My career of choice is to become an educator, and I am passionate about it because teaching gives me the chance to make a real difference in someone’s life. I work full time with a deaf and hard of hearing student, and every day I see how much a little support, encouragement, and understanding can change everything for a student. Watching a student’s confidence grow, seeing them accomplish something they thought was impossible, or helping them find their voice is what makes this work so meaningful to me. It reminds me of why educators like Kerry Kennedy dedicate their lives to helping others, often finding ways to make even the smallest resources go a long way. Her story inspires me because she knew how to stretch what she had and turn it into opportunities to grow, and that is exactly what I try to do every day in my own life. Pursuing my education while working full time has required sacrifices. I attend college online full time, and balancing school with work means long days and late nights. There are moments when I have had to give up social events, time with friends, or even rest to make sure I can meet both my student’s needs and my academic goals. It has not been easy, but these challenges have taught me patience, resilience, and the value of hard work. Every late night I spend studying or preparing lessons feels worth it when I see my student succeed or when I understand something new in my own coursework that will help me be a better teacher. I also try to carry the same resourcefulness Kerry Kennedy had. I have learned to manage my time and money carefully, to plan ahead, and to make the most of what I have. I know that every effort I make now, every moment I dedicate to my education and my student, will build a foundation for the life and career I want to create. Teaching is more than a career for me, it is a calling. I want to create a classroom where students feel safe, valued, and capable of achieving their dreams. I want to be the kind of educator who inspires them to believe in themselves and their abilities, just like Kerry Kennedy inspired others through her work in education and public service. This scholarship would not only help me continue my education, but it would also help me continue to grow as someone who can make a lasting difference in the lives of students, one day at a time. The attached image is from when I first started working with my DHH student. Little did I know that he would spark my interest in becoming an educator (I have permission to share this image).

I have always been drawn to working with people, but my interest in supporting individuals with special needs became clear through my experience working closely with a Deaf and Hard of Hearing student. This experience changed how I view communication, learning, and inclusion. Working one on one with this student required patience, flexibility, and a willingness to learn alongside them. I came to understand that supporting someone with special needs is not about changing who they are, but about understanding their perspective and ensuring they have equal access to opportunities and support. Through this experience, I saw firsthand how important advocacy and access truly are. Simple adjustments, such as adapting communication methods and taking extra time to ensure understanding, made a noticeable difference in the student’s confidence and engagement. Watching their progress reinforced my desire to pursue a career in education where I can support students with diverse learning needs and create inclusive learning environments. My goal is to become a teacher with a Strat. I and Strat. II endorsement, and I am also strongly considering becoming a Teacher of the Deaf and Hard of Hearing. I want to work in classrooms where all students feel supported and understood, regardless of their abilities or communication needs. I plan to make a difference by being someone who listens, adapts, and advocates for students who may otherwise be overlooked. I believe meaningful change happens in everyday moments through patience, encouragement, and consistency. My volunteer experiences have taught me the importance of empathy and flexibility. Every individual has unique strengths, challenges, and ways of communicating, and there is no single approach that works for everyone. I have learned to adjust my support based on individual needs and to build trust through genuine relationships. These experiences have shown me that progress looks different for everyone and that celebrating small successes can have a powerful impact. While I do not necessarily have traditional financial need, I am fully responsible for paying for my education. I work full time while attending school full time and am covering all educational costs out of pocket without financial assistance from others. My goal is to complete my degree without taking out student loans, which requires significant commitment and careful planning. Financial support would help ease the pressure of balancing work and academics, allowing me to focus more fully on my studies and continued involvement in service and volunteer opportunities. These experiences, combined with my dedication to education and advocacy, have shaped my goals and strengthened my commitment to making a positive and lasting impact in the lives of individuals with special needs. The photo that I have uploaded is a picture of myself with the Deaf student I was helping. In the photo, you can see me signing the word "can" as we read a book together. (I do have permission to use this photo)

