What Makes Me Unique One of the things that makes me unique is the combination of my passion for education, leadership, and athletics. I am currently a Running Start student working toward my Associate of Arts degree while still in high school. Balancing college classes with athletics has taught me discipline, time management, and perseverance. Many days I go straight from college lectures to basketball practice and then spend the evening finishing assignments. While it can be challenging, it has helped me grow into someone who understands the value of hard work and commitment. Basketball has played a huge role in shaping who I am. Being part of a team has taught me how to lead, communicate, and support others. The lessons I’ve learned on the court translate directly into the classroom and into life. I’ve learned that success doesn’t come from talent alone, but from consistency, effort, and encouraging the people around you. These experiences have inspired my dream of becoming a teacher who motivates students not only academically but personally as well. My goal is to become an elementary school teacher because I believe the early years of education are some of the most important in shaping a child’s confidence and love for learning. I want to create a classroom where students feel seen, supported, and encouraged to grow. I hope to be the kind of teacher who helps students discover their strengths and believe in themselves. Receiving this scholarship would help me continue pursuing my education and reduce some of the financial stress that comes with college. It would allow me to focus more on my studies, field experience, and preparation to become the best educator I can be. More importantly, it would bring me one step closer to making a lasting impact on young students and the communities they come from. For me, education is not just a career path—it’s a calling. I want to use my experiences, leadership, and passion for helping others to inspire the next generation to dream big and work hard to achieve those dreams.

I didn’t grow up saying I wanted to be a teacher. That calling came slowly, through moments that stuck with me. One of those moments happened after school when I was helping a younger student with math. They were frustrated and convinced they just “weren’t good at it.” I recognized that look because I had worn it myself. I sat with them, broke the problem down step by step, and watched their confidence grow as they started to understand. When they finally said, “Ohhh, I get it now,” something shifted in me too. I realized I didn’t just enjoy explaining things—I cared deeply about how students see themselves while they’re learning. My own experience in school shaped that realization. I had a math teacher in high school who made me feel small. If you didn’t understand something right away, it felt like you were the problem. I started to believe I just wasn’t “a math person.” That belief followed me for years. Later, I met a professor who told me something simple but powerful: “It’s not you. You just had a bad experience.” That sentence changed my mindset. I began to see how much influence teachers have—not just over grades, but over identity. Growing up in Tacoma, I’ve been surrounded by students from many different backgrounds, stories, and struggles. I’ve seen how easy it is for young people to be labeled, underestimated, or overlooked. I’ve also seen how much of a difference one encouraging adult can make. Those experiences made me realize I want to be that adult in the room—the one who sees potential before students see it in themselves. I am pursuing a career in K–12 education, especially elementary education, because those early years matter so much. That’s when students start forming beliefs like “I’m smart” or “I’m not good at school.” I want my classroom to be a place where students feel safe to make mistakes, ask questions, and grow. I want them to leave my class believing they are capable. My background has also taught me the importance of relationships. Students don’t learn well from people they don’t trust. I want to build a classroom culture where students feel known—not just by their test scores, but by their personalities, interests, and dreams. Whether it’s through small check-ins, celebrating their successes, or simply listening, I want every student to feel seen. Ultimately, I’m not pursuing education just as a job, but as a responsibility. I know firsthand how powerful a teacher’s words can be. I want to use mine to build confidence instead of doubt. If I can help even one student rewrite the negative story they tell themselves about learning, then I know I’ll be exactly where I’m meant to be.