I am passionate about becoming a special education teacher because I believe every student deserves to feel seen, heard, valued, and capable. Special education is not just about helping students complete assignments or meet academic goals. It is about helping students discover who they are, understand their strengths, and realize that they have an important place in the world. Professor Harold Bloom’s statement, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence,” means to me that a teacher’s job is not simply to give students information. A teacher should help students recognize their own voice, identity, abilities, and worth. When a student has a sense of their own presence, they understand that they matter. They know that their ideas are important, their accomplishments are worth celebrating, and their differences do not make them less valuable. I believe this is especially important in special education. Students with disabilities can sometimes feel different from their peers or become frustrated when they learn in a different way. They may compare themselves to others and focus on what they cannot do instead of recognizing everything they can do. As a special education teacher, I want to help change that mindset. I want my classroom to be a place where students are not defined by a diagnosis, an IEP, a grade, or a disability. They are defined by who they are as individuals. My mission would be to meet every student where they are and help them move forward at their own pace. I would take the time to learn how each student communicates, learns, builds relationships, and expresses themselves. I would celebrate small victories because I know that what may seem like a small accomplishment to someone else could be a huge achievement for my student. I would encourage students to advocate for themselves and become comfortable asking for what they need. Most importantly, I would make sure they know that needing help does not make them incapable. I have always been drawn to teaching because of the impact a caring teacher can have on a student's life. I want to be the teacher who notices when a student is struggling, but also notices when they are trying. I want to be someone who believes in a student even when they are having trouble believing in themselves. I want my students to leave my classroom knowing that their disability is only one part of who they are and that it does not determine their future. To me, helping a student experience their own presence means helping them say, “I am here. I matter. I have strengths. I have a voice. I can learn. I can grow. I belong.” That is the kind of teacher I want to become. My goal is not simply to teach students what they need to know. My goal is to help them discover what they are capable of becoming.

I am interested in pursuing a career in teaching because I want to be the person who makes a student feel seen, supported, and capable. I have always believed that teachers do more than teach subjects. They can become role models, mentors, and sometimes the person a student needs most during a difficult time. My interest in teaching started when I was in elementary school. One teacher who had a major impact on me was my second-grade teacher, Mrs. Kelley Tambouris. She was kind, patient, and always made her students feel important. The way she cared about her students made me realize that teaching was more than a job. It was an opportunity to make a difference in someone's life. She inspired me to imagine myself becoming a teacher one day. Another teacher who changed my life was Mr. DiBenedetto. During a difficult period in my life, when my family was going through separation and I was struggling with my mental health, he was someone who listened to me. He did not judge me or make me feel like my problems were too much. He simply gave me a safe place to talk and reminded me that I mattered. His support showed me how powerful a teacher's influence can be, even outside of the classroom. These experiences have shaped the kind of teacher I want to become. I want my classroom to be a place where students feel comfortable being themselves and know that they have someone in their corner. I want to encourage students when they are struggling, celebrate their accomplishments, and help them believe in themselves when they do not yet believe in themselves. I have also had the opportunity to work in an elementary school, which has made me even more certain that teaching is the career I want to pursue. Being around students has shown me how much teachers can influence a child's confidence, attitude, and future. I love seeing students learn something new and watching their excitement when they realize they can do something they once thought was difficult. I know teaching will come with challenges, but I also know that it will be meaningful. The teachers who impacted my life did not just teach me lessons from a textbook. They taught me that I was worth listening to, supporting, and believing in. I hope that one day I can give my students that same feeling. My goal is to become the kind of teacher students remember years later, not only because of what I taught them, but because of how I made them feel.

