I want to pursue a career in the nonprofit sector because I see education itself as one of the most powerful forms of nonprofit work. It’s an ongoing commitment to serving students, strengthening communities, and creating opportunities that are not equally available to all students. Every day in the classroom, I am certain that teaching is not only about delivering content, but about meeting human needs, building confidence, and helping students believe in futures they may not yet see for themselves. In many ways, educators function as nonprofit professionals on the front lines of social change. Teachers work to uplift children and families regardless of background, income, or circumstance. As a middle school English teacher in a Title I school, I work with students who face challenges beyond schoolwork. Many of my students are no strangers to poverty, trauma, food insecurity, and unstable housing. These realities show up regularly in the classroom. They affect how students engage with learning, interact with peers, and view their own potential. I learned that education can’t be differentiated from the wider conditions of a child’s life. Schools alone can’t meet every student's needs. This understanding has strengthened my devotion to education as a nonprofit service. It is connected to community resources, advocacy, and system-wide support. I am especially passionate about the role that schools and teachers play in promoting equity and supporting mental health. I want to be part of work that allows every student access to a safe, uplifting learning environment where they are seen as whole individuals. In this sense, education is more than a job; it is a mission-driven effort to close opportunity gaps and provide stability, encouragement, and care where they are often lacking. My long-term goal is to continue in education while moving towards leadership within nonprofit systems. For example, schools, districts, and educational projects focused on service and not profit. I hope to develop and implement programs that integrate academic learning with mental health services, family engagement, and community partnerships. I wish to ensure that students get the holistic support they need to thrive. Ultimately, I want my career in education to reflect the core purpose of nonprofit work. This includes serving others, addressing inequities, and improving lives in a valuable and lasting way. If I can help create environments where students feel supported, valued, and capable of success regardless of their circumstances, I will consider my work impactful.

I am passionate about early childhood education because it is during this time in life that children begin developing an understanding of themselves, their abilities, and the world around them. These foundational experiences shape academic development, emotional growth, self-confidence, and long-term attitudes toward learning. I've realized education is far more than instruction—it is the place where students build their identity. Although I currently work with middle school students, my passion for early childhood education is deeply connected to my personal experience as a child and what I have learned in the classroom. As a child, I struggled with anxiety that I did not understand and could not describe. I often felt overwhelmed in situations that others considered simple or routine. Because mental health was not openly discussed in my family or community, my mental health struggles were frequently misunderstood and not supported. Looking back, I recognize how different my childhood could have been if I had early emotional support, validation, and coping tools. That realization is a major reason I am drawn to early childhood education today. In my work as an educator in a Title I school, I see how early experiences continue to shape students well into adolescence. Many of my students carry emotional and behavioral struggles that began long before they joined my class. Many struggle with emotional regulation, trust, or self-confidence because they were not provided with stability, support, or understanding when they were younger. For me, these experiences have reinforced how critical it is to intervene early. Also, environments where education for early education students goes beyond academic skills and includes emotional awareness, resilience, and self-advocacy Early childhood education is a time of possibility. It is one of the most powerful opportunities we have to close gaps before they widen. When young children are given safe, supportive, and responsive environments, they are more likely to develop confidence, curiosity, and a lifelong love of learning. I am passionate about being part of that foundation. I want to help children feel seen, capable, and valued at a stage in life where it matters most. My long-term goal is to expand my impact through educational leadership. I aspire to shape systems that prioritize both academic and emotional development in early learning environments. I want to advocate for classrooms where mental health, social-emotional learning, and equity do not fall behind academics. They should be essential parts of how we educate young children. Ultimately, I am passionate about early childhood education because I believe it is where everything begins. When we invest in young children’s emotional and academic development early, we are improving school outcomes and shaping the trajectory of their entire lives.

