I am a college student studying Elementary Education with a minor in STEM, and my goal is to become a second-grade teacher. I have always been passionate about working with children and creating an environment where students feel supported, included, and excited to learn. I believe that education has the power to shape a child’s future, and I want to be the teacher who helps students recognize their own potential. Throughout college, I have worked hard to become the kind of educator I hope to be. My experiences in elementary classrooms have allowed me to observe teachers, work with students, and begin developing my own teaching skills. These experiences have strengthened my passion for education and shown me how important it is for teachers to make every student feel valued. I am especially interested in inclusive education and supporting students with different learning needs. I want my future classroom to be a place where every child knows that they belong and has the opportunity to succeed. Kalia D. Davis’s story stood out to me because of her commitment to excellence and her desire to make an impact. Her ability to balance academics, athletics, work, leadership, and her relationships with others demonstrates an incredible level of dedication. I admire that she continued to challenge herself and pursue opportunities that allowed her to grow and serve others. Her story reminds me that success is not simply about accomplishing personal goals; it is also about the impact we have on the people around us. I strive to bring that same sense of ambition and dedication into my own life. Being a college student requires me to balance my coursework, field experiences, and responsibilities while continuing to work toward my long-term goals. When something is important to me, I want to give it my best effort. I know that becoming an excellent teacher will require lifelong learning, patience, flexibility, and a willingness to continue improving. Receiving this scholarship would help support me as I continue my education and work toward becoming an elementary teacher. I am independently paying my tuition and college expenses can add up quickly, and financial support would allow me to focus more of my time and energy on my education and preparation for my future career. More importantly, receiving this scholarship would be an encouragement to continue pursuing my goals with the same ambition, drive, and commitment that Kalia demonstrated throughout her life. I hope to build a legacy of my own by becoming a teacher who makes a lasting difference in the lives of children. I want my students to leave my classroom knowing that they are capable, valued, and important. In that way, I hope to live out the spirit of “Living, Loving, Laughing, Learning, Legacy” by continuing to learn, serving others, and using my education to make a positive impact.

I believe that every student deserves to feel that they belong in their classroom and that their presence matters. Professor Harold Bloom’s statement, “The purpose of teaching is to bring the student to his or her sense of his or her own presence,” means to me that teaching is about much more than helping students learn academic content. It is about helping students recognize who they are as learners, understand their strengths, build confidence, and know that they have an important place in their classroom and community. I am currently pursuing a degree in Elementary Education, with the goal of becoming a general education teacher. However, my experiences in education have made me increasingly interested in special education, and I may pursue a master’s degree in Special Education in the future. I am passionate about creating classrooms where students with disabilities are included and given opportunities to learn alongside their peers whenever possible. I believe an inclusive classroom benefits every student because it teaches children to appreciate differences, support one another, and recognize that everyone learns in different ways. My mission as a teacher would be to create a classroom where students with special needs are not defined by their disabilities, but are recognized for their individual strengths, interests, personalities, and potential. I want my students to feel comfortable being themselves and confident that they have something valuable to contribute. This means providing different ways for students to participate and demonstrate their learning, using accommodations and supports when needed, collaborating with special education teachers and families, and making sure every student has meaningful opportunities to succeed. To me, helping a student experience a “sense of their own presence” means helping them realize, “I belong here. I am capable. My ideas matter. I have strengths, and I can learn.” As a future general education teacher, I want to be an advocate for students with special needs and make inclusion a meaningful part of my classroom rather than simply a placement. If I eventually pursue a master’s degree in Special Education, I hope to use that knowledge to become an even stronger advocate and teacher for all learners. I am passionate about special education because I believe that a student's disability should never determine whether they feel valued, included, or capable of success. My goal is to build a classroom community where every child knows that they belong, understands that their presence matters, and has the support and encouragement to become the best learner they can be.

