I love math because it represents structure, problem-solving, and the satisfaction of finding clarity in what initially seems complex. Unlike many subjects that can feel subjective, math has a reliability to it, there is a process, a method, and a solution that can be reached through persistence and logical thinking. That consistency gives me confidence, especially when I am guiding students who often feel overwhelmed or discouraged by numbers. As a special education teacher working with students with severe disabilities, I have seen how math can become a powerful tool for building confidence and independence. Even foundational skills, like counting, identifying patterns, or understanding basic operations, can open doors to real-life skills such as managing money, telling time, or making choices. I love being part of those moments when a student begins to recognize that math is not just abstract symbols on a page, but something meaningful and usable in their everyday life. I also love math because it teaches perseverance. Many of my students do not grasp concepts on the first try, and neither did I in many cases. Math requires patience, repetition, and the willingness to try different approaches until something clicks. That process mirrors life in many ways, and I find it incredibly rewarding to help students develop that mindset. On a personal level, math challenges me to think critically and stay organized. It encourages me to slow down, look at patterns, and break problems into manageable steps. As an educator, I appreciate how math allows me to differentiate instruction and find creative ways to reach students at their individual levels. Ultimately, I love math because it is both practical and empowering. It gives my students tools for independence and gives me opportunities to teach problem-solving, resilience, and confidence, skills that extend far beyond the classroom.

I believe I am uniquely deserving of this award because my path has required sustained resilience, responsibility, and an unwavering commitment to both my family and my profession. As a single mother of two, I have been parenting without physical or financial support for the past 18 years. Every stage of my life has required me to carry full responsibility for my household while continuing to move forward academically and professionally, even when resources were limited. Today, I am at a pivotal point where multiple major responsibilities overlap. My daughter will be starting college in Fall 2026 as a freshman majoring in professional aviation, a field with costs that far exceed what scholarships and grants will cover. At the same time, I am pursuing my master’s degree, which I am also responsible for financing on my own. Supporting her education while investing in my own requires careful planning, sacrifice, and persistence. My “why” for pursuing higher education is deeply rooted in both family and purpose. I want to continue growing as a special education teacher, specifically in working with students with severe disabilities. These students require highly individualized instruction, consistent support, and educators who are committed to understanding their unique needs. Earning my master’s degree will allow me to strengthen my skills, deepen my knowledge, and become a more effective advocate and educator for some of the most vulnerable learners in the education system. Beyond my professional goals, my “why” is also personal. I want to model for my children what perseverance looks like in real life—that even when circumstances are demanding and support is limited, education and growth are still possible. I want them to see that dedication to a purpose can coexist with the challenges of everyday survival and responsibility. This award would not only provide meaningful financial relief, but it would also recognize the years of persistence, sacrifice, and commitment that have shaped who I am today as both a mother and an educator dedicated to serving students with severe disabilities.

My journey as a suicide loss survivor began during the last year of my undergraduate studies, a time that should have been focused on finishing school and looking toward the future. Instead, my world was shattered when my brother committed suicide. My brother was my best friend—the person I confided in, the one I told all my secrets to, and someone who was a constant source of support in my life. Losing him in such a sudden and traumatic way changed everything I thought I understood about life, stability, and love. We got the call in the middle of the night. We were told he had hung himself in the garage and that his wife had found him. The words did not feel real. We learned he was still alive but on life support. Without hesitation, I took the first flight from New Orleans to Seattle. I remember telling all my professors I would be out of town but would continue my work remotely, even though, internally, I was struggling to comprehend what was happening. I wasn’t sure what was going on. I did not understand life anymore. I didn’t know what my next step was supposed to be, or how I was supposed to function in a world that suddenly felt completely unfamiliar. In those early moments, I experienced a flood of emotions that I had no way to organize. I was angry at my brother. I was questioning God. I was scared for my sister-in-law, who had been the one to find him. I also knew my brother well enough to understand that this was not like him. Something had to be horribly wrong, something deep and unseen. But we would never get answers, because he left without explaining anything to anyone. That lack of closure became one of the hardest parts of my grief. My brother remained on life support for an entire month before my sister-in-law was ready to let him go. That month was the longest and hardest month of my life. Even though we were told he was brain dead, I still carried hope that maybe something was wrong, maybe he would wake up, maybe someone had made a mistake. Living in that space between acceptance and hope was emotionally exhausting. Every day felt like a cycle of preparing to say goodbye while still not fully being able to let go. As life continued, I struggled deeply with major milestones. I was not sure if I even wanted to walk across the stage at graduation because my brother would not be there to watch. The idea of celebrating something so important without him felt unbearable. Everything felt overwhelming, and I questioned how life was supposed to continue after such a loss. Over time, I slowly learned that I did not have to understand everything in order to begin healing. I learned that not having answers is part of grief, even though it is one of the hardest parts to accept. I also learned that I could not hate my brother forever. Holding onto anger only deepened my pain and kept me stuck in the moment of loss. I needed to forgive him—not because what happened was okay, but because I needed peace in order to keep living. Gradually, I found resilience in choosing to continue forward even when life felt impossible. I chose to walk at graduation as a way of honoring him.

