I wholeheartedly believe that Wicked is one of the most blatant and significant examples in contemporary storytelling of how easily minority groups can be ostracized, othered, and vilified. In particular, when those in power need a scapegoat to preserve their illusion of control. The story is a masterclass in narrative manipulation, propaganda, and the weaponization of fear by the ruling class. What makes Wicked resonate even more in our current moment is how it lays bare the truth: the real threat is not those who are different, but those who claim righteousness while completely disregarding the law. The timing of the Wicked movie release is almost eerily poetic. Part one premiered in November 2024, right as the country was being dragged through yet another shameful election cycle. This one was defined by misinformation, authoritarian undertones, and the normalization of callous legal violations by an individual seeking power at any cost. Part two is set to release in November 2025, rounding out the first year of an administration that has made an absolute mockery of American values. The parallels between the Wizard’s regime in Wicked and today’s political climate are simply prophetic. In Wicked, the Wizard is a fraud propped up by public relations, secret police, and the manipulation of fear. Sound familiar? His leadership thrives on the creation of a common enemy: Elphaba, the so-called “Wicked Witch.” Despite being gifted, compassionate, and driven by justice, she is labeled dangerous simply because she dares to question authority and stand up for the voiceless—the talking Animals whose rights are being systematically stripped away. The Wizard's government starts silencing these Animals, literally taking away their voices, as a way to "restore order." Just as Doctor Dillamond is forcibly removed from Shiz University simply for speaking the truth about what’s happening to the Animals, we are witnessing similarly appalling acts of forced removal in real life, with undocumented immigrants and even legal residents being swept up in politically motivated deportations that ignore due process and basic human rights. Just as Elphaba is painted as a villain for resisting corrupt power, whistleblowers, journalists, educators, and activists today are ridiculed, targeted, or silenced for daring to expose injustice. And just like the Wizard, today's leaders double down on performance instead of policy, peddling “truth” through carefully crafted propaganda while ignoring the law and gutting institutions that are supposed to hold them accountable. Galinda mirrors public complicity. She begins with good intentions but chooses popularity and comfort over courage. It’s a reminder that silence in the face of injustice is still a choice, and it often protects those with the most power. What’s brilliant and brutal about Wicked is that it doesn’t let anyone off the hook. The citizens of Oz are not just victims of misinformation, they're willing participants. They cheer at Elphaba’s fall because it absolves them from examining the Wizard’s lies. Just as many Americans now cheer for draconian policies and authoritarian rhetoric because it’s easier than admitting they’ve been manipulated. I find it deeply ironic that Wicked is resurfacing now, in film, with its message louder and more urgent than ever. Question those who wield unchecked power, and remember that wickedness is often a mask worn by the righteous. The real villain is rarely the one smeared in green.

Living with anxiety has shaped both my personal and professional life in profound ways. One of the biggest challenges I have faced is my tendency to allow others to walk over me. For much of my life, I have struggled with advocating for myself, especially in moments of conflict or pressure. While I have made great progress in standing my ground with peers, I continue to struggle with this when it comes to authority figures, supervisors, and colleagues. I often second-guess myself, hold back my thoughts, and defer to others—even when I know I have valid input or when doing so compromises what is best for my students. As an educator, this anxiety manifests in specific and recurring ways. At the beginning of the school year, I found it difficult to tell classroom teachers that I needed to pull students from class for required services, such as reading interventions or gifted and talented support. When teachers asked to keep students in class to finish makeup work or tests, I often agreed, even when I knew those students were missing essential instruction they were entitled to. Toward the end of the year, I started to find my voice. I became better at respectfully asserting the importance of these services and how they support student growth. But the process of finding the confidence to speak up was hard and full of self-doubt. I am also learning how to better express my ideas and concerns to those in leadership positions. Whether it's providing feedback to my supervisors or suggesting solutions to school-wide issues with principals, I am actively working to overcome the mental roadblocks that anxiety puts in front of me. This growth is slow but steady. Each time I speak up, I feel a little more empowered. Pursuing a college degree—first a bachelor’s, now a master’s, and eventually additional advanced education—has been both a personal challenge and a powerful act of self-affirmation. My passion lies in literacy education, and I am currently working toward becoming a dyslexia therapist and reading specialist. These roles require not only knowledge and technical skill, but also confidence and leadership. I want to be the person who can advocate for students who cannot yet advocate for themselves. To do that, I know I must continue developing the confidence to advocate for myself as well. Higher education is helping me grow not only in expertise, but also in voice. It is showing me that I am capable of leading, of speaking up, and of taking a seat at the table. My anxiety is something I live with, but it no longer defines me. I am learning to step forward, one decision, one conversation, and one degree at a time.

