Writing has always been a form of therapy and reflection for me. I love putting my thoughts on paper because it helps me process experiences, emotions, and ideas in a meaningful way. Growing up, I spent a lot of time riding the bus since my family didn’t have a car, and those quiet moments often became times for thinking and observing the world around me. Those experiences shaped my perspective and gave me many stories and reflections to draw from. Writing allows me to capture those thoughts, make sense of them, and turn everyday experiences into lessons and inspiration.

I am an educator and instructional leader who is passionate about supporting students, teachers, and the school community. I currently work in elementary education, where I focus on improving instruction, using data to guide decisions, and creating engaging learning experiences for students. My work often includes collaborating with teachers, planning schoolwide events, and helping students develop both academically and socially.

I believe strongly in the power of education to create opportunities and build confidence in young people. Through my leadership and work with students, I strive to create positive, inclusive environments where every child can succeed.

I am interested in the Riding the Bus project because it connects closely to my own life experiences and gives me the opportunity to reflect on them through writing. Growing up, my family did not have a car, so riding the bus was a regular part of my daily life. Those bus rides were more than just transportation. They were moments where I observed people, thought about my goals, and reflected on my surroundings. Writing about this experience allows me to capture those memories and consider how they shaped my perspective and resilience. The project is meaningful to me because it turns a simple experience into a powerful story about growth, reflection, and the journey that helped shape who I am today.

Roanoke inspires my curiosity because of its rich history and the way different communities exist throughout the city. After living here for many years, I have noticed how certain parts of town and schools often reflect patterns of segregation, where some neighborhoods are predominantly White, some predominantly Black, and others are defined by differences in wealth and opportunity. These visible divisions raise important questions for me about how history, housing, education, and access to resources shape communities today. I am also curious about the way fear and misunderstanding can develop when people rarely interact with those who live in different parts of the city or who look different from them. These observations make me want to learn more about the stories behind these divisions and to better understand how communities can grow, connect, and learn from one another.