mentally broken at just 13 years old, changed me forever. God placed something in my heart that night. I now had purpose. I began to realize I am fearfully and wonderfully made in the Lord's image. God began to work in my heart to change my thought process and give me my value back. When the imbalanced chemicals in my brain told me I was not enough, the Lord told me I am His. While my journey with anxiety and depression is ongoing, I now know that I will never walk alone. As I weep, the Lord weeps with me. As a future educator, I know the Lord will assist me day in and out with my career. I was drawn to education because of the scale of impact you have on your students. Powerful teachers can change the world. Teaching is not just about delivering content; it is about shaping lives. Education is a calling to serve others with excellence and care. My faith will guide me to lead with kindness, fairness, and respect, ensuring that every student feels seen, supported, and capable of success. I believe that educators have the power to inspire confidence, curiosity, and resilience, and my faith reinforces the responsibility that comes with that influence. My faith will also help me navigate the challenges of education with patience and perseverance. Teaching requires adaptability, emotional strength, and consistent encouragement, especially when students struggle academically or personally. Through prayer and reliance on God, I will be able to approach difficult days with renewed purpose and a servant’s heart. My faith will remind me to model grace, self-control, and integrity, even in stressful or uncertain situations. Ultimately, I believe God has placed a calling on my life to educate and uplift others. My faith will guide my decisions, strengthen my leadership, and help me create a classroom environment rooted in respect, encouragement, and growth. As I pursue a career in education, my relationship with God will continue to shape not only how I teach, but how I lead, serve, and leave a lasting impact on my students’ lives. I may be the only Jesus some people see, and I hope to do my best to fulfill my calling. Thank you for your consideration for this scholarship. God Bless You.

Kalia D. Davis’s story reflects a life lived with purpose, excellence, and heart. These values deeply resonate with my own journey as a student-athlete. Like Kalia, I strive to live each day with ambition, discipline, and a commitment to making a meaningful impact on those around me. This scholarship would not only support my educational goals but also help me continue building a legacy rooted in hard work, service, and leadership. I am a dedicated undergraduate student-athlete who balances academics with competing in both basketball and track and field, where I throw in field events. Athletics have shaped who I am by teaching me perseverance, time management, and resilience. Practices, competitions, early mornings, and long days have taught me how to push through adversity while still holding myself to high standards. Maintaining a 3.9 GPA while competing in two sports is something I am incredibly proud of, as it reflects my commitment to excellence in every area of my life, much like Kalia exemplified. Beyond athletics, I believe impact is measured by how we serve others. I have consistently been involved in volunteering and community service, giving back in ways that allow me to uplift and encourage those around me. Whether through tutoring, mentoring, coaching, or supporting school and community initiatives, I strive to be someone others can rely on. Someone who brings encouragement, positivity, and effort to every space I enter. Kalia’s ability to be counted on by her peers and to spread joy through laughter and kindness is something I aspire to emulate in my own life. This scholarship would provide critical financial support as I continue pursuing my education. I am working towards my bachelor's degree in Secondary Education- English, where I also hope to coach track someday. As a student working hard to fund my academic and athletic goals, financial assistance would relieve some of the burden that comes with tuition, books, and living expenses. More importantly, it would allow me to focus fully on my studies, training, and service without having to compromise any of the areas that define who I am. Receiving this scholarship would affirm that my dedication, ambition, and drive matter. I am a first-generation college student. I receive no federal aid, and my parents are unable to contribute to my education financially at this time. Kalia D. Davis lived a life of “Living, Loving, Laughing, Learning, and Legacy.” I carry those principles with me as I continue striving to become not only a successful student and athlete, but also a leader who leaves a positive impact. This scholarship would help me honor Kalia’s legacy by continuing to pursue excellence, serve others, and build a future rooted in purpose and perseverance.