One of the most meaningful relationships in my life was with a student with severe Autism who completely changed the way I view people, teaching, and human connection. Before meeting this student, I already knew I had a passion for working with children with special needs, but this relationship strengthened my purpose and showed me the true impact that compassion, patience, and belief can have on another person’s life. When I first met this student, he had developed a reputation throughout the school system as “the hardest student to work with.” Staff members often described him as violent, disruptive, and unable to learn. Many people seemed to focus only on his behaviors rather than trying to understand the reasons behind them. It was heartbreaking to see a child viewed so negatively at such a young age. Deep down, I knew there had to be more to him than the labels people placed on him. My love for children would not allow me to accept that this student would spend his life being defined by his struggles instead of his potential. I made the decision to work closely with him and build a relationship based on trust, consistency, and love. I chose to see him not as a problem, but as a child who deserved patience, understanding, and high expectations. I knew that if I truly wanted to help him grow, I had to believe in him even during the difficult moments. Building that connection was not easy or immediate. There were challenging days filled with behaviors, frustration, and setbacks. However, I remained committed to showing him that he was valued and capable. Over time, our relationship began to grow stronger. I learned what motivated him, what made him feel safe, and how to communicate with him in ways that helped him succeed. Instead of focusing only on correcting behaviors, I focused on celebrating progress, encouraging independence, and helping him feel proud of himself. Slowly, the student who many believed could not learn began making academic progress. The child who struggled to connect with others started interacting more positively with peers and staff around campus. His personality began to shine through, and people started seeing the funny, intelligent, and caring child I had always known was there. Watching this transformation was one of the most rewarding experiences of my life. This student went from being isolated and misunderstood to becoming an active part of his school community. Doors began opening for him academically, socially, and emotionally because someone finally gave him a chance. The experience taught me that children often rise to the expectations we set for them. When we approach students with belief instead of doubt, they are capable of incredible growth. This relationship shaped who I am today because it completely changed the way I build connections with others. It taught me the importance of leading with empathy instead of judgment. Too often, people are quickly labeled based on behaviors, appearances, or difficult circumstances without anyone taking the time to understand their story. Working with this student reminded me that every person wants to feel accepted, respected, and valued. Sometimes the greatest thing we can do for someone is simply believe in them when others do not. Because of this experience, I now strive to build relationships rooted in patience, compassion, and trust. I have learned that meaningful connections are formed when people feel safe enough to be themselves without fear of being judged. Whether I am working with students, families, coworkers, or members of my community, I try to focus on each person’s strengths rather than their limitations. Most importantly, this student taught me that relationships can truly change lives. By choosing to love, support, and advocate for him, I was able to help him discover abilities that others had overlooked for years. At the same time, he changed me as well. He strengthened my passion for special education and reminded me why I chose this path in the first place. His growth continues to inspire me every day and serves as a constant reminder that every child deserves someone who will believe in them, fight for them, and never give up on them.