When I think about the future, I do not just think about the career I want. I think about the kind of person I want to become and the impact I want to have on the people around me. My goal is to become a teacher because I want to create a classroom where students feel safe, supported, and believed in. I know firsthand how much one caring teacher can change a student's life, and I want to be that person for someone else. My elementary school years had a major impact on who I am today. I attended McDonough Elementary School from kindergarten through fifth grade, and some of my teachers became people I will never forget. My second-grade teacher, Mrs. Kelley Tambouris, inspired me to want to become a teacher. She showed me that teaching was more than standing in front of a classroom and giving lessons. It was about building relationships, encouraging students, and making them feel important. Another teacher, Mr. DiBenedetto, was someone I could count on during difficult moments in my life. When my family was going through changes and I was struggling, he listened to me. He reminded me that having someone who genuinely cares can make a huge difference. Those experiences have shaped the teacher I hope to become. I want my students to know that their classroom can be a place where they are accepted for who they are. I want to notice the student who is unusually quiet, encourage the student who does not believe they are smart enough, and celebrate the student who keeps trying even when something is difficult. I want to teach academics, but I also want to teach confidence, kindness, responsibility, and perseverance. My education will give me the knowledge and skills to make this vision a reality. College will prepare me to understand how children learn, how to create an inclusive classroom, and how to support students with different needs and backgrounds. I also want my education to extend beyond my own classroom. I hope to become involved in my community, support local schools, volunteer with children, and eventually mentor future educators. I want to give back to the community that helped shape me. The future I imagine is one where every child has at least one adult who believes in them. I cannot solve every problem a student may face, but I can make sure they know they are not facing it alone. The teachers who inspired me showed me that a person's influence can last long after a student leaves their classroom. I want to carry that lesson with me throughout my education and career. My goal is not simply to become a teacher. My goal is to become the teacher a student remembers years later, the teacher who made them feel capable, valued, and understood. If I can make even one student's life better, I will know that I am making the kind of difference I have always wanted to make.

Like many students who have spent years moving through the education system, I’ve seen firsthand how certain lessons stay with me while others fade quickly. The difference often comes down to how the material is presented. For this prompt, I chose to focus on the Common Core fifth-grade math standard of understanding fractions as numbers and representing them on a number line. I chose this standard because fractions are a concept that many students struggle with, yet they are essential for more advanced math. If students don’t fully understand fractions early on, it can affect their confidence and success in later grades, making it an important topic to support with strong visual learning tools. When designing visuals for this concept, I realized how much small design choices matter. Color theory plays a significant role in helping students break down what they see. For example, using different colors for the numerator and denominator helps students distinguish between the two parts of a fraction instead of viewing it as just one confusing number. On a number line, using consistent colors to represent whole numbers versus fractional values helps students recognize patterns and relationships more easily. Layout is equally important in helping students process information. If a page is cluttered or disorganized, it can overwhelm students before they even begin. By keeping the number line centered and clearly labeling fractions directly above or below their positions, students can visually connect each fraction to its place on the number line. This makes the abstract idea of fractions feel more concrete and easier to understand. A clean, organized layout supports step-by-step thinking, which is especially important in math. Typography also contributes to comprehension. Choosing clear, readable fonts ensures students are focusing on the concept instead of struggling to read the text. Properly formatting fractions with stacked numerators and denominators reinforces correct mathematical structure and helps students build good habits. While it may seem like a small detail, it can make a noticeable difference in how students interpret the information. Imagery is what truly brings the concept to life. Visuals like shaded circles or segmented bars allow students to see fractions as parts of a whole rather than just numbers to memorize. Pairing these images with a number line helps students connect multiple representations of the same concept, strengthening their understanding. When students can both see and apply a concept, they are more likely to retain it. Visual learning is critical in modern K–12 classrooms because students today are used to processing information visually. With constant exposure to digital media, they often learn best through images, color, and design rather than text alone. Incorporating visual elements into lessons not only keeps students engaged but also makes learning more accessible for different types of learners. Reflecting on my own experiences, both as a student and as someone working with younger students, I’ve seen how impactful this approach can be. The teachers who made the biggest difference in my life presented information in ways that made sense and felt approachable. Moving forward, I want to create that same kind of environment—one where students feel confident in their abilities and supported in their learning. Visual design is one of the many tools that can help make that possible.

Like many American teenagers, I’ve been in school since the age of five. Throughout the grades, I’ve excelled in classes, and I have struggled as many students do. In elementary school, I had teachers who encouraged me to learn beyond the classroom, and with the encouragement and advice, I ran with it hard. The teacher who impacted and inspired me most was my second grade teacher, Mrs.Kelley Tambouris. Mrs.Tambouris was the teacher who would let me read after I completed an assignment early or would let me put my head down without forcing me to feel like I had to tell her why I was so tired. She made the classroom not only a place to learn but a place to feel comfortable and open with not only my classmates but the teacher herself. By the end of my second grade year, she had decided she was retiring, and I had made the decision to become the teacher she was, although those are some difficult shoes to fill. Mrs.Tambouris was the type of teacher who didn’t just speak up for her students but also for her co-workers. As I’ve grown, I have tried to use every opportunity I can to get closer to my teaching goal. In fifth grade, I was allowed to go spend time in the special education classes as well as read to kindergarteners. During middle school, my options were limited because of COVID-19 restrictions. In eighth grade, I visited my elementary school to talk to my old after school program coordinator to see if I could come volunteer. I was told to wait until I went to high school. I waited patiently for nine months. The day I started my freshman year of high school, I emailed the coordinator and started filling out the application forms to become official hourly staff with my local school district instead of just a volunteer. Just a month later I was working at the elementary school that encouraged me to want to teach. Throughout my high school years, I have continued working at the elementary school and encouraging my students to learn and strive as human beings. In my junior year, I was once again given an opportunity to get closer to my teaching goals through dual enrollment. I took an education college course that also offered the ability to observe my fifth grade teacher, Ms.Romano, as she taught her last class. I was once again faced with the feeling of needing to fill the gaps these excellent educators left in their places. For my senior year, I am taking another college class for education and continuing my place as an after school educator. Completing this education to further my career means so much to second grade me, fifth grade me, eighth grade me, senior me, future me, and all the students I hope to impact in the same way.