I am interested in pursuing a career in teaching because I have always been drawn to the relationships, impact, and sense of purpose that come with working with students. Teaching is not just about delivering lessons, but about creating an environment where students feel supported, understood, and encouraged to grow. Being in a classroom feels natural to me, and the more time I spend around students, the more confident I feel that education is where I belong. One of the biggest reasons I want to become a teacher is because of the influence my first-grade teacher had on my life. She understood me in a way that made me feel safe and confident at a very young age. She took the time to get to know who I was as a learner and as a person, and that made a lasting impression on me. Because of her, school felt like a place where I belonged rather than a place I had to get through. Even now, I carry the lessons she taught me about kindness, patience, and encouragement. As I prepare to enter the field of education, it feels especially meaningful that she is now retiring. She has chosen to give me all of the books from her classroom, something I find incredibly special and emotional. To me, this gesture represents trust, support, and the passing down of something deeply important. Those books were a part of her classroom for years, and knowing that they will now become part of mine one day reminds me of the kind of teacher I hope to be. It feels like a full-circle moment, connecting the student I once was to the educator I am becoming. Currently, I work with a first-grade teacher, and being in that classroom atmosphere is extremely rewarding. There is something special about first grade, where students are building foundational skills while also learning who they are as learners. Being surrounded by their curiosity, honesty, and excitement reminds me daily why teaching matters. I love watching students gain confidence, master new skills, and feel proud of their progress. The classroom environment is fast-paced, challenging, and joyful all at once, and it is where I feel most fulfilled. Teaching allows me to combine my love for learning with my desire to make a difference. The impact a teacher can have, even years later, is powerful. My first-grade teacher changed my life simply by understanding me, and I hope to do the same for my future students. I want to be the teacher who creates a classroom that feels safe, encouraging, and meaningful, just like mine once was.

I am passionate about becoming a teacher for students with special needs because I believe every student deserves to feel seen, capable, and valued in their learning environment. Special education is not about fixing students or forcing them to fit into a system that was not designed for them. It is about meeting students where they are, understanding their needs, and helping them build confidence in who they are as individuals. I am drawn to this profession because it allows me to support students in meaningful ways that go beyond academics and focus on their overall growth as people. Professor Harold Bloom’s quote, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” deeply reflects why I want to work in special education. To me, a student’s sense of their own presence means knowing that they matter, that their voice is important, and that they belong in the classroom. Many students with special needs struggle to feel this sense of presence because they are often misunderstood, overlooked, or defined by their challenges instead of their strengths. My role as a teacher would be to help students recognize their own value and build confidence in their abilities. I plan to guide my students toward experiencing their own presence by first creating a classroom environment built on trust and safety. Before students can take risks or engage in learning, they need to feel accepted. I want my classroom to be a space where differences are respected and mistakes are viewed as part of learning, not failure. By building strong relationships and truly listening to my students, I can help them feel comfortable expressing themselves and advocating for their needs. Another important way I would guide students is by focusing on strengths rather than limitations. Too often, students with special needs hear what they cannot do. I want to shift that focus by helping them recognize what they can do and celebrating progress, no matter how small it may seem. When students begin to see their own growth, they gain confidence and become more aware of their presence as learners. I believe that confidence grows when students feel successful, supported, and understood. Advocacy is also a key part of my mission as a special education teacher. When students see adults standing up for them, adjusting expectations, and ensuring they have access to learning, they learn that their needs matter. I want to be the person who speaks up when a student is misunderstood and who helps others see the student beyond labels or assumptions. By modeling advocacy, I hope to empower students to eventually advocate for themselves. I am passionate about special education because it allows me to help students find their voice. Guiding students toward a sense of their own presence means helping them believe they belong in the classroom and in the world. My goal is not just to teach skills or meet goals, but to help students leave my classroom feeling confident in who they are and what they are capable of becoming. Fairy Tale Once upon a time, there was a young teacher who entered a classroom where the students believed they were invisible. Each child thought their differences made them less important, and they tried to shrink themselves to fit in. The teacher did not arrive with a sword or crown, but with patience, understanding, and a belief in every child. She listened when the students spoke and noticed when they struggled in silence. She helped them see their strengths and reminded them that their voices mattered. When others misunderstood them, she stood tall and spoke on their behalf. Slowly, the students began to change. They raised their heads, shared their ideas, and took pride in who they were. By the end of the story, the classroom was no longer filled with invisible students. Each child knew their presence mattered. The teacher’s greatest victory was not defeating a dragon, but helping her students discover themselves.

