am currently a Running Start student at Tacoma Community College, working toward my Associate of Arts while finishing my senior year of high school. Being part of Running Start has pushed me to grow quickly, both academically and personally. Balancing college-level coursework with everything else in my life has taught me discipline, time management, and how to stay focused on long-term goals. After high school, I plan to continue my education in Elementary Education, with the goal of becoming an elementary school teacher and eventually transitioning into school counseling. Outside of academics, basketball has been a major part of my life. I played varsity for three years, and that experience taught me a lot about leadership, teamwork, and perseverance. Even during my senior year, when I faced challenges and didn’t get the outcome I had hoped for, I stayed committed to supporting my team. That experience showed me that leadership isn’t always about being in the spotlight—it’s about showing up, encouraging others, and putting the group before yourself. In terms of community involvement, I’ve had the opportunity to work directly with fifth-grade students at Fern Hill Elementary. I helped lead small group instruction and supported students in improving their academic performance. Over time, I saw measurable growth, with students improving their test scores, but more importantly, I saw growth in their confidence. Building relationships with students and earning their trust was one of the most meaningful parts of that experience. It reinforced my passion for working with young people and confirmed that education is the right path for me. If I could start my own charity, it would focus on supporting students who feel overlooked or under-supported, especially at the elementary and middle school levels. The mission would be to provide both academic support and mentorship, creating a space where students feel seen, valued, and capable. Too often, students who struggle early on begin to believe that they are not “good at school,” and that mindset can follow them for years. I would want to interrupt that cycle early. The charity would serve students from a variety of backgrounds, with a focus on those who may not have consistent support systems at home or in school. Volunteers would work directly with students in small groups or one-on-one settings, helping with homework, reinforcing key skills, and most importantly, building relationships. In addition to academic support, the program would include mentorship, goal-setting activities, and opportunities for students to talk about their challenges in a safe and supportive environment. I would also want the organization to partner with schools to identify students who could benefit most from the program. Volunteers would be trained not just to teach, but to listen, encourage, and support students as individuals. The goal wouldn’t just be to improve grades, but to build confidence and help students see their own potential. Everything I’ve experienced so far—through school, sports, and working with students—has shaped my desire to make a difference in education. Whether through my career or through something like this charity, my goal is to create spaces where students feel supported, challenged, and inspired to believe in themselves.

I’m currently a Running Start student at Tacoma Community College, working toward my Associate of Arts while finishing high school. My goal is to become an elementary school teacher and later transition into school counseling. For me, education isn’t just a career path—it’s something personal. I’ve always been drawn to working with kids, but over time I started to realize how much influence teachers have beyond academics. The right teacher can shape how a student sees themselves, and that’s the kind of impact I want to have. A big part of who I am comes from my experiences balancing school, athletics, and real responsibility at a young age. I played varsity basketball for three years, and that taught me discipline, accountability, and how to support others as part of a team. Even when things didn’t go my way my senior year, I stayed involved and continued to encourage my teammates. That experience helped me understand that leadership isn’t about recognition—it’s about showing up for others, especially when it’s not easy. I carry that mindset with me into everything I do, including my work in education. I’ve also had the opportunity to work directly with fifth-grade students at Fern Hill Elementary, where I helped lead small group instruction and track student progress. Being in that classroom made everything real for me. I saw how different each student is—how some pick things up quickly, while others need more time, support, or a different approach. I also saw how much relationships matter. When students feel supported and understood, they’re more willing to try, even when something is difficult. That experience confirmed that teaching is exactly where I’m supposed to be. As an educator, I plan to make a positive impact by creating a classroom environment where every student feels seen, respected, and capable. I want my classroom to be a place where students aren’t afraid to make mistakes, ask questions, or be themselves. Academics matter, but I believe confidence and belonging matter just as much. If a student doesn’t feel safe or valued, it’s hard for real learning to happen. I also want to be intentional about supporting students who may feel overlooked—whether that’s because they’re struggling academically, dealing with challenges outside of school, or just don’t feel like they fit in. Every student deserves an adult who believes in them, and I want to be that person. As I continue into school counseling later in my career, I hope to expand that impact by helping students navigate not just school, but life decisions, challenges, and personal growth. At the end of the day, my goal is simple: I want to leave a lasting impact on the students I work with. Not just in what they learn, but in how they see themselves. If I can help students build confidence, feel supported, and believe that they have a future worth working toward, then I know I’ve made a difference.

