personal statement for educational leadership program

Educational Leadership Personal Statement Examples

Educational Leadership Personal Statement Example

I am pleased to submit this educational leadership personal statement to gain admission into your highly-valued university.

Educational leadership has a pivotal role in shaping a nation’s human capital. Because it is now simpler to export low-skilled employment, the value of education has only increased with globalisation. While it would make sense to expect countries to invest more in education to boost their competitiveness, the reality is quite the opposite.

Many things, including bureaucracy, decreased public education financing, and a general lack of urgency on the part of elected leaders, contribute to the education sector’s glacial pace of development around the world.

Furthermore, there is reluctance towards altering the framework of local educational systems because of the unknown outcomes resulting from such an alteration and because the sheer magnitude of the challenge deters many from even trying. This is true in developed countries with some of the world’s most outstanding universities.

Education sectors worldwide need leaders who are not scared of thinking outside the box and questioning the status quo, as I have come to believe via my work experience in the academic sector and after considerable research on the matter.

To this end, I have decided to earn a master’s degree in educational leadership in the hopes that I can use my education to effect constructive change in the Saudi educational system.

Early in my career, I developed a deep interest in bringing positive change to my community. This prompted me to research alternative educational models to see if there could be ways to improve the quality of education in my community using the resources at hand.

I have learned a lot from my readings and discussions with other educators, and I’d like to pass along what I’ve learned to my fellow Educational Leadership Program students and get their feedback, too.

One of the most surprising things I have learned is that the value of available tools to educators is sometimes overstated. The ability of various stakeholders, such as educators, parents, and government officials, to collaborate to identify problems and implement effective remedies may be more crucial.

I have held several positions during my academic career, including instructor, administrator, accountant, and trainer. With the insight I’ve gained, I now believe that the education systems of developing economies can learn from other countries. In reality, the nonprofit sector in advanced economies is a great case study of the benefits of borrowing ideas from other fields.

There is a growing trend of non-profits operating more like for-profit businesses, with a heavy focus on effective financial and human capital management and greater accountability for results. I predict that the public school systems of developed countries will eventually have to operate more like corporations.

Similarly, my experience with international businesses has taught me the importance of monitoring the forces and tendencies beyond our borders. Because technology has altered the educational landscape, the conventional teaching model is coming under fire for the first time.

I look forward to learning from my classmates and contributing my perspectives to the Educational Leadership program. By applying what I have learned in the program, I hope to improve my educational leadership philosophy and ultimately make a difference in the public education sector in my community and beyond.

Kindly accept my educational leadership personal statement for admission to study for a postgraduate degree at your university.

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• FindAMasters
• Education Masters Personal Statement Sample

Written by Hannah Slack

This is an example personal statement for a Masters degree application in Education. See our guide for advice on writing your own postgraduate personal statement .

Recent developments in the social and political landscapes have strongly highlighted the importance of education for children in schools. Studying an undergraduate degree in History allowed me to gain a deeper understanding of societal change over time. Completing modules in Public History also let me explore the importance of education.

Having completed my degree, I decided that my true passions lie in the educational field. After a few years working in a secondary school, I became increasingly interested in how the national curriculum is built. To help propel my career into curriculum design and management, I decided completing a Masters at your university would be the best option.

As I have already mentioned, I completed my undergraduate degree in History. Afterwards, I went on to earn a PGCE and have been teaching humanities at secondary level for two years. During, I took a particular interest in the curriculum assigned for each year. Our current societal climate has been questioning some of the contents of the English curriculum, particularly in the Humanities. In light of these criticisms, I was inspired to also think deeply about how chosen topics contribute to the education system and what kind of topics could be appropriately brought in to expand our horizons. A Masters degree is therefore the perfect opportunity for me to continue exploring these questions and learn more about the practical implications of curricular design.

In addition to my qualifications, I volunteered at a museum during the summer holidays where I helped run educational events for children. This was particularly useful for me as it allowed me to learn how to compact and communicate complex periods to a young audience. It also helped me learn how to make subjects easily accessible and enjoyable.

Completing two years of teaching has built up my leadership skills rapidly. As a teacher I have been able to learn more about the role of educational leadership. I have also enjoyed communicating with my own superiors to learn more about their responsibilities in higher positions.

I was particularly excited when I discovered your course. By having a global focus, this course will allow me to truly explore the issues and debates I’m interested in. I believe having an understanding of global events and education is going to become increasingly important in our increasingly globalised world. I therefore believe that this course will prepare me the best for my future career goals as a curriculum developer.

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Educational Leadership, Personal Statement Example

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Words: 625

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The quality of a country’s human capital is primarily shaped by education. The value of education has only grown with globalization because it is now easier to outsource low-skilled jobs. One may assume countries have become more focused on investments in education to improve their competitiveness but the reality could not have been more different. There are numerous factors that contribute towards slow progress in the global education sector such as bureaucracy, funding cuts for public education, and lack of sense of urgency on the part of the elected officials. In addition, there is hesitation towards changing the structure of the local education systems because any change would involve uncertainty and the scale of the challenge discourages most from even making an attempt. This is as much true for Saudi Arabia as it is for countries with some of the finest academic institutions in the world like the U.S. My work experience in the academic sector as well as knowledge gained from extensive reading on the issue has convinced me that education sectors around the world are in dire need of education leaders who are not afraid of thinking outside-the-box as well as the challenging the quo. This is why I have decided to pursue my Masters in Educational Leadership because it will provide me with knowledge and insights to bring about positive changes in Saudi education sector.

I realized early on in my career that Saudi Arabia invests quite a low figure in its education system and I knew things won’t be changing soon. This motivated me to educate myself on different education systems around the world to investigate how educators like me may be able to revamp the local education system, even with limited resources. My extensive research as well as conversations with fellow education professionals has yielded several useful insights which I hope to share with my fellow students in the Educational Leadership Program as well as seek their input. Probably, one of the most unexpected insights I have gained is that the importance of resources available to educators is often exaggerated. What may be more important is the organizational hierarchy of the academic institutions as well as the ability of different stakeholders including teachers, parents, and public officials to work together to identify issues and implement innovative and efficient solutions.

During my academic career, I have worked in a wide range of capacities including teacher, administrator, accountant, and trainer. This has helped me gain a comprehensive knowledge of how the whole education system works and I believe that education system in Saudi Arabia can import lessons from not only education systems in other countries but even non-related sectors such as Corporate America and non-profit sector. In fact, non-profit sector in developed countries like the U.S. serve as a great example of importing ideas from other industries. More and more non-profit organizations are being run like commercial organizations, with huge emphasis on efficient management of financial and human capital as well as higher accountability for performance. I believe public education system in Saudi Arabia and other countries including the U.S. will also have to adopt business-like approach to their operations. Similarly, I have learnt from multi-national organizations that every industry should keep an open eye on the external factors and trends that are shaping our world. For the first time, traditional education model is under attack because technology has changed the way students now learn.

I will bring unique insights into the Educational Leadership program and am excited to learn from my fellow students who may come from diverse cultural and professional backgrounds. The knowledge and skills learnt in the program will help me further refine my educational leadership philosophy and make positive contributions to the public education sector in Saudi Arabia and elsewhere.

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• Find & Compare Programs

Doctor of Education in Educational Leadership

Take the next step toward your career goals. Learn key information about the USC Rossier admission process and application requirements for the Doctor of Education in Educational Leadership program.

Prerequisites

In order to apply for this program, you must:

• Have a master’s degree, or equivalent, from a college or university that is regionally accredited or recognized by a ministry of education. The institution must have been accredited at the time your degree was conferred
• Have a minimum of three years of relevant, full-time work experience relevant to the concentration of interest
• Have leadership experience that demonstrates increasing responsibility

Program applications are reviewed on a rolling basis, but we encourage you to apply early.

*scholarship consideration deadlines

Application Instructions

Review the detailed instructions in the dropdowns for each section of the online application . If you need accommodation for any part of the application process, please contact the Office of Admission and Scholarships at [email protected]. We encourage you to submit your request for accommodation at least two weeks before the accommodation is needed so our team can make the necessary arrangements.

Where to find it on the application: My Application > Personal Information

• Enter your name as it appears on your government issued I.D. Indicate any alternate or previous names in the “other name” field (i.e. maiden name).
• Enter the email address USC Rossier should use to communicate with you throughout the application process.

Where to find it on the application: My Application > Academic History > Colleges Attended > Add a College > Upload a Transcript 

To expedite admission decisions, please upload registrar-issued transcripts from all attended institutions to the USC application portal. Official transcripts should be submitted separately to the USC Office of Graduate Admissions upon acceptance and submission of intent to enroll.  

International students should refer to USC’s country specific requirements to determine which academic records they need to submit. 

To Upload Your Transcript to The Application Portal   

Login to your USC Application Portal and navigate to the Academic History section. Enter detailed information about your academic history from each institution you have attended. 

Once you have saved this information, you will find an option to Upload a Transcript for each institution. You can upload only one PDF per institution. If the transcript consists of multiple pages, you must scan each page and merge them into a single PDF file. If you do not have access to a scanner, you can take clear photos of each page and combine them into one PDF.  

There are various online services available to merge multiple files into a single PDF or convert photos into PDFs. Once you have uploaded your transcripts and completed all other sections of the application, you can proceed to submit your application.  

Upon admission and submission of the statement of intent to enroll, you must submit degree-conferred transcripts from all attended institutions to the Office of Graduate Admissions.

Where to find it on the application: My Application > Supporting Information > Documents > CV/Resume

Your résumé should be detailed enough to help the admission committee understand the various experiences – extracurricular, leadership or volunteer – that have shaped your interest in the program. Outline your roles and responsibilities within each organization and highlight any special achievements or accomplishments. In the “Supporting Information” section of the application, select “Documents”. Select the “add document” button under “CV/Resume.”

Where to find it on the application: My Application > Program Materials > Documents

Essay responses will be used to evaluate your personal, professional and educational perspectives and experiences and the ability to effectively communicate ideas and organize written thoughts.

Responses to essay questions should be double-spaced with a 12-point font and one-inch margin on all sides. Include your full name at the beginning of each document. Upload each essay as a separate document in the appropriate section.

Personal Statement — 500 words or less

Your personal statement consists of a 500-word essay response. You will have the opportunity to provide an in-depth look at your background, professional goals, and highlight graduate-level written communication skills.

Write a personal statement that addresses how earning the Doctor of Education in Educational Leadership (EDL) degree in your concentration of interest will enable you to address inequities that interfere with learning opportunities and outcomes for students and/or employees in educational settings.

Upload your Personal Statement in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Personal Statement” .

Leadership Description – 500 words or less

A key aim of the program is to graduate critically conscious leaders who will exert influence to bring about equity-oriented change in an educational context. Tell us about your leadership experiences to date. What type of formal or informal leadership roles have you held. What types of responsibilities have you carried? And what has been the scope of your influence? Please provide specific examples.

 Upload your short answer essay in the “Program Materials” section of the application under the tab “Documents”. Select the “add document: button under “Writing Sample.”

Optional Essay – 250 words or less

To aid the admission committee in evaluating your application, use this essay to discuss anything in your academic and/or professional history that may require additional explanation. This essay is optional.

Upload your optional essay in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Other.”

Where to find it on the application: My Application > Program Materials > Recommendations > Add Recommendation

USC Rossier requires two letters of recommendation to complete the application. One recommendation should come from a current or former supervisor who can comment on the value you have added to your workplace. The second recommendation letter should come from a current or former professor who can attest to your ability to perform well in doctoral level courses.

• To submit the names of your recommenders, go to the “Program Materials” section of the application and click on the tab “Recommendations.”

• Recommendation letters must be typed on official letterhead from the organization with a signature. If the recommender is not able to obtain company letterhead, this must be noted somewhere in the letter.
• It is your responsibility to ensure all recommendation letters are submitted in the proper format prior to the appropriate deadline. Letters uploaded in the incorrect format without explanation are subject to further review.
• Recommendations letters should be submitted by recommenders by the application deadline, but they are not required to be submitted at the time you submit your application.

 Please note: recommendation letters are program-specific and cannot be used to apply to additional programs. If you withdraw your application from a particular program, your letters of recommendation will be deleted along with the application.

Where to find it: My Application > Program Materials > Kira Assessment

The recorded video response is an opportunity for you to demonstrate your communication skills in professional settings. The timed writing assessment will allow you to demonstrate your writing, critical thinking and analytical ability. No advance preparation is required for either assessment. You must complete both assessments during the same session. You are allowed to take each assessment one time only. For technical assistance with the video response or timed writing assessment, email [email protected].

