Department
of Educational Leadership and Policy Analysis
Administrative Endorsement Program
540 Hour Internship Handbook
Version 2003
Department of Educational Leadership and Policy Analysis
Administrative
Endorsement Program: Educational Leadership Internship
Conceptual
Model / Outline (version
2003)
Complete the Self-Assessment of Leadership Competencies.
Identify four competency areas to be strengthened.
Develop growth plans with performance objectives and
suggested activities for each of the four competency areas.
Submit growth plans to your ELPA committee chair for approval.
The intern will:
Complete the site agreement(s)
and obtain signatures
Review the growth plan with the
supervising administrator / mentor
Maintain a log of activities
Maintain reflective journal
entries
Complete the self-evaluation
document
The supervising administrator / mentor will:
Continually help design and
provide activities of benefit to the student
Observe the intern
Provide verbal feedback
Complete the supervisor
evaluation document
At completion of the internship the intern will convey to
her or his ELPA advisor / committee chair:
A complete log of the internship
activities (540 hours) from the six settings
The reflective journal that was
maintained during the internship
A reflective essay on peak
experiences from each of the six settings
A written statement describing
progress in the four identified competency areas
Self-evaluation and supervisor
evaluation forms
The summative essay describing
how the internship incorporated increasingly more administrative or leadership
responsibilities for the student over time
The advisor / committee chair will:
Evaluate the materials and
complete a written evaluation document.
Meet with the student both to
provide to and receive feedback from the intern in terms of how ELPA can
improve the internship program and how the intern plans to continue
self-evaluation and professional growth in the future.
Convey the materials to the program coordinator along with a document certifying completion of the internship requirements.
WHY
FIELD EXPERIENCE?
RATIONALE
Inherent in the ELPA mission to provide leaders for the 21st
century is the need for clinical experience and the development of
collaborative relationships with schools and related agencies. The clinical
experience provides an opportunity for students to strengthen administrative
skills learned during graduate training in educational leadership.
PURPOSE OF THE INTERNSHIP
The internship experience is designed to provide you with
a link between theory and practice in educational leadership. It is planned not
only to provide you with training situations for developing your leadership
skills, but also to provide community and school agencies with professional
assistance. The internship is intended to encourage you to pursue diverse
experiences in a variety of educational settings, and to participate in other
wide-ranging leadership activities. The Interstate School Leaders Licensure
Consortium (ISLLC) Standards, which are used in the development of course
activities and program design, will be used to assist in the development of
internship activities related to topics presented in each of the core courses
during your program.
PURPOSE OF THE HANDBOOK
This handbook is intended to serve as a guide for planning
and record-keeping during your internship. It is expected that you will take
full advantage of the opportunity to tailor your field experience to both your
learning needs and the agencies’ needs for professional assistance. Prior to
initiation of field experiences your academic advisor / committee chair must
approve your plans for your internship.
INTERNSHIP OPTIONS
You are responsible for contacting the district and/or
agencies where your internship will take place. Final arrangements for your
internship will be reviewed and approved by your advisor/committee chair and
the supervising administrator at each school site or community agency.
Each student, at the beginning of the internship, must
complete the Self-Assessment of Leadership Competencies, which is based
upon the ISLLC standards. The results should be used as a basis for selecting
the competency areas for improvement and setting your professional growth
objectives. They may also provide benchmarks as to your growth during the
internship experience. The ISLLC Standards are the standards upon which state
licensure as an administrator are founded, and are used in planning ELPA course
activities and program design.
DISTRIBUTION OF THE 540 HOURS
Each student will spend a minimum of 100 hours in each of
the following settings:
1.
Elementary School
2.
Middle School
3.
High School
4.
5.
Community Agencies
6.
For the remaining 40 hours of the internship, the student will
document experiences in settings selected for their contributions to the
student’s awareness and understanding of diversity.
NOTE: It is the student’s responsibility to ensure a
balance between experiences in regular and special education during the
internship activities.
REPORTING GUIDELINES
For each of the six required settings, the student will
maintain a log of the hours spent and the activities in which the student was
engaged, as well as a reflective journal.
In addition, the student will complete the following:
1.
The student will write a reflective essay on the activities in each of
the six settings that contributed most to the student's growth, describing the
activities and reflecting on her or his professional and/or personal learning
experiences.
