My greatest dream is to provide my students with the highest quality education possible — an education that inspires, empowers, and opens doors for their futures. Pursuing a doctorate is a critical step in fulfilling that dream. Through advanced study and research, I can deepen my knowledge, refine my teaching practices, and contribute valuable insights to the field of education. However, the financial challenge of tuition stands in the way of my progress, threatening to delay my work and limit my ability to support my students at the level I aspire to. Despite these obstacles, my commitment remains steadfast. I am driven by a deep passion for education and a fierce dedication to my students’ success. I am not just pursuing a degree for myself — I am doing so to better serve those who rely on me to guide, encourage, and support them. Even if financial constraints force me to take a semester off, I will continue working on my research independently because I believe the knowledge I gain will directly benefit the students in my classroom and beyond. The journey toward my dreams has not always been easy, but perseverance has become one of my defining qualities. I have learned that true leadership and meaningful impact require resilience and a willingness to face challenges head-on. I have faced difficult times and financial uncertainty, yet my focus never wavered. I am willing to make sacrifices and go the extra mile to ensure my students have access to a meaningful education. This scholarship is more than financial support; it is a vital investment in a future where I can be a stronger educator, advocate, and role model. My vision is to complete my doctorate and bring innovative, research-based strategies into my teaching practice. I want to inspire students to love learning as much as I do, and to provide equitable opportunities that help close achievement gaps. By advancing my education, I will be better equipped to create inclusive environments where all students feel valued and empowered. I am committed to making a positive difference — not only in the lives of individual students but also in the broader educational community. Receiving this scholarship would allow me to continue my educational journey without interruption, ensuring that I can complete my research project and graduate on time. It would relieve a significant financial burden and enable me to focus fully on my studies and my students. This support would be a testament to the belief that investing in dedicated educators leads to meaningful change in classrooms and communities. I am worth the dreams I aspire to because my motivation goes beyond personal achievement. I am devoted to the success of my students, and I am determined to overcome every obstacle to provide them with the best education possible. With this scholarship, I can continue growing as a learner, researcher, and teacher — and in turn, help countless students realize their own dreams. I am ready to make this investment pay forward for generations to come.

My faith is Lutheran, and it has been a guiding force in shaping who I am today and the path I’ve traveled so far in life. Being rooted in my beliefs has influenced many aspects of my life — from the friendships I nurture to the choices I make about who I allow into my world. I’ve learned that when people try to lead me down a path that conflicts with my faith and values, I have to have the courage to walk away, even when it’s difficult. This unwavering commitment to my beliefs has not always been easy, but it has made me stronger and more grounded in myself. My leadership style reflects the compassion and empathy that my faith inspires in me. I tend to lead with my heart more than just my head, always striving to help others to the best of my ability. One of the most defining leadership experiences I have had was during a mission trip organized through Group Work Camp. Our goal was to repair homes for families in need, and I was tasked with leading a group of teenagers as the sole adult supervisor. At first, the responsibility was overwhelming. I had to manage not only the tasks at hand but also ensure the safety of my team, many of whom were inexperienced with power tools and construction work. The weight of that responsibility, combined with my limited experience around tools and construction, made me nervous. But I leaned on my faith and the knowledge that God was with me every step of the way. I reminded myself that with a little faith, even the most daunting challenges could be overcome. As we worked together, I realized that leadership isn’t about being perfect or knowing everything—it’s about compassion, trust, and perseverance. I guided my group with patience and encouragement, celebrating each small victory and learning moment. Through this experience, I learned that fear and uncertainty can be overcome when you trust in a greater plan and lead with a heart full of care for those you serve. This mission trip was more than just fixing houses; it was about building connections, hope, and faith—both in the people we helped and within myself. It showed me that faith is not just a private belief but a practical guide that shapes how we live and lead. It taught me that true leadership involves stepping up in moments of uncertainty, being vulnerable, and trusting that with faith, you can move mountains. My Lutheran faith continues to shape my values and decisions as I move forward in life and education. It inspires me to be a compassionate leader and a dedicated servant to my community. I believe that by combining faith with action, I can make a meaningful difference in the world around me.

