When Professor Harold Bloom said, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her presence,” it reminded me why I chose to become an educator. I have been passionate about becoming a teacher since I was a little girl. From high school and on I my sole career has been teaching young students infants to schoolagers. Teaching to me means helping students find their purpose and guiding them to a place where they learn their value, their voice, and their ability to become confident within their learning and life. Over the course of my adult life I have dedicated it to education because I believe every student regardless of ability deserves a learning environment that makes them feel seen, heard, and empowered. Working in special education I have come across so many students who have been made to feel less than or invisible. My passion comes from knowing that I can be the one who changes a students life just by showing them that I care about them. I want my students to know they belong not just in the classroom but in every space they enter. My mission is to support students in developing the best version of themselves. That starts by building strong relationships, meeting them where they are, and being consistent in how I show up for them everyday. No matter what I am doing, writing IEPs, meeting with general education teachers, or working with students, I strive to create a space where students can feel safe and be proud of who they are. Helping students find their way means that I have to encourage students’ self-advocacy, self-reflection, and accountability. I help them recognize their strengths and how to speak up for themselves and their needs. I include real-life skills into my lessons so they are not only getting by in the classroom but are building confidence to face the real world. My classroom has be cultivated as a culturally aware and inclusive community. When students see their own experiences reflected in the lesson or feel that their background is respected it changes how they perform in the classroom. The students begin to see themselves as capable, intelligent, and worthy of success. Special education isn’t just a job for me it’s a calling. Every student deserves someone in their corner, and I’m passionate about being that person. When a student begins to realize they matter, that’s when the real learning begins.

My 3rd-grade teacher, Mrs. Brown had a profound impact on me when I was in school and she influenced my decision to be an educator. I grew up in Pottstown, PA roughly 45 minutes from Philadelphia in which she was the only Black teacher in the entire school, even though our student population was very diverse. That left a strong impression on me, even as a young girl. I didn’t fully understand what it meant at the time, but I knew she was different and in a good way. I felt more seen and heard in her class as in the previous year my 2nd grade teacher never called on me EVER and I felt she was prejudiced even as a child. However when I got to 3rd grade, Mrs. Brown stood out because she carried herself with pride, always showed up for her students, and created a classroom where I felt seen, supported, and safe. I remember thinking, If she can do it, I can too. That feeling never left me. Mrs. Brown showed me the power of representation. She showed up every day in a space where not many people looked like her, and she made it look possible. As a Black woman in education now, I understand even more how important that was. She permitted me to imagine myself in this role, and now I get to carry that legacy forward. My teaching journey started with a strong foundation in early childhood education, and over the years, I’ve worked with children across different settings from preschool classrooms to special education roles in K-12. Each experience has only deepened my passion for helping students become confident in themselves. Currently, I am a special education high school teacher and IEP case manager and I am committed to helping students not only meet academic goals but also build self-awareness and self-worth. The goal of teaching for me is to inspire others, especially students who don’t often see themselves reflected in their teachers. The impact I have on students should mirror for them what Mrs. Brown did for me which was someone who made them feel capable, important, and encouraged. As an educator, I work hard to create an inclusive and culturally responsive classroom where every student feels valued. That includes honoring their backgrounds, listening to their stories, and teaching them how to advocate for themselves. I hope that when they come into my classroom they can take off the curriculum load within the other general education classrooms and be able to complete my classwork while the environment is student centered. Cultural representation matters not just in the books we read or the curriculum we teach, but in the people who are managing the classroom. Each school day, I show up as my full, authentic self because I want my students to know that who they are is enough. That’s especially meaningful in special education, where students often face more barriers and fewer supportive adults and peers. In my classroom, I push for equity and to remind students daily that they are worthy of success. If just one student looks back and says, “Miss Wheatley helped me believe in myself,” then I’ve done my job. That’s how I continue the work Mrs. Brown started with me. That’s why I became a teacher.