2.
The student will complete a written statement discussing his or her
progress toward meeting learning objectives in each of the four competency
areas identified through the self-assessment.
3.
The student will write a summative essay discussing how the internship
experience incorporated increasingly more administrative and/or leadership
responsibilities for the student over time.
The Internship Mentor Mentor
The faculty of the Department of Educational Leadership
and Policy Analysis are deeply grateful for the willingness of educational and
community leaders to become involved as Internship Mentors. A section of this handbook specifically
addresses the mentor relationship and provides guidelines to assist in
preparing the Internship Mentor for this experience. Following is a brief explanation of the
importance of the Internship Mentor in this aspect of the student’s educational
experience. It is recommended that the Internship
The mentoring
relationship represents the foundation of the internship. This relationship has
the potential of rewarding the student with enormous professional
benefits. The mentoring process can
assist the student administrative development, satisfaction, and leadership through
the creation of a quality relationship with the identified mentor. The mentoring relationship is a complex
interpersonal process that has governed professional practice in all
disciplines. Mentoring can take many
forms and exist in many settings, and remains one of the most effective means
of professional induction and guidance.
Mentors can shape an environment to be conducive to growth and
development of novice leaders. The
internship should be designed to build heavily on the positive benefits of
mentoring. Mentoring can facilitate professional
growth in a highly individual and holistic manner, matching learning needs with
interests and needs of community and business-based professionals. These professionals will act in a mentoring
capacity as the student functions in the intern role.
Because of the importance of the mentoring relationship,
the selection of an Internship Mentor is critical to the student’s success
during the internship. The student, the
student’s Committee Chair, and the Internship Facilitator should work together to
match interest and learning needs with a potential mentor. Through this relationship, the student should
experience the rewards of increased self-confidence, acquisition and refinement
of appropriate leadership skills, and a clearer understanding of organizational
leadership.
There is
no required or standardized format for the internship log or for reflective
journal writing. Use word processing and
/ or spreadsheet programs with which you are comfortable and that will meet
your needs. Please note that the reporting guidelines do not call for the
development of a portfolio. You may choose to use a spreadsheet or word
processing application through which you can record your hours of service in
each of the settings and indicate the standard or competency that you addressed
during the activity. The application should also allow you to describe the
activity, its location, and insert a brief reflective journal entry. During
each semester you will be asked to complete a reporting form (included with
other documents at the end of this handbook) on which you will indicate your
progress with internship activities.
Directions
for the Internship
for Internship Planning and Completion
Inherent in the
Department’s mission is the need for clinical experience and the development of
collaborative relationships with schools, businesses and community
agencies. The mentoring program
demonstrates one way in which the Department of Educational Leadership and
Policy Analysis at East Tennessee State University is working cooperatively
with public school districts and private organizations to use proven leaders as
mentors in the preparation of educational and community leaders of tomorrow.
By definition, a Internship
Mentor is an experienced role model who guides the professional development of
a less experienced individual through coaching and advising (Hersey & Blanchard, 1990). As mentoring evolves to meet the needs of
different professions, its definition will necessarily change in emphasis,
although the main idea – a relationship between an experienced person and a
less experienced person wherein the latter learns about the organization or
profession – will remain constant (Muse, Wasden &
Thomas, 1988).
Appropriate Qualifications for an Internship
v
Has confidence in his/her own personal
and professional development.
v
Enjoys giving support and
encouragement to aspiring leaders on a one-to-one basis.
v
Has a personal reputation as an
experienced effective leader.
v
Is knowledgeable about current
educational issues and practices and/or current issues and trends effecting
businesses, industries and communities.
v
Possesses an understanding of
political and organizational dynamics in relation to education.
v
Has an understanding of generic
leadership/management skills and key behavior.
v
Is committed to the mentoring process.
v
Has made the necessary arrangements to
have time available to work with a student over an extended period of time.
v
Does not have any current supervisory
or evaluation role in relation to the student.
v
Is open to new ideas.
v
Is sensitive to the needs and concerns
of others.
v
Practices effective listening skills.
v
Presents a professional demeanor.