I fell in love with math in 9th grade during Pi Day. Before then, math was just something I did in school, nothing special. But my teacher went all out for Pi Day, making it fun and accessible for everyone. That day changed everything for me. Since then, I celebrate Pi Day every year with excitement and creativity. I read Sir Cumference and the Dragon of Pi, a story that turns math into an adventure. Then, we bake a pudding pie, measure its diameter, calculate the distance around it, and even through it. It’s hands-on learning that brings math to life in a way no worksheet ever could. I also create art projects inspired by pie and measure those pieces, applying math in new and creative ways. These activities don’t just make math fun—they show me how math is everywhere. It’s in the food we eat, the shapes we see, and the world around us. What I love most about math is how it combines logic with imagination. Pi, a number that never ends but stays constant, reminds me that math is both infinite and reliable. It connects ideas and people across time and space. Pi Day is my favorite way to celebrate this love. It’s not just about the number or the pie—it’s about curiosity, problem-solving, and creativity. These are the reasons math has become a passion for me, a lens through which I see the world more clearly and joyfully. Thanks to that inspiring 9th-grade Pi Day, math isn’t something I just do—it’s something I live.

My passion for becoming a special education teacher began at home. My mom, a dedicated special education professional, would come home each day with stories about her students—small victories, quiet breakthroughs, and the joy she felt from helping them grow. I saw the light in her eyes when she talked about her work, and I knew I wanted to make that same kind of difference. Before stepping into my own classroom, I worked as a lunch aide and later as a substitute paraprofessional. Those early experiences cemented my calling. I still remember the pride I felt when a student I worked with chose to say “no” instead of hitting to express frustration—an incredible step forward in communication. As a one-on-one support staff member, I saw firsthand how consistent care and tailored strategies could create remarkable progress. Now, heading into my fourth year as a special education teacher, I carry those moments with me as reminders of why I do this work. The quote from Harold Bloom—“I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence”—resonates deeply with me. To me, it means that teaching is not just about academics; it is about connection. Not all of my students speak, but every single one of them listens, understands, and feels. They can tell whether you truly care. For my students to believe in themselves, they first need to feel that their teacher believes in them. When they sense that support, they begin to step into their own presence with confidence and pride. In my classroom, I meet my students where they are and build from there. I find their interests—whether it’s Peppa Pig, Mickey Mouse, or trains—and weave them into lessons so learning becomes something they want to engage with. I celebrate every milestone, whether it’s solving a math problem, trying a new word, or expressing a feeling in a new way. Teaching in a center-based program means every lesson is tailored to the strengths and needs of my students, using visuals, sign language, and individualized supports to help them succeed. Equally important is the emotional environment I create. For some of my students, school may be the only place where they feel consistency, safety, and unconditional care. My classroom is that safe space—where they are encouraged to be themselves, explore their abilities, and know that they belong. My mission as a special education teacher is to create a safe, loving, and engaging environment where every child feels seen, valued, and capable of success. By listening to my students, honoring their individuality, and building lessons around their strengths and interests, I aim to help them discover their own voice, confidence, and presence in the world. I will advocate fiercely for their needs, celebrate every milestone—no matter how small—and ensure that school is a place where they feel both challenged and deeply supported.

If I could create one class for all students, K-12, to take, it would be an emotional intelligence course. A course that would focus on teaching students how to understand and express their emotions and feelings in healthy and safe ways. While we spend years working on math, science, and social studies, there tends to be a lack of time spent on teaching students how to handle their emotions in safe ways. Yet, our emotions are the ones that tend to dictate every decision we make in life. In the younger grades, we would focus on emotional identification. While young children do experience many emotions, they are not always taught how to express them safely. They do not have the appropriate tools and strategies in order to process them in a healthy and safe manner. This time would be spent using strategies, such as the Zones of Regulation, to identify their feelings, using daily emotion check ins, and drawing or writing how they are feeling (it all depends on which area they feel more confident in: drawing or writing). By laying down the foundation that emotions are not good or bad, we are able to show children that we can feel all sorts of ways and it is okay. In junior high, the class would focus more on the interpersonal aspects of emotions. How our emotions and actions can affect others. Making the transition from elementary school to junior high means a whole new set of emotions and feelings are emerging. These can range from stress, frustration, and jealousy to happiness, sadness, and excitement. The focus would be on skills, such as conflict resolution, stress relief techniques (journaling, breathing techniques), and empathy building. The topics and strategies would build off of each other with each lesson. The lessons would start out with a basic review, in case any students were absent the day before or the lesson before. Then, they would use the strategies that are discussed in role play scenarios. By high school, more fears and more emotions are popping up, especially with the transition into adult life after school. The lessons would focus more on things such as, boundary setting, maintaining healthy relationships, and recognizing the signs of mental health struggles, to name a few. The students would then focus on real life scenarios where they would have to apply the skills they have learned throughout their educational career to solve the problems presented to them. I believe the impact of this course would last a lifetime for each student. Students who are able to handle their emotions and express them safely are better equip to handle the challenges of daily life. As the course is implemented, we could potentially see a decrease in bullying, increase in mental health, and stronger, more meaningful relationships develop. Emotional intelligence is a life long skill. Something that is important enough to teach about throughout students' educational careers.