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I am enrolled in St. Matthews Lutheran Day School . Mrs. Staley is my teacher who encourages my love for books and music (I actually still have the triangle I was gifted with at the end of my time there). I believe Mrs. Staley, paired with my dad and my older sister, are the reason I learned to read when I was 3 years old.

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I am enrolled in kindergarten at Westridge Elementary School. Mrs. Magnus is my kindergarten teacher who further develops my love for reading. She is also adamant about teaching us in both English and Spanish; I can still remember the days of the week in Spanish because of one of her many songs.

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I’m in Mrs. Ikner-Newell’s 3rd grade class at Westridge Elementary School when she recommends me to be tested for the Gifted Program. She makes me believe that I am brilliant and reminds me that I also belong in competitive academic spaces. She is also my first Black core content teacher in school. In hindsight, I am so grateful that I had an academic role model who looked like me at such a young age.

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I’m in Mrs. Cotner 5th grade class at Westridge Elementary and she encourages me to embrace my skills as a writer. Every Friday, she reads excerpts from strong examples of writing from that week’s extended written assignment. She also makes a big to do when she reveals the authors. I am extremely shy and self conscious whenever I hear her read my work aloud, but she always makes me take pride in my work in front of the class. Little did she know, my relationship with academic procrastination also developed that year and I often finished those written assignments in the early morning hours before they were due at the start of the school day.

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After a successful year in my first AP course, AP European History with Mrs. Waters, I decide not to enroll in the following AP History course, AP Government, out of fear. Mr. Waters teaches that class, and rumor has it that he is the exact opposite of his wife and my former AP Euro teacher; specifically he is intimidating and far from nurturing.

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Mrs. Cadogan convinces me to enroll in AP Calculus. We have a heart to heart where she reminds me that I am a strong math student and I will thrive in Calculus. In spite of my own apprehension, I take her advice and enroll in the course.

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I receive numerous applications and welcome packets from competitive colleges and universities based on my PSAT scores. I am most excited when I receive an application in the mail for Cornell because it seems like a good fit. I also realize I need to take the SAT II in order to apply. I start cramming to study before one of the last SAT II testing dates but soon I start to feel very overwhelmed and stressed. Instead of talking about my options with my dad or my high school guidance counselor, I make the decision not to take the SAT II test which ultimately leads to me not applying to Cornell.

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I am enrolled in the Gifted Seminar course. In hindsight, it was the only class that authentically prepared me for my undergraduate academic experience. Not only because of the content but the seminar structure of the class made me feel comfortable sharing my thoughts in future seminar settings. In one of the last sessions, our teachers allow us to read the recommendation letters they wrote on our behalf. In his letter, Mr. Mudd writes that he is confident in my abilities as a student and he is excited for me to embark on the next step of my academic journey. Mr. Mudd doesn''t make me feel regretful about not applying and potentially enrolling in Cornell or some of the other big name schools. He makes me feel excited about attending college because he knows that I am ready and that I will succeed regardless of where I attend.

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It is my freshman year at George Mason University. I hadn’t thought highly of the school prior to attending, but it was the best often after only applying and being accepted to two other schools; I felt Virginia Tech was too large of a school for me and James Madison University lacked the diversity I wanted. But attending Mason was one of the best decisions I made because of the ways I grew as a student and as a person.

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I am accepted into the Undergraduate Apprenticeship Program through Mason's Center for Evidence-Based Crime Policy. I research and create a presentation after studying juvenile diversion programs in neighboring cities.  Shortly before applying, I realize I do not want to attend law school upon graduating in less than a year. This apprenticeship opportunity opens my eyes to additional career options.

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On the night of my undergraduate graduation, I learn that I’ve been accepted into Teach for America and that I will be moving from Virginia to New York City shortly. It is one of the most nerve wracking but exciting experiences of my life, with everything moving so quickly. But I am excited to become a teacher as I had such fond memories of many of my teachers over the years.

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I start my first year of teaching in Brooklyn, NY. I request to teach 5th grade ELA because I want to impact a student the same way Mrs. Cotner impacted me. I continue to teach that grade level for 3 years before transitioning to 7th grade.

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At the start of my 8th year of teaching, I enroll in American’s EPL program. At first, I’m anxious about balancing work, home, and grad school but soon I learn that being in grad school actually strengthens my focus for other areas of my life. It even brings me closer to my students at the time as I authentically share my celebrations and struggles in the program.

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I re-enroll for my last semester in the EPL program after taking some time off for financial reasons. Although I am not graduating with my cohort like I planned, I am excited to achieve this next milestone in the time that is just right for me.