I am pursuing a career in teaching because I believe education has the power to change lives, and I want to be part of that transformation for future generations. My journey toward this profession became deeply personal when my daughter was diagnosed with autism at three and a half years old. She is now six, and watching her navigate the world of education has opened my eyes to the importance of having teachers who not only deliver lessons, but who also see each child as a unique individual with their own strengths, challenges, and potential. Through my daughter’s experiences, I have seen how impactful it is when a teacher takes the time to adapt lessons, provide encouragement, and create an environment where students feel safe to be themselves. I have also seen the opposite, how easily a child can feel left behind when they are not understood or supported. These moments have fueled my passion to become a teacher who meets every child where they are, who listens, and who works tirelessly to help them succeed. Teaching, to me, is more than covering a curriculum. It is about building relationships, fostering confidence, and guiding students toward discovering their abilities. I want to create a classroom that celebrates differences, encourages curiosity, and teaches resilience. I want my students to know that their value is not defined by test scores or grades, but by their effort, growth, and kindness toward others. I was fortunate enough to have a teacher in my own life who made a lasting impact on me, my fifth-grade teacher, Mrs. Thompson. She saw something in me that I didn’t yet see in myself. At that time, I was quiet, unsure of my abilities, and often too nervous to participate. Mrs. Thompson noticed when I was struggling and found ways to make learning engaging and accessible for me. She encouraged me to share my ideas and made me feel like my voice mattered. She celebrated my successes, no matter how small, and reminded me that mistakes were simply part of the learning process. Her belief in me changed the way I saw myself, not only as a student, but as a person. She made me feel valued and capable, and that feeling stayed with me long after I left her classroom. Looking back, I realize that what she gave me was a sense of my own “presence,” to borrow from Harold Bloom’s words. She helped me understand that I had something important to contribute, and that lesson is one I want to pass on to my own students. My goal as a teacher is to inspire the same confidence and sense of belonging in my students that Mrs. Thompson inspired in me. I want to be the teacher who notices the quiet child, who supports the struggling learner, and who helps every student recognize their own strengths. Teaching is my way of giving back, of shaping not just educated minds, but confident and compassionate individuals who believe in themselves.

I plan to support early childhood development by building a learning environment where every child feels seen, valued, and capable. I believe that early education is not one-size-fits-all, every child learns in their own way and at their own pace. That is why one of my top priorities will be implementing differentiated instruction in the classroom. Differentiation means recognizing each child’s individual needs, strengths, and challenges, and adapting lessons, activities, and supports accordingly. In practice, this could mean providing visual aids for a child who processes information best through images, incorporating hands-on activities for tactile learners, or offering movement-based lessons for those who learn best by doing. I will also use small-group instruction and flexible seating to give students more choice and comfort in how they learn. By providing multiple ways for children to access information, practice skills, and demonstrate understanding, I will ensure that each child has a fair opportunity to succeed. Supporting early childhood development also means going beyond academics. Young children are developing social and emotional skills that will shape how they interact with the world for years to come. I plan to foster a classroom culture built on kindness, empathy, and respect. This will include teaching conflict resolution, encouraging cooperative play, and modeling positive communication. I want my students to feel safe expressing themselves, asking questions, and making mistakes, because these are essential parts of learning and growth. My decision to enter this field is deeply personal. When my daughter was diagnosed with autism at three and a half years old, I quickly realized how much the quality of early education matters. She is now six, and I have seen how the right environment; one that offers patience, understanding, and individualized support; can make all the difference in a child’s confidence and ability to thrive. Her journey has taught me that every child, regardless of their abilities or challenges, deserves to feel capable and celebrated for who they are. Watching my daughter grow has shown me the power of educators who truly believe in their students. I’ve seen how a supportive teacher can unlock potential that others might have overlooked. That’s the kind of teacher I want to be, not just for children like my daughter, but for every child who walks into my classroom. I want to be the person who sees their strengths, encourages their growth, and helps them find their voice. Early childhood is a critical time for shaping not only academic skills but also self-esteem, curiosity, and a love of learning. By combining my personal experiences as a mother with my professional training, I will approach teaching with empathy, patience, and a deep commitment to meeting each child’s needs. My goal is to create a classroom where students feel empowered, where differences are celebrated, and where every child leaves knowing that they are capable of achieving great things.

My passion for becoming a special education teacher began the day my own daughter was diagnosed with autism at just three and a half years old. She is now six, and over these past few years, I have watched her navigate a world that doesn’t always understand her needs. I’ve seen her face challenges, but I’ve also seen her incredible strengths and unique ways of thinking. Her journey has shown me that every child, regardless of their diagnosis, deserves the support, patience, and opportunities they need to thrive. Professor Harold Bloom said, “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 truly see themselves, not just as learners, but as individuals with a voice, a purpose, and the ability to shape their own future. For special education students, this is especially powerful because so often, they are defined by what others think they cannot do. Bringing them to their “sense of presence” means helping them recognize their abilities, celebrate their progress, and believe in their worth. My mission as a special education teacher is to create a classroom where every student feels valued, understood, and capable. I will work to meet each child where they are, adapting lessons, encouraging their unique strengths, and celebrating every success, no matter how small. I want my students to leave my classroom not only with academic skills, but with the confidence to advocate for themselves and the knowledge that they matter. My daughter has taught me that with the right environment and support, children can achieve more than anyone imagines, and I want to give that same gift to other families. Optional Fairy Tale Once upon a time, in a busy little village, there was a mother named Katelynn who carried a lantern filled with hope. Her own daughter, a bright and curious girl, had been given a map to the world that looked different from everyone else’s. The map had twists, turns, and secret paths that others couldn’t see. Some travelers in the village didn’t understand the map and thought it was too hard to follow. But Katelynn knew her daughter’s path was beautiful and worth exploring. So, she learned the trails, cleared the obstacles, and lit the way with her lantern. As she did, she met other children with their own unique maps, each one full of hidden treasures. Katelynn realized her mission was bigger than just guiding her own daughter. She would become a teacher, using her lantern to help every child see the magic in their own journey. One by one, the children learned that their paths were not something to be fixed, but something to be celebrated. And in that moment, they discovered the power of their own presence and the light within them that would never fade.