My journey as a single mother pursuing higher education has been both challenging and rewarding. Throughout my life, I have learned the importance of perseverance, sacrifice, and determination, especially while balancing the responsibilities of raising two children and building a career in education. While the path has not always been easy, every challenge has strengthened my commitment to improving both my future and the future of my family. One of the biggest challenges has been balancing financial responsibilities while continuing to pursue my own educational and professional goals. As a single mother of two, there are constant concerns about providing stability and opportunities for my children while also investing in my future. Now that I have decided to pursue my master’s degree, those concerns have become even greater. One of my children will be attending college at the same time I am pursuing graduate school, and my daughter plans to study professional aviation, which comes with significant educational costs beyond what scholarships and grants will cover. There are many moments where I worry about how I will manage tuition, household expenses, and supporting my children all at once. Despite these worries, I remind myself that education is an investment that will create long-term opportunities for all of us. Another challenge has been finding the time and energy to balance everything. Between teaching full time, parenting, and pursuing further education, there are days that feel overwhelming. There have been late nights spent completing coursework after helping my children with their own responsibilities, and moments when exhaustion made me question whether I could continue. However, these experiences have taught me resilience, discipline, and time management. They have also shown my children the importance of commitment and hard work, even during difficult seasons of life. At the same time, this journey has been deeply fulfilling. Teaching students with severe disabilities has shown me the incredible impact that compassion, advocacy, and education can have on a person’s life. Early in my teaching career, I realized that special education was truly my calling. Working with students who are often underestimated or overlooked has inspired me to become a stronger advocate for inclusion and equal opportunities. Watching my students gain confidence, develop new skills, and achieve goals that others once thought impossible has been one of the most rewarding experiences of my life. Those moments continually remind me why I chose this profession and why I want to continue growing as an educator. Pursuing further education is not only about advancing my career; it is about creating a better future for my family and becoming the best educator I can be for my students. Earning my master’s degree will allow me to expand my knowledge, strengthen my ability to serve students with special needs, and open doors to leadership opportunities within education. I hope to use my education to advocate for students with disabilities and help create learning environments where every child feels valued and supported. Most importantly, I want my children to see that growth and learning never stop, no matter your age or circumstances. I hope my journey teaches them the value of perseverance, faith, and determination. By continuing my education, I am working to provide greater stability and opportunities for my family while also showing my children that obstacles do not have to define their future. Instead, challenges can become motivation to work harder, dream bigger, and create a better life for ourselves and those around us.

As a single mother of two children and an educator, my life has been shaped by perseverance, compassion, and a passion for helping others. I originally went to school for elementary education, but while I was in college, I took my first special education class and quickly realized that special education was where I truly belonged. From that moment on, I knew I wanted to dedicate my career to supporting students who often need the most patience, encouragement, and advocacy. For the past ten years, I have taught resource and inclusion math in special education. During that time, I worked with many incredible students and developed a strong understanding of how important it is for students with disabilities to feel supported and valued in the classroom. While I loved my work, I eventually discovered my true calling when I transitioned into teaching high school students with severe disabilities. Working with students with severe disabilities opened my eyes to the challenges many of them face within the educational system. I realized that too many of these students were not being treated fairly, were not being educated to their fullest potential, and often did not have the right people advocating for them. Some students were underestimated because of their disabilities instead of being recognized for their abilities and strengths. Seeing this inspired me to become the kind of teacher and advocate these students deserve. My goal is to make a positive social impact by ensuring students with severe disabilities receive meaningful educational opportunities, respect, and the support they need to succeed. I want my students to feel seen, heard, and valued. I believe every student deserves access to an education that helps them build independence, confidence, communication skills, and life skills that will improve their quality of life. I also want to help families feel supported by creating strong relationships between home and school. In my career, I plan to continue advocating for inclusive and equitable education for students with special needs. I want to help change the mindset that students with severe disabilities are limited in what they can accomplish. Instead, I want to focus on helping them reach their individual goals and celebrating every success, no matter how small it may seem to others. Being both a teacher and a single mother has taught me resilience, patience, and determination. These experiences continue to motivate me to grow as an educator and advocate. I know my purpose is to serve students with special needs by giving them the opportunities, encouragement, and support they deserve. Through my work in special education, I hope to create lasting positive change not only in the lives of my students, but also within my school and community.