The Functions of an Internship
v
Mentors foster a belief in self.
v
Mentors teach specific skills.
v
Mentors challenge and give responsibility.
v
Mentors give feedback.
v
Mentors help in development of a leadership perspective.
v
Mentors encourage professional growth through reading, professional
groups and academic preparation.
v
Mentors provide insight into the social and political mores of the
profession and the organization.
v
Mentors help the student build a professional network.
v
Mentors are available for discussion.
v
Mentors give support and encouragement.
v
Mentors are role models.
v
Mentors share their information and influence.
The Purpose of Mentoring
The primary purpose of mentoring to students in the
Department of Educational Leadership and Policy Analysis at
v To prepare
confident, caring and capable leaders.
v
To improve the quality of leadership in schools and organizations.
v
To provide on-the-job professional development opportunities for
future leaders.
v
To strengthen the relationship and balance between theory and practice
in the field of leadership studies.
v
To recognize and gain from the expertise of experienced leaders.
The Value of Mentoring
There is consistent evidence
that suggests that mentoring benefits the mentor, the student and the
organization. The following are some of
the benefits cited by those who have served in mentoring programs.
For the
Student Intern:
v
Provides extensive field experience.
v
Introduces student to different styles of leadership.
v
Expands knowledge of leadership skills and management practices.
v
Provides an opportunity to associate with a successful role model.
v
Provides opportunities for honest and constructive feedback.
v
Exposes interns to the realities of politics in organizations.
v
Provides the intern with ongoing support and encouragement.
v
Helps the intern build a professional network.
For the Internship
v
Recognizes the mentor for their
achievements, abilities and contributions to the organization.
v
Gives the mentor the opportunity to learn by teaching in both formal
and informal settings.
v
Assists the mentor in staying up to date in their field of expertise.
v
Gives the mentor and university faculty members the opportunity to
associate as colleagues.
v
Allows the mentor to take pride in the achievement and career
advancement of their interns.
v
Exposes the mentor to fresh ideas.
v
Expands the mentor’s professional network.
For the
Organization:
v
Increases leadership talent pool.
v
Expands the knowledge base and skill level of potential leaders.
v
Builds opportunities for networking.
v
Fosters increased leadership productivity and effectiveness.
v
Provides cost-effective development experiences for aspiring leaders.
v
Provides an opportunity for cooperative efforts between the
organization and the university.
v
Exposes individuals within the organization to new ideas, current
research and innovative practices.
Questions for Reflection by the
The opportunity to become a mentor carries with it a
personal commitment. In order to ensure
an appropriate level of commitment, the following questions should be
considered by the potential mentor.
v
Am I ready and willing to be a mentor?
v
Do I have the time, resources, knowledge, skills and behaviors to
serve as a mentor?
v
What are my areas of strength and weakness as a mentor?
v
For what role(s) do I feel most comfortable in
providing mentoring (e.g. practitioner, educator, researcher, manager, etc.).
v
What characteristics do I bring to the mentoring relationship?
v
Are my personal and professional goals such that I can commit to being
a mentor?
v
What do I expect of the mentoring relationship?
v
What are the benefits and costs of becoming a mentor at this time?
How the
Internship Experience
No mentoring relationship can remain static. A successful Internship Mentor ensures that
the relationship with the intern is constantly changing and growing. Each internship setting involves three stages
of mentoring: INITIATION, DEVELOPMENT and INTERNSHIP COMPLETION.
Initiation
One of the first things
the mentor and intern must do is to discuss their individual expectations for
the internship within the framework of the program. The initiation stage is marked by the mentor
introducing the intern to others and giving the intern an orientation to the
organization. This “getting acquainted”
stage is when the respect and trust that will determine the success of the
internship begins.
The
Initiation Stage corresponds with Step 3 and Step 4 of the Steps for the
Student to Follow for Internship Planning and Completion. Please refer to this specific section in
this handbook. During this stage, the
Internship Mentor
Development
The goals established
for the internship are pursued in the development stage, where the real
learning and teaching between intern and mentor occur. The mentor is allowed considerable flexibility
to match internship activities to the needs, desires, background and
aspirations of the intern. The intern
observes the mentor, attends professional meetings, and is delegated more
responsibility and more complex tasks during this phase of the relationship.