Teaching has always been more than a career to me—it is an opportunity to shape lives, inspire confidence, and create opportunities for future generations. I want to become a teacher because I believe education is one of the most powerful tools for changing a person's life. Every student deserves someone who believes in their potential, encourages them to overcome challenges, and helps them discover their strengths. I want to be that person for my future students. My passion for teaching comes from my own educational journey. Throughout school, I realized that the teachers who made the greatest impact were not always the ones with the most impressive lessons; they were the ones who genuinely cared. They created classrooms where students felt seen, respected, and capable of succeeding. Their encouragement gave me the confidence to ask questions, embrace mistakes as opportunities to learn, and push myself beyond what I thought was possible. Those experiences showed me that a teacher's influence extends far beyond academics. One teacher, in particular, changed the way I viewed education. During a time when I doubted my abilities, they consistently reminded me that growth comes through perseverance, not perfection. Instead of focusing only on grades, they celebrated my effort, curiosity, and determination. They took the time to understand each student as an individual, making everyone feel like they mattered. Their belief in me motivated me to work harder and inspired me to one day provide that same encouragement to others. I may not remember every lesson they taught, but I will always remember how they made me feel capable of achieving my goals. As a future educator, I hope to build a classroom where every student feels welcomed, challenged, and supported. I want to foster an environment where curiosity is celebrated, questions are encouraged, and mistakes are viewed as valuable learning experiences. Every child learns differently, and I want to adapt my teaching so that each student has the opportunity to succeed. I also hope to teach lessons that extend beyond textbooks by helping students develop confidence, resilience, empathy, and critical thinking skills that will serve them throughout their lives. The legacy of Marie Humphries reminds me that passionate teachers leave lasting impressions on their students and communities. Like her, I believe that teaching is a profession rooted in service, compassion, and lifelong learning. While not everyone is called to become a teacher, those who are have the privilege of helping shape the future one student at a time. Receiving this scholarship would bring me one step closer to achieving my dream of becoming an educator. More importantly, it would honor the values that inspired Marie Humphries by supporting someone who is committed to making a meaningful difference in the lives of young people. I am eager to dedicate my career to encouraging students, helping them discover their potential, and showing them that they are capable of accomplishing more than they ever imagined.

This poster is designed to support second-grade students in mastering the Common Core Math standard 2.NBT.B.5, which focuses on fluently adding and subtracting within 100 using strategies based on place value. I chose this standard because place value is a foundational concept that students will continue to build on in later grades. Many students struggle with addition when they do not fully understand how numbers are composed of tens and ones, so this poster visually reinforces that structure in a clear and engaging way. The design of the poster intentionally uses visual elements such as color, layout, and imagery to support student comprehension and retention. Color coding plays a key role in helping students distinguish between tens and ones. For example, tens are consistently shown in blue, while ones are shown in yellow. This consistency helps students mentally organize numbers and recognize patterns more easily. Research shows that color can improve memory and attention, and in this case, it supports the breakdown of numbers into manageable parts. The layout of the poster is organized in a step-by-step format, guiding students through the process of solving a problem. Instead of presenting the equation all at once, the poster breaks it into smaller, sequential steps: decomposing numbers, adding tens, adding ones, and combining the results. Arrows and spacing help direct the student’s eye, reducing cognitive overload and making the process feel more approachable. This structured layout is especially important for second graders, who benefit from clear, predictable visual guidance. Typography is also carefully considered. The poster uses large, bold fonts for key numbers and steps to ensure readability from a distance. Important phrases like “Break It Apart” and “Add Tens + Add Ones” are emphasized to reinforce the strategy. Keeping the text simple and minimal ensures that students are not overwhelmed and can focus on the main idea. Imagery, such as base-ten blocks, is included to provide a concrete representation of abstract numbers. Second-grade learners often rely on visual and hands-on models to understand mathematical concepts. By showing tens rods and ones cubes, the poster connects symbolic numbers to physical representations, helping students make deeper conceptual connections. Visual learning is critical in modern K-12 classrooms because students are constantly processing information in visual formats, both in and out of school. Posters like this support diverse learners, including English language learners and students who benefit from visual scaffolding. Visual aids also promote independence, as students can refer to them when solving problems without needing immediate teacher support. Overall, this poster is designed to make abstract math concepts more accessible, engaging, and memorable. By combining clear visuals with intentional design choices, it helps students build confidence and develop a strong understanding of place value and addition strategies.