My journey toward higher education has been shaped by my experiences as an educator, a mother, and someone who believes deeply in the power of service. For many years, I never planned on returning to school to pursue a master’s degree. People often asked if I would continue my education, and my answer was always no. I loved being in the classroom and believed my purpose was to work directly with students every day. While earning a master’s degree would increase my salary, I questioned whether it would truly be worth the financial investment if I never intended to leave the classroom or pursue an administrative role. After ten years of teaching middle school special education, I decided to take a leap of faith and transition into teaching high school students with severe disabilities. That experience completely changed my perspective. Working with students who require more individualized instruction, emotional support, and life-skills education showed me how much more I wanted to learn in order to better serve them. I realized pursuing my master’s degree was no longer about earning more money; it was about gaining the knowledge and skills needed to make a greater impact on my students’ lives. Returning to school at this stage in my life has not been an easy decision. As a single mother of two students, I constantly worry about balancing finances, family responsibilities, and my education. One of my children will be attending college at the same time I pursue my master’s degree, which adds even more financial pressure. My daughter plans to pursue professional aviation, a field with significant educational costs beyond what scholarships and grants will cover. Although I still do not know exactly how I will financially manage everything, I know this journey will be worth it because it will allow me to better support the students I teach every day. These experiences have shaped my values of perseverance, compassion, and dedication to service. Teaching special education has taught me that every student deserves patience, encouragement, and the opportunity to succeed regardless of their challenges. I want to continue creating an inclusive classroom environment where students with severe disabilities feel valued, supported, and capable of achieving meaningful success. My commitment to community service comes directly from my work with students and families. I believe education is one of the most powerful ways to strengthen a community because it creates opportunities and hope for future generations. Through earning my master’s degree, I hope to become a stronger advocate for students with disabilities by improving my understanding of instructional strategies, behavioral supports, and transition planning for life after high school. Receiving this scholarship would ease some of the financial burden of pursuing higher education while supporting my children’s educational goals as well. More importantly, it would allow me to continue growing into the educator my students deserve. Every skill and lesson I gain through my education will directly benefit the students in my classroom and the community I serve. I am committed to using my degree not only to advance professionally but to make a lasting, positive difference in the lives of students with severe disabilities and their families.

I am passionate about the special education profession because I believe every child deserves the opportunity to feel valued, capable, and understood regardless of their abilities or challenges. Special education is more than teaching academic content; it is about helping students discover their strengths, build confidence, and recognize their worth in a world that often underestimates them. My passion for this profession comes from my personal experiences as a student, my experiences working with struggling learners during my undergraduate studies, and the students I have taught who inspired me to become a stronger advocate for children with disabilities. Professor Harold Bloom stated, “The purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this statement means that the true purpose of education is to help students recognize their value, identity, and potential. Teaching is not simply about memorizing information or passing tests. It is about helping students become aware of who they are, what they are capable of, and how they can contribute to the world around them. A student who experiences a “sense of their own presence” understands that they matter, that their voice is important, and that they are capable of growth and success. This statement is especially meaningful in the field of special education because many students with disabilities struggle to feel seen, heard, or understood. Too often, students with special needs are defined by their diagnosis instead of their abilities. They may experience low expectations, exclusion, or unfair treatment that causes them to doubt themselves. As a special education teacher, I believe my responsibility is to help students move beyond these limitations and recognize their own strengths and individuality. My passion for this profession began with two of my elementary school teachers who greatly influenced my life. They were firm but fair, and they challenged me to work hard while also showing genuine care and support. Their classrooms were places where students felt respected and encouraged to succeed. They inspired me to become a teacher because they demonstrated the lasting impact that educators can have on a child’s confidence and future. As I continued my education, I realized that I wanted to make a difference not only for general education students, but especially for those who struggle to find support and understanding within the school system. During my undergraduate studies, I worked with students who faced academic and emotional challenges and often lacked equal opportunities for success. I saw students who were intelligent and capable but needed individualized instruction, patience, and encouragement in order to thrive. These experiences opened my eyes to the importance of special education and inspired me to pursue a career where I could advocate for students who are often overlooked. One of the most powerful experiences that shaped my passion occurred after I became a teacher. I witnessed a child with autism being treated unfairly and underestimated simply because of his disability. Instead of being challenged to grow and achieve his potential, he was often excluded and not given the same opportunities as his peers. Watching this deeply affected me because I saw a child who deserved support, respect, and encouragement but was instead being limited by the expectations of others. That experience inspired me to work with students with more profound disabilities because I realized how important it is for educators to believe in their students even when others do not. My mission as a special education teacher is to create an environment where every student feels valued, capable, and empowered to succeed. I want my students to experience a sense of their own presence