• Click the “Open Kira Assessment” button on the “Kira Assessment” tab in the application. Note: clicking this link will NOT require you to take the assessment(s) immediately. You can register for the assessment(s) and return at any time to complete it.
• When the page opens, click the “Check In” button.
• Click the registration module. Your first and last name and email should pre-populate in the registration form. Agree to the terms of agreement and privacy policy and click the “Register” button. After you register, a link to Kira will also be sent to your email address for easy access at the time you choose to complete your assessment(s).
• Complete the device set up and practice modules to prepare for your assessment(s).
• Click the assessment module (final step) at the time you are ready to begin your assessment(s).
• Once completed, your assessments become part of your application and will be reviewed by the admission committee in conjunction with other application materials.

Video Response  

• Record your responses using an internet-connected computer with a webcam.
• Dress professionally and behave as you would during an in-person interview.
• Make sure you have a pen and notepad available for taking notes on the prompt.
• Once you begin the assessment, you will be provided with two prompts, one at a time, followed by five minutes of prep time for each prompt.
• You will have two minutes to complete your response. There will be a countdown timer and a progress bar during preparation and response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

Timed Writing Assessment

• Once you begin the assessment, you will be provided with the essay topic. You will have 45 minutes to compose and submit your response.
• Write your essay within the provided space in Kira; do not copy and paste from other documents.
• As a general guideline, the essay should be structured with an introduction containing a thesis statement, a body containing your major points and a conclusion.
• Do not use citations or conduct research on the topic while writing your response.
• There is no minimum or maximum word count, however, we recommend a length of 350 to 700 words.
• There will be a countdown timer and a progress bar during the response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

Where to find it on the application: Submit Application Tab

Application fees must be paid by credit or debit card.

An application fee waiver is available to applicants who meet certain eligibility criteria. Eligibility criteria and instructions for obtaining a fee waiver can be found at the USC Graduate Admission website. If you choose to apply for a fee waiver you must:

• Start your online application but do not submit the application until the fee waiver is approved .
• Provide supporting documents to demonstrate qualification.
• Have your fee waiver request approved.
• Complete and submit your online application.

USC Rossier welcomes international applicants. If your prior study was completed outside of the United States, you must have earned the equivalent of a United States bachelor’s degree to be eligible for admission. View the international application requirements based on your country of study . 

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to demonstrate proficiency in English as part of the application process. For more information on English Proficiency requirements, English-language test waivers and other alternate accepted exams, please visit the USC Graduate Admission English-Language Proficiency page .

TOEFL or IELTS Test Scores Where to find it on the application: My Application > Academic History > Standardized Tests > Add a Test Score

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to submit an official TOEFL or IELTS score as part of their application. You must have taken one of these tests within the past two years.

In order to be considered for admission, you should receive a TOEFL score at or above 100 iBT with no less than a scores of 20 on each band, or an IELTS score at or above 7 with no less than a score of 6 on each band.

You may upload your test score report in the “Academic History” section of the application to be used in application review. However, only scores received electronically from the testing service are considered official. Official test scores should be sent from the testing agency directly to USC.

• TOEFL: To send official scores, use USC ETS code 4852. Please note that USC does not accept super-scoring for the TOEFL.
• IELTS: Select “University of Southern California” at the time of registration. Alternatively, provide this information to your testing center after taking the test.

For more information on English Proficiency requirements, English-language test waivers, and other alternate accepted exams, please visit the USC Graduate Admission page . 

Your application materials will be reviewed by both the USC Rossier School of Education Office of Admission and Scholarships and the USC Office of Graduate Admissions.

• Refer to your USC Rossier personal portal for timely and accurate updates on your application status (including missing items).
• If your application is complete by the round application deadline, expect to receive notification of your admission decision within 5 weeks.
• You will receive a decision letter from both USC Rossier and the USC Office of Graduate admission.

Tips Submit all application materials by the deadline . Incomplete applications may be delayed to the next application review. Skip ahead to the “Recommendations” section and use the application platform to send requests for letters of recommendation first . We recommend you complete this step right away to provide each recommender with the maximum amount of time to complete their letter. Follow the transcript submission instructions carefully. Please upload your registrar-issued transcripts from each institution attended to the USC application portal. Upon acceptance and submission of intent to enroll, you will need to submit official transcripts to the USC Office of Graduate Admissions separately.

Review Process

Your application to USC Rossier will be evaluated using a holistic review process. Academic preparation, professional work experience, personal achievement and commitment to the USC Rossier mission are each considered. No single attribute or characteristic guarantees admission to USC Rossier.

We seek applicants who will add to our vibrant learning community and whose goals, values and experiences align with the USC Rossier mission and program goals. We adhere to the university’s non-discrimination policy, and are committed to providing equal opportunity for all students.

As an applicant for this program, you will be automatically considered for limited USC Rossier scholarships, with priority consideration given to applicants who apply by the priority and regular deadlines. There is no need to submit a separate application. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

Document Submission Policy

Transcripts and all other application materials become the property of USC. The university does not return or duplicate materials for any reason whatsoever. The information and materials in your submitted application are made available only to the central Office of Admission and the admission committee of the academic department or professional school to which you have applied.

Frequently Asked Questions

USC Rossier students come from diverse academic backgrounds. Education or experience related to your program of interest can make you a more competitive applicant, however it is not required. If your bachelor’s or master’s degree is unrelated to the program for which you are applying, use your application to communicate your passion for working in your selected field and explain how your background and experience has prepared you to be successful and positively contribute to your chosen field.

The admission committee looks for leadership experiences that demonstrate increasing levels of responsibility. Exceptional applicants demonstrate long-term commitment to historically marginalized student populations.

No. At USC Rossier, the online and on-campus version of our programs are distinct with separate applications. If you would like to be considered for a program other than the program for which you have been admitted, you will need to reapply to that program.

No. Your diploma will read “Doctor of Education in Educational Leadership” only.

No. The program has one start date per academic year. 

There is no minimum GPA required to apply to USC Rossier programs, but competitive applicants typically have a GPA of 3.0 or above. However, GPA is one of many elements evaluated in the admission committee’s comprehensive evaluation of candidates. In the application, you may use the optional essay to discuss anything in your academic and/or professional history that may require additional explanation.

If you would like to be considered for a program other than the program for which you have been admitted, you will need to re-apply for the new program. Please read the program requirements thoroughly, as they may be different from those specified for the program to which you were admitted. Your application will not be considered complete until all documents required for your new program are received.

Before applying for any program, it is recommended that you speak with an admission team member for assistance and direction in determining which program is the best fit for you.  

Applicants are permitted to apply to up to three USC programs within the same academic year. When completing your online application, select all programs to which you would like to apply. Please read each program’s guidelines carefully, as each program may require different documents or methods of assessment. You will only need to complete program-specific questions for each additional program; you will not have to fill out the entire application multiple times.

If you decide you would like to apply to an additional program after submitting your initial application, you can log back into your application and add another program.

Application fees are required for each program to which you apply, but you will only need to submit transcripts and test scores (optional for most programs) once.   

You can request to transfer up to six units of doctoral coursework completed at another institution that meet the requirements of the EDL program. Contact your academic advisor in the EdD program office to learn more. 

GRE scores are neither required nor accepted for admission at USC Rossier.

Callah Darmali

Associate Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-0609

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• Applying to graduate school
• How to Write Your Personal Statement | Strategies & Examples

How to Write Your Personal Statement | Strategies & Examples

Published on February 12, 2019 by Shona McCombes . Revised on July 3, 2023.

A personal statement is a short essay of around 500–1,000 words, in which you tell a compelling story about who you are, what drives you, and why you’re applying.

To write a successful personal statement for a graduate school application , don’t just summarize your experience; instead, craft a focused narrative in your own voice. Aim to demonstrate three things:

• Your personality: what are your interests, values, and motivations?
• Your talents: what can you bring to the program?
• Your goals: what do you hope the program will do for you?

This article guides you through some winning strategies to build a strong, well-structured personal statement for a master’s or PhD application. You can download the full examples below.

Urban Planning Psychology History

Table of contents

Getting started with your personal statement, the introduction: start with an attention-grabbing opening, the main body: craft your narrative, the conclusion: look ahead, revising, editing, and proofreading your personal statement, frequently asked questions, other interesting articles.

Before you start writing, the first step is to understand exactly what’s expected of you. If the application gives you a question or prompt for your personal statement, the most important thing is to respond to it directly.

For example, you might be asked to focus on the development of your personal identity; challenges you have faced in your life; or your career motivations. This will shape your focus and emphasis—but you still need to find your own unique approach to answering it.

There’s no universal template for a personal statement; it’s your chance to be creative and let your own voice shine through. But there are strategies you can use to build a compelling, well-structured story.

The first paragraph of your personal statement should set the tone and lead smoothly into the story you want to tell.

Strategy 1: Open with a concrete scene

An effective way to catch the reader’s attention is to set up a scene that illustrates something about your character and interests. If you’re stuck, try thinking about:

• A personal experience that changed your perspective
• A story from your family’s history
• A memorable teacher or learning experience
• An unusual or unexpected encounter

To write an effective scene, try to go beyond straightforward description; start with an intriguing sentence that pulls the reader in, and give concrete details to create a convincing atmosphere.

Strategy 2: Open with your motivations

To emphasize your enthusiasm and commitment, you can start by explaining your interest in the subject you want to study or the career path you want to follow.

Just stating that it interests you isn’t enough: first, you need to figure out why you’re interested in this field:

• Is it a longstanding passion or a recent discovery?
• Does it come naturally or have you had to work hard at it?
• How does it fit into the rest of your life?
• What do you think it contributes to society?

Tips for the introduction

• Don’t start on a cliche: avoid phrases like “Ever since I was a child…” or “For as long as I can remember…”
• Do save the introduction for last. If you’re struggling to come up with a strong opening, leave it aside, and note down any interesting ideas that occur to you as you write the rest of the personal statement.

Once you’ve set up the main themes of your personal statement, you’ll delve into more detail about your experiences and motivations.

To structure the body of your personal statement, there are various strategies you can use.

Strategy 1: Describe your development over time

One of the simplest strategies is to give a chronological overview of key experiences that have led you to apply for graduate school.

• What first sparked your interest in the field?
• Which classes, assignments, classmates, internships, or other activities helped you develop your knowledge and skills?
• Where do you want to go next? How does this program fit into your future plans?

Don’t try to include absolutely everything you’ve done—pick out highlights that are relevant to your application. Aim to craft a compelling narrative that shows how you’ve changed and actively developed yourself.

My interest in psychology was first sparked early in my high school career. Though somewhat scientifically inclined, I found that what interested me most was not the equations we learned about in physics and chemistry, but the motivations and perceptions of my fellow students, and the subtle social dynamics that I observed inside and outside the classroom. I wanted to learn how our identities, beliefs, and behaviours are shaped through our interactions with others, so I decided to major in Social Psychology. My undergraduate studies deepened my understanding of, and fascination with, the interplay between an individual mind and its social context.During my studies, I acquired a solid foundation of knowledge about concepts like social influence and group dynamics, but I also took classes on various topics not strictly related to my major. I was particularly interested in how other fields intersect with psychology—the classes I took on media studies, biology, and literature all enhanced my understanding of psychological concepts by providing different lenses through which to look at the issues involved.

Strategy 2: Own your challenges and obstacles

If your path to graduate school hasn’t been easy or straightforward, you can turn this into a strength, and structure your personal statement as a story of overcoming obstacles.

• Is your social, cultural or economic background underrepresented in the field? Show how your experiences will contribute a unique perspective.
• Do you have gaps in your resume or lower-than-ideal grades? Explain the challenges you faced and how you dealt with them.

Don’t focus too heavily on negatives, but use them to highlight your positive qualities. Resilience, resourcefulness and perseverance make you a promising graduate school candidate.

Growing up working class, urban decay becomes depressingly familiar. The sight of a row of abandoned houses does not surprise me, but it continues to bother me. Since high school, I have been determined to pursue a career in urban planning. While people of my background experience the consequences of urban planning decisions first-hand, we are underrepresented in the field itself. Ironically, given my motivation, my economic background has made my studies challenging. I was fortunate enough to be awarded a scholarship for my undergraduate studies, but after graduation I took jobs in unrelated fields to help support my parents. In the three years since, I have not lost my ambition. Now I am keen to resume my studies, and I believe I can bring an invaluable perspective to the table: that of the people most impacted by the decisions of urban planners.

Strategy 3: Demonstrate your knowledge of the field

Especially if you’re applying for a PhD or another research-focused program, it’s a good idea to show your familiarity with the subject and the department. Your personal statement can focus on the area you want to specialize in and reflect on why it matters to you.

• Reflect on the topics or themes that you’ve focused on in your studies. What draws you to them?
• Discuss any academic achievements, influential teachers, or other highlights of your education.
• Talk about the questions you’d like to explore in your research and why you think they’re important.

