My academic achievements, leadership experience, and personal resilience reflect a lifelong commitment to growth, service, and excellence make me a great candidate for this scholarship. My journey has taken me from competing as a Division I basketball player, to coaching youth athletes, serving as a church youth leader, raising four children as a single mother, and now to returning to higher education to pursue my master’s degree in education. Each chapter has shaped the person and future educator I am becoming, but none of it would have been possible without my faith in Jesus Christ. My relationship with Christ has been the anchor that held me steady through the most difficult season of my life, my divorce, and continues to guide every step I take toward rebuilding my future. Academically, I have always valued learning and the doors it opens. I completed my Bachelor of Science in Computer Science with minors in Mathematics and Physics, fields that demanded discipline, analytical thinking, and perseverance. Returning to school after a 15‑year gap in my professional career has been one of my most significant accomplishments. I have been accepted into a master’s program in education to earn my teaching certificate, a step that will allow me to combine my academic strengths with my passion for mentoring young people. Balancing graduate coursework with single motherhood will be challenging, but I am comforted knowing God will provide me with strength when I feel overwhelmed. My extracurricular and community involvement has been equally meaningful. My athletic background that culminated in playing Division I basketball, instilled in me a strong work ethic, leadership skills, and the ability to thrive under pressure. Those qualities carried into my years as a youth sports coach, where I led teams at recreational, competitive, and elite levels. I have received recognition such as Volunteer of the Year and a Coaches Sportsmanship Award, but the most rewarding accomplishments have been the individual athletes I helped grow in confidence, discipline, and self‑belief. Coaching taught me that leadership is service, and that young people flourish when someone believes in them. Beyond athletics, I have served as a youth leader at my church, guiding teens through academic challenges, personal struggles, and questions about faith. These experiences deepened my understanding of how powerful mentorship can be, especially for young people who need stability and encouragement. My faith has always been central to how I lead, teach, and parent. I strive to model Christlike patience, compassion, and integrity in every interaction. The most significant challenge I faced during school, and in life, is happening right now. My husband of twenty‑three years filed for divorce last year, and I am in the middle of finalizing the divorce and rebuilding my life. Overnight, I became a single mother navigating emotional upheaval, financial strain, and the responsibility of rebuilding stability for my family. I will now be balancing graduate school, part‑time work, and the needs of four children who are also grieving the loss of the life they knew. There are moments when the weight of it all feels unbearable. But in this trail my faith has become more than belief, it is my survival. I lean heavily on prayer, scripture, and the support of my church community. Verses about God’s faithfulness and provision have became lifelines. I have learned to trust even when I cannot see the path forward, but I know Christ is walking beside me. My children and I experienced firsthand what it means for God to be “close to the brokenhearted.” Through Him, I found the strength to keep studying, keep parenting, and keep moving toward the future He was calling me to build. I am overcoming this challenge by relying on the same qualities that carried me through Division I athletics and years of coaching—discipline, structure, and perseverance—but also by surrendering my fears to Christ. I create study schedules, seek support from professors and peers, and remind myself daily that I am building a future not only for myself, but for my children. Their belief in me has became my motivation, but Christ’s presence is my peace. What makes my accomplishments noteworthy is not simply what I have done, but what I have learned: that leadership is service, resilience is a skill, and faith is a foundation that cannot be shaken. This scholarship would support my ability to complete my teaching program, reduce financial strain, and continue investing in the young people I serve. I am committed to becoming an educator who brings strength, compassion, and high expectations to every student—just as Christ has done for me.

