My aspiration to become an educator ignited at a very young age. My Kindergarten teacher, Mrs. McIntosh, remains my greatest inspiration and exemplifies the transformative impact that passionate educators, like Marie Humphries, can have on young lives. Her journey gave me the determination to pursue teaching with unwavering commitment, despite occasional negative perceptions about this career path. From the moment I stepped into her vibrant classroom on my first day of school, I knew teaching was my calling. Mrs. McIntosh created a genuine excitement for learning that made me eager to arrive at school each morning. I even cried when the year ended. With relentless ambition, she challenged me to become an engaged leader in every endeavor. Her guidance empowered me to chase my dreams regardless of obstacles, instilling in me the same drive that characterized Marie Humphries’ dedicated career. Throughout my thirteen years in the school district, Mrs. McIntosh and I maintained a meaningful connection. She became one of my most valued mentors and friends. When diagnosed with Stage Three breast cancer, she demonstrated remarkable resilience, advancing her career to administrative roles. First, as a middle school principal before returning to lead the elementary school where we initially met. After a five-year battle, she triumphantly overcame cancer, exemplifying extraordinary determination. During high school, I returned to my elementary school as a student teacher. Mrs. McIntosh encouraged me to remain dedicated to my educational passion and recommended me for the Executive Board of my high school's Student Council. This position allowed me to meet with administrators and our district's Superintendent to advocate for student concerns. Serving as the voice for my fellow students transformed my perspective and fueled my ambition. After these experiences, I confidently pursued Elementary Education at Michigan State University. My passion drives ambitious educational goals: earning a Masters in Administration, completing a Business Minor, and obtaining an English as a Second Language Endorsement, all to maximize my impact as an educator. My recent experiences in diverse school districts have reinforced my commitment to education. Last year, I worked in an elementary school in Dearborn, MI, where ninety percent of students were economically disadvantaged. This challenging environment taught me the importance of adaptive teaching strategies and culturally responsive pedagogy. I learned approaches to improve reading and math proficiencies, which both started below forty percent. The resilience I witnessed in these young learners deepened my goal to become an advocate for educational equity. My participation in Michigan State University's Global Educators Cohort Program has been transformative. Through this program, I've collaborated with aspiring educators, gaining invaluable perspectives on international education systems. Our projects have broadened my understanding of global educational challenges and reinforced my passion for creating inclusive learning environments that celebrate diversity, preparing me to better serve students in our interconnected world. Without visionaries like Marie Humphries and mentors like Mrs. McIntosh, my educational journey would look dramatically different. The opportunity to cultivate young minds, inspire growth, and serve as a positive influence represents an irreplaceable privilege. I cherish the classroom moments of building connections and celebrating achievements with students. If I could speak to my Kindergarten self, I would encourage her to hold fast to her teaching dreams, assuring her that this profession would bring the same fulfillment that Marie Humphries found in her years of dedicated service to students.

As a future elementary educator, studying at Michigan State University, I know that reading is more than introducing letters and sounds – it's giving children a key that unlocks endless possibilities for learning, growth, and self-discovery. My passion for literacy and education was sparked during my time as Co-President of Pioneer Partners Read-Alouds, where I witnessed firsthand how the right book and mentorship can influence a student’s experience. In my future classroom, I hope to create a literacy-rich environment that celebrates the joy of reading. Drawing from my experience as a Cadet and Student Teacher, I plan to have cozy reading areas with diverse books that reflect my students’ cultures and experiences, as well as windows into new worlds they've yet to explore. Morning meetings will begin with read-alouds that create discussions about character development, various perspectives, and real-world connections. These opportunities will help students develop not just reading comprehension, but also critical thinking skills and emotional intelligence. As a student pursuing an ESL endorsement, I understand that reading instruction must be accessible to students at different language levels. I plan to have multilingual texts and materials that help English learners connect their native language skills to English development. My classroom library will feature bilingual books, giving ESL students the confidence to engage with texts while developing their English proficiency. Through the Global Educators Cohort Program, I've learned strategies to support language learners while fostering a community where all educational journeys are celebrated. Technology will play a role in my reading instruction approach. Interactive literacy platforms will allow students to record themselves reading, track their progress, and engage with digital texts at their own pace. I believe this