The personal statement isn’t a research proposal , so don’t go overboard on detail—but it’s a great opportunity to show your enthusiasm for the field and your capacity for original thinking.

In applying for this research program, my intention is to build on the multidisciplinary approach I have taken in my studies so far, combining knowledge from disparate fields of study to better understand psychological concepts and issues. The Media Psychology program stands out to me as the perfect environment for this kind of research, given its researchers’ openness to collaboration across diverse fields. I am impressed by the department’s innovative interdisciplinary projects that focus on the shifting landscape of media and technology, and I hope that my own work can follow a similarly trailblazing approach. More specifically, I want to develop my understanding of the intersection of psychology and media studies, and explore how media psychology theories and methods might be applied to neurodivergent minds. I am interested not only in media psychology but also in psychological disorders, and how the two interact. This is something I touched on during my undergraduate studies and that I’m excited to delve into further.

Strategy 4: Discuss your professional ambitions

Especially if you’re applying for a more professionally-oriented program (such as an MBA), it’s a good idea to focus on concrete goals and how the program will help you achieve them.

• If your career is just getting started, show how your character is suited to the field, and explain how graduate school will help you develop your talents.
• If you have already worked in the profession, show what you’ve achieved so far, and explain how the program will allow you to take the next step.
• If you are planning a career change, explain what has driven this decision and how your existing experience will help you succeed.

Don’t just state the position you want to achieve. You should demonstrate that you’ve put plenty of thought into your career plans and show why you’re well-suited to this profession.

One thing that fascinated me about the field during my undergraduate studies was the sheer number of different elements whose interactions constitute a person’s experience of an urban environment. Any number of factors could transform the scene I described at the beginning: What if there were no bus route? Better community outreach in the neighborhood? Worse law enforcement? More or fewer jobs available in the area? Some of these factors are out of the hands of an urban planner, but without taking them all into consideration, the planner has an incomplete picture of their task. Through further study I hope to develop my understanding of how these disparate elements combine and interact to create the urban environment. I am interested in the social, psychological and political effects our surroundings have on our lives. My studies will allow me to work on projects directly affecting the kinds of working-class urban communities I know well. I believe I can bring my own experiences, as well as my education, to bear upon the problem of improving infrastructure and quality of life in these communities.

Tips for the main body

• Don’t rehash your resume by trying to summarize everything you’ve done so far; the personal statement isn’t about listing your academic or professional experience, but about reflecting, evaluating, and relating it to broader themes.
• Do make your statements into stories: Instead of saying you’re hard-working and self-motivated, write about your internship where you took the initiative to start a new project. Instead of saying you’ve always loved reading, reflect on a novel or poem that changed your perspective.

Your conclusion should bring the focus back to the program and what you hope to get out of it, whether that’s developing practical skills, exploring intellectual questions, or both.

Emphasize the fit with your specific interests, showing why this program would be the best way to achieve your aims.

Strategy 1: What do you want to know?

If you’re applying for a more academic or research-focused program, end on a note of curiosity: what do you hope to learn, and why do you think this is the best place to learn it?

If there are specific classes or faculty members that you’re excited to learn from, this is the place to express your enthusiasm.

Strategy 2: What do you want to do?

If you’re applying for a program that focuses more on professional training, your conclusion can look to your career aspirations: what role do you want to play in society, and why is this program the best choice to help you get there?

Tips for the conclusion

• Don’t summarize what you’ve already said. You have limited space in a personal statement, so use it wisely!
• Do think bigger than yourself: try to express how your individual aspirations relate to your local community, your academic field, or society more broadly. It’s not just about what you’ll get out of graduate school, but about what you’ll be able to give back.

You’ll be expected to do a lot of writing in graduate school, so make a good first impression: leave yourself plenty of time to revise and polish the text.

Your style doesn’t have to be as formal as other kinds of academic writing, but it should be clear, direct and coherent. Make sure that each paragraph flows smoothly from the last, using topic sentences and transitions to create clear connections between each part.

Don’t be afraid to rewrite and restructure as much as necessary. Since you have a lot of freedom in the structure of a personal statement, you can experiment and move information around to see what works best.

Finally, it’s essential to carefully proofread your personal statement and fix any language errors. Before you submit your application, consider investing in professional personal statement editing . For $150, you have the peace of mind that your personal statement is grammatically correct, strong in term of your arguments, and free of awkward mistakes.

A statement of purpose is usually more formal, focusing on your academic or professional goals. It shouldn’t include anything that isn’t directly relevant to the application.

A personal statement can often be more creative. It might tell a story that isn’t directly related to the application, but that shows something about your personality, values, and motivations.

However, both types of document have the same overall goal: to demonstrate your potential as a graduate student and s how why you’re a great match for the program.

The typical length of a personal statement for graduate school applications is between 500 and 1,000 words.

Different programs have different requirements, so always check if there’s a minimum or maximum length and stick to the guidelines. If there is no recommended word count, aim for no more than 1-2 pages.

If you’re applying to multiple graduate school programs, you should tailor your personal statement to each application.

Some applications provide a prompt or question. In this case, you might have to write a new personal statement from scratch: the most important task is to respond to what you have been asked.

If there’s no prompt or guidelines, you can re-use the same idea for your personal statement – but change the details wherever relevant, making sure to emphasize why you’re applying to this specific program.

If the application also includes other essays, such as a statement of purpose , you might have to revise your personal statement to avoid repeating the same information.

If you want to know more about college essays , academic writing , and AI tools , make sure to check out some of our other language articles with explanations, examples, and quizzes.

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• Educational Leadership Programs

Now Available 100% Online

Stony Brook University offers two post-master’s advanced graduate certificate programs that lead to New York State certification in areas of school district, building and business leadership.

The Educational Leadership (EDL) program is a fully online, post-master’s advanced graduate certificate program that prepares K-12 educators for advancement to positions at both the school district (SDL) and school building (SBL) levels. Such positions include superintendent of schools, district superintendent, assistant superintendent, principal, assistant principal, department chairperson, or athletic director. 

The post-master’s certificate in School District Business Leadership (SDBL) program prepares professionals from the corporate world, public service agencies, and charitable institutions for access and advancement to positions in a school district central office, such as assistant superintendent for school business positions. 

Both programs are offered in collaboration with the University’s  Distributed Teacher and Leader Education Program  and articulate with EdD programs from other universities in the region.

Craig Markson, EdD [email protected] (631) 632-7067

Associate Director

Kenneth Forman, PhD [email protected]

Internship Coordinator

Robert Scheidet, EdD [email protected] (631) 632-4584

Certificates Awarded

Educational Leadership (School Building and School District Leadership) School District Business Leadership

www.stonybrook.edu/spd/edleadership

Application

professionaldevelopment.stonybrook.edu/apply/

Education Leadership (School District and School Building Leader)

Admissions requirements.

• Personal statement.
• Master’s degree.
• Two letters of recommendation from school/district supervisory personnel or administrators who have a thorough knowledge of whether the applicant has the temperament and disposition to become an effective leader.
• New York State permanent/professional teaching, administrative or pupil personnel certification plus three years of full-time teaching, administrative, supervisory, or pupil personnel service experience, excluding civil service.
• In those cases where the departmental admissions committee deems it desirable, personal interviews with departmental representatives may be necessary.

EDL Program Requirements

Course requirements.

This combined SDL/SBL program consists of 36 credits, distributed among the four areas listed below.

Foundation Courses —9 credits

• EDL 501 Educational Leadership Theory I
• EDL 502 Educational Leadership Theory II (prerequisite: EDL 501)
• EDL 503 Educational Leadership Practice (prerequisites: EDL 501 and EDL 502)

Required Courses —18 credits

• EDL 515 School District Leadership
• EDL 528 School Law
• EDL 541 School Building Leadership
• EDL 555 Supervision of Instruction
• EDL 571 School Business Administration
• EDL 572 School Personnel Management

Research Project —3 credits

EDL 595 – Educational Leadership Research Project Seminar

The goal of the Project Seminar is to teach students to understand and conduct graduate-level research that culminates in a final research paper.

Prerequisite: Completion of all foundation and required course work.

Note: There are no transfer credits or substitutions permitted for EDL 595 Project Seminar.

A grade of "B" or better is required for degree clearance.

Internship and Seminar—6 credits

• EDL 585 Internship in School District/School Building Leadership* (co-requisite: EDL 586)
• EDL 586 Seminar in School District/School Building Leadership* (co-requisite: EDL 585)

*Prerequisite: Completion of all foundation and required course work.  Students may not enroll themselves in EDL 585 and EDL 586. Students who have completed the prerequisite course work should contact the Internship Coordinator, Dr. Robert Scheidet, for enrollment.

Note: In addition to the full semester and summer portion of the internship, there are field hours embedded in each course through authentic activities. These field hours and EDL 585 are typically completed through the school district in which the student works.

In addition to the course requirements listed above, all students must complete required NYSED workshops and examinations for certification. It is the student’s responsibility to monitor the  TEACH website  to ensure that they are taking the appropriate examinations. 

School District Business Leadership Program

• Transcripts with an earned degree in one  of the following master’s degrees: MBA, MS in Management, MS in Finance or Accounting or a graduate degree in Human Resource Management (This is not an exhaustive list.  Other degrees related to management, leadership, law or public policy may be considered).
• Two letters of recommendation: one from the CEO, COO, CFO or equivalent positions (or his or her designee) and at least two from corporate or other supervisory personnel or administrators who have a thorough knowledge of whether the applicant has the temperament and disposition to become an effective leader.
• Letter from employer stating that the applicant has had at least three (3) years of full-time administrative, supervisory and business-related experience.

SDBL Program Requirements

This certificate program consists of 36 credits, distributed among the areas listed below. The program is delivered 100% online. Also, please note that the courses are only available to students who are matriculated in the program.

Foundations - 9 credits

• EDL 502 Educational Leadership Theory II (prerequisite EDL 501)
• MBA 514 - Collective Bargaining and Arbitration in the Public Sector
• EDL 520 School Finance
• EDL 525 Managerial Accounting for the School Business Official

Research Project (EDL 595)—3 credits

Each student is required to conduct an individual research project on a topic of special academic interest or professional relevance. The topic must be approved by and completed under the direction of the faculty member teaching this course.

Please Note:  There are field hours embedded in each course through authentic activities. Assignments will be given that would require collaboration with administrators in a public school district. This is in addition to the full semester and summer portion of the Internship.

Internship and Seminar —6 credits

• EDL 565 - School Business Internship
• EDL 566 - School Business Internship Seminar

Prerequisite: Students must complete a minimum of 27 credits (all foundation and required courses, and an elective) before enrolling in these courses.

Examination and Workshop Requirements

In addition to the course requirements listed above, all students must complete required NYSED workshops and examinations for certification. It is the student’s responsibility to monitor the  TEACH website  to ensure that they are taking the appropriate examinations. » Details

Craig Markson, EdD, Dowling College, Director, Educational Leadership Program

Kenneth Forman, PhD, New York University, Assistant Director, Educational Leadership Program

Robert Scheidet,  EdD, Nova Southeastern University, Lecturer, Coordinator of Internships, Educational Leadership Program

Adjunct Faculty

The Educational Leadership adjunct faculty is composed of researchers and practitioners who are leaders in the field.

Course Descriptions

The course descriptions for this program can be found using Class Search in SOLAR and/or on the program’s website.

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Writing Personal Statements for Graduate School

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Personal Statements

Preparing a well-written and effective personal statement (sometimes referred to as statements of purpose or personal essays) that clearly articulates your preparation, goals, and motivation for pursuing that specific graduate degree is critically important. You will need to spend a considerable amount of time and effort in crafting these statements. The focus, structure, and length of personal statements vary from program to program. Some will have prompts or questions you need to answer, while others will leave the topic open-ended. The length varies widely as well. Read instructions carefully and make sure to adhere to all parameters laid out in the application guidelines.

Clear writing is the result of clear thinking. The first and most important task is to decide on a message. Consider carefully which two or three points you wish to impress upon the reader, remembering that your audience is composed of academics who are experts in their fields. Your statement should show that you are able to think logically and express your thoughts in a clear and concise manner. Remember that the reader already has a record of your activities and your transcript; avoid simply restating your resume and transcript. Writing your statement will take time; start early and give yourself more than enough time for revisions. If no prompts are given, you can use the questions below to begin brainstorming content to include in your statement; for more information, see our Writing Personal Statement presentation Prezi  and our three-minute video on Writing Personal Statements .

• What experiences and academic preparation do you have that are relevant to the degree you’re seeking?
• Why are you choosing to pursue a graduate degree at this time?
• Why do you want to pursue this particular degree and how will this degree and the specific program fit into your career plans and your long-term goals?
• What specific topics are you aiming to explore and what does the current literature say about those topics?