The most defining relationship in my life is not romantic; it is the relationship I have with my four children. For twenty years, my world revolved around raising them: teaching them, supporting them, and building a home where they felt safe and capable of becoming who they were meant to be. When my marriage of twenty‑three years ended unexpectedly, that relationship with my children became even more central. I was no longer sharing the responsibilities of parenting; I was carrying them alone. Yet instead of breaking under the weight of that shift, I found clarity. My long‑term personal and professional goals are shaped by the desire to build a future where my children see resilience modeled, stability restored, and purpose pursued with courage. My children are the reason I returned to higher education after a long gap in my career. They watched me navigate the upheaval of divorce, financial uncertainty, and the emotional toll of rebuilding a life from scratch. In those moments, I realized that the most powerful lesson I could teach them was not spoken, but rather lived. I wanted them to see that setbacks do not define us; our response to them does. Pursuing a master’s degree in education and earning my teaching certificate is not just a career move; it is a declaration to my children that growth is always possible, even in the middle of hardship. The relationship I have with my children also shapes the kind of professional I aspire to become. As a mother, I have learned patience, empathy, and the ability to see potential even when a child cannot yet see it in themselves. These qualities translate directly into the classroom. I want to build a career where I can extend the same encouragement, structure, and belief to students who may not have someone cheering for them at home. My children taught me how transformative it is when a young person feels supported. That understanding fuels my commitment to becoming the kind of teacher who notices the quiet student, advocates for the struggling learner, and celebrates growth in all its forms. On a personal level, my relationship with my children has reshaped my long‑term goals by grounding them in purpose rather than fear. It would have been easy to use this divorce to focus solely on survival: finding any job, piecing together income, and pushing my own aspirations aside. But my children needed more than a parent who was surviving; they needed a parent who was building. They needed to see that even in the face of uncertainty, it is possible to choose a path that aligns with your values and leads to long‑term fulfillment. Their belief in me gave me the courage to pursue a demanding graduate program, even while balancing the realities of single parenthood. Professionally, my children have shaped my goals by reminding me that education is not just about content, it is about connection. The most meaningful learning happens when students feel seen and valued. I want to build classrooms where students experience the same sense of belonging I worked so hard to create for my own children. I want to build relationships with students that help them believe in their abilities, navigate challenges, and discover their strengths. My children have shown me that young people thrive when adults invest in them with consistency and compassion. That insight will guide every decision I make as an educator. Ultimately, the relationship I have with my children is the foundation of the future I am building. It influences how I show up in the world, how I pursue my goals, and how I hope to impact my community. By earning my teaching certificate and stepping into a career in education, I am creating stability for my family and I am creating the opportunity to support and uplift the next generation. My children are my “why,” my motivation, and my reminder that relationships have the power to shape futures. Through them, I have learned that the most meaningful goals are the ones rooted in love, resilience, and the desire to make a difference.

I want to build a future. A future defined not by the challenges I have faced, but by the strength, purpose, and service that grow from them. After a 15‑year gap in my career spent raising my four children, my life changed dramatically when my husband of 23 years filed for divorce. Overnight, I became a single mother responsible for rebuilding stability, identity, and direction for myself and my family. In this moment of upheaval, I realized that the most important thing I could build was a foundation strong enough for all of us to stand on. I am building a new career through a master’s program in education, where I will earn my teaching certificate. This is not just a professional goal; it is a commitment to creating a life rooted in purpose. Teaching allows me to combine my love of learning, my experience raising and mentoring children, and my desire to serve my community. I want to build classrooms where students feel seen, supported, and capable of growth. I want to build relationships with young people who may not always have someone cheering for them at home. I want to build a career that provides long‑term stability for my own children, three of whom will be taking college courses next year. The future I am building extends beyond my household. As a teacher, I hope to contribute to a stronger, more compassionate community. I want to help students develop confidence, curiosity, and resilience; these skills ripple outward into families, neighborhoods, and future generations. When students feel valued and capable, they carry that belief into the world, shaping it in ways we may never fully see but always feel. This scholarship would play a crucial role in what I am building. The financial strain of returning to school as a single parent is significant, and every resource I receive directly impacts my ability to focus on my studies, complete my certification, and remain present for my children. Support now means stability later, not just for me, but for the students I will one day teach. I am building a future defined by service, education, and resilience. I am building a life that shows my children, and my future students, that even in the face of hardship, it is possible to rise, rebuild, and create something meaningful. I am building a career that will allow me to give back to the community that has supported me through this transition.

