My career goals include becoming a K-5 teacher and educator in a predominantly Black and Hispanic community. I hope to do this in my hometown, Detroit. These career goals focus on liberation and joy through culturally relevant practices, teachings, and learning. I want every student to feel appreciated, valued, and supported by their peers and me. When reflecting on chess and its impact, I recognize how its principles should shape my approach to teaching. Early in my chess experience, I played against my grandfather, Ronald Sanders, or Papa as I would call him. I remember making mistakes by moving too fast. Whether it was chess or other areas of life, rushing usually led to errors. I was often known as the kid who left or lost belongings. As I matured, I realized I needed to slow down and take things step by step. Just as I learned to slow down, chess taught me that improvement takes time. Some of the best outcomes come from staying calm, observing, and responding with intention instead of frustration. Chess also demonstrates the value of accuracy in decision-making. You must prepare for the future with each move you make. Chess taught me to keep moving, even when I do not know what will happen after the next move. You cannot always know your opponent's plans, so you must wait, be vigilant, and adjust to every move. Chess is a game of flexibility. It is also a metaphor for how life's next move arrives no matter what. These lessons from chess translate directly to the classroom. Patience is vital as a teacher. You never know how much time and affection a student might need to understand a topic or get comfortable with the classroom culture. In education, it is important to observe and respond in ways that serve the child's best interests. You need to move carefully while analyzing students to support their wellness and success. Ultimately, chess has taught me to approach life and my classroom as I would approach the board. I focus on patience, intentional action, and the idea that every move matters. Chess is a game every student should learn because it requires deep thinking and analysis. For example, if a student in my future classroom struggles with a challenging math problem, I can use chess as a guide. I would encourage them to break the problem into smaller steps, like planning moves in chess. I would invite them to pause, reflect on strategies, and consider the consequences of each before continuing. As a future K-5 educator in Detroit, I want to give my students confidence to grow, think critically, and discover their inner power. The lessons I learned from my Papa at the chessboard guide how I hope to teach. I want to slow down, recognize patterns, accept each child, and move with care and love. My goal is to create a classroom where every child feels safe to show their authentic self, empowered by patience, understanding, and the belief that, just like in chess, every move they make can shape their future. Together, we will build a community rooted in respect, growth, and lasting joy.

Every child deserves to feel the power of Self. In a world often obsessed with standardized benchmarks, I have chosen a different path, dedicating myself to helping students realize the impact they have on those around them. I want to become a special education teacher because this feeling of self-empowerment is essential, especially in schools where many students have been told, directly or indirectly, that their voices don't matter. I know what it feels like to be overlooked by peers and teachers. As a student who received extra help for reading and assignments, I know how easy it is to be disregarded because of specific struggles and learning disabilities. I had an IEP from 1st to 10th grade for severe reading struggles and stuttering. For students, it's hard to learn if they do not enjoy school. I used to worry about what others thought when I was pulled out of class by a specialist, wishing I was like everyone else. Sometimes, other students showed their curiosity by being rude, and this desire for validation led to academic and behavioral struggles. Thinking about this, I appreciate how teachers influence students beyond the classroom. Considering Professor Harold Bloom’s statement, “the purpose of teaching is to bring the student to his or her own presence,” I recognize the notable impact teachers have. Having experienced personally how a teacher can redirect a student’s path, I understand this well. For Professor Bloom, education moves beyond content delivery; it means discovering a student’s identity and strengths. This process rebuilds confidence, social skills, and academic abilities. That is what his statement means to me. Teachers prompt critical thinking in every aspect of life, not just school. Though some call this the parent’s role, I see it as essential to teaching. Inspired by these beliefs, I have developed clear goals and strategies for supporting students with special needs. As I teach, I hope to guide students with special needs by remaining an active learner, always seeking to know more about each student. This may include their family, disability, or health. Any input could help me support their child more effectively, especially when communicating with families. I also support my classroom by centering strengths rather than deficits and building trust-oriented relationships. Building relationships is what I admire about teaching. People with special needs need teachers who understand their behavior is communication. Building trust begins with genuine partnerships with guardians and using that foundation to understand students' needs. Let these partnerships shape your interactions. Trust also comes from joyfully leading the class and spreading joy in learning. Show students there is joy in school. To show the relevance of community and joy in teaching, I’ll share a story. Fairy Tale: Once upon a time, in a joyful kingdom with glowing bowling alleys, lived Isaac Ronald, a young educator known for uniting people. Each evening at Vision Lanes, his 250 bowling score was just the start. He built community by bringing together family, friends, and students’ guardians. Elders, friends, and family gathered, drawn by the way he made everybody feel included. His laughter expanded above the sound of the rolling bowling balls. Each roll brightened the night with laughter, line dancing, and fellowship. The kingdom sparkled in green and blue hues around the alley as even newcomers joined. From then on, Isaac Ronald was remembered not exclusively as the best bowler or devoted teacher. He was remembered as the heart of the community, a source of joy and pride, creating a lasting aura over the kingdom. The story of that night was treasured for centuries.