There are many things I would love to change about education in the United States—free breakfast and lunch for all students, more time for unstructured play, and lightened homework policies. However, if I could make only one change, I would focus on transforming how teachers are prepared to teach reading. Specifically, I would overhaul teacher preparation programs to ensure all future educators receive in-depth, evidence-based instruction aligned with the science of reading. Further, I would require reading curricula to accurately reflect whether they are grounded in research and to clearly show whether they follow best practices for teaching foundational literacy so that teachers are prepared with effective resources. Reading is the gateway to all other learning. Yet, too many students are being left behind because their teachers were never taught how to teach reading in a way that aligns with decades of cognitive and educational research. According to Heather Peske, president of the National Council on Teacher Quality, only about a quarter of teachers graduating from teacher preparation programs are equipped to teach reading in a way that is aligned with the science of reading (Heubeck, 2024). That means most new teachers enter the classroom without the tools needed to support students, especially those with learning differences such as dyslexia. Structured literacy approaches teach reading as a skill that must be systematically built. Structured literacy emphasizes direct instruction in phonemic awareness, decoding, and word recognition using a sequential, cumulative model. These are not only best practices for students with dyslexia but effective for all learners (Dyslexia on Demand, 2023). While 37 states and the District of Columbia have passed laws related to evidence-based reading instruction, much of the responsibility for implementing these changes has fallen to school districts and teachers themselves, not the institutions that train teachers (Heubeck, 2024). As a current educator and dyslexia therapist in training, I know firsthand how this gap plays out in the classroom. Teachers are expected to fill in the blanks with professional development or personal research, which is an unrealistic and inequitable expectation. To make matters worse, many commercial reading programs do not align with evidence-based practices, even when they claim to. A 2019 analysis by Schwartz and the Education Week Research Center found that widely used programs such as HMH Into Reading, Journeys, and Fountas & Pinnell’s Leveled Literacy Intervention often include inconsistent or hidden phonics instruction and lack the explicit modeling required by struggling readers. My school uses Into Reading HMH, and I have seen these issues up close. Students who need direct instruction and gradual release through an “I do, we do, you do” approach are often left with fragmented skills and little opportunity for guided practice. Dyslexia is a special need that requires structured, sequential, and explicit instruction. When teacher preparation programs fail to prepare educators to meet these needs, and when curriculums are misleading about their approach, students with dyslexia fall further behind. This is not just an academic issue, it is a social justice issue. These students deserve access to high-quality instruction, and it is our responsibility to ensure educators are fully prepared to deliver it. If I could change one thing in education, it would be this: to hold teacher preparation programs and curriculum publishers accountable for aligning their practices with the science of reading. This change would create more capable teachers, more informed schools, and, most importantly, more successful readers.

I am a first-generation college student, bilingual educator, and current graduate student pursuing my master’s degree in education along with certification as a reading specialist and training as a dyslexia therapist through Texas A&M University. My passion lies in creating equitable access to literacy for all students, especially those with special needs. My goal is to make a lasting social impact by serving children with dyslexia, a learning difference that is often misunderstood and under-supported in educational systems. Dyslexia is a special need that affects a child's ability to read, spell, and process language. Yet, many students with dyslexia go undiagnosed or are incorrectly labeled as lazy or unmotivated. This misunderstanding leads to years of frustration, lowered self-esteem, and academic underachievement. I have seen these effects firsthand in the classroom. I have worked with bright, creative, and capable students who felt defeated by reading and were on the verge of giving up. These students do not need more pressure. They need specialized instruction, patience, and someone who believes in their potential. Through my dyslexia therapist training, I am learning how to assess and intervene using evidence-based, structured literacy methods designed specifically for students with language-based learning disabilities. I see this as life-changing work. When students with dyslexia are given the right tools, they not only learn to read, but they also rediscover confidence, curiosity, and a belief in their ability to succeed. Literacy becomes more than a skill—it becomes a path toward emotional healing and personal empowerment. Being bilingual has also shaped my perspective on this issue. I learned Spanish and English at the same time, and while that has been a gift in many ways, I now find myself losing fluency in Spanish as I work and study primarily in English. This disconnection from my cultural and linguistic roots reminds me how important it is to preserve language and identity, especially for children navigating multiple worlds. Many bilingual students with dyslexia face the dual challenge of language acquisition and a learning disability, which makes culturally and linguistically responsive teaching even more essential. I plan to continue working as an educator, but I also see myself taking on leadership roles where I can train teachers, support families, and influence policy to ensure early identification and appropriate intervention for students with dyslexia. I want to break the cycle of misdiagnosis and misunderstanding that too often defines the experiences of students with special needs. My mission is to serve as a bridge—connecting students to the tools they need, families to the resources they deserve, and schools to the knowledge required to create inclusive and supportive learning environments. By championing the needs of students with dyslexia, I believe I can help build a more compassionate and equitable world, one classroom at a time.