After you’ve written a first draft, start the work of editing, refining, simplifying, and polishing. Provide specific examples that will help illustrate your points and convey your interests, intentions, and motivations. Is any section, sentence, or word superfluous, ambiguous, apologetic, or awkward? Are your verbs strong and active? Have you removed most of the qualifiers? Are you sure that each activity or interest you mention supports one of your main ideas? Spelling and grammatical errors are inexcusable. Don’t rely on spell-check to catch all errors; read your statement aloud and have it reviewed by multiple people whose opinion you trust. If possible, have your statement reviewed by a writing tutor. For individual assistance with writing your personal statement, consult with the writing tutor in your residential college  or the Writing Center within the Yale Center for Teaching and Learning .

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Educational Leadership & Policy (Ph.D.) Statement of Purpose

Please describe your interests and commitment to the goals and curriculum of the ELPS Ph.D. program. It is recommended that you address your personal and academic background and your scholarly and related professional goals. You also could explain a specific research interest or a faculty member with whom you want to work. It is important that you thoroughly address your preferred area of specialization in the ELPS program and explain reasons why you would be a good fit (e.g., education policy, social and cultural studies of education, higher education administration, and educational leadership).

In addition, please address any life experiences that have shaped your decision to pursue a doctorate, along with personal experiences or achievements that would help you contribute to the ELPS program; to KU’s mission for promoting diversity, equity, and inclusiveness; and to your professional aspirations once you complete the degree.

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Ed.d. in educational leadership.

The Doctor of Education (Ed.D.) in Educational Leadership serves practitioners from schools, districts, higher education, and other educational environments.

Twenty-first century educators work in complex organizations with complex problems.  Educational leaders are expected to make important decisions that influence teaching and learning, the core function of educational institutions.  Effective leaders must access, analyze, and communicate relevant information, and, when they lack the information they need, know how to gather it.

UD’s Ed.D. program equips candidates with the knowledge, skills, and tools to gather and utilize information effectively in decision-making and problem-solving related to organizational improvement.

The program is grounded in the Educational Leadership Program Standards  developed by the Educational Leadership Constituent Council. Candidates in K-12 leadership positions can earn Delaware administrative certification (District Office Personnel and Assistant Superintendent and Superintendent Certificates). Students do not earn the Delaware assistant principal or principal certificate . Students applying for certification outside Delaware may request a program verification form from the  Center for Excellence and Equity in Teacher Preparation  certification office to establish their eligibility for central office and superintendent certificates in other states.

The Doctor of Education represents the highest level of scholarly attainment in the professional field of education.  As intellectual and professional leaders, Ed.D. graduates are expected to inspire and lead by taking on complex problems and designing solutions across a broad range of K-12, higher education, and educational environments.

Program Coordinator: Dr. Lauren Bailes

Admission Information

Program requirements.

Admission to the Ed.D. in educational leadership is competitive.  Admission decisions are made on a number of criteria including academic qualifications; leadership potential, experience and accomplishments; the applicant’s fit with the program goals and objectives and the expertise of the program faculty; and program capacity. Those who meet stated minimum requirements are not guaranteed admission, nor are those who fail to meet all of those requirements necessarily precluded from admission if they offer other appropriate strengths.

In addition to the University requirements above, applicants must meet the following requirements:

• Applicants must hold a master’s degree in a relevant area (e.g., educational leadership; literacy, mathematics, or science education; higher education; human services; special education; technology in education) from an accredited university by the month in which they begin doctoral work.
• Applicants must demonstrate scholastic ability by having achieved a minimum graduate grade point average of 2.75 on a 4.00 scale in their undergraduate degree and 3.00 on a 4.00 scale in their master’s program.
• Applicants should be working in or toward a leadership role in their current position (e.g., administrator, coordinator, or teacher leader at a district/school, higher education, or education department in other organization). A current Curriculum Vitae (C.V.) must be submitted as part of the application.

Application Requirements

Applications are due February 28 for admission the following fall semester.  To apply to the Ed.D. in Educational Leadership program, complete the steps of the UD online graduate application  process. Some items specific to the Ed.D. in Educational Leadership program include:

• GRE scores are  not  required for application  to the Ed.D. in Educational Leadership program.
• Three letters of recommendation:  Applicants must submit at least three letters of recommendation from people qualified to assess the applicant’s leadership skills and academic potential. One letter must be from the applicant’s supervisor. These letters are submitted online and described here .  We advise you to contact people to consider writing your recommendations well in advance of the deadline.
• Explain why you want to be admitted to the Ed.D. in Educational Leadership.
• The Ed.D. in Educational Leadership requires that candidates be involved in planning and implementing a series of initiatives targeted at specific improvement needs that candidates identify and in which they may exercise leadership. Describe the contexts and responsibilities in your current position which would allow you to exercise leadership.
• Describe a problem in your area of interest that typifies the kind of issue that you would like to pursue as a leadership professional and why you think it is important to address.
• Supplemental materials  are appropriate if they help establish your ability to analyze, reason, interpret and write clear and persuasive prose. A grant proposal, report, journal article, or other succinct writing may be included with the application.
• A resume  is required .
• All students whose native language is not English must submit official copies of the TOEFL, IELTS, or iTEP Academic Plus test. The minimum acceptable score for the paper-based TOEFL test is 600; the minimum acceptable score for the Internet-based TOEFL test is 100. The minimum acceptable score for the IELTS is 7.0. The minimum acceptable score for the iTEP Academic Plus is 4.5. International applicants who have completed a bachelor’s or master’s degree from an American university may have this requirement waived.

For information about graduate tuition, visit CEHD’s graduate tuition page .

Ed.D. Coursework

The program’s 27 credit core is built around the themes of leadership, educational improvement, and evidence-based decision making.  Coursework builds practitioners’ knowledge and skills in scholarly analysis, empirical inquiry, organizational analysis, improvement planning strategies, and oral and written communication as well as in substantive domains of leadership theory, curriculum, technology, and education policy. Fifteen credits of elective options allow students to pursue their academic interests, professional preparation needs, and career goals.

Students can plan their program of study with the  Individual Program Plan and the Course Schedule Spreadsheet . While some courses may be offered online, this program in general is not offered in an online-only format.

Ed.D. Doctoral Core Courses   (27 credits)

Educational improvement.

Evidence-Based Decision-Making

Core Course Substitutions

Students are expected to complete all core courses in the degree program.  On rare occasions, extenuating circumstances may warrant a course substitution.  On those occasions, students may write a petition to the SOE’s Committee on Graduate Studies in Education (CGSE) requesting a course substitution.  The petition should describe the extenuating circumstances that warrant the request and explain the benefits that accrue to the students’ scholarly development.  The student’s advisor must approve the petition.

Electives (15 credits)

Students can take electives from a  list of courses  in the areas of Evaluation, Measurement and Statistics; Learning Sciences; Literacy Development and Learning Problems; Mathematics Education; School Psychology; and Sociocultural and Community-Based Approaches to Education.  In addition to the courses on this list, the student’s advisor can approve other electives based on the student’s goals and needs.

K-12 School Leadership Internship (6 credits)

Students interested in earning a Delaware certificate for School District Personnel and Assistant Superintendent/Superintendent must take the 6 credit EDUC 879 School Leader Internship Course. This course takes the place of six of the 15 credits of electives.

Education Leadership Portfolio  (12 credits)

Total credits: 54

Ed.d. electives.

The following courses are electives in the Ed.D. in Educational Leadership for students who were admitted to the Ed.D. in Educational Leadership in Fall 2013 or later. In addition to the courses on these lists, the student’s advisor can approve other electives based on the student’s goals and needs.

Education Leadership Portfolio

The Education Leadership Portfolio (ELP) is required for students who were admitted to the Ed.D. in Educational Leadership in Fall 2013 or later.

Purpose of the ELP

The Ed.D. is a professional degree with an applied project as its capstone requirement for doctoral completion – the Education Leadership Portfolio (ELP).  The ELP connects theory with practice, academic work with professional work, and leadership development with organizational and/or instructional improvement.  The ELP demonstrates the candidate’s expertise and accomplishments related to a leadership initiative in his/her professional work.  The ELP is directed by the student’s advisor and an ELP committee.

ELP Components

The ELP consists of three primary parts: a  Problem Statement , a  Final Reflection Essay , and a coherent set of  Artifacts .

• The  Problem Statement  describes the student’s focus of inquiry, the context in which the student will study the problem and the student’s role in the organization; and an improvement goal that includes the student’s strategies for moving from what  is  to what  should be .
• The  Final Reflection Essay  ties the entire portfolio together. It includes a description of the problem addressed, improvement strategies undertaken and their results, and reflections on both the success of the improvement efforts as well as the candidate’s leadership development.
• Artifacts  are linked to the student’s focus of inquiry and reflect different approaches and methodologies for addressing the improvement goal. The artifacts are constructed in collaboration with the candidate’s advisor, ELP committee members, and doctoral coursework instructors. They are connected to practice, focused on leadership and improvement, and aimed at specified organizational audiences (e.g., colleagues, staff, employees, constituencies). Examples of artifacts include, but are not limited to, needs assessments, problem or vision statements, literature syntheses, white papers, web designs or tools, professional development products, curriculum designs, policy briefs, data analysis reports, program evaluations, strategic plans, resource allocation plans, policy documents, and leadership communications. The artifacts are included as appendices to the final portfolio.

Establishment of the ELP Committee

During the last semester of a student’s Ed.D. coursework, the student will select a doctoral advisory committee (henceforth, “ELP Committee”) in consultation with the student’s advisor. The ELP Committee shall include the student’s advisor, a minimum of two additional University faculty from within the School of Education, and one member from outside of the program. The outside member may be a relevant individual from the student’s place of employment. The student’s advisor will serve as chairperson of the ELP Committee. The ELP advisor must be a member of the SOE faculty. SOE faculty who do not have regular faculty status may co-chair the ELP committee provided that the other co-chair meets the definition for regular faculty status. The definition of faculty shall include professional staff who hold secondary faculty appointments. Faculty who have retired or resigned from the University may chair committees of students whose work began under their direction prior to their retirement or departure from the University. An advisor who is not employed full time by the University of Delaware may serve as co-chair of the committee provided that the other co-chair meets the conditions stated above.

Outside committee members shall include individuals not affiliated with the SOE.  These may be individuals from outside of the University who are nationally recognized for their expertise in the area of study specified by the ELP, as well as faculty members from other units on campus.  It is the responsibility of the ELP advisor to replace members who withdraw from the committee during the ELP process.

Schedule for ELP Completion

The ELP is a 12 credit project completed in three distinct stages:

• Development of ELP Problem Statement (ELP 1: EDUC 880),
• Conduct of Improvement Strategies (ELP 2: EDUC881),
• Reflection on Leadership Efforts (ELP 3: EDUC 882).

Students register for each 4 credit course in sequence.

Students are not allowed to register for the next class until all work is completed for the previous course. Each stage (or course) is led by the student’s advisor and supported by the student’s ELP committee.  Although students begin to develop artifacts during their Ed.D. coursework, students begin the formal ELP process after they have completed all doctoral coursework.

A student will first register for  ELP 1 (EDUC 880) . In this course, the student constructs an  ELP pre-proposal document  which is composed of a problem statement (i.e., a concise description of the student’s focus of inquiry) along with a brief description and rationale for the possible artifacts that are aligned to the student’s focus of inquiry. Half of the artifacts may be based on student’s work completed during Ed.D. coursework.  After the ELP pre-proposal document is completed, it is sent by the student’s advisor to the ELP Committee members for their feedback on the student’s problem statement and proposed artifacts, and for recommendations related to both the problem statement and the composition of the proposed artifacts.  With the committee’s direction, the student then makes necessary revisions in the problem statement and constructs several proposed artifacts. These are presented to the committee in an official  ELP Proposal Defense , where the student defends the problem statement, the initial artifacts, and negotiates the composition of the remaining ELP artifacts.  The ELP Committee may decide to increase or decrease the total number of required artifacts depending on their scope and breadth, and how the artifacts address the candidate’s improvement goal. At the successful completion of this defense, the advisor will construct an  ELP Proposal Defense Contract, which highlights the revisions that the committee requires of the initial artifacts, and outlines the composition of the final ELP artifacts. When the ELP committee signs off on this contract the student will be considered to have completed the requirements for ELP 1 and will be allowed to register for 4 credits of ELP 2 (EDUC 881).

