I feel like I have overcome two main challenges on my journey to college. The first would be my struggles with math. I have always done excellent in my literacy and English classes, but unfortunately, math has always been a struggle. My key to overcoming it was early recognition and a desire to strive for more. In high school, I worked with a tutor 1-2 times a week outside of school hours. This quarter I am finishing up my first college level math class. It hasn't been easy but I am dedicated and willing to ask for help from tutors and teachers to make sure I understand the problems. I am so happy to report that I made the deans list! I do think that struggling in math will make me a better teacher. It has opened my eyes to the fact that not every kid will learn the same and that some kids require a different teaching strategy to succeed. The second and my biggest hurdle by far as been dealing with sports injuries. I run xc and track, which are known to have high injury rates. The first major one I had was halfway through my freshman year of high school. Going into the state championship race, I was diagnosed with a Hip Labrum tear. I was able to finish the season, including helping our team win the 2A state championship. After that race, I had to have it surgically repaired and started the long road to recovery. It was over 6 months before I was able to lightly run again and I wasn't able to race until the following fall. In addition to the hip, I have had a couple of stress reactions that have caused me to have not be able to compete, including this falls collegiate XC season. Being injured and wanting to compete so has been devastating, but I continue to remain focused on my goals and am once again training with the team so that this spring I can come back stronger and faster than before. Those two examples of adversity show who I am. I am a responsible, motivated college student with a strong work ethic. Those personality traits carry over from the classroom to the track. You must be extremely responsible to manage studying, attend practice six days a week, and participate in meets throughout the season. In addition to being responsible, you need a strong work ethic to make improvements throughout the season. Rain or shine, we are out there putting in our best effort every day, trying to improve not only as individuals but also as a team. I am always looking to Improve.

I’m not sure I can narrow it down to one specific event or experience that led me to want to become a teacher. My desire to teach has been ingrained in me since I was little. I know it’s not really possible, but we often joke that it was passed down through our family tree since we have several teachers in the family. For as long as I can remember, my answer to “What do you want to be when you grow up?” has always been, “a teacher!” I loved setting up my playroom at home to look like a classroom and pretending to teach my friends. I was always the teacher, never the student (sorry to those who played). When I started going to school, I would ask my teachers for extra worksheets, so I had “real” teaching supplies to use in my pretend classroom. As my friends outgrew playing school, I started begging my younger cousins and my brother to be my students. I loved passing on the information I had learned from my teachers to younger kids who hadn’t started school yet. Fast forward to high school, and that desire never went away. I did everything I could to set myself up for a future in education. I am really lucky my school had classes to help steer kids towards teaching. During my sophomore year, I took Psychology of Children, which gave me a better understanding of the behavioral habits of young kids. I loved that class and knew I was headed in the right direction. The following year, I took a class called Teacher Academy and spent a full semester working in a kindergarten classroom, where I was assigned my own small reading group. Last year, I took Teacher Academy II and spent the semester helping in a first-grade classroom. It was so much fun, and I was able to see some of the kids I had worked with the year before and how much they had grown. On the days I wasn't in the first-grade classroom, I volunteered in the GRADS room at our school. GRADS is a program where district employees and student parents can bring their children, from six months to kindergarten age, for childcare. It was exciting to work with a new age group and see the effort that goes into preparing preschoolers for kindergarten. It also convinced me that the 1st grade classroom is where I should be. This year I am attending Eastern Washington University. The school was formerly known as Eastern Washington State College of Education, so it feels like the perfect fit for me. As part of my leadership class this quarter, we are expected to do something that creates change for others. I decided that meaningful change starts at a young age, so I am volunteering three days a week in a first-grade classroom near campus. I’ve been working one-on-one with an autistic student, and seeing him grow and change has been truly impactful. I couldn’t have gotten to where I am today without the support of some amazing teachers who helped reinforce my desire to teach, and I feel they deserve a shoutout. Two teachers who really stand out to me are from fourth and seventh grade. My fourth-grade teacher, Ms. Adams, was supportive, understanding, calm, and extremely patient. My seventh-grade math teacher, Ms. Hulford, was energetic, encouraging, and incredibly passionate about her job. These two teachers demonstrated the traits I hope to bring to my own classroom. I want to leave a positive and lasting impression on the kids I’m lucky enough to teach.