As a first-generation college student, a bilingual Latina, and a passionate educator, I have dedicated my career to supporting students who often feel unseen or unheard. I earned my bachelor’s degree in education, and I am currently pursuing a master’s degree while completing the dyslexia therapist training program and the reading specialist certification pathway at Texas A&M University. My mission is to make literacy not only accessible, but empowering—especially for children with learning differences and students from underrepresented communities. I learned Spanish and English simultaneously, with Spanish spoken at home and English taking precedence in school. Being bilingual has been both a gift and a challenge. It has enabled me to connect with a broader range of students and families, but I now find myself losing some of my Spanish fluency as I operate in predominantly English-speaking academic and professional spaces. This loss has been difficult, as language is deeply tied to culture and identity. It has also made me more determined to preserve cultural connection in both education and mental health support. My love of reading was nurtured by my mother, who made weekly library trips a cherished routine. We filled reusable grocery bags with books, and I read each one with joy and curiosity. That early exposure shaped who I am. Today, I read over fifty novels a year, and I bring that passion into the classroom to inspire a love of literacy in my students. But I do more than teach reading. Like many educators, I wear many hats, including that of a counselor, mentor, and advocate. I work closely with students who are navigating academic struggles, family challenges, and emotional stress. I have come to understand that literacy is not only an academic skill but a protective factor for mental health. Reading builds empathy, resilience, and critical thinking. It gives students the tools to process emotion and imagine a future beyond their immediate circumstances. Dr. Mayes, in Psychology Today (2023), emphasizes that literacy is an investment in a child’s health. I have seen this in action. As I help students with dyslexia overcome reading difficulties, I also see them grow in confidence, motivation, and social connection. These are mental health wins that carry into every part of their lives. In the future, I hope to continue blending education with mental health advocacy. I plan to pursue further training in trauma-informed and culturally responsive care so I can better serve Latinx students and families. Whether I am working in schools, community programs, or higher education, I want to make an impact by helping students reclaim their voices, recognize their worth, and imagine their own futures with hope and confidence.

My desire to serve the Latinx community in the mental health field stems from my lived experience as a bilingual educator, first-generation college student, and Latina who deeply understands how emotional well-being and education are closely linked. As a teacher, I have worn many hats—educator, advocate, mentor, and often informal counselor. I have sat beside students not only helping them read, but helping them feel seen, heard, and safe. It has become clear to me that literacy is more than academic; it is personal, emotional, and profoundly connected to mental health. Dr. Mayes (2023) writes that literacy is an investment in a child’s long-term well-being. Reading builds empathy, resilience, critical thinking, and provides children with the tools to navigate emotional and mental stress. It can help protect against conditions such as anxiety and depression. In my own classroom, I have witnessed this truth. Children who feel empowered by reading often begin to feel empowered in other areas of their lives. On the other hand, those who struggle with literacy often struggle with self-esteem, emotional regulation, and social connection. I work primarily with students who have learning differences such as dyslexia, and many are also navigating language barriers, cultural expectations, and emotional stressors that go unnoticed. These students, often from underserved Latinx communities, need more than academic instruction. They need social-emotional support, advocacy, and culturally competent care. As a bilingual educator trained in dyslexia intervention, I already see how my role blends literacy support with mental health awareness. I want to take that further. My goal is to pursue a career that bridges literacy and mental health. I plan to deepen my understanding of trauma-informed practices, culturally responsive intervention, and child and adolescent mental health to become a counselor or school-based mental health professional who can serve Latinx students and families holistically. I want to be part of a larger movement to advocate for literacy as a core component of mental health care, especially in communities where stigma, limited resources, and language barriers can make access difficult. As someone who learned Spanish and English simultaneously, I understand what it feels like to move between cultures and how identity is shaped by both language and belonging. I also know the pain of slowly losing my Spanish fluency as I work and study in predominantly English-speaking spaces. This growing disconnection from language and culture has shown me how vital cultural identity is to mental health. I am committed to serving the Latinx community in a way that honors both mind and voice. Through education and mental health advocacy, I want to build systems that empower students not only to read books, but to write their own stories with confidence, resilience, and hope.

I am a first-generation college student, current educator, and lifelong learner with a deep passion for literacy and language. I earned my bachelor’s degree and am currently completing my master’s degree in education while pursuing dyslexia therapist training and a reading specialist certification through Texas A&M University. My academic journey and professional goals are rooted in my desire to ensure that all students, especially those with learning differences such as dyslexia, have access to the tools and support they need to succeed. I learned Spanish and English at the same time while growing up. Spanish was spoken at home, and English became more dominant as I entered school. Being bilingual has shaped my perspective in powerful ways. One of the challenges of growing up bilingual was the feeling of being split between two languages and two cultures. There were times when I felt uncertain about which language was more mine or where I belonged linguistically. As I have grown older and now predominantly use professional English in my work and studies, I have started to feel as though I am slowly losing some of my Spanish fluency, and with it, a part of my cultural identity. This has been a difficult realization, as language is deeply tied to family, heritage, and belonging. However, there are also many benefits to being bilingual. It has allowed me to connect with a wider range of people, think more flexibly, and appreciate language as a tool for expression and identity. Being bilingual has also made me a stronger educator. I am more attuned to the needs of students who are English learners or who come from diverse linguistic backgrounds. I understand how language can impact not just academic performance but also a student’s confidence and sense of belonging. After graduation, I plan to continue working in education as a literacy specialist while also mentoring other teachers. My long-term goal is to serve in leadership roles where I can influence literacy instruction across schools, provide training for educators, and advocate for inclusive practices in reading and language development. I also hope to pursue additional graduate-level study to eventually teach in a college of education. Language has always been a central part of my story. It is the foundation of how I connect, teach, and lead. As a bilingual educator, I aim to ensure that every student’s voice is heard and that language becomes a bridge, not a barrier, to learning and self-discovery.