Sports have always been a source of strength, connection, and growth for me. I believe I embody the meaning of a “YOU GOT IT GIRL” because I am resilient, dependable, and committed; not just to my team, but to myself and my goals. Whether I am balancing schoolwork, raising three kids, or showing up for a game, I push forward no matter what obstacles I face. Life has thrown challenges my way, but I’ve learned that setbacks are not the end; they are opportunities to grow stronger. This scholarship would help me continue building a better future through my education, allowing me to focus more on my studies and athletic growth without the constant stress of financial strain. I have been playing kickball in a recreational competitive co-ed adult league since 2023. While it may not be a traditional sport like basketball or soccer, kickball has become a meaningful and empowering part of my life. It has taught me teamwork, strategic thinking, and how to keep a positive mindset even under pressure. Competing against skilled players, many with years of sports experience, has challenged me to grow as both an athlete and a teammate. Every game pushes me to improve, not just in my physical performance, but also in my mental toughness. One moment that stands out happened during a game when another player pushed me after the umpire made a call in my team’s favor. At first, I felt frustrated and wanted to defend myself. Instead, I decided to see the situation as a chance to grow. I learned to trust the officials’ calls, avoid unnecessary arguments, and focus on what I can control: my performance, my attitude, and my support for my teammates. That experience taught me that composure and respect are more powerful than retaliation, and it made me a better player and person. My brother has been one of my biggest inspirations in sports. He has been playing baseball since his T-ball days and, at 34, still plays with the same passion he had as a child. His dedication, athletic skill, and love for the game inspire me to keep pursuing my own athletic and personal goals, regardless of age or circumstances. Watching him stay committed to something he loves has encouraged me to make time for my own passions, even while balancing school and motherhood. As a low-income student and a mother of three, the cost of education is one of my biggest challenges. This scholarship would make a real difference in my life by helping cover tuition and other school expenses. It would allow me to dedicate more energy to my studies and my athletic involvement, while also setting a positive example for my children; showing them that you can push through challenges and still achieve your dreams. Sports have given me more than just a game to play; they’ve given me a community, a sense of empowerment, and the tools to face life’s challenges head-on. I’m proud of the example I am setting for my children, that no matter how busy or challenging life gets, you can still pursue the things that make you stronger and happier. With the help of this scholarship, I will continue to push forward in both athletics and academics, proving to myself and others that I’ve truly got it.

If I could create a class that every student from kindergarten through 12th grade was required to take, it would be called "Self-Image and Self-Love: Building Confidence in a Critical World." This class would focus on teaching students how to develop a strong, positive view of themselves, even when faced with outside negativity like bullying, social pressure, or unrealistic expectations from media and peers. From an early age, children start forming opinions about themselves based on what they see, hear, and experience. A kind word can make a child feel unstoppable, while a cruel comment can echo in their mind for years. Bullying, whether in person or online, can make students doubt their worth and question their value. Unfortunately, it’s something that happens at all ages and in all environments. Many kids and teens feel that their worth is defined by others’ opinions, and without guidance, those harmful beliefs can follow them into adulthood. This class would aim to break that cycle. In the early grades, lessons would be simple but powerful helping children understand that they are unique, valuable, and deserving of kindness. Activities might include drawing self-portraits, writing down things they love about themselves, and practicing giving and receiving compliments. The goal at this stage would be to plant seeds of self-worth so they grow up with a healthy foundation. In middle school, when bullying and social pressures often peak, the class would expand to include deeper discussions about resilience, healthy boundaries, and how to separate your identity from others’ opinions. Students could learn strategies for responding to bullying without letting it define them, as well as ways to support peers who are struggling. This would also be a time to explore the impact of social media on self-image, helping students recognize unrealistic portrayals and avoid unhealthy comparisons. By high school, the focus would shift toward long-term self-love practices that students can carry into adulthood. Lessons would include setting personal goals based on values rather than appearance, understanding body positivity and acceptance, and developing a mindset that measures self-worth by actions, kindness, and growth; not by popularity, looks, or material possessions. Students would also learn how to seek help when they’re struggling and how to be an ally to others dealing with bullying or low self-esteem. The impact of such a class would be profound. First, it would create a generation of young people who are emotionally stronger and more resilient. They would be better equipped to handle criticism, rejection, and the unkindness of others without losing their sense of self. Second, it would reduce the power that bullies hold because when a person is confident and secure in themselves, negative words lose their sting. Third, it would foster more empathy among peers, making schools safer and more supportive environments. Ultimately, this class would help students see that their worth is not something that can be given or taken away by anyone else. It is something they carry within themselves at all times. If every student learned to truly love and accept themselves despite outside negativity, we would not only see stronger, more confident individuals, but also a more compassionate and understanding society.