I’m passionate about early childhood education because those first years of life shape how children see themselves, others, and the world around them. During early childhood, kids are not just learning letters and numbers—they’re developing confidence, curiosity, language, and social skills that lay the foundation for everything that comes later. What stands out to me is how quickly children absorb experiences at this age. A simple interaction—like encouraging a child when they’re struggling or celebrating a small success—can influence how they view learning and themselves for years to come. I want to be part of creating those positive early experiences so children grow up believing they are capable and valued. What makes early childhood education especially meaningful to me is the opportunity to support the whole child. Young learners thrive when they feel safe, seen, and encouraged, and I value creating environments where play, exploration, and relationships are just as important as academic growth. It’s powerful to watch a child make connections—whether it’s solving a problem, expressing their thoughts, or learning how to work with others—and to know that those moments build lifelong skills. I really believe learning should feel natural and engaging, not forced. When children learn through play and meaningful experiences, they are more invested and excited, and that’s something I want to foster in my future classroom. Supporting the whole child also means recognizing their emotions, backgrounds, and individual needs, which is something I care deeply about. I’m also passionate about the role early educators play in creating equity. Not all children come into school with the same experiences or resources, but high-quality early education can help close those gaps. By being intentional, responsive, and inclusive, teachers can ensure every child has a strong start and the opportunity to succeed. This is especially important to me because I know that school can either open doors or unintentionally create barriers. I want to be the kind of teacher who notices when a child needs extra support and takes action to help them succeed, rather than letting them fall behind. Providing equitable opportunities early on can truly change the trajectory of a child’s education and life. Ultimately, early childhood education matters to me because it’s about impact. The encouragement, support, and experiences children receive at a young age stay with them, and being someone who helps shape those positive beginnings is both meaningful and motivating. I think about how teachers are often some of the first role models outside of a child’s family, and that responsibility is something I take seriously. Knowing that I can influence how children feel about school, learning, and themselves is what drives my passion. I want to create a classroom where students feel excited to come each day, where they feel supported, and where they begin to build a lifelong love of learning.

I believe suicide awareness is an important issue because everyone deserves to feel seen, valued, and supported. While I have not been formally involved in a suicide prevention organization, I try to support others in meaningful ways through my everyday actions. I consider myself a people person, and I naturally care about how others are feeling. When I notice that someone seems sad, overwhelmed, or withdrawn, I make an effort to reach out and talk with them. Even a small conversation can remind someone that they are not alone. For me, being involved in suicide awareness means being present for others and creating a safe space where people feel comfortable sharing their feelings. Sometimes people just need someone who will listen without judging them. I try to be that person for friends, classmates, and even acquaintances. I want people to know that even if they feel like they have no one, there is always someone who cares about them. By offering support, encouragement, and understanding, I hope to help people feel less isolated during difficult moments. I am passionate about suicide awareness because it is a very serious topic that affects many individuals and families. Too often, people struggle silently because they feel misunderstood or believe that their problems do not matter. I want to help change that mindset by reminding others that their lives have value and that their presence makes a difference in the world. Sometimes a simple act of kindness, a conversation, or a moment of genuine care can have a powerful impact on someone’s life. At the end of the day, I believe life is precious and often too short. Everyone deserves the chance to experience happiness, connection, and support. I hope that through my actions—whether it is checking in on someone, listening when they need to talk, or simply showing kindness—I can help people remember that they matter. My goal is to continue being someone who spreads compassion and reminds others that they are never truly alone.

