I am applying to an Eds (Educational Specialist) program for School Psychology, any input would be greatly appreciated.
My interest in school psychology originated during my pursuit of a graduate degree in education. It was my aspiration to help change the trajectory of the lives of at-risk children by advancing the intellectual horizons of students, instilling a cognizance that all had the capacity to succeed. I wanted to help facilitate equal access to quality education, serving as a conduit for equality within diverse communities, and foster an ethic of care, ensuring all students were treated equally and with dignity and respect. As I continued on in the graduate program in education however, my interest refocused to the confluence of psychology and education. I soon developed a predilection for the employment of psychological tests and measures and the implications for pedagogy, and metacognitive strategies for students with learning impairments.
Given my background in psychology, I was intrigued by the application of psychological principles and perspectives to the classroom, particularly the utilization of assessments to determine students' academic potentiality and cognitive functioning, investigation into methods of improving the learning environment, and counseling and intervention strategies for students with emotional and behavioral difficulties. I determined that I could have more of an impact outside of the classroom, collaborating with teachers, parents, and administrators in an effort to obtain a more comprehensive overview of students' academic level of functioning so appropriate interventions could be designed to meet students' needs and improve educational outcomes.
With respect to matriculating at a school dedicated to advancing cultural awareness and diversity, the contemporary countenance of school psychology is not one mirroring the changing landscape of America. The constituency of students in today's classrooms is a microcosm of the shifting demographics existing in our world. Permeating every aspect of practice, school psychologists contend with an increasing proliferation of diverse populations. As such, a multicultural underpinning is essential for school psychologists to engender. A multicultural competence imbues school psychologists with the critical skills necessary to establish rapport with students and families of a myriad of ethnic and cultural backgrounds and confront professional biases and preconceptions that may preclude effective service delivery, potentially resulting in misdiagnosis, as well as misplacement in special education programs. Thus, a university exemplifying a dedication and commitment multicultural competence enables prospective school psychologists to acquire the proficiencies necessary for the assimilation of these concepts in praxis.
Given the challenges confronted by educators, it is my ambition to serve in a consultative capacity to administrators and teachers, researching and formulating best practices in pedagogy, creating a learning environment that is conducive to the intellectual and mental health needs and well-being of all learners. It is my intention to earn a doctorate in school psychology and pursue a career in academia, teaching at the college or university level, examining inequality, diversity and multicultural issues, and the incorporation of social justice and social action into the practice of school psychology. I hope to serve as a change agent confronting factors affecting students' self-efficacy, as well as elements occluding learners from reaching their maximum intellectual potential. Furthermore, I seek to advance the recruitment of minorities into the profession as a means of addressing the racial incongruency that exists between school psychologists and the students they serve, and ultimately advocate for the profession of school psychology, serving as a leader informing policy and promulgating the ideals of equal access to quality education.
In my quest of serving as an academic and mental health leader, I feel The XY school will help facilitate my goals by fomenting an environment that is inclusive, accessible and committed to preparing practitioners to serve diverse populations and meet the professional challenges arising in our ever-changing world. I believe The XY school will offer a rigorous and intellectually stimulating curriculum, challenging me to apply analytical reasoning and critical thinking skills, and grounding in holistic approaches to problem solving. Moreover, the plenitude of field experiences will prepare me to serve students of all backgrounds and achievement levels, and support teachers and administrators in efforts to improve student outcomes.
In essence, The XY school will allow me to make a meaningful contribution to the field of school psychology through the acquisition of knowledge and the necessary proficiencies enabling me to serve students, parents, teachers, administrators, and stakeholders, as I navigate students in the pursuit of self-actualization.
I agree with Yu Qi, and this is only thing I could find to add:
I also believe The XY school will offer a rigorous and intellectually stimulating curriculum, challenging me to apply analytical reasoning and critical thinking skills, and grounding in holistic approaches to problem solving.
You don't even need to do that though, and everything is great.