will provide students with a sense of choice and control. However, I believe in balancing screen time with hands-on reading experiences. Students will also have the chance to participate in reader's theater performances and create their own stories to build both literacy skills and social connections. Family engagement will be crucial to supporting young readers. I've learned the importance of building strong communities through clear communication and shared goals. I plan to implement family reading initiatives like take-home book bags, virtual reading logs, and “Mystery Readers”. All of these possibilities celebrate reading achievements and provide strategies for supporting readers at home. For less advanced readers, I will create personalized plans that identify specific challenges and provide targeted support. My classroom will use flexible strategies that allow students to progress at their own pace while maintaining their confidence and motivation. Small group instruction will focus on specific skills while celebrating each step of progress, ensuring that every student experiences success. Most importantly, I want my students to discover the freedom that Frederick Douglass spoke of – the ability to explore new ideas, understand different perspectives, and find their own voice through reading. Like Patricia, I believe that teaching learners to read is one of the greatest gifts we can give them. Through thoughtful instruction, engaging materials, and unwavering support, I hope to aid generations of confident readers who see books not as assignments to complete, but as doorways to adventure, understanding, and personal growth. Drawing inspiration from Patricia's dedication to reading instruction, I commit to being a lifelong advocate for literacy education. Whether I'm leading read-alouds, assisting individual readers, or collaborating with families, I will carry forward her passion for helping every child discover the transformative power of reading. In doing so, I hope to honor her legacy by opening the same doors of opportunity and freedom that she provided for countless students throughout her career.

Walking into MSU's College of Education each day reminds me of my dream to create a classroom where every student can thrive. While many see teaching as simply delivering lessons, I've learned through my time in the Elementary Education program that we have an incredible opportunity to shape not just minds, but hearts and character too. The Global Educators Cohort Program has opened my eyes to what a truly transformative classroom can look like. I've seen firsthand how traditional discipline often falls short. That's why I'm passionate about bringing restorative justice into my future classroom. Instead of sending kids to the hallway or principal's office, I want to start each day with morning circles where we can talk through our challenges together. During my time as a Student Teacher in East Lansing and as a Cadet Teacher in high school, I watched kids transform when given the space to learn from their mistakes rather than just being punished for them. Leading my sorority as President of Alpha Chi Omega has taught me similar lessons – when you lead with both empathy and clear expectations, people rise to meet them. These experiences have shown me how crucial it is to build strong relationships with families too. I dream of going beyond just parent-teacher conferences, creating real partnerships that support each child's growth. This passion for educational leadership has even inspired me to pursue a Master's degree at MSU, with hopes of one day becoming an administrator or principal who can create positive change on a broader scale. My commitment to supporting ESL students comes from understanding how language shapes our sense of belonging. While working toward my endorsement, I've developed creative ways to celebrate different languages in the classroom – from multilingual resources during lessons to sharing stories from diverse cultures. Leading Pioneer Partners Read-Alouds showed me how powerful it is when every student sees themselves in our classroom library and feels their voice matters. Technology will also play a vital role in my future classroom, not just as a teaching tool but as a means of connecting students to global learning opportunities. I envision using interactive platforms, collaborative projects, and digital portfolios that allow students to showcase their growth. However, I will balance this with hands-on learning experiences that develop essential social and motor skills. Norma and Barb's dedication to supporting fellow teachers through union leadership inspires me to think beyond my own classroom. Through managing complex organizations, I've learned that taking care of teachers means better education for students. I want to advocate for meaningful changes like strong mentorship programs and protected planning time that help teachers thrive, not just survive. Their legacy reminds me that great teaching requires constant growth and community engagement. Like them, I plan to stay actively involved in my school community, always learning and pushing for positive change. When I cheer on the Spartans, I feel the same enthusiasm I'll bring to encourage my future students to push past their own expectations. I believe in creating a classroom where solving conflicts brings us closer together, where speaking another language is seen as a superpower, and where curiosity about the world is celebrated daily. Through this approach, I hope to honor Norma and Barb's remarkable impact by preparing students not just to ace tests, but to become caring, engaged citizens who make their world a better place.