Growing up, my mother was the strongest and most influential force in shaping the person I am today. After raising two sons by herself, she met my father, who worked tirelessly to allow her the opportunity to stay home with me, her third child and only daughter. She dedicated those early years to giving me the best upbringing possible, staying home with me until I was school-aged and working only part time afterward so she could remain a constant and active presence in my life. My mother instilled in me a love of learning before I ever entered a classroom. She taught me how to spell everyone’s names, encouraged imaginative play, and made sure that television screens never replaced real experiences. One of my most vivid childhood memories is our weekly trips to the public library. Like clockwork, we would explore every aisle, each of us checking out armfuls of books. I often left with twenty or more children's books, which I eagerly devoured at home. This tradition not only built my reading skills but planted a lifelong passion for literacy that still defines me today. I have since graduated from children's and young adult novels, but I am still reading over fifty novels a year. This love of reading, which began with my mother’s encouragement, inspired my career path. I have completed my bachelor’s degree and am currently pursuing my master's degree, specializing in literacy education and dyslexia therapy at Texas A&M University. I am committed to helping children develop the same confidence and joy in reading that I was given. As a current educator, I work every day to support students who struggle with literacy, many of whom have learning differences such as dyslexia. I believe that by equipping them with the right tools, we can change not just their academic outcomes but their entire sense of self. My mother also nurtured my creativity and discipline through dance. From the age of seven to eighteen, I danced competitively, an experience that gave me lifelong friendships and critical life skills. Dance taught me resilience, teamwork, time management, and perseverance. It also shielded me from many of the negative effects that social media had on my generation, a phenomenon Jonathan Haidt discusses in his book The Anxious Generation (2024). Dance provided a healthy outlet and strong community during a critical time in my life. My dedication to dance eventually led me to become the artistic director for the largest dance company at the University of Central Florida, an achievement that taught me leadership and responsibility. If awarded the Leela Shah "Be Bold" Women's Empowerment Scholarship, I would use the funds to continue my graduate education and further my dyslexia therapist training. This financial support would allow me to focus more fully on my academic and clinical work without the constant burden of financial strain. It would be an investment in my mission to serve students who are often overlooked, to empower them with the skills they need to succeed, and to continue honoring the example my mother set for me: one of dedication, courage, and a belief in the transformative power of education and the arts.

Being part of a community has shaped my sense of hope for the future by reminding me that change happens through connection, compassion, and the belief that everyone deserves a chance to grow. As an educator, I see community not only as a place but as a shared commitment to supporting one another, especially when challenges arise. One of the most meaningful experiences I have had in my community came during my early work with students struggling with dyslexia. In a small reading group I led, I worked with a student who had spent years feeling defeated by reading. He was bright, imaginative, and curious, but the words on the page had become a source of frustration. His family was desperate for help and felt alone in navigating the school system. I brought what I had learned from my ongoing dyslexia therapist training and began using structured literacy practices tailored to his needs. Progress came slowly at first, but as he began to decode words and understand their meaning, I saw his confidence bloom. The real turning point came one day when he volunteered to read aloud in class for the first time. It was a moment that brought tears to his teacher’s eyes and a quiet celebration from his classmates. That small act was more than just reading—it was a reclaiming of his voice and identity. His courage became a source of strength for other students, and I saw how powerful a supportive community can be in helping a child step into their potential. That experience taught me that connection is a vital force in education. It reminded me that resilience often grows from being seen, heard, and supported. I have carried that lesson with me into every classroom, parent meeting, and staff collaboration. Whether I am working one-on-one with a struggling reader or sharing strategies with fellow teachers, I approach each interaction with the hope that we can lift each other up by sharing knowledge, encouragement, and care. As a first-generation college student who is completing a master’s degree and continuing toward even higher education, I am deeply aware of the power of community in shaping both personal and academic journeys. I hope to give back not only by helping students succeed but by creating networks of support for educators and families. My sense of hope for the future lies in this work and in the belief that when we commit to each other’s growth, we build stronger, more compassionate communities for everyone.