Essay: Professor Harold Bloom's statement that "the purpose of teaching is to bring the student to his or her sense of his or her own presence" means helping students recognize their own worth, abilities, and potential. It is guiding them to see themselves as capable individuals whose voices matter and whose futures are not limited by the challenges they face. For students with disabilities, developing this sense of presence can be transformative. Too often, these students are defined by what they cannot do rather than what they can. As educators, we have the responsibility to help them recognize their strengths, discover their potential, and develop the confidence to advocate for themselves and pursue their goals. This belief is the foundation of my passion for special education. I am passionate about special education because I believe every student deserves the opportunity to flourish. Throughout my career, I have worked with students who have faced significant academic, social, and emotional challenges. I have seen how easily students can internalize low expectations and begin to doubt their own abilities. At the same time, I have witnessed the incredible growth that occurs when students receive the individualized support, encouragement, and opportunities they need to succeed. Watching students develop confidence in themselves and realize they are capable of achieving more than they thought possible is one of the most rewarding aspects of my profession. My mission is to create learning environments where students with disabilities are not merely accommodated but empowered. I strive to help students recognize their strengths, celebrate their progress, and develop the skills necessary to become independent learners and self-advocates. While academic growth is important, I believe one of the greatest gifts we can give students is the belief that they are capable, valuable, and deserving of success. As I pursue my doctoral degree in Educational Leadership, I hope to expand this mission beyond my own classroom. My experiences in special education have shown me that student success is influenced not only by individual teachers but also by the systems, policies, and cultures that surround them. I want to use my doctoral training to help build schools and districts where inclusive practices, high expectations, and equitable opportunities are embedded into every aspect of the educational experience. My goal is to extend my influence from serving individual students to shaping entire school buildings, districts, and communities. I hope to support educators, develop programs, and foster partnerships that ensure all students, including those with disabilities, have access to the resources and opportunities they need to thrive. By creating systems that recognize and nurture the strengths of every learner, I can help more students experience the sense of presence that Professor Bloom described. Ultimately, my passion for special education stems from a belief that every student deserves to be seen for their potential rather than their limitations. Through educational leadership, I hope to create lasting change that empowers students with disabilities not only to succeed in school but also to recognize their own value and place in the world. Fairy Tale: In the land of schools, there was a kingdom filled with many rooms of learning. Some students moved through those rooms easily, while others carried heavier burdens—labels, gaps in learning, and quiet doubts about their own abilities. Among them were students who had begun to believe the story written about them was already finished. In this kingdom, I was not a knight or a ruler, but a teacher who believed every student’s story was still being written. I worked in a room where progress often looked small from the outside, but meant everything on the inside. A student who once refused to speak began raising her hand. Another who believed he was “bad at school” discovered he could solve problems he once avoided. Slowly, the story began to change—not because the students changed who they were, but because they began to see who they could become. But I also began to see the limits of my small corner of the kingdom. I could help the students in my classroom find their voice, but I could not reach all the students who were still waiting to be seen. I could not always change the systems that decided who received support early enough, or how expectations were set, or how opportunity was distributed. So I set out on a different path—not away from teaching, but deeper into it. I began the journey toward leadership, seeking the knowledge and tools needed to build stronger schools and more equitable systems. Along the way, I learned that real change is not built in a single classroom, but across entire kingdoms—schools, districts, and communities working together to believe in every learner. My goal is still the same as it was in my classroom: to help students discover their own sense of presence, as Professor Bloom described. I want every student to recognize their voice, their strengths, and their place in the world. The difference now is the scale of what I hope to build. Not just one room of learning where students are seen, but entire systems where no student is overlooked. A kingdom where every child’s story is still being written—and where every one of them is believed capable of a strong and meaningful ending.

I want to build opportunities for students to flourish. This year, my seventh-grade students achieved the highest state test scores in my school's history. The accomplishment was especially meaningful because my school is a Title I school, where many students come from low-income households and often enter the classroom two to three grade levels behind. The year before, only 11% of these students scored proficient or higher on the state assessment. One year later, 33% scored proficient or higher, and 85% demonstrated academic growth. While I am incredibly proud of those results, what they represent is even more important than the numbers themselves. They represent students discovering that they are capable. They represent barriers being overcome. Most importantly, they reinforce a belief that has shaped my career: when students are given the right opportunities, support, and encouragement, they can achieve far more than others may expect of them. That belief is what I hope to build my future around. As an educator pursuing a doctorate in Educational Leadership, my goal is to create opportunities where all students can flourish. While I have been fortunate to make an impact within my own classroom, I want to expand that impact beyond a single group of students. I want to help shape entire school buildings, districts, and communities so that more students have access to the resources, relationships, and learning experiences that allow them to succeed. Through educational leadership, I hope to build systems that support both academic achievement and student well-being. I want to foster school cultures where high expectations are paired with meaningful support, where families are valued as partners, and where every student feels seen, challenged, and capable of success. My experiences have shown me that student outcomes improve when schools work collaboratively to address both academic and non-academic barriers to learning. The positive impact of this work extends far beyond the classroom. When students flourish, they gain the confidence and skills needed to pursue their goals and contribute to their communities. Strong schools create stronger communities, and educational opportunities create pathways that can transform lives for generations. My doctoral degree will provide me with the knowledge and leadership skills necessary to build that future. The record-setting success of my students showed me what is possible when students are given the opportunity to thrive. Now, I want to help create those opportunities on a larger scale so that every student has the chance to reach their full potential.

