I want to apply to Doctoral (Ed.D.) Program in Education in Educational Leadership Planned Program (Concentration on K-12) at Clark Atlanta University. I wrote a statement of purpose letter which has a lack of information, unclear and weak purpose to apply to the program. I received two of my master’s degrees in the fields of education (teacher leadership and school, culture, and society) and really believe that after obtaining those degrees they have a higher expectation from me to provide a strong statement of purpose letter. I have some very broad ideas that need to be all gathered to the clear and strong title of interest. I have to clarify what is the title of my interest and in the better work CRATE A SUBJECT FOR MY FUTURE DISSERTATION based on my interests. I provided the information of the program to have a better understanding of their research and work areas.
The things I need on this letter of purpose are:
I will upload my letter and you have to brush my letter and make stronger and clear
Study on the program and make a connection between their focus areas to my interests and educational background and CREATE A RESEARCH INTEREST TITLE.
Dear Selection Committee:
I am applying to the educational doctoral program at Clark Atlanta University. I am certain that pursuing educational doctoral Ph.D. program would be an important step toward my goal to become either a faculty member or director in areas such as leadership, student’s engagement, and diversity.
Since childhood I had the opportunity to visit numerous countries because I accompanied my father on his business trips. This unique experience exposed me to different cultures taught me the discipline that is required to achieve one’s goals despite the setbacks that might arise and primed me to think outside the box and on a global scale later in life. Throughout those experiences, I became more familiar with the concepts of multiculturalism, multilingualism, and diversity as I am in a direct contact with so many different people across the world. My childhood exposed me to the breadth of the human experience, yet it was my education that gave depth to it.
Since I was quite good in history during high school, I decided to pursue History as a major, and later a Master’s, at college. I did well in college and after completion of my masters’ degree I published my thesis as a book in my home country, Iran. The title of my book was The German Thinkers’ Influence in Rise of Third Reich and it discussed the mentality behind the Nazism. I was interested to know how jingoism and excessive attention to race and nationalism led to creation of Nazism. Learning history has sharpened my critical thinking and has helped me understand the importance of historical context in analyzing contemporary phenomena.
Upon completion of my master’s Degree in History, I started teaching as an English as a Second Language (ESL) teacher and served as an advisor at a private English Language Institute in my home country. Later, I came to the United States to improve my English and return to be a better asset for my home country as an ESL teacher. At Iowa, I attended a semester in the Iowa Intensive English Program (IEEP) at Kirkwood Community College to improve my English. After gaining valuable experience at the Kirkwood, I decided to continue my academic career and pursue the education major in the United States. I knew that my personal and academic interests were better suited to the field of education and attended Mount Mercy University and did my Master’s in Teacher Leadership. I studied hard and had an excellent performance in the program and achieved a 3.86 GPA as a non-native student, which attests to my talent, diligence, and interest in this field. I continued my hard work and success during my master’s program at University of Iowa which proves my passion and strong internet in the field of education.
As an international student who has had the opportunity to become familiar with the United States educational system, I believe I have a wealth of experience to contribute to the program with a different perspective. I am interested in researching and designing a more welcoming, adaptive educational environment for international and minority students, enabling them to contribute equally alongside American students to the educational enterprise. I have myriad ideas to help students to gain multicultural competency and improve students’ learning outcomes. As a previous ESL teacher and English language instructor, multilingualism and multiculturalism and their relation to education have become my passion.
The spotlight on national and global education has been intensifying over the years, and leaders with the capacity to facilitate the accomplishment of the dual goals of consistent pedagogic exceptionality and positive societal impacts are justifiably in demand. I perceive academic enlightenment as a fundamental dynamic in the transformation of individuals’ lives and a critical contributing factor to people’s future prosperity and overall contentment with life.
As an individual with a scholastic background that is deeply embedded in educational headship, I have deemed it imperative to engage in perpetual learning to broaden my capacity to be a truly transformative leader tomorrow and advance my career meaningfully. The Doctor of Education in Educational Leadership Planned Program at Clark Atlanta University represents the ideal scholarly platform to continue my academic trajectory, as its underpinning elements involve systematically designed instructional processes that ensure a thorough acquisition of research and assessment notions, learning conceptions, curriculum creation frameworks, and educational technology models.
My vast academic background has exposed me to the intricate mechanics of the educational system across continents and enabled me to immerse myself in myriad distinct education-specific programs. I currently possess an in-depth grasp of the organizational and operational substructures of the educational system, and my comprehension of the political, fiscal, cultural, and systemic elements that influence educational targets has improved perceptibly over the years. Of greater significance is the fact that I am now conscious of critical avenues for managing the aforementioned forces to ensure the fulfillment of delineated educational system-oriented objectives. However, conspicuous gulfs in my capacity to contribute to the enhancement of academic institutions remain, and I am convinced that my involvement in your esteemed program represents the step that I require to bridge my competency gaps and, subsequently, assist in the elimination of perturbing barriers that mar diverse educational systems.
My passions are strategically oriented toward improving education, tackling harassment in academic settings, augmenting respect for cultural diversity, and amplifying learner motivation. These subject matters have featured prominently in my research activities, as I have intimate insights into the negative implications that have been engendered in the educational system as a result of the lack of adequate leadership stress on the issues. Student populations with learning and attention problems, for instance, continue to confront an absence of acceptance, feelings of failure, widespread bullying, and overall negative school climate. The continuance of these disconcerting trends contributes to student disengagement, poor academic performance, augmented misbehavior risk, and increased likelihood of suicide attempt. While I feel innately compelled to tackle these phenomena, I am aware that I will require advanced expert knowledge and leadership preparation to trigger a consequential change in the education arena. For this reason, I have set my sights on acquiring mastery of a diversity of leadership-related thematic emphases that are specific to the educational system, prominent examples of which entail policy- making, advocacy, strategic planning, student and staff administration, community engagement, and immersive research processes.
My predetermined concentration is K-12, and the presence of a highly capable faculty at Clark Atlanta University reinforces my conviction that I will accomplish my headship goals through my participation in the doctoral program. My evaluation of the overview of the targets, scope, and focus of the study area has shown me that the program aligns with my interests seamlessly. Modern educators serve in multifaceted organizational environments with equally multifarious problems that necessitate thoughtful decision-making to influence the core functions of learning institutions. Clark’s doctoral program is centered on empowering and equipping scholars with the knowledge, competencies, and tools indispensable for gathering and applying information appropriately, policymaking, and enabling positive academic achievement. As a candidate in the K-12 leadership position, I also stand to take advantage of the grounding of Clark’s program in interdependent learning. Such an instructional configuration is crucial for supporting progress in teaching and encouraging mutual cooperation across the educational landscape.
My years of study in the educational system, coupled with my hands-on experience with students from richly diverse backgrounds, have offered me the requisite experiential and pedagogic structure to engage in doctoral-level scholarly efforts. Although my latest academic endeavor is patently rigorous and calls for unwavering candidate dedication to acquire distinction, I am confident that I will be able to draw on my extensive background as a scholar, instructor, advisor, and administrator to navigate potential challenges judiciously.
I plan to immerse myself in my academic engagements fully to maximize my capacity to meet exceptional performance standards, use the input of my peers as a vital resource in the process of learning, and participate actively in academic matters to ensure effective contribution to the entire scholarly community.
I hope I have the privilege of continuing my studies in Education doctoral program at the Clark Atlanta University.
Pershia Shahin Jafari
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