When I began my second year of teaching, I transitioned to teaching third grade. In our charter school system, third grade is a pivotal year because students begin taking state tests. I was nervous—I had only taught first grade up to that point, and I was also starting at a new school. My previous school had students who were generally performing above grade level, but my new school was very different. Most students were performing about two grade levels behind. When I joined, I asked to be placed in first grade again, hoping to stay within my comfort zone. But my principal looked at me and said, "Nope, I want you in third grade. Your energy is perfect for them—and there’s a little girl named Mariah who I believe really needs you." When I met Mariah, I immediately noticed her bold personality. She had a spark—but also carried a lot of anger and deep insecurity. For the first half of the school year, Mariah and I didn’t get along. But the more I observed her, the more I saw pieces of myself in her. She was tiny in stature, but had a commanding presence that could make a six-foot adult feel small. Her wit made her magnetic—other kids wanted to be around her. Still, her behavior was often disruptive. She would throw tantrums when corrected, and if asked to read aloud, she’d shout, “Why are you trying to embarrass me?” That’s when I realized her reactions were rooted in insecurity about her reading skills—not a lack of intelligence. I could tell she had been told she wasn’t smart before. But I didn’t see that. I saw a bright, creative, and talented girl who simply needed to believe in herself. Mariah struggled with reading fluency, but her comprehension and critical thinking were strong. She participated in discussions and had insights far beyond her reading level. I knew small group instruction alone wasn’t going to be enough. Mariah needed someone to believe in her—and to teach her how to believe in herself. So every single day, I practiced affirmations with her. I told her how smart she was, how capable she was, and how much I believed in her. Slowly, things began to change. Her confidence grew. Her behavior improved. She started taking pride in her work. By the end of the year, Mariah was named the most improved student in the entire third grade based on her i-Ready diagnostic scores. She had jumped from a first-grade reading level to a mid-third grade level in just one year—an incredible stretch of growth. Now, as Mariah finishes fourth grade, she’s still performing at the top of her class. She didn’t need tutoring this year, and she visits my classroom every day to remind me how much she appreciates me. Watching Mariah grow has been one of the most rewarding experiences of my teaching career. I’m incredibly proud of her transformation—and grateful that I got to be a part of her journey. Making a difference in her life has been rewarding.

Growing up in the Bronx, my life was shaped by my family’s immigrant journey and the systemic barriers we had to navigate. My parents came to the U.S. from Eritrea with an unshakable belief in the power of education. They viewed it as the key to opportunity—a way to ensure a better future for me. But like many immigrant families, they faced challenges understanding and accessing the American education system. I watched them struggle with language barriers, cultural disconnects, and institutions that felt inaccessible. These early experiences instilled in me a deep commitment to equity in education and a drive to advocate for families like mine. I am a proud product of Bronx public schools. My education gave me a firsthand understanding of the challenges students face in under-resourced communities—and the resilience they show in the face of those challenges. To this day, friends and family ask me, “What’s a good school in the Bronx?” This seemingly simple question reflects a deeper truth: families in marginalized communities often feel they have few good choices. It also highlights a broken system that forces parents to rely on luck—through lotteries or selective admissions—rather than ensuring access to high-quality education for every child. Yes, the Bronx is often described in terms of its deficits—poverty, limited resources, systemic neglect—but I also see its strength: the perseverance of its people, the richness of its cultures, and the potential of its youth. Changing the narrative of the Bronx begins with changing the systems that have long failed its communities. That change cannot be driven by outsiders with prescriptive solutions; it must come from those who understand the community’s history and complexity. As someone who grew up here, I’ve dedicated my work to doing just that—helping to build schools that reflect the strengths of our neighborhoods and meet the full promise of public education. Being enrolled in the Education Leadership, Organizations, and Entrepreneurship (ELOE) Program at the Harvard Graduate School of Education represents a critical next step in this journey. The program’s mission to increase equity, access, agency, and excellence deeply aligns with my own. I am eager to gain the skills, tools, and network to drive systemic change—not just in individual schools, but across districts. The program’s five core competencies directly align with my goals as an educational leader: Leading Change and Thinking Strategically: I want to reimagine educational systems to better serve Black immigrant students and other marginalized groups. ELOE will help me design initiatives that address root causes and scale sustainable improvements. Fostering Productive Organizational Conditions: Strong schools require strong systems. I want to cultivate environments where teachers and students feel seen, supported, and empowered—especially in co-located schools that often suffer from fragmented cultures. Navigating Politics and Practicing Political Inclusion: Change requires political savvy. I’m committed to advocating for inclusive policies and ensuring community voices are at the table, particularly those often ignored in educational decision-making. Communicating Effectively: I aim to sharpen my ability to inspire, build trust, and communicate a compelling vision for equity and excellence, especially when working with families, educators, and policymakers. Developing Self and Others: Leadership is about relationships. I want to empower educators to grow as leaders themselves and build collaborative, inclusive school cultures. Additionally, I look forward to deepening my research and data analysis skills to ensure that every decision I make is informed by evidence and guided by what’s best for students. Being enrolled in the ELOE Program will prepare me to lead with clarity, courage, and conviction—transforming schools not just in the Bronx, but beyond.