I want to become a teacher because I believe every student deserves a fair opportunity to learn and succeed in the classroom. While I plan to be a general education teacher, I am deeply passionate about making sure that students with disabilities feel included, supported, and capable alongside their peers. I believe classrooms should be places where every student feels they belong, regardless of their learning differences or challenges. Through my education coursework and classroom placements, I have learned that students learn in many different ways. Some students may need additional support, modified instruction, or more time to understand certain concepts. Instead of separating students because of these differences, I believe teachers should work to create inclusive environments where all students can learn together. When classrooms are designed with flexibility and understanding, every student benefits, not just those with disabilities. One of the most important lessons I have learned is that there is no such thing as a “typical” learner. Every student comes into the classroom with unique strengths, challenges, and experiences. Because of this, it is important for teachers to adapt their instruction and create learning opportunities that allow all students to participate meaningfully. As a future educator, I want to design lessons that provide multiple ways for students to understand material and demonstrate their knowledge so that no student feels left behind. Creating an inclusive classroom also means building a community where students respect and support one another. When students learn alongside peers with different abilities, they develop empathy, patience, and understanding. I want my classroom to be a space where students feel comfortable asking questions, expressing their ideas, and learning from each other. By fostering this kind of environment, I hope to help students build confidence in themselves and recognize that everyone has something valuable to contribute. Additionally, taking courses about students with disabilities has helped me better understand how to support diverse learners. In these classes, I learned strategies for adapting instruction, using flexible teaching methods, and creating classroom environments that reduce barriers to learning. I also learned how important classroom structure, clear expectations, and supportive routines are for helping all students succeed. These experiences have prepared me to think carefully about how I design my classroom and lessons so that every student, regardless of ability, has the opportunity to learn and feel included. Ultimately, my goal as a teacher is to ensure that every child in my classroom feels seen, heard, and capable of learning. Students with disabilities should never feel like they do not belong in a general education classroom. By being a teacher who understands inclusive practices and is willing to adapt instruction, I hope to create a classroom where all students have the support they need to succeed. I believe education should open doors for every child, and I want to be the type of teacher who helps make that possible.

My name is Lauren, and I am an undergraduate student who takes my education and personal growth very seriously. I am deeply motivated by the belief that effort, consistency, and integrity matter in everything I do. Learning about Kalia D. Davis’s life and legacy is incredibly inspiring to me because her dedication to excellence, strong work ethic, and kindness toward others reflect the values I strive to live by every day. I have always approached school with focus and determination. Maintaining strong academic performance has been a priority for me because I understand that education opens doors and creates opportunities for the future. I attend classes prepared, stay committed to my coursework, and hold myself accountable for doing my best, even while balancing multiple responsibilities. I was able to graduate from high school as one of the top 5 students in my class and have maintained a 4.0 GPA in college. Like Kalia, I believe that showing up fully and giving genuine effort is a reflection of character. While I once played sports, a basketball injury has prevented me from continuing athletic activities. Although I can no longer participate in the way I once did, this experience taught me resilience and adaptability. I redirected my energy and focus toward my studies, dedicating myself to becoming the best teacher I can be. My injury reminded me that setbacks can be opportunities for growth, and it strengthened my commitment to my educational and professional goals. I am also committed to giving back through volunteering and service. Supporting others and contributing to my community is something I value deeply, whether through helping peers, working with students, or participating in service-based opportunities. I believe kindness and encouragement can make a lasting impact, and I strive to reflect those qualities in my daily interactions, just as Kalia did. One of the most significant challenges I currently face is financing my college education independently. I am paying for my own tuition, which requires careful budgeting, responsibility, and sacrifice. While this has been stressful at times, it has also strengthened my work ethic and reinforced how seriously I take my education. Every class, assignment, and opportunity matters to me because I am investing in my future through my own effort. Receiving the Kalia D. Davis Memorial Scholarship would greatly support my educational journey by easing the financial burden I carry. It would allow me to remain focused on my academic goals without the constant stress of tuition costs. More importantly, this scholarship would serve as encouragement to continue striving for excellence, resilience, and kindness—values that defined Kalia’s life. Kalia D. Davis left behind a powerful legacy of living, loving, laughing, learning, and leading with excellence. I would be honored to carry forward those values through my education and future career. This scholarship would not only help me financially, but it would remind me that hard work, integrity, and compassion truly matter.

