Growing up as an African American woman in a household marred by domestic violence and substance abuse has profoundly influenced my life, shaping not only who I am today but also my aspirations for the future. My mother’s alcoholism was not merely a personal battle; it created an environment of mental and physical abuse that left me feeling neglected and trapped. My formative years were riddled with fear, anxiety, and a lack of emotional support, which eventually took a significant toll on my self-esteem and mental health. At the age of 14, after enduring years of torment, I mustered the courage to confide in my father, who had distanced himself two hours away from the chaos. Armed with video and photographic evidence of the abuse, we sought intervention through the legal system. However, despite our efforts, the judge favored my mother and her parents, perpetuating a cycle of abuse that felt both unjust and inescapable. I remained in this suffocating environment with limited contact with my father until I was finally able to leave at 18, sneaking out and not looking back. As I reflect on my journey, I recognize how these experiences have placed me in precarious positions that could have been avoided with a more robust support system. Now a 20-year-old mother myself, I am acutely aware of the generational impact that domestic violence and substance abuse have on families, particularly within our community. This understanding fuels my determination to effect change. In pursuing higher education, I am committed to harnessing my experiences to improve the care, coordination, and communication for individuals and families affected by similar issues. My goals include advocating for comprehensive policies that support victims of domestic violence, collaborating with social service providers to develop targeted intervention programs, and increasing community awareness about the resources available to those suffering in silence. Moreover, I envision creating educational outreach initiatives to empower women to recognize the signs of domestic violence and substance abuse, ensuring they do not feel isolated or voiceless. By fostering better collaboration among healthcare providers, legal professionals, and community organizations, I aim to establish a network that prioritizes holistic support for victims, thus transforming their outcomes. Ultimately, my mission is not only to overcome the challenges I faced but also to pave the way for improved support systems that will help others heal and regain their strength. I believe that with the right resources and advocacy, we can create a safer environment for African American women and their families.

Defining the statement by Professor Harold Bloom, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” means fostering self-awareness and confidence in students. This sense of presence allows each student to recognize their unique identity, strengths, and potential contributions to the world. In the realm of special education, this task is particularly vital, as many students face various challenges that may impact their self-perception and engagement in learning. My Mission:
To guide my special needs students in experiencing a sense of their own presence, my mission revolves around creating an inclusive environment that nurtures self-exploration and validation. I will implement individualized teaching strategies that cater to diverse learning needs, incorporating elements such as: 1. Personalized Learning Plans: Tailoring educational content to align with each student’s interests and abilities. 2. Positive Reinforcement: Celebrating small successes to build confidence and self-efficacy. 3. Open Communication: Encouraging students to express their feelings and thoughts, fostering a safe space for sharing. 4. Mindfulness Techniques: Teaching practices that enhance self-awareness, such as breathing exercises and reflection. 5. Community Involvement: Connecting students with their peers and families, enhancing their social relationships and sense of belonging. Through this mission, I aim to empower each student, helping them develop a strong sense of self and recognize their value in our shared learning journey. Fairy Tale: The Magical Journey of Leah the Educator
Once upon a time, in the vibrant kingdom of EduLand, there lived a passionate educator named Leah. She was known throughout the land for her enchanting ability to awaken the unique magic within each child. Leah understood that every child possessed a special spark, waiting to be ignited. One day, a gentle breeze carried whispers of lost potential from the Enchanted Forest, where children with special needs thrived but felt unseen. Inspired, Leah embarked on a quest to help them discover their presence. Guided by a wise old owl, Leah ventured into the forest. She met Eli, a shy boy with dreams as grand as the tallest trees, but he struggled to believe in himself. Leah invited Eli to share his dreams each day, showering him with encouragement and stories of bravery. As days turned into weeks, Eli began to shine brighter. He painted murals that expressed his journey, filling the forest with color and light. One evening, the stars twinkled, and a soft glow enveloped Eli; he stood tall, now aware of his own magnificent presence. Leah continued her journey and encountered Mia, a girl with laughter that echoed through the trees but often felt unheard. Leah introduced her to other children, fostering friendships and helping Mia realize that her voice mattered. Together, they created songs that resonated throughout EduLand, bringing joy to all. After many adventures, the Enchanted Forest blossomed with laughter and creativity. Each child had discovered their own presence, their unique magic shining brightly for all to see. Leah, the brave educator, had woven a tapestry of connection and confidence, transforming the forest into a place where all children felt valued. And so, in the kingdom of EduLand, Leah became a beloved heroine, forever inspiring others in the pursuit of realizing the presence within every child. She proved that through love, patience, and dedication, every educator could cultivate a sense of belonging in their students, creating a legacy of empowerment that would echo through generations. And they all lived happily ever after. The end.

If I could create a class that all K-12 students were required to take, it would be called ‘Life Skills: Building a Future’. This course would focus on essential skills that students need to navigate adulthood successfully and prepare them for real-life challenges. Firstly, the curriculum would include a strong emphasis on personal finance management. Many young adults graduate from high school without the necessary knowledge to manage their finances effectively. Teaching students how to budget, save, and invest money can make a remarkable difference in their future. They would learn how to create a budget, understand credit scores, and make informed decisions about loans and credit cards. Learning about these topics in a practical way would help demystify financial concepts and empower students to take control of their financial futures. Secondly, the course would cover practical life skills such as cooking, basic home maintenance, and health and wellness. Understanding how to prepare healthy meals is essential for maintaining a balanced lifestyle. Students would engage in hands-on cooking sessions where they learn not just recipes, but also nutritional information, meal planning, and grocery shopping strategies to make healthier choices. Additionally, teaching basic home maintenance skills—like changing a tire, fixing a leaky faucet, or performing basic first aid—would foster independence and self-reliance. Moreover, the curriculum would incorporate communication and interpersonal skills as well. In an increasingly digital world, being able to communicate effectively is critical. This part of the course would focus on building empathy, teamwork, and conflict resolution skills through group projects, role-playing, and discussions. These skills are essential in both personal relationships and future workplaces, emphasizing the importance of collaboration in achieving common goals. Lastly, the class would aim to equip students with critical thinking and problem-solving skills. By engaging students in real-world scenarios and case studies, they would learn how to analyze situations effectively and make informed decisions. Activities could include group discussions on current events, ethical dilemmas, or community issues, encouraging students to voice their opinions while respecting differing viewpoints. In sum, ‘Life Skills: Building a Future’ would empower students by providing them with the tools they need to thrive in their personal and professional lives. By cultivating independence and confidence, this class would help prepare students to face the various challenges that adulthood presents, ultimately fostering a more competent and resilient generation. Through the integration of financial literacy, practical skills, and interpersonal development, students would not only be prepared for the workforce but also for meaningful and healthy life experiences.