“Kindness in Action” One moment that stands out to me happened during my time working with a small group of fifth graders at Fern Hill Elementary. There was one student in particular who was really struggling—not just academically, but with confidence. He would shut down quickly, avoid participating, and you could tell he already believed he wasn’t capable before even trying. Instead of pushing him harder right away, I focused on building a connection first. I made it a point to check in with him, encourage him in small ways, and recognize even the smallest progress he made. Over time, something started to shift. He began raising his hand more, asking questions, and actually attempting the work instead of avoiding it. By the end of the time I was working with that group, his test scores had improved, but more importantly, his attitude had changed. He believed in himself more. That moment was important to me because it showed that kindness isn’t always about big gestures. Sometimes it’s about consistency, patience, and showing someone that they matter. It reinforced why I want to become a teacher—because small moments like that can have a lasting impact on a student’s confidence and future. “Creating Connection” Basketball has been one of the biggest spaces where I’ve had the opportunity to bring people together. Throughout my high school experience, I was part of the varsity team for three years, and even during my senior year when things didn’t go the way I hoped, I still made it a priority to support my teammates and stay involved. I realized that being part of a team isn’t just about playing—it’s about creating an environment where everyone feels included and supported. I made an effort to connect with younger players, especially those who were new or unsure of themselves. Whether it was talking with them during practice, encouraging them after mistakes, or just making sure they felt like they belonged, I wanted to help build a positive team culture. Sports can be intimidating, especially for younger players, and I didn’t want anyone to feel like they were on the outside. Through that experience, I learned that creating connection is about being intentional. It’s about noticing who might feel left out and taking the extra step to bring them in. That’s something I carry with me beyond basketball, especially as I prepare to become a teacher. I want my future classroom to feel the same way—a place where every student feels like they belong, no matter where they come from or what they’re going through.

Using Education to Create Opportunity and Justice My academic interests center around education and psychology, especially how children learn, grow, and develop confidence during their early school years. I am currently working toward an Associate of Arts degree through the Running Start program while still completing high school. Through my classes and experiences, I have developed a strong passion for becoming an elementary school teacher. I believe education is one of the most powerful tools for creating opportunity, building confidence, and promoting equal justice in our communities. Growing up and attending school in Tacoma, I have seen how students’ opportunities can vary depending on their background or circumstances. Some students have access to strong academic support, technology, and mentorship, while others may face barriers that make school more difficult. These differences can affect how students see themselves and their potential. Because of this, I believe teachers have an important responsibility not only to teach academic skills but also to create environments where every student feels valued, supported, and capable of success. My academic interest in education is closely connected to my interest in psychology. Understanding how students think, learn, and respond to challenges is essential for helping them succeed. Courses in psychology have helped me see how motivation, confidence, and environment influence learning. For example, students are much more likely to succeed when they feel safe, encouraged, and understood. As a future educator, I want to use this knowledge to build classrooms where students are not afraid to ask questions, make mistakes, and grow. Athletics has also played an important role in shaping my perspective on leadership and fairness. As a basketball player, I have learned the importance of teamwork, discipline, and perseverance. On a team, every player matters, and success happens when everyone is given the opportunity to contribute. I believe the same idea applies to education. Every student deserves the chance to learn and succeed, regardless of their background. These experiences have helped shape my commitment to creating inclusive and supportive learning environments. In the future, I plan to use my education to promote positive social change by becoming an educator who actively works to close opportunity gaps for students. This means ensuring that all students have access to engaging learning experiences, resources, and encouragement. I want to create a classroom where students from all backgrounds feel respected and represented, and where differences are seen as strengths rather than barriers. Education can also play a major role in promoting equal justice by helping students develop critical thinking skills and empathy for others. When students learn about different cultures, histories, and perspectives, they become better prepared to participate in a fair and just society. As a teacher, I want to help students understand the importance of respect, fairness, and responsibility toward others. Beyond the classroom, I hope to stay involved in my community through mentorship, youth programs, and outreach opportunities that support young people both academically and personally. Many students benefit from positive role models who encourage them to pursue their goals. By combining education, mentorship, and leadership, I hope to help students see that their future is full of possibilities. Ultimately, my goal is to use my education not only to teach academic subjects but also to empower young people. When students believe in themselves and feel supported in their learning, they are more likely to pursue their dreams and contribute positively to their communities. By becoming an educator who promotes opportunity, fairness, and encouragement, I hope to play a small part in building a more just and equitable society.

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.