My goal is to become a traveling Speech-Language Pathologist (SLP) in schools, and I have a comprehensive plan to achieve this. My journey began with a deep interest in speech therapy, inspired by the 2-year-old child I nanny for who has a cleft palate. Taking her to speech therapy sessions and learning sign language to communicate with her sparked my interest in the field. To pursue this career, I plan to go to college and get a master's degree in Speech, Language, and Hearing Sciences, with a minor in Special Needs (SSN). Currently, I have 24 college credits that align with my career path, and I am part of a career pathway program called Legacy, as well as the Future Educator Program. My coursework includes Childhood Development, Language Power and Identity, an SSN course, and a Peer Intern program where I assist in the SSN classroom at my high school. Additionally, I have taken courses in Children's Literature, Digital Teaching, STEM Methods, and Universal Design for Learning. My field experience includes 70 hours of shadowing various educators, including a kindergarten teacher, an SLP, an occupational therapist (OT), an SSN teacher, a third-grade teacher, and a behavioral specialist. Outside of school, I work 40 hours a week during the summer with children aged 2, 5, and 6, with the latter having trouble reading. To reach my goal, I will first complete my undergraduate degree, ensuring I maintain a strong GPA to be competitive for graduate school applications. I will also seek internships and volunteer opportunities related to speech therapy to gain practical experience. My budget for undergraduate studies includes tuition, books, and living expenses, which I plan to cover through a combination of scholarships, part-time work, and student loans. For graduate school, I will apply for assistantships and fellowships to help offset costs, as well as continue working part-time if feasible. Resources necessary for my plan include academic advisors, mentors in the field of speech therapy, and professional organizations such as the American Speech-Language-Hearing Association (ASHA). I will also utilize online databases and libraries for research and stay updated on the latest advancements in speech therapy techniques and technologies. Networking with professionals in the field through conferences, workshops, and social media will be crucial for gaining insights and opportunities. In addition to my academic and professional goals, I plan to develop a strong foundation in travel logistics and cultural competence. As a traveling SLP, I will need to navigate different school systems, regulations, and cultural contexts. I will take courses in cultural competence and diversity to better understand and serve diverse student populations. Learning about travel logistics, such as booking flights, finding accommodations, and managing travel expenses, will also be essential. My long-term vision is to make a significant impact on the lives of children with speech and language disorders across various regions. I want to be a resourceful and adaptable SLP who can bring innovative and effective therapy techniques to schools that may lack resources. By collaborating with teachers, parents, and other professionals, I aim to create a supportive and inclusive environment for students to thrive. To summarize, my plan to become a traveling SLP involves completing my undergraduate and graduate education in Speech, Language, and Hearing Sciences, gaining practical experience through internships and volunteer work, and developing skills in travel logistics and cultural competence. I will utilize resources such as academic advisors, mentors, professional organizations, and networking opportunities to achieve my goals. My dedication to making a positive impact on children’s lives with speech and language disorders will drive me to overcome challenges and succeed in this rewarding career.

Professor Harold Bloom once said that teaching is about helping students realize their own presence. This profound statement captures the essence of education, particularly when it comes to special education. For special education students, realizing their own presence means creating an environment where they feel valued, understood, and confident in their abilities. It’s about nurturing their unique strengths and helping them overcome challenges, so they can thrive both academically and personally. As a special education teacher, my mission is to create a classroom where every student can succeed. This involves understanding each student’s individual needs and strengths, boosting their confidence, ensuring the classroom is a safe and supportive space, and teaching them to be independent. The first step in helping special education students realize their own presence is to understand their unique needs and strengths. Every student is different, and this is especially true for those in special education. Some may have learning disabilities, others might have physical disabilities, and some might face emotional or behavioral challenges. It’s crucial to take the time to get to know each student, understand their specific needs, and recognize their strengths. For example, a student with dyslexia might struggle with reading but excel in creative thinking and problem-solving. By recognizing this, a teacher can tailor their approach to help the student build on their strengths while addressing their challenges. This might involve using audio books or visual aids to support their reading, while also providing opportunities for them to shine in areas where they excel. Confidence is key to student success. Many special education students may have experienced failure or frustration in traditional classroom settings, which can erode their self-esteem. As a special education teacher, it’s my job to help rebuild that confidence. One way to do this is by setting achievable goals and celebrating small victories. For instance, if a student struggles with math, breaking down problems into smaller, manageable steps can make the task less daunting. When the student successfully completes each step, it’s important to acknowledge their effort and progress. This helps build their confidence and encourages them to keep trying. Another important aspect of boosting confidence is to create an inclusive classroom environment where all students feel valued and respected. This means fostering a culture of kindness and acceptance, where differences are celebrated rather than seen as obstacles. Encouraging peer support and collaboration can also help students feel more connected and confident. A safe and supportive classroom environment is essential for special education students to thrive. This means not only ensuring physical safety but also creating an emotionally safe space where students feel comfortable expressing themselves and taking risks. To create such an environment, it’s important to establish clear expectations and routines. Consistency helps students feel secure and understand what is expected of them. For example, having a daily schedule that is visually displayed can help students anticipate what’s coming next and reduce anxiety. Additionally, it’s important to be attuned to each student’s emotional needs. Some students may require additional support to manage their emotions and behavior. This might involve implementing strategies such as positive reinforcement, social stories, or sensory breaks to help them regulate their emotions and stay focused. Ultimately, the goal of special education is to help students become as independent as possible. This involves teaching them the skills they need to navigate the world and advocating for themselves. It’s about empowering them to take ownership of their learning and their lives. One way to promote independence is by teaching self-advocacy skills. This means helping students understand their own needs and how to communicate them effectively. For example, a student with a hearing impairment might need to learn how to ask for accommodations such as sitting at the front of the classroom or using assistive technology. Another important aspect of promoting independence is teaching life skills. This can include practical skills such as time management, organization, and problem-solving, as well as social skills such as communication and collaboration. Providing opportunities for students to practice these skills in real-world contexts can help them build confidence and independence. Once upon a time, in a magical kingdom, there was a teacher named Mrs. Crawford who understood the hearts and minds of children. The kingdom had many unique children who felt like they didn’t belong. The wise Queen asked Mrs. Crawford to help these children find their own presence. Mrs. Crawford created a special classroom with colorful books, games, and cozy corners. She listened to each child and used her magical teaching to help them grow. The children began to believe in themselves, found hidden talents, and made friends. They learned to appreciate their own presence and others'. The classroom became a joyful place of learning. In this fairy tale, Mrs. Crawford represents the ideal special education teacher who understands and values each child’s unique qualities. By creating a welcoming and supportive environment, she helps the children build confidence and discover their strengths.