I’m not sure I can narrow it down to one specific event or experience that led me to want to become a teacher. My desire to teach has been ingrained in me since I was little. I know it’s not really possible, but we often joke that it was passed down through our family tree since we have several teachers in the family. For as long as I can remember, my answer to “What do you want to be when you grow up?” has always been, “a teacher!” I loved setting up my playroom at home to look like a classroom and pretending to teach my friends. I was always the teacher, never the student (sorry to those who played). When I started going to school, I would ask my teachers for extra worksheets, so I had “real” teaching supplies to use in my pretend classroom. As my friends outgrew playing school, I started begging my younger cousins and my brother to be my students. I loved passing on the information I had learned from my teachers to younger kids who hadn’t started school yet. Fast forward to high school, and that desire has never gone away. I’ve done everything I can to set myself up for a future in education. I am really lucky my school has classes to help steer kids towards teaching. During my sophomore year, I took Psychology of Children, which gave me a better understanding of the behavioral habits of young kids. I loved that class and knew I was headed in the right direction. The following year, I took a class called Teacher Academy and spent a full semester working in a kindergarten classroom, where I was assigned my own small reading group. This year, I’m taking Teacher Academy II and have spent the semester helping in a first-grade classroom. It’s been so much fun, and I’ve even gotten to see some of the kids I worked with last year and how much they’ve grown. On the days I’m not in the first-grade classroom, I volunteer in the GRADS room at our school. GRADS is a program where district employees and student parents can bring their children, from six months to kindergarten age, for childcare. It’s been exciting to work with a new age group and see the effort that goes into preparing preschoolers for kindergarten. It’s also convinced me that the 1st grade is where I should be. Next year, I will be attending Eastern Washington University. The school was formerly known as Eastern Washington State College of Education, so it feels like the perfect fit for me. I couldn’t have gotten to where I am today without the support of some amazing teachers who helped reinforce my desire to teach, and I feel they deserve a shoutout. Two teachers who really stand out to me are from fourth and seventh grade. My fourth-grade teacher, Ms. Adams, was supportive, understanding, calm, and extremely patient. My seventh-grade math teacher, Ms. Hulford, was energetic, encouraging, and incredibly passionate about her job. These two teachers demonstrated the traits I hope to bring to my own classroom. I want to leave a positive and lasting impression on the kids I’m lucky enough to teach.

I’m not sure I can narrow it down to one specific event or experience that led me to want to become a teacher. My desire to teach has been ingrained in me since I was little. I know it’s not really possible, but we often joke that it was passed down through our family tree since we have several teachers in the family. For as long as I can remember, my answer to “What do you want to be when you grow up?” has always been, “a teacher!” I loved setting up my playroom at home to look like a classroom and pretending to teach my friends. I was always the teacher, never the student (sorry to those who played). When I started going to school, I would ask my teachers for extra worksheets, so I had “real” teaching supplies to use in my pretend classroom. As my friends outgrew playing school, I started begging my younger cousins and my brother to be my students. I loved passing on the information I had learned from my teachers to younger kids who hadn’t started school yet. Fast forward to high school, and that desire has never gone away. I’ve done everything I can to set myself up for a future in education. I am really lucky my school has classes to help steer kids towards teaching. During my sophomore year, I took Psychology of Children, which gave me a better understanding of the behavioral habits of young kids. I loved that class and knew I was headed in the right direction. The following year, I took a class called Teacher Academy and spent a full semester working in a kindergarten classroom, where I was assigned my own small reading group. This year, I’m taking Teacher Academy II and have spent the semester helping in a first-grade classroom. It’s been so much fun, and I’ve even gotten to see some of the kids I worked with last year and how much they’ve grown. On the days I’m not in the first-grade classroom, I volunteer in the GRADS room at our school. GRADS is a program where district employees and student parents can bring their children, from six months to kindergarten age, for childcare. It’s been exciting to work with a new age group and see the effort that goes into preparing preschoolers for kindergarten. It’s also convinced me that the 1st grade is where I should be. Next year, I will be attending Eastern Washington University. The school was formerly known as Eastern Washington State College of Education, so it feels like the perfect fit for me. I couldn’t have gotten to where I am today without the support of some amazing teachers who helped reinforce my desire to teach, and I feel they deserve a shoutout. Two teachers who really stand out to me are from fourth and seventh grade. My fourth-grade teacher, Ms. Adams, was supportive, understanding, calm, and extremely patient. My seventh-grade math teacher, Ms. Hulford, was energetic, encouraging, and incredibly passionate about her job. These two teachers demonstrated the traits I hope to bring to my own classroom. I want to leave a positive and lasting impression on the kids I’m lucky enough to teach.

