Interview Questionnaire

1. How have your experiences (education, work, volunteer, and/or personal) prepared you for
graduate study in school psychology?
Compassion, relationships, and cultural competency are the three mantras I carry with me
wherever I embark on an uncertain journey in life, be it personal or professional, as an educator
and minister. Despite growing up in poverty, my family's commitment to education and
confronting life challenges has been unwavering, leading me to success.
I have spent half of my life in ministry and teaching, considering both roles as blessings and great
responsibilities. These life experiences have motivated me to set goals, define my vision, and
nurture my life mission. I consistently pursue advanced studies, particularly in the field of
education. I self-funded my studies while completing my Master of Education degree in early
childhood education, overcoming financial challenges at that time to complete my master’s
project study.
Considering my diverse educational background with a degree in special education as an asset, I
furthered my studies in the field of school psychology. Currently, I am in the process of writing my
doctoral dissertation, scheduled for completion in June 2024, with the working title “Facilitating
Student Success: Student-Specific Plan Implementation with Universal Design for Learning in
Manitoba’s Inclusive Education.” This research focuses on the multiple means of representation,
engagement, action, and expression based on the Universal Design for Learning (UDL) as an
educational framework. The study aims to contribute to the body of knowledge by creating equal
opportunities in a learning environment for students with diverse learning and socio-emotional
needs. I have come to understand the importance of implementing the Multi-Tiered System of
Support (MTSS) in schools for equitable educational and clinical services.

It is also a privilege for me to work in an indigenous community school in the Mosakahiken Cree
Nation. The experiences with students, families, and the community have been invaluable.
Learning about their values, beliefs, and socio-cultural perspectives has enriched me as an
educator and a future clinician. Recognizing the importance of understanding their perspectives
is crucial for decision-making, cultural sensitivity, and ethical professional practice.
These life experiences serve as my fuel of courage, and I eagerly anticipate the opportunity to
achieve another milestone in my academic journey through the school psychology program if
given the chance."
2. As a school psychologist, you will be collaborating with many professionals in schools. Please
describe how you would work with a classroom teacher who is not following your
recommendations for an intervention in his/her classroom.

As a school psychologist, I will consistently seek opportunities to consult with the classroom
teacher (CT) by involving them in pre- and post-recommendation discussions. A scheduled review
meeting on my recommendation, along with the in-school team and the CT, would help both
parties set SMART goals. The minutes of the meeting are important to keep track of agreements
and discussions, preventing the occurrence and recurrence of instances where the CT does not
follow the discussed recommendations. The CT’s chance to share ideas and observations about a
specific student and the class during meetings is considered a collaborative effort, validating the
CT’s inputs toward meeting the recommended goals. I will ensure that the CT is aware and feels
that their thoughts are valid in consultative-collaborative opportunities.
In addition, to ensure the CT's involvement as a member of the student services team in
implementing goals, reviewing, and rediscussing my recommendations are essential to
understand the strengths and challenges the CT faces during implementation. Recommendations
are meant to be tried in the classroom, and both of us have the responsibility to discuss them
regularly. As a school psychologist, I will always keep communication open. I will also share a
tracking checklist of my recommendations and goals that the CT and I can use to help track and
place an anecdotal note for an Individualized Education Program (IEP), Behavioral Intervention
Planning (BIP), and review.

In some instances, I may have used highly psychological terms that confused the teacher;
therefore, the CT discontinued the implementation. I will always ensure that I use layman’s terms
when organizing recommendations so that we both understand each other as a clinician and a
teacher working together.

Lastly, implementing a recommendation can be challenging. As a school psychologist, I will

facilitate the “class-within-a-class (CWC)” delivery model to the classroom with notice and
approval from the in-school team and school administration. This model is not intended to observe
how efficiently the CT implements the clinician’s recommendation but rather to collaborate and
consult with the teacher in the classroom. It is also an opportunity for me to work with students
and/or the class to model what my recommendation looks like when put into application.
Developing a self-reflective practice as a school psychologist will help me progress further in my
profession.