I am uniquely deserving of this award because I am rebuilding my life from the ground up with determination, purpose, and an unwavering commitment to my children. After a 15‑year gap in my work history spent raising my four children, my husband of 23 years filed for divorce. Overnight, I became the sole provider, the emotional anchor, and the person responsible for creating stability during a time of upheaval. Instead of letting this moment define my limitations, I chose to let it define my future. I am stepping forward with resilience, clarity, and a deep sense of responsibility—not only to support my family, but to model strength and perseverance for my children. My “why” for pursuing higher education is rooted in both necessity and calling. I know that knowledge is the key to unlocking doors, and education is the pathway to a career that can sustain my family long‑term. But beyond financial stability, I am pursuing a master’s degree in education because teaching is where my heart is. For years, I have poured myself into raising my children, volunteering in their schools, and supporting young people in my community. I have seen firsthand how powerful a steady, compassionate adult can be in a child’s life. Becoming a teacher allows me to extend that impact beyond my own home and into the lives of students who need someone to believe in them. Being accepted into a master’s program to earn my teaching certificate is a milestone I am deeply proud of, but it comes with significant challenges. The program is expensive, will take over a year to complete, and my responsibilities as a single mother do not pause. Every day requires careful planning, sacrifice, and a willingness to push through exhaustion. Yet I am committed to this path because it is the one that leads to stability for my family and meaningful service to my community. This scholarship would not simply ease financial strain—it would give me the breathing room to succeed. It would allow me to focus more fully on my coursework, reduce the number of extra jobs I take on, and maintain the stability my children rely on. It would help transform a difficult chapter of my life into a foundation for something stronger, more secure, and more hopeful. I am pursuing higher education because I believe in the power of learning, the importance of service, and the possibility of rebuilding a life with purpose. I am deserving of this award because I am not just seeking a degree—I am seeking a future where my children see that even in the face of hardship, growth is possible, and education can change everything.

I have always been drawn to math. I love the rules, the structure, and the clarity it brings. There is something deeply satisfying about knowing that if you follow the logic, apply the right steps, and stay consistent, you will arrive at the correct answer. Once you master those rules, you can use them to solve real‑life problems, break down complex situations, and make sense of things that initially feel overwhelming. Earning a minor in Mathematics while completing my BS in Computer Science strengthened that appreciation even more. Math became the foundation for how I think, how I approach challenges, and how I create solutions. Developing software and doing math feel very similar to me—both require precision, creativity, and the ability to take something complicated and break it into smaller, manageable parts. Both reward persistence and careful reasoning. What I love most is that math is universal. It doesn’t change based on opinion or circumstance; it is steady and reliable. That consistency has always brought me comfort. Whether I’m solving an equation, writing code, or helping a student understand a new concept, math reminds me that problems can be solved, patterns can be understood, and progress is always possible with the right tools and mindset. Now, I am pursuing a teaching certificate and master's degree. This will allow me to pass on my love for math to the rising generation. Hopefully, I can pass on my love for math.