As a classroom teacher, I understand the importance of meaningful relationships in life. Outside of my family, the first genuine connections I built were with my teachers. Whether I realized it at the time or not, my relationships with my teachers went far beyond academics. They helped shape me into the person I am today. They encouraged me, challenged me, and made me feel seen during important stages of my life. Because of them, I learned how powerful it can be when someone takes the time to truly invest in another person. Looking back, I do not remember every lesson or assignment from school, but I do remember the teachers who made me feel capable and valued. I remember the teachers who noticed when I was struggling, who celebrated my successes, and who treated me like more than just another student in their classroom. Those relationships gave me confidence in myself and showed me the kind of impact a caring adult can have on a young person’s life. Now, as a teacher myself, those experiences shape the way I approach my students every day. I teach in a Title I school where many students come from economically disadvantaged backgrounds and face challenges outside of school that many people never see. Some students struggle with instability at home, lack of support, or difficult life circumstances that affect the way they learn and interact with others. Because of this, I have learned that the most important part of my job is not simply delivering content or preparing students for tests. The most important part of my job is building meaningful connections with them. Many of my students yearn for consistency, encouragement, and someone who genuinely cares about them. Before students can fully engage academically, they need to feel safe, respected, and understood. I try to create a classroom environment where students know they are valued not because of their grades or behavior, but because of who they are as individuals. Sometimes that looks like checking in with a student who seems withdrawn. Other times it means listening without judgment, celebrating small victories, or simply showing up every day with patience and compassion. The relationships I had with my own teachers taught me that small moments matter. A simple conversation, words of encouragement, or someone believing in you can stay with a person for years. Because of that, I approach my relationships with others intentionally. I try to lead with empathy, patience, and understanding because I know firsthand how meaningful those qualities can be. These experiences have also influenced the way I build connections outside of the classroom. I value authenticity and trust in my relationships because those were the qualities that made such a difference in my own life. I have learned that strong relationships are built through consistency, listening, and making people feel heard and respected. Whether I am interacting with students, coworkers, friends, or family, I try to be the kind of person who makes others feel supported and valued. Teaching has reinforced for me that meaningful relationships can truly change lives. The connections I built with my teachers shaped my confidence, my values, and ultimately my career path. Now, I strive to provide that same sense of support and encouragement to my students each day. While I may teach academic content, I hope the relationships I build with students leave a lasting impact long after they leave my classroom, just as my teachers did for me.

Currently, I am finishing my fifth year teaching English to middle school students at Champion Middle School, a Title I public school in inner-city Columbus. Every student in our building comes from an economically disadvantaged background, and many face significant obstacles and trauma outside of school each day. Despite those challenges, our students continue to show resilience, growth, and determination, which is one of the reasons I am so passionate about education. In addition to the socioeconomic challenges our students face, more than 35% of our student population has documented special needs through an Individualized Education Program (IEP) or a 504 Plan. This percentage is significantly higher than many other middle schools in our district and surrounding areas, yet we often have the same amount—or even fewer—staff members to support them. The needs of these students vary greatly. Some students require extensive one-on-one support throughout the day, while others need behavioral, emotional, social, or academic interventions at specific times. Although the staff in our building work tirelessly to support every child, the reality is that without enough resources and personnel, it becomes much easier for students to fall through the cracks. Although I am a general education teacher, supporting students with special needs has become one of the most important parts of my work. Whether students are placed in my inclusion classes or my general education classes, I strive to create an environment where all students can succeed academically, socially, emotionally, and culturally. I work closely with intervention specialists, school counselors, psychologists, and other staff members to ensure students receive the support they need. Over the past five years, I have learned that inclusion is not simply about placement in a classroom. It is about making students feel valued, supported, and capable of success. This work has also shown me how important strong educational leadership is in creating meaningful change. Teachers and support staff can only do so much without systems in place that prioritize equity, inclusion, and proper staffing. For this reason, I am pursuing my doctorate in Educational Leadership. I want to gain the knowledge and tools necessary to advocate for students with special needs on a larger scale and help schools build systems that truly support them. In my career, I hope to make a positive social impact by improving access to inclusive education and ensuring schools are equipped to meet the needs of every student. I want to advocate for better staffing, stronger support systems, and educational environments where students with special needs are not viewed as burdens, but as individuals deserving of the same opportunities as everyone else. My goal is to extend the work I currently do in my classroom beyond a single school and into entire districts and communities. Every student deserves to feel seen, supported, and capable of success, and I hope to spend my career helping make that possible.

