ERIC Number: ED482685
Record Type: RIE
Publication Date: 2003-Nov
What Interns in School Administration Said They Learned from Their Internship: Program Implications.
Marshak, John J.
Due to increased emphasis on student success and increasing recognition of the school principal's role in creating/maintaining a culture of success, preparation programs in school administration are undergoing increased scrutiny. This prompted the creation of a set of standards for school leaders by the Council of Chief State School Officers and a guide to articulate those standards by the National Policy Board for Educational Administration. The emphasis of the standards is on the cognitive domain. At the State University of New York at Cortland, students are eligible to do an internship after seven or eight three-credit classes. Interns must submit letters of commitment from various administrators accepting the role of mentor and the responsibility for providing and/or opening the door to a wide variety of administrative experiences. Upon acceptance, a university supervisor is appointed. Most students dedicate themselves to the internship full-time. Researchers assessed what the internship taught and the needs that classroom preparation did not fulfill. Respondents focused on such areas as their learning to go with the flow, becoming a historian and anthropologist of the culture, developing an understanding of the school's purpose and value, dealing with the staggering demands of the job, and enjoying the rush of everything coming together. (Contains 10 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).