On February 13th, 2026, I lost one of the best men that I knew. My grandfather, AKA my Papa Ronald Sanders, was one of the most important people in my family’s dynamic and in my personal growth. During early November, Papa was diagnosed with Lung Cancer; this news came very unexpectedly, and I didn’t know exactly how to feel or react to this, so I decided to spend as much time with Papa as possible and do what I could to help. On top of Papa being diagnosed and doing what I could to help, I’ve also had a feeling of regret in my gut because of how much time I was away from my home in Detroit, Michigan, due to school and my summer 2025 internship in Pittsburgh, PA. When I came home from this internship on August 1st of last year, I only had one week at home before I had to go back to school for Resident Assistant training on August 8th. Although time was limited, I still made sure to see my grandparents the majority of that week. The next time I came back home, knowing my Papa was due, was difficult to accept. Going back to school for the spring 26’ semester was extremely challenging because I had to go back knowing there was a chance Papa wouldn’t be alive by the time spring break came around, since he decided not to go through with chemo treatment. During my spring semester, it was hard for me to balance school, my social life, and worrying about my grandfather, especially since I didn't really have time to go back home because of school and work. I went to visit Papa two weeks before he passed away, and after his passing, I reached out to my university's counseling center to talk to a professional. Overcoming the challenges of getting through this semester while dealing with grief, I learned how much I can endure life's challenges while still being able to take care of my daily responsibilities. I also learned how open I am to asking for help when needed in my daily routine. The struggle changed me as a person by giving me an even stronger sense of pride in who I am and what my name represents. My name is Isaac Ronald Sanders, and I am very intentional about how my papa will continue to live through me. My Papa gives me strength through ballroom dancing, reading, and my academics because these are the things we both shared an interest in during our conversation. The lasting impact includes seeing how different things are for my family and me now that my Papa is gone. I have seen how my family has been dealing with grief, and that hurts, so I want to use this as inspiration to continue to go after those same goals that I talked about with my Papa and family because I owe that to him.

Every child needs an environment where their strengths and weaknesses are recognized and respected, with instruction and actions tailored to support their learning. Throughout my path towards becoming a special educator, I have had many personal experiences and people who have greatly influenced me. Being brought up under the influence of special educators, whose main emphasis was on my abilities and not my inabilities to say specific words, letter sounds, and constant stuttering, helped me confidently cope with my IEP from 1st-9th grade. Furthermore, being introduced to the course "Foundations of Special Education" at the University of Pittsburgh during my 3rd year has given me a sense of what a Special Education teacher's life looks like and how Special Education has developed over the years, as I seek to learn more. During my time at Freedom Schools Literacy Academy as a Junior Servant Leader in summer 2023, I realized that working with 1st-3rd-grade Black and Brown students inspired me to become a special education teacher and advocate. Many of my coworkers, who were high school and college-aged, felt frustrated by the required changes for the student receiving special education services. However, I recognized the need to be patient, creative, and willing to challenge anyone when working with this student who struggled to respond to directions. Eventually, I realized I could reward him with something he enjoyed, like a mini stuffed animal I had in the classroom when he followed directions. When I asked this student to leave the name tags and designs on the table, he continued, and I found it challenging to get him to follow directions consistently. Once I introduced the stuffed animal, which is already a classroom norm, the student began responding to basic classroom instructions, such as joining the reading circle and focusing on the task, thereby strengthening our relationship. I believe that teaching is a social action movement. The impact an educator can have through something as simple as relationship building is truly special. It's what I admire about teaching as a whole. Individuals with special needs must have teachers who know that behavior is simply a form of communication. Creating a trusting environment begins with building genuine partnerships with a student's family. I admire how special education centers involved guardians, and I am committed to being part of that support system for every