The most challenging part of being both a student and a single parent is carrying two full time responsibilities that never pause for one another. When I became a single mother of four, I had to rebuild our lives with intention. Every decision, from finances to schedules to emotional support, fell on my shoulders. Adding school to that reality requires constant balance, discipline, and resilience. There is no “extra” time; every hour I dedicate to my education is an hour I must intentionally carve out while still meeting the needs of my children. One of the greatest challenges is managing the mental load of both roles. As a student, I need focus, consistency, and uninterrupted time to study. As a parent, I need to be present, patient, and emotionally available. Next year, three of my children will also be taking college courses, which adds another layer of complexity. Our home will be filled with textbooks, deadlines, and late night studying, not just for me, but for them as well. Supporting their academic journeys while pursuing my own requires careful planning and a great deal of emotional energy. Yet it also strengthens my determination. We are working toward our future together, and that shared purpose motivates me to keep going even when the days feel overwhelming. My background as a coach and substitute teacher has helped me develop the skills needed to juggle these responsibilities. Coaching taught me how to plan, adapt quickly, and stay steady under pressure. Substituting taught me how to manage unpredictable days and remain organized even when everything shifts unexpectedly. These experiences have prepared me for the constant balancing act of parenting and studying, but the reality is still demanding. Time, energy, and financial resources are stretched thin, and the weight of doing it all alone can be heavy. This scholarship would make a profound difference in easing those challenges. As a single parent with three children entering college level coursework and one still at home, financial strain is one of the biggest barriers to completing my degree. Tuition, books, and program fees compete with everyday expenses like groceries, transportation, and school supplies for my kids. Without financial support, I often must take on extra work hours to make ends meet, hours that take away from studying and from being present with my children. Receiving this scholarship would allow me to reduce that burden. It would give me the financial stability to focus more fully on my coursework and the flexibility to support my children through their own academic journeys. It would also allow me to maintain the routines that keep our home grounded: dedicated study blocks, helping my children with their assignments, attending their activities, and protecting intentional family time. When my children feel secure, I can succeed academically. When I succeed academically, I can build a stronger future for all of us. Earning my degree is not just a personal goal, it is the foundation of the future I want for my family. I am working toward becoming a special education teacher, a career where I can make a meaningful impact on students who need patience, advocacy, and belief. This scholarship would help me reach that goal while ensuring that my children continue to have the stability, support, and encouragement they deserve. Balancing both school and single parenthood is challenging, but it has also shown me my own strength. With the support of this scholarship, I can continue moving forward with confidence, building a better future for myself, for my children, and for the students I will one day serve.

Balancing my education with my responsibilities as a single parent begins with the same qualities that have carried me through every major transition in my life: resilience, structure, and a deep commitment to my children’s well‑being. When I became a single mother of four, I had to rebuild our lives with intention. That experience taught me how to prioritize, plan, and stay focused even when circumstances were challenging. Those skills now form the foundation of how I will manage school, work, and family. My children are not only my motivation for returning to school—they are also part of the reason I know I can succeed. Next year, three of them will be taking college courses themselves. Our home will be full of textbooks, deadlines, and late‑night study sessions, but it will also be full of shared purpose. We will be working toward our futures together, each of us learning what it means to set goals and pursue them with determination. Knowing that my children are walking a similar path gives me strength, and it reinforces the importance of modeling perseverance, discipline, and hope. My background as a coach and substitute teacher has also prepared me to balance multiple responsibilities. Coaching required long hours, careful planning, and the ability to adapt quickly—skills that translate directly into managing coursework alongside parenting. Substituting taught me how to stay organized, manage unpredictable days, and remain steady under pressure. These experiences have shown me that I can handle demanding schedules while still giving my best to the people who depend on me. To maintain balance, I plan to structure my weeks around predictable routines: dedicated study blocks, consistent childcare arrangements, and intentional family time. I’ve learned that when my children feel secure and supported, I am able to focus more fully on my education. I also know how to ask for help when I need it—something I didn’t always do in the past. I have built a support system of family, friends, and community members who want to see me succeed and are willing to step in when needed. This scholarship would make a profound difference in my ability to maintain that balance. As a single parent with three children entering college-level coursework and one still at home, financial strain is one of the biggest barriers to completing my degree. Tuition, books, and program fees compete with the everyday costs of raising a family. Receiving this scholarship would ease that pressure and allow me to reduce the number of extra work hours I take on, giving me more time to focus on my studies and my children’s needs. It would also provide stability—something that is essential for both my academic success and my family’s well‑being. Earning my degree is not just a personal goal; it is a step toward a career where I can make a meaningful impact on students with special needs. I want to create classrooms where every child feels valued, supported, and capable of growth. This scholarship would help me reach that goal while ensuring that my children continue to have the stability, attention, and encouragement they deserve. Balancing school and single parenthood will require dedication, planning, and flexibility—but these are strengths I have already developed through lived experience. With the support of this scholarship, I can pursue my degree with confidence, knowing that I am building a better future not only for myself, but for my children and the students I will one day serve.