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 own presence." To me, this means helping students recognize their own potential, voice, and value—no matter the obstacles they face. For students with special needs, especially those with dyslexia, experiencing their own presence means reclaiming confidence, realizing their unique strengths, and feeling seen and understood in a system that has often left them behind. My passion for the special education profession, specifically through dyslexia therapist training, is rooted in a belief that every child deserves the chance to feel capable and empowered through learning. Dyslexia is a learning difference that, when unidentified or unsupported, can lead to frustration, shame, and disconnection. But when met with evidence-based intervention and patient, compassionate instruction, students with dyslexia can thrive. My mission as an educator is to be that source of guidance and support—to help students with dyslexia discover that they are not broken, but brilliantly wired to learn in different and powerful ways. Through Texas A&M’s dyslexia therapist training program and reading specialist certification pathway, I am gaining the skills and knowledge to help students navigate their reading challenges with structured literacy practices that are grounded in the science of reading. More importantly, I am learning how to build relationships, provide encouragement, and advocate for systemic changes that make schools more inclusive for all learners. To bring my students to their own sense of presence, I will help them master the tools of language, so they can express their ideas, understand the world around them, and see themselves as thinkers and leaders. I will also work with families and fellow educators to make sure students with dyslexia are not left to struggle silently, but are supported through every step of their journey. A Fairy Tale: The Tale of Kitana, Dragon Rider Once in a land where stories ruled the skies, there lived a brave dragon rider named Kitana. She soared over the mountains of doubt and forests of silence, guiding young minds below. But a great beast haunted the land—it had nine heads and was known as Illiteracy. Each head whispered lies to the children: "You are not smart enough," "You will never read," "You are alone." Kitana knew the truth. Her dragon, Literacy, breathed fire made of structured words and glowing letters. Armed with scrolls from the University of Wisdom and the Spells of Science-Based Reading, Kitana set out to face the beast. She spoke boldly, casting spells of support, intervention, and encouragement. With each victory, a child’s voice returned. They began to read, to write, to believe. The beast lost its grip, and the skies filled with stories again. Kitana stood watch, a guardian of presence, guiding every student to see their worth and power. And so, the land flourished—not just with readers, but with voices that would echo for generations.

I have chosen to pursue higher education because I believe it is one of the most powerful ways to create lasting change in our communities and within ourselves. As an educator, I strive to make a meaningful impact not only in the lives of students, but also by uplifting families, supporting fellow teachers, and helping to build stronger and more equitable schools. Higher education allows me to continue growing in my practice so I can better serve others. My commitment to education is deeply rooted in personal experiences and a strong passion for literacy. I have seen how reading challenges can hold students back, causing them to lose confidence and motivation. Many of these students are bright and eager to learn but need teachers who are specifically trained to support them. This is especially true for students with learning differences such as dyslexia. I am currently pursuing advanced study through the dyslexia therapist training program and the reading specialist certification pathway at Texas A&M University. These programs are helping me become the kind of educator who can assess, intervene, and advocate effectively for students who need specialized reading support. As a first-generation college student, my academic journey has been one of determination, growth, and resilience. I was the first in my family to complete a bachelor’s degree, and I am currently working toward a master’s degree in education. My long-term goal is to continue my academic journey beyond the master’s level. I plan to pursue additional certifications and possibly a doctoral degree so I can continue advancing as a leader in education. I want to teach at the college level in the future and contribute to preparing the next generation of educators. Preparing for and navigating college without a guide required self-discipline, perseverance, and courage. I have taken initiative, built strong time management skills, and connected with mentors and peers who support my growth. Every step of my educational path has strengthened my belief in the value of learning and the importance of access for all students. Being a first-generation student gives me a unique perspective and a deep sense of purpose. I know what it means to work for opportunity and to overcome barriers. I want to be an example for others in my family and community, showing that higher education is not only possible but life-changing. Through continued education, I am investing in a future where I can empower students, support fellow educators, and promote literacy and equity in every space I serve. I am committed to using my knowledge, experiences, and passion to make a meaningful difference in the world around me.

From a young age, I understood the impact a caring and skilled teacher can have on a child’s life. I remember sitting beside classmates who struggled to keep up during reading lessons. These were bright and curious children who became quiet and discouraged when they could not decode words or understand text like their peers. Watching their frustration left a deep impression on me and sparked an early awareness that not all students are given the same tools to succeed. Over time, this awareness grew into a passion. I knew I wanted to be part of the solution and to become the kind of teacher who could help struggling readers find their voice, confidence, and joy in learning. That desire is what inspired me to become a teacher. As I continued my education and gained experience in the classroom, I began to see more clearly how widespread reading difficulties are and how often students with learning differences such as dyslexia are misunderstood or underserved. I saw capable and intelligent students fall behind not because they were unwilling to try, but because their needs were not being met. These experiences pushed me to dive deeper into the science of reading and to seek out the research and best practices that would allow me to teach more effectively and equitably. My commitment to literacy education became deeply personal and mission-driven. The people who have most inspired me along the way are the students themselves. They have shown me how resilient and determined young learners can be when they are finally given the tools and support they need. Their breakthroughs, no matter how small, remind me every day why this work matters. I have also been inspired by fellow educators who are passionate about their craft and committed to continuous growth. These role models have helped me see that teaching is not just about delivering content, but about lifting others up and creating lasting change. To build on this passion and further my ability to serve students, I am pursuing the dyslexia therapist training program and the reading specialist certification pathway at Texas A&M University. These programs will provide me with the advanced training necessary to assess, instruct, and advocate for students with reading challenges. I will be better equipped to deliver evidence-based interventions and to support diverse learners in meaningful ways. However, I do not intend to keep this knowledge to myself. My long-term goal is to become a literacy specialist, where I can work with both students and teachers to improve reading outcomes across entire campuses. I want to collaborate with colleagues, share effective strategies, and lead professional development that empowers educators to feel confident in teaching reading to all learners. As I gain experience, I hope to grow into leadership roles such as instructional coach, administrator, or college professor in a teacher preparation program. In every role, I will use my experiences to inspire others by modeling dedication, empathy, and a strong commitment to educational equity. I believe that great teachers can not only change individual lives but also uplift entire communities. By helping students become confident readers, we open doors to opportunity, self-expression, and lifelong success. That is what drives me. I want to be a teacher who brings out the best in others, and I believe my path will allow me to do just that. The Dr. Connie M. Reese Future Teacher Scholarship would be an investment in someone who is ready to lead, serve, and inspire future generations of learners and educators.