Ever since I was a young girl, I found myself naturally drawn to the qualities and activities of teachers. My love for education began in the simplest of ways—like many children, I would gather my dolls and stuffed animals and play “school,” in which I assigned roles and guided my imaginary students through lessons. While this may seem like a common childhood game, for me it was a hint of something deeper: a genuine joy in helping others learn and grow. As I grew older, my passion evolved into meaningful real-world experiences. During my teenage years, I actively sought opportunities to work with children and support their development. I babysat, tutored, and mentored younger students in my school and family members. I also worked in daycares and summer camps, where I began to understand the responsibility and impact that comes with guiding pliable young minds. These experiences affirmed my desire to pursue a career in education, not just because I enjoyed working with children, but because I recognized the importance of positive role models and supportive relationships in shaping a child’s future. Academically, I was always driven to succeed. I found motivation in the pursuit of knowledge and took pride in my ability to learn and grow. However, what truly stood out during my school years were the relationships I built with my teachers and peers. Several educators in my life went beyond the academics; they took the time to understand me, encourage me, and push me to reach my full potential. Their influence extended far beyond the classroom, and it was through these connections that I began to understand the true power of teaching. By the time I reached my senior year of high school, choosing a career path felt less like a decision and more like a realization. I knew that I wanted to build meaningful connections and make a positive impact in the lives of others—just as my teachers had done for me. For the past five years, I have been teaching in a low-income, inner-city school in Columbus, Ohio. This experience has both challenged and transformed me in ways I could have never anticipated. Many of my students face significant adversity, including poverty, instability, and trauma that affects their daily lives. The school environment itself reflects these challenges, as both students and staff work to navigate circumstances that often extend far beyond academics. This reality is vastly different from the educational experience I had growing up, and it has required me to grow not only as an educator but also as a person. Teaching in this environment can take a significant toll on one’s mental and emotional well-being. For me, that toll has been magnified by my own personal challenges, including financial struggles, working additional jobs to make ends meet, and pursuing further education. There have been moments when the weight of these responsibilities felt overwhelming. However, despite these challenges, I remain deeply committed to my work because of the impact I know I can have. In a setting where students often lack stability and consistent support, the relationships I build with them matter even more. A kind word, a moment of patience, or simply showing up consistently can make a meaningful difference in a student’s life. What continues to inspire me is the resilience of my students. Despite the obstacles they face, they come to school each day with potential, strength, and a desire to be seen and valued. They remind me why I chose this profession and reinforce my belief that every child deserves access to a supportive and empowering education. I strive to create a classroom environment where students feel safe, respected, and capable of success. By building strong relationships and fostering a sense of belonging, I aim to inspire my students not only academically but also personally, helping them to believe in their own abilities and future possibilities. As I begin pursuing a Doctorate in Educational Leadership, my goal is to extend my impact beyond the walls of a single classroom. I aspire to take on leadership roles that allow me to influence entire schools and communities, particularly those that are underserved. I want to advocate for policies and practices that support both students and educators, ensuring that schools are equipped to address the diverse needs of their populations. My experiences have given me valuable insight into the challenges faced by urban schools, and I am committed to using that knowledge to drive meaningful change. Ultimately, my journey into education has been shaped by both personal passion and lived experience. I was inspired by the educators who believed in me, and I am driven by the students who now depend on me. Through my work, I hope to inspire others by demonstrating that teaching is not just about delivering content—it is about building relationships, fostering resilience, and creating opportunities for growth. By continuing to learn, lead, and advocate, I aim to make a lasting impact that reaches far beyond my own classroom, empowering future generations to succeed and thrive.

