Educational & Professional Goals
As a school psychometrist, my goals are to use
tests to identify and assign students to special
education or gifted programs. I will be an
advocate for students to ensure they are properly
evaluated and diagnosed. My areas of special
interest is special education. This is due in part
because a lot of students are casually diagnosed
with ADD/ADHD whereas intensive assessments
would likely reveal deeper rooted issues. I will
make it my primary duty to assess students
without regard to their race, religion, or
background. My desire is to work in a school
setting with all range of children. My focus where I
would like to develop expertise is autism because it
is such a broad spectrum and it appears more
students are being diagnosed in that area. For that
reason, I desire to learn as much as possible so I
can properly assess/diagnose.
The future holds many opportunities for a school psychometrist. But for
myself, I see it as the perfect opportunity to explore after retirement. My
hope is to finish the program and find summer or part time work that will
afford me the chance to gain experience with assessment. In the event I land
a full time job in psychometry before retirement would be a blessing in
disguise. I foresee at least ten years or more in the field of school
psychometry. I am even open to exploring testing in a mental setting if at all
possible. I want to learn as much as I can about assessments, evaluations,
and diagnosis.
Roles/Purposes of a School
Ethical Themes
• Respect for the Dignity of Persons: I will focus on the dignity of all persons
that encompasses the rights of individuals to include privacy/confidentiality
and fairness and justice.
• Responsible Caring: I will make sure in my practicing school psychometry
there is a daily commitment to benefit others and practice within the
boundaries of my competence to do no harm. This also means that I will
only engage where I am qualified and competent.
• Honesty and Integrity: I will build and maintain trust and demonstrate
integrity in my professional relationships. I will explain all professional
services to my students (clients) in a clear, understandable manner.
to enter
• Responsibility to Schools,
the Profession, and
Society: I will maintain the public trust by self-monitoring and peer
monitoring; I will respect and know federal law as well as state law and
school policies; and I will promote human welfare to improve services to
children, families, and others .
School psychometrists have several roles
but the ones I choose to focus on are
assessment and advocacy. Reason being
is because I like the aspect of trying to
figure out the “why” of something.
Knowing a child’s strengths and
weaknesses to focus on their academic
skills intrigue my mind. Assessment also
helps focus on behavioral concerns,
personal and emotional development.
Advocating for students ensures
appropriate education placements. The
scientist practictioner model of service
encourages me to “investigate” and find
research to back up findings for
complicated diagnosis.
Professional Philosophy (School
Leontyne S. Anderson, Ed.S
School Counselor, NCC, NCSC
I am a graduate student at the University of Alabama where I
am obtaining a masters in School Psychometry. Upon
graduation, I plan to work in a school setting as a
psychometrist. I currently work as a school counselor at an
alternative school. I have been in the field of education for 20
years serving as a special education teacher for two years and
now a school counselor for the past 18 years. My passion
resides with working with youth and particularly “at-risk.”