I am interested in pursuing a career in teaching because education has the power to shape not only what students know, but who they believe they can become. Teaching offers the unique opportunity to influence lives during critical moments of growth, curiosity, and self-discovery. I have always been drawn to working with students because I value connection, encouragement, and the ability to help others see their own potential. For me, teaching is not simply a profession; it is a calling rooted in service, purpose, and the desire to make a meaningful difference. A teacher who profoundly changed my life was my science teacher, Mr. Rush. Before being in his classroom, I viewed science as a subject I simply had to get through. I struggled with confidence in my academic abilities and often doubted whether I was capable of mastering challenging material. Mr. Rush saw more in me than I saw in myself. He had an ability to explain complex concepts in a way that was accessible and engaging, but more importantly, he created a classroom environment where questions were welcomed and mistakes were treated as part of the learning process rather than failures. Mr. Rush’s teaching extended beyond content. He took the time to build relationships with his students and made it clear that he cared about our success as individuals, not just as test-takers. When I struggled, he offered patience and encouragement rather than frustration. His belief in my ability gave me the confidence to take academic risks and push myself beyond my comfort zone. Through his example, I learned that effective teaching requires empathy, consistency, and a genuine investment in students’ growth. What stood out most about Mr. Rush was his passion. His enthusiasm for science was contagious, and it transformed the way I approached learning. He showed me that when a teacher is truly invested in their subject and their students, learning becomes meaningful and exciting. Because of him, I began to see education as something that could empower students rather than intimidate them. His influence helped shape my own approach to learning and solidified my desire to one day stand at the front of a classroom and provide that same sense of encouragement and inspiration. I want to become a teacher because I want to be that person for future students—the one who notices when a student is struggling, who celebrates growth, and who creates a space where students feel safe to learn and be themselves. High school is a pivotal time when students are forming their identities and discovering their strengths. I hope to support them not only academically, but emotionally and socially as well. By fostering meaningful relationships and creating an inclusive, engaging classroom environment, I aim to help students develop confidence, resilience, and a love for learning. Ultimately, my interest in teaching is driven by the impact educators like Mr. Rush have had on my life. His belief in me changed the way I viewed myself as a learner, and I want to pay that forward by becoming a teacher who leaves a lasting, positive impact on students’ lives.

One of the most significant hardships I have overcome was losing my uncle to suicide in 2016. At a young age, I was forced to confront grief, confusion, and the reality that emotional pain is not always visible. This loss reshaped the way I understand people, particularly adolescents, who often carry silent struggles behind what appears to be normal behavior. Navigating this experience taught me that listening matters just as much as speaking, and presence can be more powerful than solutions. It also showed me how deeply students are affected when they feel unseen, unheard, or misunderstood. From this experience, I learned the importance of empathy, patience, and emotional awareness—lessons that will directly influence how I teach and support my future students. As an educator, I will be intentional about creating a classroom environment where students feel safe, valued, and respected as whole individuals, not just academic performers. I understand that a student’s behavior, motivation, or academic struggles may reflect deeper emotional challenges, and I am committed to responding with compassion rather than judgment. I want my students to know that they matter, that their voices are important, and that seeking help is a strength, not a weakness. What drives me to become a high school teacher is the opportunity to make a meaningful difference during one of the most formative periods of a student’s life. High school is a time when students are shaping their identities, values, and sense of self. I am passionate about being a steady, supportive presence for students as they navigate academic expectations, personal growth, and emotional challenges. Through intentional relationships, engaging instruction, and consistent encouragement, I hope to help students not only succeed academically but also develop confidence, resilience, and self-awareness. Ultimately, my goal as a teacher is to ensure that no student feels invisible. The loss I experienced has strengthened my resolve to be attentive, compassionate, and present—qualities I believe are essential for an educator who truly wants to change lives. By showing up for my students every day, I hope to honor my uncle’s memory by being the kind of teacher who notices, cares, and makes space for students to be fully seen.

I am passionate about the special education teaching profession because I believe the true purpose of teaching is not simply the transfer of knowledge, but the awakening of a student’s awareness of their own worth, voice, and presence in the world. When Professor Harold Bloom states that “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” he is emphasizing that education should help students recognize themselves as thinkers, contributors, and individuals who matter. A “sense of presence” means that a student understands they exist with purpose, that their thoughts are valid, and that they have agency over their learning and identity. For students with special needs—who are too often defined by labels, deficits, or accommodations—this sense of presence is not automatically nurtured; it must be intentionally cultivated. I have seen this firsthand with my cousin, Austin, who is autistic. I love him so much, and he inspired me to follow this path. As a future special education teacher, my mission is to guide students toward this sense of presence by creating a learning environment rooted in dignity, patience, and empowerment. I strive to meet students where they are, honoring their strengths while supporting their challenges. Through individualized instruction, consistent encouragement, and meaningful relationships, I help students recognize their capabilities and advocate for themselves. Whether through differentiated lessons, one-on-one support, or celebrating small victories, I want my students to see themselves not as “behind,” but as learners on a valid and valuable journey. By fostering confidence, self-expression, and independence, I aim to ensure that each student feels seen, heard, and capable of growth—academically, socially, and emotionally. Once upon a time, in a quiet kingdom where some children believed they were invisible, there lived a teacher who carried no sword, but a lantern. The lantern did not shine outward—it glowed softly, waiting to be lit from within others. The teacher traveled from classroom to classroom, sitting beside children who had been told they were “too much” or “not enough.” Instead of rushing them forward, she listened. Instead of correcting first, she encouraged. Slowly, one by one, the children discovered that the light they needed was already inside them. As their lanterns ignited, the kingdom grew brighter—not because the teacher changed them, but because she helped them see themselves. And when her journey ended, the children no longer needed her lantern at all, for they had found their own presence and carried it proudly into the world. Thank you for considering me for this scholarship. It means the world to me.