Chidubè embodies a profound commitment to academic excellence, personal and spiritual growth, and a dedication to uplifting the community. As an educator working within this framework, I find that my experiences, aspirations, and values closely align with these ideals. My journey as a teacher, particularly in special education, has not only shaped my professional identity but has also fueled my desire to create meaningful change in the educational landscape. I have always believed in the importance of academic excellence, not just for myself but for my students as well. I work diligently and focus on providing the best possible educational experiences in the classroom. However, my journey has not been without challenges. As a special education teacher, I initially struggled to gain recognition compared to my general education peers. Despite my unwavering dedication, I often found myself overlooked and unacknowledged, particularly during a time when educators faced unprecedented challenges due to the COVID-19 pandemic. When many teachers left the profession, I began subbing for my colleagues. This opportunity allowed me to demonstrate my ability to engage students and foster effective learning environments. Remarkably, I performed better than some of the regular teachers, and parents took notice, reporting my efforts to my principal. This experience was validating and illuminating, as it highlighted my potential and underscored the impact I could have when given the opportunity. It reinforced my belief in the value of hard work and dedication, characteristics I aim to instill in my students. In addition to striving for academic excellence, I have committed myself to personal and spiritual growth. The challenges I have faced throughout my career have compelled me to reflect on my motivations and purpose as an educator. I recognize that teaching is not just about imparting knowledge; it is about nurturing the whole child—emotionally, socially, and academically. I aspire to be a source of support and encouragement for my students, helping them explore their identities and potentials. This holistic approach to education aligns closely with the values of Chidubè, as it emphasizes the importance of personal development alongside academic achievement. Furthermore, my aspirations go beyond my personal professional growth; I am deeply committed to uplifting my community. I teach in my church’s children's church, curate our vacation bible school program, and dream of opening a charter school specifically designed for children with various academic backgrounds. I envision a world that embraces diversity, fosters collaboration, and provides equitable resources and support for students from all walks of life through spiritual growth and community connection. To achieve this aspiration, I am focused on understanding the unique needs of the community I aim to serve. I believe in engaging families as partners in the educational process, fostering open communication, and building strong relationships to ensure that every child's needs are being met. In conclusion, I embody the values that Chidubè stood for through my unwavering commitment to academic excellence, my ongoing journey of personal and spiritual growth, and my dedication to uplifting my community. Although I have encountered challenges in my career, these experiences have strengthened my resolve to make a meaningful difference in the world. I am determined to leverage my knowledge and experiences to create an educational environment that nurtures and empowers every student, helping them realize their full potential and contribute positively to their communities.

Throughout my career in education, I have faced various challenges that have shaped my understanding of balancing work responsibilities with caregiving duties. My journey as a special education teacher has provided me with unique insights into the diverse academic backgrounds of my students and the critical importance of recognizing and nurturing their individual potential. While I have consistently worked hard to support my students, I often found myself overshadowed by my general education colleagues, particularly in terms of recognition and visibility within the school community. This dynamic became particularly evident during the aftermath of the COVID-19 pandemic. As schools across the country grappled with unprecedented challenges, many teachers left the profession altogether. This created a situation where substitute teachers were desperately needed, and I began filling in for my colleagues. This experience was transformative for me. As I stepped into the roles of various general education teachers during this staffing crisis, I was able to demonstrate my ability to engage students and facilitate effective learning in environments that were often chaotic and uncertain. To my surprise, the feedback I received from parents and students was overwhelmingly positive. They noticed the dedication and passion I brought to the classroom, leading some to report my efforts to my principal. Hearing that I was positively influencing students’ learning experiences was incredibly validating after years of feeling unnoticed. This newfound recognition allowed me to showcase my talents in a way I had not experienced before, instilling in me a sense of confidence and purpose. The challenges I faced while seeking recognition for my efforts had a profound impact on my career goals. I became more aware of the systemic issues that often impede the growth of talented educators, especially those in special education. These experiences ignited a desire within me to strive for meaningful change in the educational landscape. I realized that my passion for education extended beyond my role as a teacher; it encompassed a vision for creating a more equitable system for all students. As I reflect on my experiences, I am driven by a vision to open a charter school specifically tailored for children from various academic backgrounds. I believe that every child deserves an opportunity to learn and thrive in a supportive environment that recognizes their unique needs and potential. Through my work in special education, I have witnessed firsthand the diverse abilities and challenges that students face, and I am committed to ensuring that my future school offers tailored educational experiences that empower all students, especially those who may have been overlooked in traditional settings. Moreover, I recognize that the role of families in education is paramount. I want to create an inclusive school community where families feel welcomed and valued as partners in their children’s educational journeys. By actively engaging with families, I can help them navigate the educational landscape, advocate for their children, and tap into their strengths to actualize their full potential. This collaborative approach is vital to fostering an environment of trust and support, which is essential for student success. In summary, my experiences as a dedicated special education teacher who had to navigate challenges in gaining recognition have profoundly influenced my aspirations. I am determined to leverage my insights and experiences to transform educational opportunities for children from diverse backgrounds. Through my future charter school, I aim to ensure that every student receives the resources and support they need to succeed and thrive, creating a brighter future for the families and communities I serve.