I’m not sure I can narrow it down to one specific event or experience that led me to want to become a teacher. My desire to teach has been ingrained in me since I was little. I know it’s not really possible, but we often joke that it was passed down through our family tree since we have several teachers in the family. For as long as I can remember, my answer to “What do you want to be when you grow up?” has always been, “a teacher!” I loved setting up my playroom at home to look like a classroom and pretending to teach my friends. I was always the teacher, never the student (sorry to those who played). When I started going to school, I would ask my teachers for extra worksheets, so I had “real” teaching supplies to use in my pretend classroom. As my friends outgrew playing school, I started begging my younger cousins and my brother to be my students. I loved passing on the information I had learned from my teachers to younger kids who hadn’t started school yet. Fast forward to high school, and that desire has never gone away. I’ve done everything I can to set myself up for a future in education. I am really lucky my school has classes to help steer kids towards teaching. During my sophomore year, I took Psychology of Children, which gave me a better understanding of the behavioral habits of young kids. I loved that class and knew I was headed in the right direction. The following year, I took a class called Teacher Academy and spent a full semester working in a kindergarten classroom, where I was assigned my own small reading group. This year, I’m taking Teacher Academy II and have spent the semester helping in a first-grade classroom. It’s been so much fun, and I’ve even gotten to see some of the kids I worked with last year and how much they’ve grown. On the days I’m not in the first-grade classroom, I volunteer in the GRADS room at our school. GRADS is a program where district employees and student parents can bring their children, from six months to kindergarten age, for childcare. It’s been exciting to work with a new age group and see the effort that goes into preparing preschoolers for kindergarten. It’s also convinced me that the 1st grade is where I should be. Next year, I will be attending Eastern Washington University. The school was formerly known as Eastern Washington State College of Education, so it feels like the perfect fit for me. I couldn’t have gotten to where I am today without the support of some amazing teachers who helped reinforce my desire to teach, and I feel they deserve a shoutout. Two teachers who really stand out to me are from fourth and seventh grade. My fourth-grade teacher, Ms. Adams, was supportive, understanding, calm, and extremely patient. My seventh-grade math teacher, Ms. Hulford, was energetic, encouraging, and incredibly passionate about her job. These two teachers demonstrated the traits I hope to bring to my own classroom. I want to leave a positive and lasting impression on the kids I’m lucky enough to teach.

For as long as I can remember, my answer to “What do you want to be when you grow up?” has always been, “a teacher!” I loved setting up my playroom room at home to be a classroom and pretending to teach my friends. Once I was old enough to be in school, I’d ask my teachers for extra worksheets so that I had “real” teaching supplies to play with. As my friends outgrew playing this with me, I started begging my younger cousins and brother to be my students. I loved passing down the information that I had learned from my teachers to younger kids that hadn’t been in school yet. Fast forward to high school, I’ve done everything I can to set myself up for a future in education. My sophomore year, I took Psychology of Children, which gave me a better understanding of behavioral habits of young kids. The following year, I took Teacher Academy and spent a semester working in a Kindergarten classroom, where I was assigned my own small reading group. This year, I’m in Teacher Academy Teacher II and currently I’m spending a semester helping in a 1st grade classroom. I’ve also spent several hours observing in multiple classrooms and grade levels and I love it! I feel like I am a good candidate for the scholarship because teaching is a career of passion over profit. I come from a family of educators and for as long as I can remember this is what I have wanted to do. I love working with kids in and out of the classroom and will continue with this enthusiasm for the rest of my life.

For as long as I can remember, my answer to “What do you want to be when you grow up?” has always been, “a teacher!” I loved setting up my playroom room at home to be a classroom and pretending to teach my friends. Once I was old enough to be in school, I’d ask my teachers for extra worksheets so that I had “real” teaching supplies to play with. As my friends outgrew playing this with me, I started begging my younger cousins and brother to be my students. I loved passing down the information that I had learned from my teachers to younger kids that hadn’t been in school yet. Fast forward to high school, I’ve done everything I can to set myself up for a future in education. My sophomore year, I took Psychology of Children, which gave me a better understanding of behavioral habits of young kids. The following year, I took Teacher Academy and spent a semester working in a Kindergarten classroom, where I was assigned my own small reading group. This year, I’m in Teacher Academy Teacher II and currently I’m spending a semester helping in a 1st grade classroom. I’ve also spent several hours observing in multiple classrooms and grade levels. While I may not have had a lot of sacrifices on my way to college I have certainly dealt with some challenges. The first would be my struggles with math. I have always done excellent in my literacy and english classes, but unfortunately math has always been a struggle. My key to overcoming it was early recognition and a desire to strive for more. I work with a tutor 1-2 times a week and will continue to do so through the end of the school year. I do think that struggling in math will make me a better teacher. It has opened my eyes to the fact that not every kid will learn the same and that some kids require a different teaching strategy. My biggest personal hurdle by far was dealing with a sports injury halfway through my freshman year. Going into the state championship race I was diagnosed with a Hip Labrum tear. I was able to finish the season, including helping our team win the 2A state championship. After that race, I had to have it surgically repaired and started the long road to recovery. It was over 6 months before I was able to lightly run again and wouldn’t be able to race until the following fall. Missing my entire freshman track season was devastating, but I remained focused on my goal to come back stronger and faster than before. I have spent the last 3 seasons focusing on getting faster, stronger and remaining dedicated to the sports I love. This past November, I accomplished my dream of signing to run track and xc at Eastern Washington University for 2025.