In  ELP 2 (EDUC 881)  the student will make revisions to the initial artifacts outlined in the ELP Defense Contract, and begin the process of developing the remaining artifacts under the direction of the committee. During ELP 2, the student is required to meet with the advisor and committee to review student progress and identify appropriate adjustments and revisions to the artifacts. At the end of ELP 2 the student will have completed all revisions to the initial artifacts that will be reviewed and approved by the ELP committee, and the student will be allowed to register for 4 credits of  ELP 3 (EDUC 882).

In  ELP 3 (EDUC 882)  the student will develop the remaining ELP artifacts and write the final reflection paper. At the conclusion of the ELP 3, and upon recommendation of the student’s ELP advisor, the student will present and defend the ELP before the ELP committee in a formal  ELP Defense . When the ELP committee signs the doctoral completion form, the student completes the doctoral program and is recommended for the Ed.D. degree.

Defending the ELP

The ELP defense will be scheduled only after the ELP advisor has determined that a defense is appropriate.  The committee will have a minimum of two weeks to review the entire portfolio. The ELP defense will be open to the public, and notices will be emailed to all SOE faculty and graduate students at least one week prior to the defense date.  The candidate will present a summary of the completed portfolio and will then field questions from the committee, attending faculty, and guests.  After all questions have been answered, the ELP committee will meet to decide whether the ELP is accepted, rejected, or accepted pending revisions. Results of the meeting will then be presented to the student.

Processing the Final Portfolio

The ELP will consist of the following parts: an  Abstract , the  Final Reflection Essay , and  Appendices  that include the Artifacts. The initial pages will include signature pages that attest that the student has met the requirements of the ELP.

Registration Requirements for Graduation

Students must be registered for ELP 3 or in Doctoral Sustaining Status in the term in which the degree is officially awarded.  Sustaining registration is required in summer or winter session only if the degree is awarded at the conclusion of that term. Students enrolled in Sustaining are considered full-time students. Students may only register for Sustaining Status for a maximum of two semesters.

See also the doctoral defense and graduation procedures

Policies, Procedures and General Information

Program policy document.

For detailed information about program policies, requirements, and administration, please see our  program policy document . If you have questions about this information, please contact your advisor or program coordinator,  Lauren Bailes .

Financial Assistance

Ed.D. students are usually part-time graduate students and normally do not qualify for financial assistance. If an Ed.D. student is full time, however, the full-time Ed.D student is eligible to apply for the same assistantships and fellowships as full-time Ph.D. students.

Matriculation Information

Applications are accepted only for the Fall semester. However, admitted students who are unable to begin graduate study in the fall may request a deferral to begin in another semester (Winter, Spring or Summer) that same year. The deferral must be requested from the program, and requires approval of the program and the Graduate College.

Time Limits for the Completion of Degree Requirements

Time limits for the completion of degree requirements begin with the date of matriculation and are specifically expressed in the student’s letter of admission. Students entering a doctoral program with a master’s degree are given ten consecutive semesters to complete the requirements. Students who change their degree plan and have transferred from one degree program to another degree program are given ten consecutive semesters from the beginning of the first year in the latest program.

Extension of the Time Limit

An extension of time limit may be granted for circumstances beyond the student’s control. Requests for time extensions must be made in writing and approved by the student’s adviser and the School of Education Director or Designee. The Director/Designee will forward the request to the Office of Graduate Studies. The Office of Graduate Studies will determine the student’s eligibility for a time extension and will notify the student in writing of its decision to grant an extension of time.

Reapplication after Graduation or Withdrawal

Students who have officially withdrawn from a graduate program at the University or students who have completed a terminal degree program and subsequently seek to reenter the University for further graduate study must apply for admission and follow the same procedures as any other student seeking admission to graduate study. Students continuing in a doctoral program immediately after completing the master’s degree in the same major may request this change of program on a Change of Classification Form.

Transfer of Credit Earned as a Continuing Education Student at the University of Delaware

Students who complete graduate credits with the classification of CEND (Continuing Education Non-Degree) at the University of Delaware may use a maximum of 9 graduate credits earned with this classification toward their graduate degree. The CEND credits, grades, and quality points become a part of the student’s academic record and grade point average. CEND credit can be transferred provided that (1) the course was at the 600 to 800 level, (2) the course was taken within the time limit appropriate for the degree, and (3) the course was approved by the student’s advisor and the School of Education Director or Designee.

Transfer of Credit from Another Institution

Graduate credit earned at another institution will be evaluated at the written request of the student. Such a request should be submitted first to the student’s advisor using a Request for Transfer of Graduate Credit form. A maximum of 9 credits required for the degree will be accepted provided that such credits (1) were earned with a grade of no less than B-, (2) are approved by the student’s adviser and the School of Education Director or Designee, (3) are in accord with the student’s program requirements, (4) are not older than five years, and (5) were completed at an accredited college or university. The credits, but not the grades or quality points, are transferable to University of Delaware graduate records. Graduate courses counted toward a degree received elsewhere may not be used. Credits earned at another institution while the student was classified as a continuing education student at that institution are not eligible to be transferred to one’s graduate degree at the University of Delaware. Credits from institutions outside of the United States are generally not transferable to the University of Delaware.

Transfer of Credit from the Undergraduate Division at the University of Delaware

Students who wish to transfer credits from their undergraduate record to their graduate record may transfer a limited number by arranging with the department to have these courses approved by their instructors before the courses are taken. These courses must be at the 600-level, and the student must perform at the graduate level. These courses must be in excess of the total required for the baccalaureate degree, must have grades of no less than B-, and must not be older than five years. The credits, grades, and quality points will transfer.

Graduate Course Numbering System

Graduate credit may be earned for courses numbered 600 through 969. (Courses numbered 600 to 699 are graduate-level courses open to qualified, advanced undergraduates by permission of the instructor.)

Graduate Grade Point Average

Students must have a minimum overall cumulative grade point average of 3.0 to be eligible for the degree. In addition, the grades in courses applied toward the degree program must equal at least 3.0. All graduate-numbered courses taken with graduate student classification at the University of Delaware are applied to the cumulative index. Credit hours and courses for which the grade is below “C-” do not count toward the degree even though the grade is applied to the overall index.

Application for Advanced Degree

To initiate the process for degree conferral, candidates must submit an  “Application for Advanced Degree”  to the  Office of Graduate Studies . The application deadlines are February 15 for Spring candidates, May 15 for Summer candidates, September 15 for Fall candidates, and December 15 for Winter candidates. The application fee payment is required when the application is submitted

Difference between the Ed.D. and Ph.D.

The Ph.D. and Ed.D. programs differ primarily in terms of research expectations. The difference in expectations is reflected in the kinds of research preparation students receive and the kinds of problems that the thesis should address.

The Ph.D. program is designed to prepare students to launch a research career that focuses on studying important problems of the field of education. Thus, Ph.D. students are expected to identify and address a problem that has some fundamental or generalizable significance.

In contrast, the Ed.D. program is designed to prepare students to assume leadership roles in administration, curriculum, and teaching. Thus, Ed.D. students are expected to identify and address a problem that has some significance to a local situation. In addition, the Ph.D. program is a 4-5 year program designed for students to attend on a full-time basis, most often with support from an assistantship or fellowship. In contrast, the Ed.D. program is a 3-4 year program designed to be completed on a part-time basis with students maintaining their current employment.

* Funding practices are subject to change according to availability.

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the UD Graduate College. To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Program Faculty

“The University of Delaware is a large institution, but as a graduate student here – as I have worked my way through my program, the school has become ‘smaller’ and more personal which has made my experience more meaningful and fulfilling.”

Sterling H. Seemans, Ed.D. in Educational Leadership alum; M.Ed. in School Leadership, 2012; BS in Health Sciences, 2008. He is currently an Assistant Principal at Rising Sun High School in North East, Maryland.

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Writing an Educational Leadership Philosophy Statement

Your educational leadership philosophy statement invites the reader to learn about you in a more personal way in that it shares with readers how and why you came to work in schools. This is your chance to illuminate your ideas and values as they relate to education. It’s a creative opportunity, in contrast to the chronological listing of cold, hard facts in your resume, or the specific evidence for why you are someone the school needs right now that you presented in your cover letter. Your educational leadership philosophy statement is the window through which a reader gets to first view the way you think about schools and education, to first learn about life experiences that have influenced your own education and/or leadership journey, and to first see how you write. 

As with all writing, strong opening paragraphs engage the audience, making them want to read more and get to know you better. For that reason, make sure whoever is proofing your statement gives you feedback on how they felt when they first started reading it. Was their interest piqued or did they keep reading because you are a friend and they said they would look it over for you?  And keep in mind that, like a good essay, at the end, your statement should bring back some of the points you make in the introduction. Tie it all together.

Unless a specific length is required as in, “Please share a one-page statement of your educational philosophy and leadership practice,” the general rule of thumb is one-page at a minimum and two-pages maximum. But, if you have a lot to say and your writing is really good, feel free to go longer. Just be careful not to get repetitive or to let the essay lose focus. Shorter than a page would be unusual but I’ve seen it done with decent success.  

While humor is good if that’s within your writing and speaking style, you should steer clear of sarcasm and jokes. They won’t translate well. You want to sound like yourself, and if you have a sense of humor, feel free to show it; if not, don’t pretend you do.

“I think there are probably as many opinions out there about educational leadership philosophy statements as there are search consultants. I tend to be less prescriptive, in part because I feel that one can learn a lot about a candidate by their decisions about what to include and how to write.”

– Co-managing partner Nat Conard

When pressed for more specific guidance he shared, “I tend to prefer statements with a little humor, a light at best dose of jargon, at least a nod to educational theory or research (mostly to signal that you are versed in such things), a connection to personal experience (what has shaped this person), and a narrative flow.” 

Not all senior administrator candidates such as CFO’s, Directors of Development, and Directors of Annual Funds need to have an educational philosophy. But, leadership skill in their areas of expertise is an important quality to explain. If you are not sure you should have an educational philosophy, talk it through with your search consultant. They will know what makes the most sense for your situation.

Lastly, don’t be fooled by the many different ways schools, search committees, candidates, and even search consultants refer to this document. From “personal statement” to “statement of leadership philosophy,” at the end of the day you are writing a statement of educational leadership philosophy if you are applying for a senior administrator position that has students as part or all of its focus. Of course, when in doubt, ask the search consultant which parts of the Venn diagram you need.

Interested in learning more about how we can help? 

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How to Write a Strong Personal Statement

• Ruth Gotian
• Ushma S. Neill

A few adjustments can get your application noticed.

Whether applying for a summer internship, a professional development opportunity, such as a Fulbright, an executive MBA program, or a senior leadership development course, a personal statement threads the ideas of your CV, and is longer and has a different tone and purpose than a traditional cover letter. A few adjustments to your personal statement can get your application noticed by the reviewer.

• Make sure you’re writing what they want to hear. Most organizations that offer a fellowship or internship are using the experience as a pipeline: It’s smart to spend 10 weeks and $15,000 on someone before committing five years and $300,000. Rarely are the organizations being charitable or altruistic, so align your stated goals with theirs
• Know when to bury the lead, and when to get to the point. It’s hard to paint a picture and explain your motivations in 200 words, but if you have two pages, give the reader a story arc or ease into your point by setting the scene.
• Recognize that the reviewer will be reading your statement subjectively, meaning you’re being assessed on unknowable criteria. Most people on evaluation committees are reading for whether or not you’re interesting. Stated differently, do they want to go out to dinner with you to hear more? Write it so that the person reading it wants to hear more.
• Address the elephant in the room (if there is one). Maybe your grades weren’t great in core courses, or perhaps you’ve never worked in the field you’re applying to. Make sure to address the deficiency rather than hoping the reader ignores it because they won’t. A few sentences suffice. Deficiencies do not need to be the cornerstone of the application.

At multiple points in your life, you will need to take action to transition from where you are to where you want to be. This process is layered and time-consuming, and getting yourself to stand out among the masses is an arduous but not impossible task. Having a polished resume that explains what you’ve done is the common first step. But, when an application asks for it, a personal statement can add color and depth to your list of accomplishments. It moves you from a one-dimensional indistinguishable candidate to someone with drive, interest, and nuance.

• Ruth Gotian is the chief learning officer and associate professor of education in anesthesiology at Weill Cornell Medicine in New York City, and the author of The Success Factor and Financial Times Guide to Mentoring . She was named the #1 emerging management thinker by Thinkers50. You can access her free list of conversation starters and test your mentoring impact . RuthGotian
• Ushma S. Neill is the Vice President, Scientific Education & Training at Memorial Sloan Kettering Cancer Center in New York City. She runs several summer internships and is involved with the NYC Marshall Scholar Selection Committee. ushmaneill

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Gre prep online guides and tips, 3 successful graduate school personal statement examples.

