I teach because I get to witness the moments when students reach goals they once thought were unattainable. Every day, they make both small improvements and big leaps, and I not only notice those gains but also help students recognize them. Many students focus only on the big victories — crossing the finish line or making the game-winning shot — but I make it a point to celebrate the smaller successes along the way. By the time they reach their ultimate goal, they already understand and appreciate the effort it took to get there. This awareness builds confidence, perseverance, and grit that they carry into their next challenge.

As a college student, I wasn’t someone who knew from day one that I wanted to teach. I chose education as a major because I believed my work ethic and love of learning would help me succeed. Even after graduation, I wasn’t entirely convinced that teaching was my “calling.” That changed in my fifth year in education, when I became a reading interventionist and earned a certification to teach Reading Recovery. The year-long professional development equipped me with the tools to truly change the trajectory for some of our most vulnerable students. Not only did my instruction improve, but I also felt empowered in a way I never had before—I had the ability to teach a child to read. Now, in my 24th year, I still carry those same “tools” with me every day as I help students unlock the power of reading. I’m grateful I saw that glimmer of hope early on, because I can’t imagine missing out on all the “lightbulb” moments that have followed.