I enjoy playing golf because it has been a constant part of my life for as long as I can remember. I have played golf since I was three years old, so the sport truly feels like it grew up with me. What started as something fun I did with my family eventually became a major part of my identity throughout high school. Playing golf taught me patience, discipline, and confidence, and it has shaped how I handle challenges both on and off the course. One of the biggest reasons I love golf is the connection it gives me to my family. I often go out to play with my dad, my uncle, and my cousin, and those rounds mean more to me than any scorecard. Golf has always been our way of spending time together, talking about life, and pushing each other to improve. Some of my favorite memories come from early mornings on the course, long summer evenings practicing, and friendly competition that never failed to bring us closer. Because I started playing at such a young age, golf feels like a family tradition rather than just a sport. Throughout high school, golf became a serious commitment for me. I played all four years, worked consistently to improve my skills, and challenged myself to compete at a higher level. I qualified for All-Conference for two years and made it to the state tournament my senior year, which was a huge accomplishment for me. Reaching those goals took dedication, long hours of practice, and a strong mental game. Golf is not easy, especially when it comes to staying focused and confident during competition, but those challenges are what made the experience so rewarding. As a female golfer, I faced obstacles that pushed me to grow. Golf is often seen as a male-dominated sport, and there were times when I felt underestimated or overlooked. Some people assumed I was less competitive or capable simply because I was a girl. Instead of letting that discourage me, I used it as motivation. I learned to trust my abilities, speak through my performance, and hold myself to high standards regardless of outside opinions. Golf has taught me how to stay calm under pressure, bounce back from mistakes, and keep moving forward after setbacks. Starting at such a young age helped build those skills early, and they have stayed with me ever since. Overall, golf has shaped my character, strengthened my confidence, and given me lessons that extend far beyond the course.

When I worked with a deaf first-grade student, I faced a challenge that had a lasting impact on how I view teaching, leadership, and advocacy. From the beginning, it was clear that many of the difficulties he experienced in the classroom were tied to communication. However, when problems came up, several teachers were quick to say that he was always in the wrong. Instead of asking why something happened or how his hearing loss affected his understanding, the blame often went straight to him. Watching this happen was frustrating because I knew he was capable, kind, and trying his best in an environment that did not always meet his needs. I viewed this situation as a misunderstanding rather than a behavior problem. As someone who worked closely with him, I could see how easily directions were missed, tones were misunderstood, and expectations were unclear. Small moments, like not responding right away or reacting strongly to a situation, were often seen as defiance when they were really the result of limited access to communication. Over time, I felt a strong connection to him and deeply sympathized with what he was experiencing as a six-year-old trying to navigate school without being fully understood. My plan of action was to slow things down and become more involved. I took the time to learn how he communicated best, adjusted how I interacted with him, and made sure he felt supported and safe. I also started speaking up when I felt he was being unfairly judged. This eventually led to a staff meeting where his needs and behaviors were discussed. Even though I was only 18 years old, I led part of that meeting because of how involved I had been with this student. I shared my perspective, explained what I had observed, and helped others see how communication barriers were affecting his behavior. It was intimidating to speak in front of older, more experienced educators, but I knew his voice needed to be represented. This experience changed how I see life and education. It taught me that age does not determine your ability to lead or advocate for someone else. It also showed me how important it is to look beyond behavior and consider what a student may be missing or struggling to access. Most importantly, it reinforced my belief that empathy, patience, and willingness to speak up can truly change a child’s school experience.