Did you know approximately 21% of U.S. adults have issues with basic literacy tasks according to the National Center for Education Statistics (https://nces.ed.gov/pubs2019/2019179/index.asp)? As a woman deeply passionate about literacy and education, I believe I am worth the dreams I aspire to achieve because I have committed my life to making a difference in the lives of students who need it most. My dream is not just about advancing my own career, but about becoming a champion for children who struggle with reading, children whose voices are often overlooked in the classroom, especially those with learning disabilities like dyslexia. I see their potential, and I am determined to be the person who unlocks it. I aspire to become an expert in the science of teaching reading through the dyslexia therapist training program and the reading specialist certification pathway at Texas A&M. I know that with the right knowledge, I can empower students who feel defeated by the written word and help them build the skills and confidence they need to thrive. My dream is rooted in service; it is about lifting others up, especially those who have been left behind. That is why I am worthy of this dream: because it is not solely for me. It is for the countless students who are waiting for someone who understands how to reach them. I am also committed to spreading this knowledge beyond my own classroom. As a reading specialist, I will be able to guide and support fellow educators, ensuring that evidence-based reading instruction becomes the norm, not the exception. I plan to expand this impact over time by serving as an instructional coach, an administrator, a district-level leader, or even a college professor who prepares future teachers. I dream of shaping not only students’ lives, but the systems that serve them. What makes me worthy is my relentless pursuit of equity, my compassion for those who struggle, and my drive to lead with purpose and heart. I do not see challenges as obstacles, I see them as opportunities to grow and to serve. I am willing to do the hard work, continue learning, and advocate fiercely for those whose needs are often misunderstood. This scholarship represents more than financial support. it’s an investment in a woman who is ready to do the work, live the dream, and bring others with her. I am worthy of that investment, because I know my worth and I am committed to using it to make lasting change for generations to come.

Receiving this scholarship would significantly support me in reaching both my educational and career goals by allowing me to deepen my expertise in the science of teaching reading. As someone who is extremely passionate about literacy, I believe that the ability to read fluently and with comprehension is a fundamental right that opens the door to lifelong learning, opportunity, and personal empowerment. However, I also recognize that for many students, especially those with learning disabilities like dyslexia, reading is not an easy or natural process. These students require highly skilled educators who are trained in evidence-based methods and approaches that are grounded in research and practice. That is the educator I aspire to be. This scholarship would enable me to pursue specialized training through the dyslexia therapist training program at the Scottish Rite Learning Center of South Texas and the reading specialist certification pathway at Texas A&M. These programs are uniquely designed to equip educators with the advanced knowledge and skills needed to identify, assess, and provide effective interventions for students who struggle with reading. By participating in these programs, I will gain the tools necessary to better support students with diverse learning needs in the classroom. I will also be able to collaborate with fellow educators and specialists, stay informed on current research in literacy education, and contribute meaningfully to creating more inclusive and effective learning environments. In the long term, my goal is to become a literacy specialist and advocate within my school district, where I can support both students and fellow teachers. I want to be a leader in literacy education, someone who not only works directly with students but also trains and mentors other teachers in best practices. I hope to expand my impact by serving as an instructional coach, administrator, district-level leader, or even a college professor in a teacher preparation program. Receiving this scholarship would help alleviate the financial burden of continuing my education, allowing me to focus on academic and practical training rather than the stress of tuition costs. Most importantly, this scholarship would allow me to give back to the community in a powerful way. With enhanced training and credentials, I will be better prepared to help struggling readers reach their full potential, regardless of the challenges they face. In doing so, I hope to make a lasting impact on students' lives, giving them the tools they need to succeed not only in school but also in life.