My career of choice is public education, and I am pursuing a degree that will allow me to become an elementary school teacher. Teaching is not just a job I am preparing for—it is a form of public service and a personal mission. I am passionate about education because I believe schools are one of the most powerful spaces for shaping confidence, opportunity, and long-term change. Teachers have the ability to influence not only academic growth, but how students see themselves and their place in the world. I am especially drawn to elementary education because these early years are foundational. Children are learning how to learn, how to express themselves, and how to navigate relationships. I want to be the kind of teacher who creates a classroom where students feel safe, valued, and capable—especially those who may not always feel supported outside of school. My experiences in diverse classroom placements, working with students with ADHD, autism, developmental delays, behavioral challenges, and multilingual backgrounds, have reinforced my desire to serve all learners. Education, to me, is about equity, patience, and meeting students where they are. Like Kerry Kennedy, I strongly believe in education as a pathway to personal growth and purpose. College has been a time where I am learning not only academic content, but also responsibility, resilience, and self-discipline. Pursuing higher education has required sacrifices, especially financially. I have learned to be mindful of money, make careful decisions, and prioritize long-term goals over short-term comfort. Choosing education as a career means accepting that financial rewards may not come easily, but I believe deeply in the value of the work I am preparing to do. I have also made personal sacrifices by balancing coursework, field placements, and responsibilities outside of school. Being present in classrooms while managing my own academic expectations has required time, energy, and commitment. There are moments when rest or leisure must take a back seat to lesson planning, studying, or preparing for the future. These sacrifices have taught me perseverance and time management, skills that will serve me well as an educator. Additionally, I have chosen to remain focused on my goals even when the path feels challenging. Education is not always an easy or glamorous profession, but it is one rooted in service. I have accepted the sacrifices that come with this path because I know the impact extends far beyond myself. Every hour spent preparing now is an investment in the students I will one day teach. The Kerry Kennedy Life is Good Scholarship represents values that deeply align with my own: commitment to public service, belief in education, and resilience in the face of financial challenges. This scholarship would support my educational journey and ease the financial burden of college, allowing me to stay focused on becoming a teacher who gives back to her community. I am committed to using my education not only to build a career, but to serve others and contribute to a better future through public education.

Giving back to others has always been an important part of who I am, and it is something I strive to practice through both my actions and my future goals. I believe service is not always about grand gestures, but about showing up consistently, offering support, and caring deeply about the well-being of others. This mindset closely reflects the legacy of Priscilla Shireen Luke, whose devotion to service and hope continues to inspire students to create positive change in their communities. Currently, I give back through my involvement in educational settings where I work with and support diverse groups of students. As part of my college education, I am placed in classrooms that include students with ADHD, autism, developmental delays, behavioral challenges, and multilingual learners. In these spaces, service looks like patience, encouragement, and adapting my approach to meet each student’s needs. I view this work as a form of service because education has the power to shape lives, especially when students feel seen, supported, and valued. I also give back by offering kindness and understanding in everyday interactions. I have learned that many people carry challenges that are not always visible, and taking the time to listen or offer help can make a meaningful difference. Whether it is assisting classmates, supporting students who need extra guidance, or being present for those who feel overlooked, I try to lead with empathy and compassion. These small but intentional acts of service align with my belief that helping others starts with how we treat people daily. Looking toward the future, I plan to help the world further through a career in education. My goal is to become a teacher who creates an inclusive and supportive classroom environment where all students—regardless of ability, background, or circumstance—feel capable and valued. I want to remove barriers to learning by creating flexible, welcoming environments that allow students to succeed in ways that work best for them. By doing so, I hope to positively impact not only academic outcomes but also students’ confidence and sense of belonging. Beyond the classroom, I hope to advocate for equity in education and increased access to resources for underrepresented communities. Education is one of the most powerful tools for creating long-term change, and I want to use my position to support students and families who may not always have access to the support they deserve. Whether through community involvement, collaboration with families, or participation in outreach programs, I aim to continue serving others throughout my career. Priscilla Shireen Luke’s legacy of service and hope is one I deeply admire. Her dedication to bettering the world for the sake of others reminds me why service matters and why it must be rooted in compassion and selflessness. This scholarship would support my continued education and strengthen my ability to serve others through teaching. I am committed to using my education not only for personal growth, but to contribute to a kinder, more equitable world for future generations.