From a young age, I knew I had a passion for helping kids. My journey began in kindergarten when I received an Individualized Education Program (IEP) for a reading disability. This experience came with its challenges, including a lack of confidence and feelings of inadequacy. However, the dedicated teachers who worked with me made a significant impact on my life. They helped me overcome my struggles and instilled in me a belief in my own potential. Their unwavering support and encouragement transformed my educational experience and inspired me to pursue a career in teaching. I believe that teachers play a crucial role in shaping the lives of their students. They have the power to inspire, motivate, and foster a love for learning. My goal is to become a teacher who is a constant source of support and encouragement for my students. I want to create a classroom environment where children feel valued, confident, and excited to come to school every day. By building strong relationships with my students and tailoring my teaching methods to meet their individual needs, I aim to make a positive and lasting impact on their lives. To prepare for my future career, I have actively sought out opportunities to gain experience and learn as much as I can about teaching. I am currently enrolled in a future educator class, which allows me to spend time in various classrooms and observe different teaching styles. So far, I have had the privilege of working in kindergarten, pre-k, third grade, occupational therapy, speech-language pathology, special needs, and behavioral specialist rooms. Last year, I accumulated 70 hours of classroom experience and secured a job at the same school working in the after-school program. Additionally, I spend 40 hours a week during the summer nannying a two-year-old, further honing my skills in working with young children. My dedication to learning and growing as an educator extends beyond the classroom. In seventh grade, my teacher recognized my passion for teaching and provided me with the opportunity to work at a summer school for pre-k students. Despite the summer heat, I eagerly biked two miles each day to assist with the program. This experience solidified my desire to become a teacher and reinforced my commitment to making a difference in the lives of children. In conclusion, my personal experiences and passion for helping kids have driven me to pursue a career in teaching. I am determined to be a positive influence in my students' lives, just as my teachers were for me. Through continuous learning and hands-on experience, I am equipping myself with the skills and knowledge necessary to achieve my professional goals. I am excited about the future and the opportunity to create a lasting impact on the next generation of learners.

When I first volunteered at a local food drive, I didn't realize how much it would shape my understanding of community service and leadership. It was a chilly Saturday morning, and I arrived early to help set up tables and organize donations. As families began to arrive, I noticed a mother with her two young children standing hesitantly at the edge of the crowd. They looked anxious and unsure of where to go. I approached them, offered a warm smile, and guided them through the process, ensuring they received the food and supplies they needed. This small act of kindness made me realize the profound impact of going beyond what is expected. In addition to participating in food drives, my involvement in the Youth Douglas County leadership program has taught me the importance of stepping up and taking initiative. Through this program, we learn how to become future leaders by engaging in various community projects and leadership activities. One of the most memorable experiences was organizing a workshop on public speaking for my peers. I not only coordinated the event but also created additional resources, such as practice guides and feedback forms, to help participants improve their skills. This extra effort ensured that everyone left the workshop feeling more confident and prepared. My commitment to doing more extends to my roles in FCCLA (Family, Career and Community Leaders of America) and Rho Kappa (Social Studies Honor Society). In FCCLA, I took on the responsibility of leading a project that focused on promoting healthy lifestyles among teenagers. While it was enough to simply plan and execute the project, I went a step further by developing a series of follow-up activities and resources that students could use to continue their healthy habits. Similarly, in Rho Kappa, I organized a history fair that not only showcased students' projects but also included interactive sessions with local historians, providing a richer and more engaging experience for attendees. One of the most impactful experiences was volunteering to help gather resources for Venezuelan immigrants in Denver. These families had fled their homes with very little, and I felt compelled to do more than just donate items. I organized a community drive to collect clothes, books, and other essentials, and personally delivered these items to the families. Additionally, I spent time with them, listening to their stories and offering support and encouragement. This experience reinforced my belief that true service involves understanding and addressing the deeper needs of those we help. In all these experiences, I have learned that doing what is expected is just the starting point. By going above and beyond, whether through additional resources, personal interactions, or innovative projects, I have been able to make a more significant impact on my community. This approach not only benefits those I serve but also enriches my own understanding of leadership and service. By consistently striving to do more, I aim to inspire others to adopt the same mindset and contribute positively to our world. How many words is this