As I reflect on my aspirations and the future I hope to build, I am drawn to my deep-seated passion for education and its transformative power. My goal is to build a more equitable and enlightened society, one student at a time, through dedicated reading interventions for upper elementary school students. This endeavor is not just about teaching children to read; it’s about unlocking their potential and empowering them to become lifelong learners and responsible, engaged citizens. Education has always been a cornerstone of my personal and professional life. From an early age, I have witnessed firsthand the profound impact that a nurturing educational environment can have on a child’s development. I have seen how crucial reading is to a student’s academic success and self-confidence, and I am committed to ensuring that every child has the opportunity to thrive. In my current role, I work with upper elementary students who struggle with reading. These students often face a range of challenges, from language barriers to learning disabilities, which can hinder their academic progress and affect their self-esteem. My approach involves tailored reading interventions that address each student’s unique needs, helping them to improve their literacy skills and develop a love for reading. This personalized attention not only enhances their reading abilities but also builds their confidence and motivation to succeed. By focusing on these crucial years of a child’s education, I am laying the groundwork for their future success. Improved reading skills can lead to better performance in other academic areas, higher graduation rates, and greater opportunities in higher education and beyond. Moreover, fostering a love for reading can inspire curiosity and a lifelong pursuit of knowledge, which are essential for personal and professional growth. I can continue to build on this impact through the training I am getting while pursuing my Master's Degree in education. The positive impact of this work extends beyond the classroom. When students gain confidence and competence in their reading abilities, they are more likely to engage actively in their communities and pursue careers that contribute to societal advancement. By investing in these students now, I am helping to build a generation that values education and understands its role in shaping a better world. On a personal level, this commitment to education fuels my passion and motivates me to continuously seek innovative strategies for teaching and learning. It provides me with a profound sense of purpose and fulfillment, knowing that my efforts are making a tangible difference in the lives of young learners. In summary, the future I hope to build revolves around enhancing educational opportunities for every student, particularly those who face the greatest challenges. Through dedicated reading interventions, I am working to create a ripple effect of positive change, fostering a society where every individual has the tools and confidence to succeed. This commitment to education is not just a career choice for me; it is a lifelong mission to contribute to a more informed, compassionate, and empowered community.

If it weren't for this mental breakdown, I might be a therapist today. This essay is about a friend of mine. Her name is Kasidy. In our last few years of high school, we were inseparable. Her mom was not the most responsible, but my mom was. We danced competitively together for years and we comforted each other through years of being overseen for students who were younger than us because their body types better fit the role of "Snow Queen" in the nutcracker; even though we were both more dedicated and knew our choreography. Kasidy spent night after night sleeping at our house and coming over in between school and dance to make sure she made it wherever she needed to be. During our senior year of high school, Kasidy had a really bad year. She had found out the man who raised her was not her father and that her biological father had been providing for another family in Haiti. She got in contact with him, and it started to drive her crazy. She was angry, sad, and hurt. All of this started to come out in aggression. Then, a close cousin of hers died. It was a suspicious situation where his girlfriend had tried to get him in trouble for bringing a knife to school that he never had, then when he went to meet someone from Craigslist to buy a PlayStation, he was killed. The family believed he had been set up by his girlfriend. Kasidy was distraught. She would go on tangents about her past, whether it had to do with her cousin or not. She would get worked up and cry. All the while, I listened and I talked her through it. I thought "I like psychology. I'm taking AP Psychology. I can do this." She only got worse and worse. She was philosophical. I started feeling the same feelings she was feeling. I believe my AP Psychology textbook called this "transference", and it was not ethical or healthy for the psychologist. As Kasidy got worse, so did I. Kasidy was forgetful, she also smoked a lot of weed with her cousins. She forgot to give me my birthday present, and while I didn't care, it haunted her from about February until May. She eventually had a mental break. She was at home when she got aggressive because she didn't know where my birthday present was. She was screaming, throwing chairs, and hitting walls. Her mom didn't know what to do so she called the police. They Baker Acted her. She was put on meds for Bipolar Depression. She blamed the breakdown on laced weed. I believe it was just where her brain was at. At Kasidy's lowest, she went to her Gradventure field trip to celebrate graduating high school. When the bus arrived back at her school, her sister (who was supposed to pick her up) had been replaced by her step father. Kasidy explained that she already knew something was wrong. She started screaming "Where's my sister?!" and refused to go home. Her sister had died that night. The next morning, I went to rehearsal with my ballet company. When it was time to rehearse the senior dance, it was just me. My ballet teacher sat me down and told me that she could tell that trying to help Kasidy was changing me, and that sometimes we need to step back and take care of ourselves. She told me that some people need to hit rock bottom to bounce back, and to trust that Kasidy would. She did eventually bounce back. She has a healthy relationship with her biological father and her grief. Her psychotic break also made me change my mind about going into psychology. I am now a proud elementary school teacher that gets to study brain development differently. I am excited as I begin my Masters in Educational Leadership and get to further that expertise. My experience with someone else's mental health taught me to step back and take care of myself when needed. I became who I am today because of my friend's psychotic break, and I am so happy about that.