by helping them recognize their strengths and understand that their disability does not define their worth. I believe students learn best when they feel safe, respected, and supported. In my classroom, I want students to know that their ideas, efforts, and accomplishments matter. I plan to accomplish this mission by building strong relationships with my students and understanding their individual needs, interests, and goals. Every child learns differently, and I believe it is important to meet students where they are academically, socially, and emotionally. By providing individualized instruction and positive encouragement, I can help students gain confidence in themselves and their abilities. Even small successes can have a significant impact on a student’s self-esteem and motivation. I also believe in maintaining high expectations while providing the support students need to reach those expectations. Students with disabilities are often underestimated, but I believe they are capable of learning and achieving meaningful goals when given the opportunity. I want to challenge my students to grow while also celebrating their progress and perseverance. My goal is not simply to teach academic skills but to help students develop independence, self-confidence, and pride in themselves. In addition, I want to advocate for inclusion and fairness within the school community. Students with disabilities deserve to feel included and respected by their peers and teachers. I plan to encourage understanding, empathy, and acceptance so that all students feel like valued members of the classroom. By promoting inclusion, I hope to help students recognize that their differences do not make them less important but instead contribute to the diversity and strength of the community. Special education is my passion because it allows me to make a meaningful difference in the lives of students who need support, encouragement, and advocacy. I want my students to leave my classroom believing in themselves and recognizing their own potential. I want them to understand that they are more than a diagnosis and that they are capable of growth, achievement, and success. Professor Bloom’s statement reminds educators that teaching is ultimately about helping students discover themselves and their place in the world. As a special education teacher, I want to guide my students toward experiencing that sense of presence by helping them feel seen, valued, and empowered. Through patience, compassion, advocacy, and high expectations, I hope to inspire my students to believe in their abilities and pursue lives filled with confidence, dignity, and purpose.

My journey toward becoming a teacher has been shaped by several experiences and people who showed me the power of education, encouragement, and fairness. From my elementary school teachers to the students I encountered throughout my college and teaching career, each experience strengthened my passion for helping children succeed. These moments inspired me not only to become a teacher, but also to dedicate my career to Special Education and advocating for students who are often overlooked or underestimated. Two of my elementary school teachers had the greatest impact on me as a child. They were firm but fair, and they held me to high expectations while also showing that they truly cared about my growth and success. At the time, I did not fully understand the importance of their guidance, but as I grew older, I realized how much their structure, patience, and encouragement helped shape me into the person I am today. They created classrooms where students felt supported while still being challenged to do their best. Watching the way they balanced discipline with compassion inspired me to become an elementary teacher because I wanted to have the same positive impact on children that they had on me. As I entered my undergraduate program and began working more closely with students, my perspective and goals started to evolve. I encountered many struggling students who did not have equal opportunities for success. Some lacked proper academic support, while others faced emotional, behavioral, or learning challenges that made school more difficult for them. I noticed that many of these students were capable of learning and growing, but they needed additional patience, understanding, and individualized instruction. Seeing these inequalities opened my eyes to the importance of Special Education and inspired me to pursue a career where I could advocate for students who needed extra support. The more experience I gained, the more passionate I became about ensuring that every child receives the education and encouragement they deserve. I realized that teaching is not only about academics; it is also about building confidence, creating opportunities, and helping students recognize their own potential. I wanted to become the type of teacher who sees strengths in students even when others focus only on their struggles. After becoming a teacher, another life-changing experience further inspired my path in education. I witnessed a child with autism being treated unfairly and underestimated because of his disability. Instead of being encouraged to grow and challenged to reach his potential, he was often overlooked and not given the same opportunities as other students. Watching this deeply affected me because I saw so much potential in him that others failed to recognize. I realized that many students with profound disabilities are often limited by the expectations placed on them rather than their actual abilities. This experience inspired me to work with students who have more profound disabilities because I wanted to help change the way these students are viewed and supported. I believe every child deserves dignity, patience, respect, and the opportunity to succeed regardless of their diagnosis or challenges. Students with disabilities are capable of learning, growing, and achieving meaningful goals when they are given the right support and encouragement. I want my classroom to be a place where students feel valued, safe, and empowered to reach beyond the limits others may place on them. As an educator, I plan to use my experiences to inspire others by advocating for inclusion, fairness, and equal opportunities for all students. I want to encourage future students to believe in themselves and understand that their challenges do not define their potential. I also hope to inspire families and other educators to recognize the importance of patience, understanding, and individualized support in helping children succeed. My experiences have taught me that one caring teacher can truly change a child’s life. The teachers who inspired me, the struggling students I encountered during my undergraduate years, and the child with autism who was not treated fairly all helped shape my purpose in education. Because of them, I am committed to becoming a Special Education teacher who not only teaches academic skills but also advocates for every student’s right to be respected, included, and given the opportunity to thrive.