My path toward becoming a special education teacher began long before I ever imagined myself in a classroom. For years, I coached young athletes of all ages and abilities, and it was there that I discovered how deeply I loved helping children learn. The “light bulb” moments—when a child finally understood a concept or believed in their own ability—became the highlight of every season. Coaching taught me that learning is not just about mastering skills; it is about building trust, nurturing confidence, and helping each child recognize their own potential. Those experiences shaped who I am and laid the foundation for my passion for serving students with special needs. Working with athletes who learned in different ways showed me the power of individualized instruction. I learned how to break down complex skills into manageable steps, adapt my teaching to different learning styles, and celebrate effort as much as achievement. I saw firsthand how children thrive when they feel supported, understood, and encouraged. These practices mirror the heart of special education, meeting students exactly where they are and guiding them forward with patience, creativity, and belief. A defining moment in my journey came when a former player reached out during a difficult time in her college career. She trusted me to listen, help her process her emotions, and find clarity. Watching her regain her confidence and then succeed reminded me that teaching is not about fixing weaknesses; it is about strengthening identity and helping someone believe in themselves again. That experience solidified my desire to work with students who need strong advocates and steady encouragement. When I became a substitute teacher, I found myself naturally drawn to students who needed extra patience, structure, or reassurance. Many had IEPs or learning differences, and I saw how much they flourished when given time, individualized support, and someone who genuinely believed in them. Substituting confirmed what coaching had been telling me for years: I am meant to teach. More importantly, I am meant to teach students who often need the most understanding and the strongest champions. As a future special education teacher, I plan to make a positive social impact by creating a classroom where every student feels safe, valued, and capable. My goal is to: • Provide individualized instruction that breaks learning into achievable steps • Celebrate growth so students recognize their progress and build confidence • Build trusting relationships that help students feel understood and supported • Model resilience and self-belief, especially for students who have been told—directly or indirectly—that learning is harder for them • Advocate for students’ needs and ensure their voices are heard I want my students to know that their challenges do not define them. Their strengths, persistence, and unique ways of thinking are what make them extraordinary. Whether a child is learning to read, regulate emotions, or communicate their needs, I want them to feel supported, capable, and never alone. My goal is not only to teach academic skills but to empower students to see themselves as confident learners and valued members of their community. By serving students with special needs, I hope to create a ripple effect by supporting families, strengthening school communities, and helping build a more inclusive world where every child’s potential is recognized.

My path toward becoming a special education teacher began long before I ever imagined myself in a classroom. For years, I coached young athletes of all ages and abilities, and it was there that I discovered how deeply I loved helping children learn. The “light bulb” moments—when a child finally understood a concept or believed in their own ability—became the highlight of every season. Coaching taught me that learning is not just about mastering skills; it is about building trust, nurturing confidence, and helping each child recognize their own potential. Those experiences shaped who I am and laid the foundation for my passion for serving students with special needs. Working with athletes who learned in different ways showed me the power of individualized instruction. I learned how to break down complex skills into manageable steps, adapt my teaching to different learning styles, and celebrate effort as much as achievement. I saw firsthand how children thrive when they feel supported, understood, and encouraged. These practices mirror the heart of special education, meeting students exactly where they are and guiding them forward with patience, creativity, and belief. A defining moment in my journey came when a former player reached out during a difficult time in her college career. She trusted me to listen, help her process her emotions, and find clarity. Watching her regain her confidence and then succeed reminded me that teaching is not about fixing weaknesses; it is about strengthening identity and helping someone believe in themselves again. That experience solidified my desire to work with students who need strong advocates and steady encouragement. When I became a substitute teacher, I found myself naturally drawn to students who needed extra patience, structure, or reassurance. Many had IEPs or learning differences, and I saw how much they flourished when given time, individualized support, and someone who genuinely believed in them. Substituting confirmed what coaching had been telling me for years: I am meant to teach. More importantly, I am meant to teach students who often need the most understanding and the strongest champions. As a future special education teacher, I plan to make a positive social impact by creating a classroom where every student feels safe, valued, and capable. My goal is to: • Provide individualized instruction that breaks learning into achievable steps • Celebrate growth so students recognize their progress and build confidence • Build trusting relationships that help students feel understood and supported • Model resilience and self-belief, especially for students who have been told—directly or indirectly—that learning is harder for them • Advocate for students’ needs and ensure their voices are heard I want my students to know that their challenges do not define them. Their strengths, persistence, and unique ways of thinking are what make them extraordinary. Whether a child is learning to read, regulate emotions, or communicate their needs, I want them to feel supported, capable, and never alone. My goal is not only to teach academic skills but to empower students to see themselves as confident learners and valued members of their community. By serving students with special needs, I hope to create a ripple effect by supporting families, strengthening school communities, and helping build a more inclusive world where every child’s potential is recognized.

