Narrative
K-12
From a very young age, I could remember myself wanting to become a teacher. I loved school. Before my younger brother started school, I would create worksheets for him to complete. I wanted to teach him everything I knew. This passion for education was sparked even further by the positive affirmations I received from teachers who were role models to me. I was smart, I excelled and I was given a lot of attention because of it. Throughout my time in K-12, I found a passion for writing. While I did well in every subject, I seemed to be singled out more from my analytical and writing capabilities. Once I got to high school, I took AP English Language and Composition in my junior year and AP English Literature and Composition in my senior year. My teacher in my AP English Language class was an Ed. D student at USC Rossier. She pushed our class to continually work at our writing skills. I felt that learned so much from her. I was sure that earning a degree in English and teaching English at the high school level was what I wanted to do. I was accepted to the University of California, Santa Barbara as an English major.
Undergrad
Starting college was an
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However, this career plan was challenged when I obtained my first job as a graduate student at USC working with TRiO Educational Talent Search (ETS). Being able to guide low-income, first-generation students in high school reminded me of how my counselor in high school sought me out and changed my trajectory. My passion in the K-12 system was sparked again. While I loved my job with USC’s TRiO ETS, when offered the opportunity with West Los Angeles College’s (WLAC) TRiO ETS program that was closer to home and more money, I did not hesitate to accept. I am doing the same work at a different high school with as much or even more need than the previous school in which I was