child. Building a trusting relationship will help the educator understand how the student reacts and responds at home, which can inform the educator's classroom response to the student's learning. It is my goal to help students discover their strengths, cope with their struggles, and realize their genius as learners. Teaching in special education is a challenging yet rewarding profession that requires patience, compassion, flexibility, and dedication to ensure the best possible outcomes for every student. Another aspect that inspired me to become a Special education teacher is their contribution in providing individualized instruction, emotional support, and accommodations in collaboration with families. Also, collaboration with general education teachers to ensure positive growth and development in a student's social-emotional and academic domains. As a student who struggled academically and behaviorally, I understand the power of believing in someone who struggles to believe in themselves. Teaching in special education is far more than a career to me; it is a lifelong commitment to understanding each child's unique learning style and helping them realize their full potential. I will be the educator who sees every child's brilliance, especially when they struggle to see it in themselves.

Reflecting on the journey of growing up that propelled me toward becoming an educator reassures me of my aspiration to be the kind of teacher who elevates and empowers the voices of all future students, with particular emphasis on the development of Black and Brown learners. The pivotal moment that confirmed my decision to pursue this profession occurred in the summer of 2023, when I completed an apprenticeship with the Freedom Schools Literacy Academy as a Junior Servant Leader, during which we enhanced students' reading and comprehension skills in grades 1 through 3. It was through this program that I first encountered the concept of the school-to-prison pipeline and its potential impact on primary grade students. My passion for learning from and teaching students predates this experience. One of my earliest opportunities for tutoring, teaching, and community engagement was through Math Corps in my hometown of Detroit. I commenced my involvement with Math Corps as a student from sixth to eighth grade, and upon entering high school, I began working as a Teaching Assistant during the summer of 2021, where my responsibilities included guiding and instructing two to three young students in math skills necessary for the upcoming grade level. My participation in programs such as Math Corps, alongside numerous enrichment camps, activities, and sports, has provided me with a profound understanding of the vital roles that parents, teachers, and mentors have played in my development. This journey fosters empathy and a shared appreciation of the significance of supportive education for diverse student populations. I aspire to make a positive impact on the world as an educator. To achieve this, one of the most prominent qualities I must demonstrate is patience and understanding. I am empathetic to the struggles of those who find school challenging or do not excel academically, and I believe these experiences influence how I learn from, communicate with, and teach my students. For example, having an Individualized Education Program (IEP) from 1st to 10th grade and overcoming speech challenges have provided me with valuable insights into diverse student needs. Additionally, I am familiar with experiencing success in an academic setting. I was a middle school student who received phone calls home from 5th to 8th grade, and my grades ranged from low to average, with my lowest being a 2.0 in 5th grade and a 2.3 in 8th grade. Conversely, I maintained a 3.8 throughout high school and actively engaged with teachers and coaches. As I said before, my childhood included an IEP from 1st to 10th grade, focusing on speech difficulties with particular sounds, such as the letter “S.” These personal experiences will undoubtedly influence my future career as an educator, as I recognize the dedication required to support students in reaching their full potential. My objective as an educator is to embody and advocate for as many students as possible, irrespective of their circumstances. I aspire to be a teacher whom students feel comfortable approaching for assistance, whether emotional or academic. This includes providing support to students with limited financial resources, such as offering snacks, fruits, beverages, and essential items like hoodies and winter coats, inspired by my mother, who is also a teacher and demonstrates such care in her classroom. The quote, “There is no significant learning without a significant relationship,” from a session at the Black Males in Education Conference (BMEC) in Philadelphia, resonates deeply with my pedagogical philosophy. I am committed to fostering connections with students by understanding their cultural backgrounds, experiences, and individuality, thereby enhancing their learning experiences.