Growing up as a first-generation American, a lot of pressure was put on me to become a scholar and achieve bigger and better things than my parents did. My parents worked hard to make money to get my brothers and I through our childhood while excelling at everything we did. My father barely ever slept when I was growing up because he was working two jobs, my mom was working while still being the primary caretaker of my siblings and I and taking care of our home. I remember doing surveys for my mom to make a little extra money. She would make chocolate bar wrappers, plan people's parties, clean houses, etc. to scrape together enough money to pay for everything we needed to live plus extra curricular activities to keep my brothers and I well-rounded. I watched as my two older brothers failed to complete or even go to college, get women pregnant too early in life, and disappoint my parents. The same could be said about my cousins disappointing their immigrant parents that worked equally hard, and our immigrant grandparents who were the very reason we all weren't living in poverty and war in a small city in Nicaragua. I have always been a perfectionist, and I needed to excel in my coursework throughout high school to get scholarships and grants to pay for my schooling. I am now 23 years old and I can proudly say I accomplished just that. I found scholarships on top of scholarships to pay for my undergraduate program and completed university early (thanks to my hard work in high school giving me college credits). I became an elementary school teacher and I love what I do and am proud of my white-collar job. But I am not done yet. My father still works 10 hour days six days a week. I am still the only sibling, only cousin, and only grandchild that has a Bachelor's degree. I am a hustler and I want more. I want to learn all I can. In my first year of teaching (a very tumultuous and taxing year for teachers), I completed courses to get endorsed to teach academically gifted and talented students. I want as many certifications and degrees as I can get in this lifetime. This is why I have enrolled with American Military University to complete my Master's degree in Educational Leadership. With this new degree, I can be the educator for educators. However, even with the military spouse discount, it is going to be extremely difficult to fund. Therefore, I am once applying for every scholarship I can get to fund this new endeavor, and I hope with every "submit" button that at least one of them will have good news for me.

Immense weight on my chest. I’m laying on my bed and there is no hope of getting up. There’s no hope of moving to grab the remote when the movie I put on earlier ended. I don’t know the plot of the movie. I couldn’t even name a character in it. I wasn’t watching. There’s no hope of me getting up to pee, even though my bladder is screaming at me. There’s no hope of me getting up to turn the light on as it gets dark in the bedroom. There’s just no hope left in my body. I am weighed down on this bed with no hope of getting up or moving at all. That anecdote describes me about 4 years ago. As a sexual assault victim, I had felt useless and used at the same time. I was having panic attacks, becoming increasingly disorganized and scatterbrained, and I was losing passion for some of the things that I loved most in life. I went about my days doing the bare minimum to scrape by in college and to maintain the few friendships I had left. I had no inspiration to choreograph dance… something I had loved to do as long as I could remember. A friend of mine suggested I look into the counseling services they offered at my university, so I did. I went to these counseling services, but I didn’t want to open up about my experiences. I just wanted them to tell me what to do to start feeling like myself again. It took awhile for me to learn that, unfortunately, there is no quick fix for depression and anxiety… and that I was showing some tendencies of an undiagnosed attention deficit disorder that i should probably get evaluated. Eventually, the counseling services helped, because I put in the work to get better. I learned coping mechanisms, worked to accept what had happened to me, and tirelessly tried to love myself. I learned I do have ADHD, and I learned ways to tweak my surroundings and habits to better accommodate my ADHD. Mental health is super important to me because I never want to be that person again. I want to better myself, get more degrees, and help other people. I find what works best for me is journaling. I do it almost every day. I encourage my friends to seek help when they’re feeling out of sorts, because it helped me.

I logged 1,234 hours of community service in high school. Just because I wanted that number. To get Bright Futures I needed 100 and to get a silver cord I needed 250. There were countless other hours that I never logged or got signed. I was in the National Honors Society, which was all about serving the community. In college, I threw myself into raising money for the Children's Miracle Network for four years. We did 24-hour-long dance marathons and I asked every single person I knew or didn't know. I spent hours and hours in Title 1 schools serving the students who needed it the most. Now I'm a full-time teacher (oftentimes volunteering for extra commitments and spending unpaid time working) and enrolling in graduate school. I have no need to be logging volunteer hours, but I find myself tagging along with my husband who is in the Air Force to all his volunteer events that he is participating in to create an impressive resume to promote quickly. My favorite has been the Oklahoma City Zoo. I admire the lengths this zoo goes to to simulate a natural environment for the animals in their care. For example, the zookeepers bring the animals inside when it gets too hot in the zoo and they spread food in the ape exhibits because they naturally forage for food. They also have many ways that they contribute to organizations outside the zoo. I love putting effort into organizations and places that stand for things that matter to me. As I look at registering for my first courses in the Master's of Educational Leadership Program at American Military University, I am excited to pursue more education and I have always been a natural leader. I yearn to receive more knowledge, get more certifications, more degrees, and more experience. I want to dabble in a little bit of everything in the realm of education. I am passionate about bettering the next generation, and I believe that this degree will allow me to go into a position in the future that will allow me to educate educators. With a Master's in educational leadership, I can be an instructional coach, an ESE specialist, an administrator, or work in a position in a school district. Regardless, I would like to be the one that teaches teachers, and this degree can facilitate the pathway to that. To tie everything together, I have been shaped by my many years of giving time to things that matter to me. My career path is very similar to my goals when I volunteer. Education is important to me and I impact so many lives every year. In the future, I would like to continue to impact people and education in different way than through direct classroom instruction.