Looking for grad school personal statement examples? Look no further! In this total guide to graduate school personal statement examples, we’ll discuss why you need a personal statement for grad school and what makes a good one. Then we’ll provide three graduate school personal statement samples from our grad school experts. After that, we’ll do a deep dive on one of our personal statement for graduate school examples. Finally, we’ll wrap up with a list of other grad school personal statements you can find online.

Why Do You Need a Personal Statement?

A personal statement is a chance for admissions committees to get to know you: your goals and passions, what you’ll bring to the program, and what you’re hoping to get out of the program.  You need to sell the admissions committee on what makes you a worthwhile applicant. The personal statement is a good chance to highlight significant things about you that don’t appear elsewhere on your application.

A personal statement is slightly different from a statement of purpose (also known as a letter of intent). A statement of purpose/letter of intent tends to be more tightly focused on your academic or professional credentials and your future research and/or professional interests.

While a personal statement also addresses your academic experiences and goals, you have more leeway to be a little more, well, personal. In a personal statement, it’s often appropriate to include information on significant life experiences or challenges that aren’t necessarily directly relevant to your field of interest.

Some programs ask for both a personal statement and a statement of purpose/letter of intent. In this case, the personal statement is likely to be much more tightly focused on your life experience and personality assets while the statement of purpose will focus in much more on your academic/research experiences and goals.

However, there’s not always a hard-and-fast demarcation between a personal statement and a statement of purpose. The two statement types should address a lot of the same themes, especially as relates to your future goals and the valuable assets you bring to the program. Some programs will ask for a personal statement but the prompt will be focused primarily on your research and professional experiences and interests. Some will ask for a statement of purpose but the prompt will be more focused on your general life experiences.

When in doubt, give the program what they are asking for in the prompt and don’t get too hung up on whether they call it a personal statement or statement of purpose. You can always call the admissions office to get more clarification on what they want you to address in your admissions essay.

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What Makes a Good Grad School Personal Statement?

A great graduate school personal statement can come in many forms and styles. However, strong grad school personal statement examples all share the same following elements:

A Clear Narrative

Above all, a good personal statement communicates clear messages about what makes you a strong applicant who is likely to have success in graduate school. So to that extent, think about a couple of key points that you want to communicate about yourself and then drill down on how you can best communicate those points. (Your key points should of course be related to what you can bring to the field and to the program specifically).

You can also decide whether to address things like setbacks or gaps in your application as part of your narrative. Have a low GPA for a couple semesters due to a health issue? Been out of a job for a while taking care of a family member? If you do decide to explain an issue like this, make sure that the overall arc is more about demonstrating positive qualities like resilience and diligence than about providing excuses.

Specific Examples

A great statement of purpose uses specific examples to illustrate its key messages. This can include anecdotes that demonstrate particular traits or even references to scholars and works that have influenced your academic trajectory to show that you are familiar and insightful about the relevant literature in your field.

Just saying “I love plants,” is pretty vague. Describing how you worked in a plant lab during undergrad and then went home and carefully cultivated your own greenhouse where you cross-bred new flower colors by hand is much more specific and vivid, which makes for better evidence.

A strong personal statement will describe why you are a good fit for the program, and why the program is a good fit for you. It’s important to identify specific things about the program that appeal to you, and how you’ll take advantage of those opportunities. It’s also a good idea to talk about specific professors you might be interested in working with. This shows that you are informed about and genuinely invested in the program.

Strong Writing

Even quantitative and science disciplines typically require some writing, so it’s important that your personal statement shows strong writing skills. Make sure that you are communicating clearly and that you don’t have any grammar and spelling errors. It’s helpful to get other people to read your statement and provide feedback. Plan on going through multiple drafts.

Another important thing here is to avoid cliches and gimmicks. Don’t deploy overused phrases and openings like “ever since I was a child.” Don’t structure your statement in a gimmicky way (i.e., writing a faux legal brief about yourself for a law school statement of purpose). The first will make your writing banal; the second is likely to make you stand out in a bad way.

Appropriate Boundaries

While you can be more personal in a personal statement than in a statement of purpose, it’s important to maintain appropriate boundaries in your writing. Don’t overshare anything too personal about relationships, bodily functions, or illegal activities. Similarly, don’t share anything that makes it seem like you may be out of control, unstable, or an otherwise risky investment. The personal statement is not a confessional booth. If you share inappropriately, you may seem like you have bad judgment, which is a huge red flag to admissions committees.

You should also be careful with how you deploy humor and jokes. Your statement doesn’t have to be totally joyless and serious, but bear in mind that the person reading the statement may not have the same sense of humor as you do. When in doubt, err towards the side of being as inoffensive as possible.

Just as being too intimate in your statement can hurt you, it’s also important not to be overly formal or staid. You should be professional, but conversational.

Graduate School Personal Statement Examples

Our graduate school experts have been kind enough to provide some successful grad school personal statement examples. We’ll provide three examples here, along with brief analysis of what makes each one successful.

Sample Personal Statement for Graduate School 1

PDF of Sample Personal Statement 1 – Japanese Studies

For this Japanese Studies master’s degree, the applicant had to provide a statement of purpose outlining her academic goals and experience with Japanese and a separate personal statement describing her personal relationship with Japanese Studies and what led her to pursue a master’s degree.

Here’s what’s successful about this personal statement:

• An attention-grabbing beginning: The applicant begins with the statement that Japanese has never come easily to her and that it’s a brutal language to learn. Seeing as how this is an application for a Japanese Studies program, this is an intriguing beginning that makes the reader want to keep going.
• A compelling narrative: From this attention-grabbing beginning, the applicant builds a well-structured and dramatic narrative tracking her engagement with the Japanese language over time. The clear turning point is her experience studying abroad, leading to a resolution in which she has clarity about her plans. Seeing as how the applicant wants to be a translator of Japanese literature, the tight narrative structure here is a great way to show her writing skills.
• Specific examples that show important traits: The applicant clearly communicates both a deep passion for Japanese through examples of her continued engagement with Japanese and her determination and work ethic by highlighting the challenges she’s faced (and overcome) in her study of the language. This gives the impression that she is an engaged and dedicated student.

Overall, this is a very strong statement both in terms of style and content. It flows well, is memorable, and communicates that the applicant would make the most of the graduate school experience.

Sample Personal Statement for Graduate School 2

PDF of Sample Graduate School Personal Statement 2 – Musical Composition

This personal statement for a Music Composition master’s degree discusses the factors that motivate the applicant to pursue graduate study.

Here’s what works well in this statement:

• The applicant provides two clear reasons motivating the student to pursue graduate study: her experiences with music growing up, and her family’s musical history. She then supports those two reasons with examples and analysis.
• The description of her ancestors’ engagement with music is very compelling and memorable. The applicant paints her own involvement with music as almost inevitable based on her family’s long history with musical pursuits.
• The applicant gives thoughtful analysis of the advantages she has been afforded that have allowed her to study music so extensively. We get the sense that she is insightful and empathetic—qualities that would add greatly to any academic community.

This is a strong, serviceable personal statement. And in truth, given that this for a masters in music composition, other elements of the application (like work samples) are probably the most important.  However, here are two small changes I would make to improve it:

• I would probably to split the massive second paragraph into 2-3 separate paragraphs. I might use one paragraph to orient the reader to the family’s musical history, one paragraph to discuss Giacomo and Antonio, and one paragraph to discuss how the family has influenced the applicant. As it stands, it’s a little unwieldy and the second paragraph doesn’t have a super-clear focus even though it’s all loosely related to the applicant’s family history with music.
• I would also slightly shorten the anecdote about the applicant’s ancestors and expand more on how this family history has motivated the applicant’s interest in music. In what specific ways has her ancestors’ perseverance inspired her? Did she think about them during hard practice sessions? Is she interested in composing music in a style they might have played? More specific examples here would lend greater depth and clarity to the statement.

Sample Personal Statement for Graduate School 3

PDF of Sample Graduate School Personal Statement 3 – Public Health

This is my successful personal statement for Columbia’s Master’s program in Public Health. We’ll do a deep dive on this statement paragraph-by-paragraph in the next section, but I’ll highlight a couple of things that work in this statement here:

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• This statement is clearly organized. Almost every paragraph has a distinct focus and message, and when I move on to a new idea, I move on to a new paragraph with a logical transitions.
• This statement covers a lot of ground in a pretty short space. I discuss my family history, my goals, my educational background, and my professional background. But because the paragraphs are organized and I use specific examples, it doesn’t feel too vague or scattered.
• In addition to including information about my personal motivations, like my family, I also include some analysis about tailoring health interventions with my example of the Zande. This is a good way to show off what kinds of insights I might bring to the program based on my academic background.

Grad School Personal Statement Example: Deep Dive

Now let’s do a deep dive, paragraph-by-paragraph, on one of these sample graduate school personal statements. We’ll use my personal statement that I used when I applied to Columbia’s public health program.

Paragraph One: For twenty-three years, my grandmother (a Veterinarian and an Epidemiologist) ran the Communicable Disease Department of a mid-sized urban public health department. The stories of Grandma Betty doggedly tracking down the named sexual partners of the infected are part of our family lore. Grandma Betty would persuade people to be tested for sexually transmitted diseases, encourage safer sexual practices, document the spread of infection and strive to contain and prevent it. Indeed, due to the large gay population in the city where she worked, Grandma Betty was at the forefront of the AIDS crises, and her analysis contributed greatly towards understanding how the disease was contracted and spread. My grandmother has always been a huge inspiration to me, and the reason why a career in public health was always on my radar.

This is an attention-grabbing opening anecdote that avoids most of the usual cliches about childhood dreams and proclivities. This story also subtly shows that I have a sense of public health history, given the significance of the AIDs crisis for public health as a field.

It’s good that I connect this family history to my own interests. However, if I were to revise this paragraph again, I might cut down on some of the detail because when it comes down to it, this story isn’t really about me. It’s important that even (sparingly used) anecdotes about other people ultimately reveal something about you in a personal statement.

Paragraph Two: Recent years have cemented that interest. In January 2012, my parents adopted my little brother Fred from China. Doctors in America subsequently diagnosed Fred with Duchenne Muscular Dystrophy (DMD). My parents were told that if Fred’s condition had been discovered in China, the (very poor) orphanage in which he spent the first 8+ years of his life would have recognized his DMD as a death sentence and denied him sustenance to hasten his demise.

Here’s another compelling anecdote to help explain my interest in public health. This is an appropriately personal detail for a personal statement—it’s a serious thing about my immediate family, but it doesn’t disclose anything that the admissions committee might find concerning or inappropriate.

If I were to take another pass through this paragraph, the main thing I would change is the last phrase. “Denied him sustenance to hasten his demise” is a little flowery. “Denied him food to hasten his death” is actually more powerful because it’s clearer and more direct.

Paragraph Three: It is not right that some people have access to the best doctors and treatment while others have no medical care. I want to pursue an MPH in Sociomedical Sciences at Columbia because studying social factors in health, with a particular focus on socio-health inequities, will prepare me to address these inequities. The interdisciplinary approach of the program appeals to me greatly as I believe interdisciplinary approaches are the most effective way to develop meaningful solutions to complex problems.

In this paragraph I make a neat and clear transition from discussing what sparked my interest in public health and health equity to what I am interested in about Columbia specifically: the interdisciplinary focus of the program, and how that focus will prepare me to solve complex health problems. This paragraph also serves as a good pivot point to start discussing my academic and professional background.

Paragraph Four: My undergraduate education has prepared me well for my chosen career. Understanding the underlying structure of a group’s culture is essential to successfully communicating with the group. In studying folklore and mythology, I’ve learned how to parse the unspoken structures of folk groups, and how those structures can be used to build bridges of understanding. For example, in a culture where most illnesses are believed to be caused by witchcraft, as is the case for the Zande people of central Africa, any successful health intervention or education program would of necessity take into account their very real belief in witchcraft.

In this paragraph, I link my undergraduate education and the skills I learned there to public health. The (very brief) analysis of tailoring health interventions to the Zande is a good way to show insight and show off the competencies I would bring to the program.

Paragraph Five: I now work in the healthcare industry for one of the largest providers of health benefits in the world. In addition to reigniting my passion for data and quantitative analytics, working for this company has immersed me in the business side of healthcare, a critical component of public health.

This brief paragraph highlights my relevant work experience in the healthcare industry. It also allows me to mention my work with data and quantitative analytics, which isn’t necessarily obvious from my academic background, which was primarily based in the social sciences.

Paragraph Six: I intend to pursue a PhD in order to become an expert in how social factors affect health, particularly as related to gender and sexuality. I intend to pursue a certificate in Sexuality, Sexual Health, and Reproduction. Working together with other experts to create effective interventions across cultures and societies, I want to help transform health landscapes both in America and abroad.