My 3rd-grade teacher, Mrs. Brown had a profound impact on me when I was in school and she influenced my decision to be an educator. I grew up in Pottstown, PA roughly 45 minutes from Philadelphia in which she was the only Black teacher in the entire school, even though our student population was very diverse. That left a strong impression on me, even as a young girl. I didn’t fully understand what it meant at the time, but I knew she was different and in a good way. I felt more seen and heard in her class as in the previous year my 2nd grade teacher never called on me EVER and I felt she was prejudiced even as a child. However when I got to 3rd grade, Mrs. Brown stood out because she carried herself with pride, always showed up for her students, and created a classroom where I felt seen, supported, and safe. I remember thinking, If she can do it, I can too. That feeling never left me. Mrs. Brown showed me the power of representation. She showed up every day in a space where not many people looked like her, and she made it look possible. As a Black woman in education now, I understand even more how important that was. She permitted me to imagine myself in this role, and now I get to carry that legacy forward. My teaching journey started with a strong foundation in early childhood education, and over the years, I’ve worked with children across different settings from preschool classrooms to special education roles in K-12. Each experience has only deepened my passion for helping students become confident in themselves. Currently, I am a special education high school teacher and IEP case manager and I am committed to helping students not only meet academic goals but also build self-awareness and self-worth. The goal of teaching for me is to inspire others, especially students who don’t often see themselves reflected in their teachers. The impact I have on students should mirror for them what Mrs. Brown did for me which was someone who made them feel capable, important, and encouraged. As an educator, I work hard to create an inclusive and culturally responsive classroom where every student feels valued. That includes honoring their backgrounds, listening to their stories, and teaching them how to advocate for themselves. I hope that when they come into my classroom they can take off the curriculum load within the other general education classrooms and be able to complete my classwork while the environment is student centered. Cultural representation matters not just in the books we read or the curriculum we teach, but in the people who are managing the classroom. Each school day, I show up as my full, authentic self because I want my students to know that who they are is enough. That’s especially meaningful in special education, where students often face more barriers and fewer supportive adults and peers. In my classroom, I push for equity and to remind students daily that they are worthy of success. If just one student looks back and says, “Miss Wheatley helped me believe in myself,” then I’ve done my job. That’s how I continue the work Mrs. Brown started with me. That’s why I became a teacher.

When Professor Harold Bloom said, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her presence,” it reminded me why I chose to become an educator. I have been passionate about becoming a teacher since I was a little girl. From high school and on I my sole career has been teaching young students infants to schoolagers. Teaching to me means helping students find their purpose and guiding them to a place where they learn their value, their voice, and their ability to become confident within their learning and life. Over the course of my adult life I have dedicated it to education because I believe every student regardless of ability deserves a learning environment that makes them feel seen, heard, and empowered. Working in special education I have come across so many students who have been made to feel less than or invisible. My passion comes from knowing that I can be the one who changes a students life just by showing them that I care about them. I want my students to know they belong not just in the classroom but in every space they enter. My mission is to support students in developing the best version of themselves. That starts by building strong relationships, meeting them where they are, and being consistent in how I show up for them everyday. No matter what I am doing, writing IEPs, meeting with general education teachers, or working with students, I strive to create a space where students can feel safe and be proud of who they are. Helping students find their way means that I have to encourage students’ self-advocacy, self-reflection, and accountability. I help them recognize their strengths and how to speak up for themselves and their needs. I include real-life skills into my lessons so they are not only getting by in the classroom but are building confidence to face the real world. My classroom has be cultivated as a culturally aware and inclusive community. When students see their own experiences reflected in the lesson or feel that their background is respected it changes how they perform in the classroom. The students begin to see themselves as capable, intelligent, and worthy of success. Special education isn’t just a job for me it’s a calling. Every student deserves someone in their corner, and I’m passionate about being that person. When a student begins to realize they matter, that’s when the real learning begins.

Living the life of one's dreams can mean different things to different people. Living the life of my dreams means being both a great mother and a fantastic role model teacher. Being able to raise my daughter with love and wisdom to help her gain the confidence to be herself and fulfill her dreams. She is my only child, and I want to create a home that feels safe where she knows she can always come to me, no matter what. I want to be present through all her milestones and guide her through life's ups and downs. Creating a safe space and being her biggest cheerleader is something I take great pride in. Watching her grow into a self-sufficient adult would be the ultimate fulfillment. On the other hand, I dream of being the kind of teacher that makes a difference. The teacher students come back to see 20 years later—that is my goal. Teaching for me is not about the paycheck; it is about showing up for students and showing them that someone cares about them. I enjoy connecting with my students, helping them discover their potential, and making sure they feel seen and valued. My dream is to create a classroom that feels like a second home, where students are excited to learn and know that I genuinely care about them. I want the lessons I teach, curriculum-wise or about life, to carry with them far beyond the classroom walls. Hearing years down the line that I have made a difference in their lives would mean everything to me. In my dream life, I balance both of these roles without feeling overwhelmed. I will have time for myself to recharge and grow so I can give my best to my kids and my students. Most days that would look like a quiet morning with a cup of coffee, traveling to new places, or simply having peaceful moments to reflect and enjoy life. Finding inner peace and balance is critical for my mental and physical well-being, as it is just as important as the work I do for others. I want to feel fulfilled, knowing that what I do everyday matters. At the end of the day, my dream life isn’t about luxury or material success—it’s about love, purpose, and connection. It’s about knowing that I’ve done my best for the people who rely on me and that I’ve left a positive impact in both my home and my classroom. If I can achieve that, then I’ll know I’m truly living my dream.