The courage to go back to school grew out of a combination of lived experience, personal responsibility, and a deep sense of purpose that became impossible to ignore. It wasn’t a single moment, it was a series of turning points that reshaped how I saw myself, my future, and the impact I wanted to have on others. When my marriage ended in 2025, I suddenly found myself a single mother of four. Overnight, every decision I made carried more weight. I needed stability, a career that could support my family, and work that aligned with who I am at my core. That moment forced me to look honestly at my strengths, my passions, and the kind of life I wanted to build for my children. I spent months applying for jobs in the software industry, but I was struggling to find work due to the 15-year work history gap in my resume, as I had spent that time raising my children. Returning to school wasn’t just a career move, it was an act of rebuilding, of choosing a future defined by purpose rather than circumstance. For years, coaching had been the place where I felt most myself. Guiding young athletes, helping them grow, and watching them discover their own abilities taught me that I had a gift for teaching. I learned how to break down complex skills, adapt to different learning styles, and build trust with students who needed patience and encouragement. Those experiences gave me the confidence to believe that I could succeed in a classroom, not just on a field. They showed me that I already had the heart of a teacher, I just needed the credentials to match it. Becoming a substitute teacher confirmed everything coaching had taught me. I found the same joy in helping students understand new concepts, the same pride in their accomplishments, and the same fulfillment in building relationships. I realized that I wasn’t starting from scratch, I was stepping into a role I had been preparing for my entire adult life. That realization gave me the courage to take the next step and pursue formal training. My children have watched me navigate difficult transitions, rebuild our lives, and continue showing up for others. Going back to school is part of the example I want to set for them, that growth is always possible, that it’s never too late to pursue a dream, and that courage often looks like choosing the harder path because it leads somewhere meaningful. I want them to see that their mother didn’t give up when life became challenging; she reinvented herself. Every experience I’ve had—coaching, mentoring, substitute teaching—has shown me how much young people need adults who believe in them. I’ve seen how a single encouraging voice can change the trajectory of a child’s confidence. That belief fuels me. It reminds me that going back to school isn’t just about my career; it’s about the students I will one day serve. Knowing that I can make a real difference in their lives gives me the courage to keep moving forward, even when the path is demanding. I am going back to school because I want to build a stable future for my family, because I know I’m meant to teach, and because I believe deeply in the power of education to change lives. Courage didn’t arrive all at once, it grew from responsibility, experience, and the quiet conviction that I am stepping into the work I was always meant to do.