Growing up, I learned early that environment shapes belief. In my community, mental health struggles were rarely discussed and often dismissed. Strength was defined by silence, and suicide was seen as a failure rather than a crisis. As a child, I accepted these ideas without question. It felt easier to conform than to challenge what everyone around me believed. However, as I grew older, my own experiences forced me to confront those assumptions and ultimately change them. The first turning point was my own struggle with mental health. Throughout middle and high school, I faced persistent anxiety, insecurity, and overwhelming stress. Even small triggers—an assignment or an offhand comment—could lead to a panic attack. Despite the intensity of these experiences, I kept them to myself. I had internalized the belief that struggling meant weakness, and I feared being dismissed or misunderstood by those around me. In silence, I began to notice something important: I was not alone. Peers who appeared confident and composed were quietly facing similar battles. This realization challenged the narrative I had grown up with and revealed how widespread—and hidden—mental health struggles truly were. The second and most profound turning point came with the loss of my neighbor, Nicholas. He was someone many would describe as having everything together: a strong student, active in extracurriculars, and surrounded by friends. Yet beneath that surface, he carried a weight no one fully saw. He died by suicide, leaving behind a note that shook our entire community. His words revealed a deep struggle with anxiety and the pressure to meet expectations—feelings that had gone unspoken and unsupported. His death forced me to confront a painful truth: the stigma surrounding mental health does not just silence people; it isolates them. And in some cases, that isolation becomes fatal. Losing Nicholas changed the way I see responsibility—both personal and communal. I realized that silence and stigma are not passive; they have consequences. From that point on, I made a conscious decision to be part of the solution. This commitment led me to pursue a career in education, where I could create the kind of environment I once needed but never had. Today, as an educator in a Title I school, I work with students who face significant challenges, including poverty, trauma, and instability—factors that deeply affect mental health. Many of them, like me, have been taught to suppress their struggles. I strive to create a classroom where conversations about mental health are normalized, where students feel seen, and where seeking help is encouraged rather than stigmatized. By fostering openness and providing access to resources, I aim to ensure that my students never feel as alone as Nicholas did. As I pursue a Doctorate in Educational Leadership, my goal is to expand this impact beyond the classroom. I want to help shape school systems and communities that prioritize mental health awareness, support, and intervention. My experiences have shown me that understanding often comes too late—but it does not have to. Through leadership and advocacy, I am committed to building environments where individuals are supported before they reach a breaking point.

Throughout my life, mental health has played a big role in how I see myself, my relationships, and the world around me. When I was younger, I dealt with a lot of anxiety and stress. However, I was unaware of what it was, what to call it, and how to cope with it. Things like sleepovers would trigger panic for me, and I would end up calling my mom in the middle of the night to come get me. Even school tests could send me into full panic mode. At the time, I didn’t understand what was happening, and neither did the people around me. It was often brushed off as me being sensitive or just wanting to be at home. Looking back, I think that’s when I first started to feel a little misunderstood and alone, even if no one meant for it to come across that way. As I got older, I started to recognize that what I was dealing with actually had a name—anxiety. But even then, I didn’t really know what to do with that information. I didn’t feel comfortable talking about it, especially because mental health wasn’t something that was openly discussed in my family or community. There was definitely a stigma around it, and I absorbed a lot of that without even realizing it. During my teenage years, I mostly just kept things to myself. On the outside, I think I looked fine, but internally, I struggled a lot with stress and with wanting to feel accepted. I ended up in friendships that weren’t always healthy, mainly because I was looking for connection and validation in the wrong places. Things started to shift for me in college. For the first time, mental health wasn’t treated like something to hide or be ashamed of—it was actually part of the conversation. I had access to resources, counseling support, and people who openly talked about stress, anxiety, and burnout. That changed a lot for me. I started to understand myself better and learned healthier ways to cope. I also started choosing better relationships, ones where I didn’t feel like I had to constantly prove my worth. Around this time, I even started having more honest conversations with my family. It wasn’t overnight, but slowly we began talking about mental health in a way we never had before, and that made a real difference in how we understand each other and our relationship. My life journey with mental health prompted me to become an educator. In an inner-city Title I school like mine, there is no shortage of poverty, trauma, and violence affecting students' mental health. Unfortunately, the stigma around mental health in their community is strong. Many students are going through childhood just like I did; unsure, misunderstood, ashamed, alone, and embarrassed. Therefore, it is my goal to provide them with the mental health support and resources that I never got at their age. I am committed to creating a classroom environment where mental health is destigmatized and all students feel safe, valued, and understood. As I continue to go further in my career by pursuing a Doctorate in Educational Leadership, I also plan to extend my reach beyond the classroom and bring mental health to the forefront of entire schools, districts, and communities. I want to be part of shaping environments where mental health is taken seriously and where students and teachers actually feel supported. Looking back, my mental health journey didn’t just shape my challenges—it shaped my ambitions, connections, and perspectives.