I am interested in pursuing a teaching career because I believe education has the power to change lives in ways that extend far beyond the classroom. Teaching is not just about delivering lessons; it is about shaping confidence, curiosity, and character. From an early age, I learned how meaningful a teacher’s presence can be, especially during moments when students need encouragement, understanding, and belief in their potential. My desire to become a teacher was shaped by the educators who took the time to truly see me. One teacher in particular made a lasting impact by creating a classroom environment where students felt safe to ask questions, make mistakes, and grow. She understood that learning does not happen in isolation and that students bring their whole selves into the classroom. Her patience, kindness, and dedication showed me that a passionate teacher can influence how students view themselves and their futures. Growing up, I also became aware of how unequal access to resources and support can affect students’ learning experiences. I saw classmates struggle not because they lacked ability, but because they lacked stability, encouragement, or individualized attention. These experiences motivated me to pursue a career in education so I can help bridge those gaps and advocate for students who may feel overlooked. I want to be the kind of teacher who recognizes challenges early and responds with empathy and high expectations. As an education major, I am especially passionate about working with young learners and supporting both their academic and social-emotional development. I believe students learn best when they feel valued, respected, and understood. In my future classroom, I hope to foster an inclusive and supportive environment where all students feel empowered to participate and take pride in their learning. I want to encourage curiosity, resilience, and confidence—skills that will serve students well beyond school. Marie Humphries’ belief in the power of teaching deeply resonates with me. Her dedication to education and her conviction that passionate educators can shape the next generation reflects the values I hope to carry into my own career. While teaching may not be everyone’s path, it is the one that feels most meaningful to me. I am committed to growing as an educator, continuing to learn, and showing up for my students every day with patience and purpose. Through teaching, I hope to make a lasting difference by helping students discover their potential and believe in their ability to succeed.

The first time I realized how powerful a teacher could be, I was sitting in a classroom where I didn’t feel like I belonged. I was quiet, unsure of myself, and carrying worries from home that felt heavier than my backpack. One teacher noticed. She didn’t fix everything, but she listened, encouraged me, and made me feel capable at a time when I doubted myself the most. That moment planted a seed that would grow into my “pie in the sky” dream: to become an educator who changes not just classrooms, but lives—especially for students who feel overlooked or underestimated. My big dream is to become an elementary school teacher in an underserved community and eventually help shape more inclusive, emotionally supportive school environments. I want to be the kind of teacher who recognizes that learning does not happen in isolation from a student’s home life, mental health, or sense of safety. While it may sound simple, the idea of creating classrooms where students feel seen, supported, and empowered feels both inspiring and just out of reach—because it requires systemic change, resilience, and long-term commitment beyond one classroom. This dream was sparked not only by positive experiences, but also by moments when support was missing. Growing up as a low-income student, I saw how financial stress, limited resources, and lack of individualized attention affected students’ confidence and performance. I learned early that intelligence and potential are evenly distributed, but opportunity is not. That realization fuels my desire to work in schools where students face barriers outside their control and to advocate for equity from the inside of the education system. To reach this dream, I know I must take intentional and challenging steps. The first is earning my degree in elementary education and continuing to build a strong foundation in child development, culturally responsive teaching, and social-emotional learning. Beyond academics, I plan to seek hands-on experience through fieldwork, student teaching, and community involvement so I can better understand the realities students face both in and out of the classroom. Growth, for me, means being open to learning from my students as much as teaching them. I also recognize that achieving this dream will require perseverance. Financial barriers, emotional burnout, and systemic limitations are real challenges in education. However, I believe courage is choosing to pursue meaningful work even when it is difficult. Creativity is finding ways to support students within imperfect systems. Commitment to growth means continuously reflecting, learning, and advocating for better practices. My “pie in the sky” dream may feel just beyond reach, but it is grounded in purpose and passion. I may not change the world overnight, but if I can change how a child sees themselves and their future, I will be doing work that truly matters.