My journey toward higher education has been shaped by years of service, personal growth, and a deep commitment to helping young people discover their strengths. Long before I considered becoming a teacher, I found myself stepping onto recreational sports fields as a volunteer coach because I wanted my children, and their teammates, to receive the encouragement and instruction they deserved. What began as a simple act of involvement quickly became a defining part of my life. I discovered how meaningful it was to guide a child toward understanding, confidence, and pride in their own progress. Coaching grew from a single season into a passion that spanned years and multiple teams. I coached soccer and basketball at both recreational and competitive levels, sometimes managing several teams in the same season. I learned how to build trust, create positive learning environments, and support young people with different personalities, abilities, and needs. Pursuing advanced coaching licenses strengthened my skills in individualized instruction, assessment, and adapting to diverse learning styles. One of the most meaningful moments in my journey came when a former player reached out during a difficult time in her college career. She trusted me to help her navigate her doubts and regain her confidence. Watching her overcome that challenge reminded me that teaching is not just about developing skills, it is about supporting the whole person. Moments like that clarified my purpose and deepened my desire to pursue a career where I could make that kind of impact every day. In 2025, my life changed dramatically when I became a single mother of four. I needed to find a way to support my family while staying connected to the work that gave me meaning. Becoming a substitute teacher allowed me to bring everything I had learned through coaching into the classroom. I found myself drawn to the same moments that had inspired me for years: the spark of understanding, the pride in a student’s accomplishment, and the relationships built through consistency and care. Substituting confirmed that teaching is not just something I enjoy, it is the work I am meant to do. These experiences have shaped my career aspirations and my commitment to community service. I want to become a full time teacher who creates a classroom where students feel supported, motivated, and capable of growth. My background in coaching has prepared me to break down complex skills, adapt instruction to individual needs, and celebrate effort as much as achievement. I am especially committed to serving students who need extra patience, structure, or encouragement, and students who benefit most from a teacher who believes in them. Pursuing higher education now is both a practical and deep personal decision. I want to earn my teaching certification so I can serve my community in a meaningful and lasting way. My goal is to help students believe in themselves, develop confidence, and recognize their own potential. Education has the power to change lives, and I want to be part of that change. This scholarship would make a significant difference in my ability to achieve these goals. As a single mother supporting four children, financial barriers are real. Receiving this support would allow me to focus on my coursework, complete my certification, and step into a stable teaching career that supports both my family and my community. My education will not end with a degree; it will ripple outward into the lives of the students I teach and the families I support. I am ready to turn a lifetime of experience and service into a profession that makes a lasting impact.

Harold Bloom wrote 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 helping students recognize their own value, capability, and identity, independent of comparison, expectation, or limitation. A student experiences their “presence” when they feel seen, understood, and empowered to participate in their own learning. For students with special needs, this sense of presence is not just important, it is transformative. It is the moment when a child realizes, “I can do this. I belong here. My voice matters.” My journey toward becoming a teacher began long before I imagined myself in a classroom. I fell in love with the ‘light bulb’ moment—the instant when a child finally grasped a concept I had been trying to teach. Coaching young athletes taught me that learning is not simply about mastering skills; it is about building trust, nurturing confidence, and helping each child see their own potential. Those lessons became the foundation of my passion for special education. Working with athletes of varying abilities showed me how powerful individualized instruction can be. I learned to break down complex skills into manageable steps, adapt my teaching to different learning styles, and celebrate effort as much as achievement. Coaching has taught me to break down complex skills into manageable steps, to celebrate effort as much as achievement, and to meet each learner where they are. These practices mirror the heart of special education: meeting students at their starting point and guiding them forward with patience, creativity, and belief. One moment that shaped my mission as a future special education teacher came in 2023, when a former player reached out during a difficult time in her college career. She trusted me to listen, help her process her emotions, and find clarity. After our conversation, she regained her confidence and went on to score the winning goal in her conference final. She later wrote me a letter describing the impact I made on her life. That experience reminded me that teaching is not about correcting deficits, it is about strengthening identity. It is about believing in someone until they can believe in themselves. This belief deepened when I became a substitute teacher. I found myself drawn to students who needed extra patience, structure, or reassurance. Many of the students I supported had IEPs or learning differences, and I saw firsthand how much they flourished when given time, encouragement, and individualized support. Substituting confirmed what coaching had been telling me for years: I am meant to teach. What I did not know then was that I was also meant to teach students who often need the strongest advocates. My mission as a special education teacher is to help students experience their own presence by: • Creating a classroom where every student feels safe, valued, and capable. • Using individualized instruction to break down learning into achievable steps. • Celebrating growth, not just mastery, so students recognize their progress. • Building trusting relationships that help students feel understood and supported. • Modeling resilience and self-confidence, especially for students who have been told (directly or indirectly) that learning is harder for them. I want my students to know that their challenges do not define them. Their strengths, their persistence, and their unique ways of thinking do. Whether a child is learning to read, regulate emotions, or communicate their needs, I want them to feel the same message I have carried through coaching and teaching: You are capable. You are growing. You are not alone.