This final paragraph is about my future plans and intentions. Unfortunately, it’s a little disjointed, primarily because I discuss goals of pursuing a PhD before I talk about what certificate I want to pursue within the MPH program! Switching those two sentences and discussing my certificate goals within the MPH and then mentioning my PhD plans would make a lot more sense.

I also start two sentences in a row with “I intend,” which is repetitive.

The final sentence is a little bit generic; I might tailor it to specifically discuss a gender and sexual health issue, since that is the primary area of interest I’ve identified.

This was a successful personal statement; I got into (and attended!) the program. It has strong examples, clear organization, and outlines what interests me about the program (its interdisciplinary focus) and what competencies I would bring (a background in cultural analysis and experience with the business side of healthcare). However, a few slight tweaks would elevate this statement to the next level.

Graduate School Personal Statement Examples You Can Find Online

So you need more samples for your personal statement for graduate school? Examples are everywhere on the internet, but they aren’t all of equal quality.

Most of examples are posted as part of writing guides published online by educational institutions. We’ve rounded up some of the best ones here if you are looking for more personal statement examples for graduate school.

Penn State Personal Statement Examples for Graduate School

This selection of ten short personal statements for graduate school and fellowship programs offers an interesting mix of approaches. Some focus more on personal adversity while others focus more closely on professional work within the field.

The writing in some of these statements is a little dry, and most deploy at least a few cliches. However, these are generally strong, serviceable statements that communicate clearly why the student is interested in the field, their skills and competencies, and what about the specific program appeals to them.

Cal State Sample Graduate School Personal Statements

These are good examples of personal statements for graduate school where students deploy lots of very vivid imagery and illustrative anecdotes of life experiences. There are also helpful comments about what works in each of these essays.

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However, all of these statements are definitely pushing the boundaries of acceptable length, as all are above 1000 and one is almost 1500 words! Many programs limit you to 500 words; if you don’t have a limit, you should try to keep it to two single-spaced pages at most (which is about 1000 words).

University of Chicago Personal Statement for Graduate School Examples

These examples of successful essays to the University of Chicago law school cover a wide range of life experiences and topics. The writing in all is very vivid, and all communicate clear messages about the students’ strengths and competencies.

Note, however, that these are all essays that specifically worked for University of Chicago law school. That does not mean that they would work everywhere. In fact, one major thing to note is that many of these responses, while well-written and vivid, barely address the students’ interest in law school at all! This is something that might not work well for most graduate programs.

Wheaton College Personal Statement for Graduate School Sample 10

This successful essay for law school from a Wheaton College undergraduate does a great job tracking the student’s interest in the law in a compelling and personal way. Wheaton offers other graduate school personal statement examples, but this one offers the most persuasive case for the students’ competencies. The student accomplishes this by using clear, well-elaborated examples, showing strong and vivid writing, and highlighting positive qualities like an interest in justice and empathy without seeming grandiose or out of touch.

Wheaton College Personal Statement for Graduate School Sample 1

Based on the background information provided at the bottom of the essay, this essay was apparently successful for this applicant. However, I’ve actually included this essay because it demonstrates an extremely risky approach. While this personal statement is strikingly written and the story is very memorable, it could definitely communicate the wrong message to some admissions committees. The student’s decision not to report the drill sergeant may read incredibly poorly to some admissions committees. They may wonder if the student’s failure to report the sergeant’s violence will ultimately expose more soldiers-in-training to the same kinds of abuses. This incident perhaps reads especially poorly in light of the fact that the military has such a notable problem with violence against women being covered up and otherwise mishandled

It’s actually hard to get a complete picture of the student’s true motivations from this essay, and what we have might raise real questions about the student’s character to some admissions committees. This student took a risk and it paid off, but it could have just as easily backfired spectacularly.

Key Takeaways: Graduate School Personal Statement Examples

In this guide, we discussed why you need a personal statement and how it differs from a statement of purpose. (It’s more personal!)

We also discussed what you’ll find in a strong sample personal statement for graduate school:

• A clear narrative about the applicant and why they are qualified for graduate study.
• Specific examples to support that narrative.
• Compelling reasons why the applicant and the program are a good fit for each other.
• Strong writing, including clear organization and error-free, cliche-free language.
• Appropriate boundaries—sharing without over-sharing.

Then, we provided three strong graduate school personal statement examples for different fields, along with analysis. We did a deep-dive on the third statement.

Finally, we provided a list of other sample grad school personal statements online.

What’s Next?

Want more advice on writing a personal statement ? See our guide.

Writing a graduate school statement of purpose? See our statement of purpose samples  and a nine-step process for writing the best statement of purpose possible .

If you’re writing a graduate school CV or resume, see our how-to guide to writing a CV , a how-to guide to writing a resume , our list of sample resumes and CVs , resume and CV templates , and a special guide for writing resume objectives .

Need stellar graduate school recommendation letters ? See our guide.

See our 29 tips for successfully applying to graduate school .

Ready to improve your GRE score by 7 points?

Author: Ellen McCammon

Ellen is a public health graduate student and education expert. She has extensive experience mentoring students of all ages to reach their goals and in-depth knowledge on a variety of health topics. View all posts by Ellen McCammon

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Statement of Purpose Educational Leadership Sample

EssayEdge > Blog > Statement of Purpose Educational Leadership Sample

Note: This essay appears unedited for instructional purposes. Essays edited by experienced graduate application essay editors are dramatically improved.

My purpose for seeking a Doctorate Degree in Educational Leadership is to expand my knowledge of theory and research methods as it pertains to education. I especially want to fine-tune my research skills as I feel that the importance of gaining research skills is imperative to becoming a lifelong learner and developing intellectual self-actualization as I prepare myself for a career in Education. I realize the importance of gaining credibility among my future colleagues and people that I will be serving in the field.

My view of Education is that of a reformist. I have a particular interest in the improvement of homeless individuals, single mothers and women of color. Because of my own experience with both homelessness and single motherhood, I know the feeling of helplessness as you are sinking deeper and deeper in desperation that you feel that you will never recover from it. I have seen how generations of these people have become prisoners by being illiterate and /or insufficiently educated around our city with little or no hope of getting free from their bondage. Although I have struggled hard to get myself out of this situation I refuse to forget.

I have strove to make a difference wherever I can. As volunteer at Christian Assistance Ministry I witnessed the overworked conditions that the social workers and volunteers faced. Worn from these conditions these dedicated workers had no respite from their daily work of feeding, clothing and providing funds for the homeless and families who have found themselves in a desperate situation. Although I had many job responsibilities at Christian Assistance Ministry the most common was that of interviewer where I assessed the clients situation and offered help either monetary or that of food and clothing. I soon found that intake and interview forms as well as information that was distributed to the patrons. I took it upon myself after approval from the Director to redo and modernize these forms and lists. Also I had initiated lists of other agencies that would assist clients find additional help that they needed in the Greater Houston Area. One of theses lists that I have generated has been used by City Public Service to refer customers that are in need of financial assistance to pay their utility bills. I had contacted each of the agencies personally to get up to date hours, addresses and contact names and numbers before adding them to the list. Many patrons of Christian Assistance Ministry were included in my project as I compiled lists of job hotlines, shelters and affordable housing options. This inclusion also gave many of the patrons a sense of community collaboration, as I would discuss information with them.

In my present job at SeaNet I felt that it was necessary to know what our clients, Small businesses Development Center and Small business administration Counselors felt about the services we were providing them since in the job we do we don’t have personal contact with them. With my directors approval I sent out surveys asking various questions about the service we provide and got an overwhelming response. This information was used in a quarterly report that is submitted to our funding agency in Washington DC. At SeaNet I am known as an individual that prides herself in thorough research techniques. I am often being asked to do research for special projects that are beyond our usual information requests. Most recently I have done research on the availability of renewable energy sources in South Texas. This research was for a consortium of various Universities in Texas, The Economic Development Center, Solar Energy and Brooks Air Force Base investigating who are examining the feasibility using various energy sources.

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I am also an advocate of 21st Century Learning Centers that would provide a safe refuge for the millions of latch-key children in this country that go home to an empty house on any given school day. Along with that thought are full service schools that would provide many of the health and social services so desperately needed in many school districts. I have and continue to research community programs that are available to school children and their families. I recently collaborated with three such agencies (Upward Bound, Peace Center, and Davis….) in Houston to present to my fellow classmates the importance and impact community collaboration makes on our schools in our city. I also provided information in the form of brochures and handouts about other such organizations that could assist in the needs of their own schools. I feel that it is imperative that every teacher, principle and administrative staff in all schools be aware of these resources in our community. After the presentation of these research topics for educational leadership many of my classmates who are teachers and administrators contacted several of the organizations that I had introduced them to in that hour presentation and have started programs within their schools.

Although I have not yet formally been employed in the educational work environment I have been a mentor for many students attending Davis Middle School as well as a tutor for several home-schooled children. During the years of my own children attending school, I was very involved in their schools both private and public and took on many organizational and leadership roles. I served on many boards and was very active in assisting instructors and administrators in the schools my children attended. Because of these 15 years of experience, I am very familiar with the diverse educational system in Houston.

I have helped develop leadership in others by serving as an example of how far you can go in education with dedication and hard work. By being a student I have been example to others who didn’t feel they could juggle school with work and raising a family. I have a very hard working and decisive character that has earned me a 4.0 GPA. I have never been one to do anything halfway but instead show the dedication and integrity it takes to finish a project to its fullest.

My short-term goals include: establishing a network of scholars and future administrators, participating in a rigorous intellectual process.

My short-term goals include taking full advantage of the Doctorate program to fine-tune and learn more about research and writing skills. I want to use and improve my knowledge in quantitative research using programs such as SPSS and Microcase, in tandem with qualitative researching techniques. I want to develop a clear and concise understanding of leadership and the education profession and how the two mesh as one while enjoying the opportunity to develop a network of scholars. To experience the community and closeness that my fellow cohort mates can provide enjoy the opportunity to brainstorm and discuss pressing issues in our schools today and how we/I/they plan on changing them for tomorrow. After researching many doctorate programs in the area I feel that Texas A&M is unique in the standpoint of wanting to create a bonding collaborative experience among all the Educational Leadership Students and especially among cohort mates. I feel that the young and innovative program suits the fresh outlook on Educational Leadership that I am in search of. I have seen the department of education blossom in the last 4 years that I have been involved with it. I can appreciate the effort and future seeking work that is going on in the department, everyone has the attitude of moving forward and evolving with the times. To me this is the true example of reform, there is no lip service in this program, and it is practicing what it preaches. I know that in the classes that I have taken there is open invitation for research and suggestions for improvement solicited. Although I have no trouble working independently on projects it is reassuring that there will be others to inspire the creative juices that comes from group interaction that this program invites. I will look forward to working with professors that I have worked with before and I am anxious to meet those I have not. There is camaraderie in the Education Department that I do not feel is quite like any other at Texas A&M.

My long-term goals take what I have learned in my master’s courses in combination with the doctorate courses that will well have prepared me to enter any job in Education. I intend to prepare much of the educational leadership research topics using the foundations for a higher level of research I have established at Texas A&M and be published and make a difference in how the underprivileged will be educated. I know that the preparation for that higher plane of achievement that has been instilled in me will serve me well in any Educational or Governmental Occupation I will find myself in. Above all I will be secure in my ability to someway participate in the nation’s urgent need to educate moor efficiently and comprehensively.

See this essay after the edit . Also, see the educational leadership goal statement examples in our blog.

If you plan to apply to a certain program, you must explain your connection to it and your motivation in your statement of purpose. This sample has good content but needs some improvements. However, you can use it as a template for writing your paper. Send the final version to our statement of purpose editing service: we’ll review your paper and correct mistakes.

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Special Education and Inclusive Learning

A Quick Guide to Completing a School Leadership Application & Personal Statement

Writing a school leadership application that will get you an interview.

Completing a school leadership personal statement and application form can be a daunting task. With time invested in preparation and attention to detail, you can increase your chances of being selected for the role. I recommend signing up to the Key for School Leaders for insights into leadership responsibilities. Investing time in purposefully clarifying why you want to apply for a school leadership position will not be wasted. If you are stuck for ideas on your achievements read through the DfE Headteachers standards and try and come up with an example of how you meet each one.

5 top tips for completing Headteacher application forms & Personal Statements:

• Follow the instructions carefully: Make sure to read the instructions and requirements for the application thoroughly and follow them closely. This includes following any formatting or word count guidelines.
• Use concrete examples: When answering questions or writing your statement, use specific examples to illustrate your points. This helps the shortlisting team better understand your skills and experiences and how they relate to the role. Were possible link the points in your personal statement with the person specification – in order.
• Proofread and edit: Make sure to proofread your application for spelling and grammar errors. Ask a friend or colleague review your application as well.
• Tailor your application to the role: Customise your application to the specific school and leadership role you are applying for. Research the school and consider how your skills and experiences align with their needs and goals. Quote their values .
• Be honest and authentic: Be genuine in your responses and don’t exaggerate or fabricate experiences. It is better to focus on a key accomplishments in depth rather than trying to cover too much ground.