Like many American teenagers, I’ve been in school since the age of five. Throughout the grades, I’ve excelled in classes, and I have struggled as many students do. In elementary school, I had teachers who encouraged me to learn beyond the classroom, and with the encouragement and advice, I ran with it hard. The teacher who impacted and inspired me most was my second grade teacher, Mrs.Kelley Tambouris. Mrs.Tambouris was the teacher who would let me read after I completed an assignment early or would let me put my head down without forcing me to feel like I had to tell her why I was so tired. She made the classroom not only a place to learn but a place to feel comfortable and open with not only my classmates but the teacher herself. By the end of my second grade year, she had decided she was retiring, and I had made the decision to become the teacher she was, although those are some difficult shoes to fill. Mrs.Tambouris was the type of teacher who didn’t just speak up for her students but also for her co-workers. As I’ve grown, I have tried to use every opportunity I can to get closer to my teaching goal. In fifth grade, I was allowed to go spend time in the special education classes as well as read to kindergarteners. During middle school, my options were limited because of COVID-19 restrictions. In eighth grade, I visited my elementary school to talk to my old after school program coordinator to see if I could come volunteer. I was told to wait until I went to high school. I waited patiently for nine months. The day I started my freshman year of high school, I emailed the coordinator and started filling out the application forms to become official hourly staff with my local school district instead of just a volunteer. Just a month later I was working at the elementary school that encouraged me to want to teach. Throughout my high school years, I have continued working at the elementary school and encouraging my students to learn and strive as human beings. In my junior year, I was once again given an opportunity to get closer to my teaching goals through dual enrollment. I took an education college course that also offered the ability to observe my fifth grade teacher, Ms.Romano, as she taught her last class. I was once again faced with the feeling of needing to fill the gaps these excellent educators left in their places. For my senior year, I am taking another college class for education and continuing my place as an after school educator. Completing this education to further my career means so much to second grade me, fifth grade me, eighth grade me, senior me, future me, and all the students I hope to impact in the same way.

Growing up, my family didn’t have much money. Through stories about my older sibling, while I had yet to form memories, my oldest brother ate very little to make sure there was enough food for my other sibling. My parents were working constantly to make sure food made it to the house. Being so tight on money and food at the time, when I was little and clumsy, I broke an egg, which upset my mom because she had them planned out for the week. Later, in my own memories, we lived with my grandparents while my mother figured out money and how to make it by with just her and me. My mom has always been open about our financial situation and teaching me while she learned. Besides my mom, my only financial education comes from one class I took in my Junior year of High School. While I feel that class could have been helpful, the teacher wasn’t a great mentor. Her way of teaching was to give us online packets and make us research apartments. This teacher also could not relate to many students in the classroom, as she grew up wealthier than most. Her thoughts of money stemmed from already having it from the start, rather than needing to work for it to start. At home, financial education was engraved in the way we budgeted for meals, entertainment, clothing, and housing. Growing up, we spent lots of time at the public library reading, using the computers, and spending time with the community at events the library held. Meals were held to a planned schedule and budget and clothing were something that were handed down from older siblings and cousins. Often, I would do reading competitions at my school to get baseball tickets. I did raffles which got me a new bike or board games. My mom is still open to this day about our financial situation. Now that I’m older, I work and make money for myself. My mom went back to college and now has a Bachelor’s in Accounting. Our money situation is a lot more stable, although some old habits keep us afloat. For example, budgeting and planning meals, thrifting clothing, and applying for assistance when we need it. My mom makes sure we’re never going hungry and makes sure I can save my own money. All of the knowledge I have gained from my mom and my own experience will follow me long into adulthood. I will continue to make meal plans and thrift my clothes. I will continue to ask for assistance when I need it. And I will always go to my mom when I’m lost, confused, or just want to plan with her. Through all our financial instability, she made sure we were stable together.