My path toward becoming a teacher began long before I ever considered a classroom career. It started on the sidelines of recreational sports fields, watching my children play and realizing they weren’t receiving the instruction or encouragement they deserved. Instead of continuing to feel frustrated, I decided to step in and volunteer as a coach the following season. What I discovered changed the direction of my life. I fell in love with the “light bulb” moment—the instant when a child finally grasped a concept I had been trying to teach. Seeing their confidence grow because of something I helped them understand sparked something in me that I couldn’t ignore. What began as a single season of coaching quickly grew into a passion. I coached multiple soccer and basketball teams, sometimes three in the same season. Over the years, I coached up to eight teams annually and was honored with the Volunteer of the Year Award as well as the Coaches Sportsmanship Award. These recognitions meant a great deal to me, not because of the titles themselves, but because they reflected the relationships I had built with young athletes and the positive environment I worked hard to create. Coaching taught me that teaching is not just about conveying information—it is about building trust, nurturing growth, and helping each child see their own potential. As my children grew and moved into competitive athletics, I followed them into the world of club soccer. I applied to coach at the club level and soon learned that to be effective, I needed to deepen my knowledge. I began pursuing coaching licenses, which opened my eyes to the intentionality behind great teaching. I learned to design training sessions, evaluate players, create individualized development plans, and adapt instruction to different learning styles. Over time, I earned my US Soccer National B License and have spent the past three years coaching elite-level teams. These experiences strengthened my belief that teaching—whether on a field or in a classroom—is about guiding students toward their goals, helping them overcome challenges, and celebrating their progress along the way. In 2023, I was coaching a U19 team and had the privilege of helping seven of my players continue their athletic careers at the college level. Later that fall, one of those players reached out to me during a difficult moment. She was struggling on her college team and wasn’t sure how to move forward. She contacted me because she trusted that I would listen, ask the right questions, and help her find clarity. After talking through her situation and helping her identify her next steps, she regained her confidence and stayed committed to her goals. She not only finished the season but went on to play in the conference final—where she scored the winning goal. At the end of the year, she wrote me a letter describing the impact I had made on her life. Her words reminded me that teaching is not just about skills or strategies; it is about believing in someone until they can believe in themselves. That moment solidified my desire to continue teaching and inspiring others. In 2025, my life changed dramatically when my husband filed for divorce. As a single mother of four, I needed to find a way to support my family while staying true to the parts of my life that brought me meaning. I applied to become a substitute teacher in our school district, hoping that my love for coaching would translate into the classroom. It did. I found myself drawn to the same moments that inspired me on the field: the spark of understanding, the pride in a student’s accomplishment, and the relationships built through patience, encouragement, and consistency. Substituting confirmed what coaching had been telling me for years—I am meant to teach. My experiences as a coach and as a mother have shaped the kind of teacher I aspire to be. I plan to use my background in athletics to create a classroom environment where students feel supported, motivated, and capable of growth. Coaching has taught me to break down complex skills into manageable steps, to celebrate effort as much as achievement, and to meet each learner where they are. It has also taught me resilience, adaptability, and the importance of modeling perseverance—qualities I hope to pass on to my students. Ultimately, I want to inspire students the way coaching has inspired me: by helping them believe in themselves. Whether a child is struggling with a math problem or learning a new skill on the field, the message is the same—you are capable, you are growing, and you are not alone. Becoming a teacher will allow me to bring that message into the classroom every day, and that is the impact I hope to make.