Secret Tip 1: It will be the school governors/academy trustees leading on this process. Even a deputy headteacher position will have governor involvement.

Secret Tip 2: If you can find the school development plan on the website include any of your strengths or previous projects that could support this.

For more information on school leadership recruitment take a look at our post on Headteacher and SLT interview questions . We have also written about how to approach the challenge of a student panel interview.

Example Personal Statements.

Brevity and clarity are key here. Hit those person specification points within the restrictions set. Some jobs ask for 1 page of A4 for example. I suggest a maximum of 4 sides carefully spaced and formatted to ease reading. The personal statement examples below are to prompt your ideas only. The more senior the position the more detail will need adding. For each paragraph I recommend adding at least 1 example from your own experience.

Leadership Personal Statement Example 1:

As an experienced educator with a passion for inclusion, I am excited to apply for the position of Special School Headteacher. I have dedicated my career to supporting students with autism and other special educational needs, and I am committed to creating a safe and nurturing environment where all students can thrive.

Throughout my career, I have developed a deep understanding of the unique challenges faced by students with autism , including sensory sensitivities, communication difficulties , and struggles with emotional regulation . I believe that creating a safe and supportive environment is essential for helping students to succeed, and I have worked hard to develop strategies and programs that support their specific needs.

I am committed to safeguarding and have a thorough understanding of “ Keeping Children Safe in Education 2022 “. My mission has been to build a culture of vigilance and proactive measures to safeguard students from harm, abuse, and exploitation. I am committed to ensuring that all staff members are trained and equipped with the knowledge and skills to safeguard and protect our students.

I am particularly proud of my inclusive ethos , which emphasises the importance of creating an environment where all students feel valued, respected, and supported. It is essential to believe that inclusion is not just about meeting the needs of students with special educational needs, but about creating a school culture that celebrates diversity and promotes equity for all.

In my previous roles, I have developed strong budget management skills and strategic level management of large staff teams. I am confident in my ability to lead and manage a team of educators, creating a positive and supportive work environment that encourages professional growth and development.

While I have achieved many successes in my career, I recognise that there is always room for growth and improvement. That is why I value the opportunity to work with a coach to help me identify areas for development and improve my leadership skills. I believe that coaching can help me to become a more effective leader, better equipped to meet the needs of my students and staff.

Overall, I am excited about the opportunity to join your team and to continue making a positive impact in the lives of students with special educational needs. I am confident that my experience, skills, and commitment to inclusion and safeguarding make me an excellent fit for the position of Special School Headteacher. Thank you for considering my application.

Leadership Personal Statement Example 2:

As an Assistant Headteacher with 14 years of experience as a special school teacher, I am motivated to take on a leadership role in a school that aligns with my values of inclusivity and continual improvement. My commitment to teaching excellence is evidenced by positive feedback and a broad range of teaching experience with a hands-on and empathetic approach to creating a learning environment .

Throughout my career, I have been involved with continuing professional development (CPD) initiatives and have placed significant emphasis on encouraging staff to participate. I have also monitored pupil achievement and have created assessment tracking systems to improve attainment levels. Responding to budgetary demands as a middle leader, I have focused on maximising value to invest in my areas of responsibility, including communal and outside areas, to ensure an optimal learning environment.

My sensitivity to social and cultural diversity has led me to foster an open and inclusive environment that embraces my pupils’ backgrounds. I work to maintain positive dialogue with parents and to support groups such as EAL and SEN pupils. I believe that developing initiatives to address the links between social background and attainment is essential for school leadership. To achieve this I believe in making strong links with the local community .

As a leader of a large staff team, I value consultation processes and personal insights of staff members when leading a team. I am eager to involve middle leaders in initiatives aimed at improving the school’s performance. As per the DFE policy, I prioritise the safeguarding of pupils and have overseen child protection in my current role.

Leadership Personal Statement Example 3:

As an educator, I firmly believe that setting high expectations for pupils is essential to their success. In my experience, when students are challenged and held to a high standard, they rise to the occasion and achieve more than they ever thought possible. As a teacher, I strive to be an excellent practitioner by embodying this belief and consistently setting high expectations for my pupils.

One way that I have demonstrated my commitment to high expectations is through my work as a Middle Leader. Over the years, I have led both year groups and core subjects, and in both roles, I have been able to make a significant impact on the school community. Through my leadership, I have worked to ensure that my team of teachers shares my belief in high expectations, and that they are equipped with the tools and support they need to deliver challenging and engaging lessons. By working collaboratively with my team, I have been able to ensure that our pupils are consistently challenged, inspired, and motivated to achieve their very best.

Another area where I have excelled as an educator is in my approaches to curriculum implementation. I believe that every subject is essential and that every subject deserves to be championed. To this end, I have worked to ensure that my subject area is given the time, resources, and attention it deserves. By collaborating with other teachers and leaders, I have been able to share my passion for my subject and help others to see its value and importance. Through this approach, I have been able to champion my subject area effectively, ensuring that it is seen as an essential part of the school curriculum.

Being flexible and resilient are also key attributes for any successful educator. In my experience, the ability to adapt and respond to changing circumstances is essential to providing a high-quality education. Whether it’s adjusting to new teaching methods, dealing with unexpected challenges, or accommodating the diverse needs of pupils, being flexible and resilient is essential to success. I have developed these skills over time, and I am always willing to embrace change and try new approaches to teaching and learning.

Finally, I believe that a successful educator should make a contribution to the wider life of the school and community. As an educator, I am committed to going the “extra mile” for my pupils and their families, and I believe that this extends beyond the classroom. Whether it’s participating in extracurricular activities, attending school events, or volunteering in the community, I am always willing to do what it takes to support my pupils and their families.

In conclusion, as an educator, I strive to be an excellent practitioner with high expectations of my pupils. Through my work as a Middle Leader, my successful approaches to curriculum implementation, and my flexibility and resilience, I have demonstrated my commitment to providing a high-quality education. Furthermore, by making a contribution to the wider life of the school and community, I believe that I can make a positive difference in the lives of my pupils and their families. I am excited about the opportunity to continue growing and developing as an educator and to make a positive impact on the lives of my pupils.

Final Points

Remember a personal statement is – Personal to you! It is a chance to tell the panel shortlisting about yourself. If you want to gain an insight into their values try to look up the current headteacher and any governors on LinkedIn. There may be interests you have in common. The personal statement forms part of your application and may tick boxes that the interview doesn’t cover. The panel will also most likely ask questions based on what you have said in the form so be ready with examples.

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Education Personal Statement Examples

What is an education personal statement?

Writing a personal statement for education is a chance to sell yourself to the admissions tutors and show them why you would make a good education candidate. It’s a place to describe your skills and strengths, as well as your career plans.

You are allowed up to 4,000 characters to explain why you are applying for an education degree, so you need to make sure your statement is as polished as possible to stand out from the crowd.

How do I write a good education personal statement?

Good education personal statements always use evidence to support their claims. You need to convince admissions tutors that you’re a good match for the programme, so if you claim to be committed or inquisitive, then use examples from your life to back it up.

To write a successful education personal statement you need to start early, brainstorm some ideas, and then begin your first draft.

This will then need to be carefully revised and edited before asking family and friends for feedback. Incorporate their comments and suggestions, and see how it is improved before asking them to look at it again.

Read through our education personal statement examples above to get an idea of what a good education statement entails.

Make sure you proofread your statement for grammar and spelling before sending it off, and if you feel you need a little extra help, take a look at our personal statement editing services .

What should I include in my education personal statement?

Many students choose to start their statement by picking a specific aspect of education and explaining why they enjoy it, e.g. developmental psychology, equality and diversity, etc.

Admissions tutors want candidates that are as passionate about the subject as they are.

As well as your motivations for studying education, think about your hobbies and extracurricular activities too. What skills have you learned from these and how will these help you in your education degree?

Talk about any work experience placements you have completed, e.g. shadowing a teacher or TA. What did you take away from this experience? Do you feel you have all the necessary personal traits and qualities that make a good sociology student?

Your wider reading is also important, so it's worth mentioning anything you've read recently that you found interesting and why. Generally, admissions tutors like students who express their views and opinions, and can back them up with evidence.

For more help and advice on what to write in your education personal statement, please see:

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SCOE accepting applications for summer Youth…

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Scoe accepting applications for summer youth leadership institute, for those students who wish to attend, they must apply online before june 28.

A five-day intensive youth advocate training program, it will be led by experts in the field of youth development, peer education, and public health, among other things. The aim is to develop and encourage the next generation of public health leaders, Jennifer Leonard, a spokeswoman for the SCOE, said in a press statement.

The Institute focuses on health equity, using Positive Youth Development and Youth-led Participatory Action Research principles, the latter used to train young people in social justice-based research to improve their communities and institutions. PYD teaches youth in learning how to participate constructively in their communities, schools and families, added Leonard.

Part of the leadership Institute includes a visit to the state Capitol in Sacramento. There, students will meet with leaders and decision-makers to discuss community issues and learn about policy development. The program ends with a graduation ceremony, during which participants receive certificates of completion and recognition from local and state elected officials.

“This Institute not only empowers young people but also creates an opportunity for their important perspectives and ideas to be included in local governance and decision-making processes,” said Solano County Superintendent of Schools Lisette Estrella-Henderson. “By bridging the gap between youth and policymakers, we are supporting the next generation of informed and active citizens.”

For more information about the institute, visit the event website, at solanocoe.net/Divisions–Programs.

SCOE provides leadership, support, and fiscal oversight for charter schools and Benicia, Dixon, Fairfield-Suisun, Travis, Vacaville, and Vallejo unified school districts, which serve more than 60,300 students.

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• university of new orleans
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• college beyond and uno announce extension of strategic partnership

CAMPUS NEWS: JUNE 20, 2024

College beyond program, college beyond and uno announce extension of strategic partnership.

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College Beyond’s success coaches, who are housed on UNO’s campus, provide academic and non-academic interventions to Pell Grant recipient college students.

College Beyond, a New Orleans-based organization dedicated to supporting students from families with low income in their pursuit of higher education, is excited to announce the extension of its strategic partnership with the University of New Orleans. This extension reaffirms the commitment of both organizations to create space for educational success and support students in their educational aspirations.

College Beyond and UNO have already seen significant successes through their partnership. Together, they have supported more than 250 students annually in overcoming financial, academic, and personal challenges to achieve their dreams of obtaining a college degree.

“Since its inception, our partnership with the University of New Orleans has been instrumental in advancing our mission to support Pell-eligible students through college. We are thrilled to renew our collaboration with UNO under the leadership of Dr. Kathy Johnson,” Clara Baron-Hyppolite, executive director of College Beyond, said.

College Beyond’s success coaches, who have been housed on UNO’s campus since the program started in 2018, provide academic and non-academic interventions to Pell Grant recipient college students.

“There is no question that our students participating in College Beyond benefit greatly from the individualized and holistic support that their success coaches provide,” UNO President Kathy Johnson said. “It is an incredibly important component of our overall strategy for supporting first generation college students as they navigate through college and into their careers. We are incredibly grateful for the partnership.”

College Beyond has assisted hundreds of students in their journey toward earning a bachelor's degree through a coaching model designed to unlock their innate potential, Baron-Hyppolite said.  In the past year alone, the program has provided over $40,000 in microgrants to UNO students in need of financial assistance to cover books and supplies, she said.

“This year, we are excited to launch our first-ever Persistence Fund, aimed at bridging gaps in financial aid to ensure students can re-enroll and continue their education. Additionally, we are introducing the Tolmas Scholarship program, which will offer College Beyond|UNO students a need-based, renewable 4-year scholarship,” Baron-Hyppolite said. “Our work in the community is crucial to closing the achievement gap for Pell-eligible students. We look forward to continuing our efforts to support student success through our renewed partnership with the University of New Orleans.”

The partnership has also been a key factor in other initiatives, including the McCollum Scholars Program in partnership with New Orleans Pelican CJ McCollum, which provides substantial financial and socio-emotional support to New Orleans high school students from families with low-income. This program, among others, exemplifies the positive impact of the collaboration between College Beyond and UNO, Baron-Hyppolite said.

As College Beyond and UNO continue their partnership, both institutions remain dedicated to their shared mission of ensuring that every student has the resources and support necessary to succeed in higher education.

For more information, please visit collegebeyond.org .

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