The Development Stage will be guided by the
specific objectives identified by the student through the completion of their
Professional Growth Plan. The objectives
must be signed by the student, and approved by the Internship
Internship Completion
The Internship Mentor’s
role in the completion of the internship is to verify the completion of all planned
tasks, activities and clock hours. This
is accomplished by the completion of the Mentor Evaluation of Intern
form. It is the student’s responsibility
to provide all necessary documentation to the Internship Mentor.
The Internship Mentor
may become familiar with the “clock hour” requirements for the internship by
reading Step 2 of the Steps for the Student to Follow for Internship
Planning and Completion.
The Mentor Evaluation
of Intern is provided as Appendix H.
This evaluation should be provided to the ELPA faculty representative
serving as Internship Facilitator.
Mentoring and Coaching: The Role of the Internship
The Internship Mentor is
a valuable asset in developing appropriate leadership characteristics in the
student. Following are some important
areas of emphasis for your consideration during the internship experience:
Leadership – Ability to motivate and guide people to accomplish a task or goal.
Problem Analysis – Ability to identify the important elements of a problem situation
and seek out relevant information to determine possible causes and solutions.
Sensitivity – Ability to perceive the needs and concerns of others; resolving and
diverting conflicts; dealing tactfully with persons from diverse backgrounds.
Organizational Ability – Ability to use time and resources effectively to
accomplish short and long term goals.
Delegation – The ability to effectively assign projects and tasks to the
appropriate people giving them clear authority to accomplish them and
responsibility for their timely and acceptable completion.
Planning –
The ability to clarify a goal or objective and develop a strategy to accomplish
the desired results.
Implementing – The ability to carry out programs and plans to successful
completion.
Evaluating – The ability to examine how outcomes compare with previously defined
standards, goals or priorities.
Oral Communication – The ability to make clear oral presentations of
facts and ideas.
Basic Principles of Mentoring
v
Provide time every day to meet (chat)
with the student.
v
Aggressively assist the student with
learning and growing personally and professionally.
v
Demonstrate your personal concern for
the student; be a friend.
v
Help the student become acquainted
with the values, customs, resources and nuances of a leadership role.
v
Build the self-confidence of the
student; don’t tear it down.
v
“Empower” the student by helping the him or her to acquire the knowledge, skills and attitude
that will make the student successful.
v
Don’t place limits on the professional
growth of the student.
v
Work closely with the student. Include the student in all possible decisions
and activities.
v
Don’t protect the student from failure
or from the frustrations and emotions associated with the job.
v
Do monitor performance and provide
feedback.
v
Alert the student to salient
contextual conditions operating in the particular work setting.
v
Accept the student as he or she is,
without judging or valuing the person.
v
Don’t confirm the student at the
present level of performance. View the
student as being in a state of growth.
Potential Problems in Mentoring Relationships
Conflicts
Conflicts in the
mentor/student relationship should be used as educational experiences in
conflict resolution for the student.
Every effort should be attempted to resolve differences. If
differences cannot be resolved informally by the mentor and intern, the
Internship Facilitator should be called upon to assist with the resolution of
the conflict.
Some Reasons for Failures in Mentoring
Relationships
v
There is a conflict in values.
v
There is poor “chemistry” between
mentor and student.
v
Initial rapport is not established.
Potential Problems
v
v
v
Mentors may not acknowledge the
limitations of their students.
v
Students may get only a limited
perspective from their mentors.
v
Students may become too dependent on
their mentors.
v
Student may idealize or idolize their
mentors.
v
Students may become “carbon copies” of
their mentors.
v
Formal mentoring arrangements may be
too structured.
v
Mentors may compare all students to an
ideal vision or standard of performance which may never be realized.
The Mentor’s Role in Preparing for the Student
The typical student
intern is concerned about doing well and hopeful that you will consider him or
her as a valuable resource. The student
desires to gain valuable experience from the mentoring relationship to assist
him or her in becoming a more effective leader.
The intern should be treated as a welcome addition to the professional
staff. The responsibilities assigned
should reflect your desire to see that the intern is actively involved in
worthwhile tasks that will facilitate the learning experience.
The better the student
feels about his or her place of importance in the organization, the sooner you
will have a capable leader helping with the responsibilities of leading a
successful organization. Therefore,
preparing for the student is important.
The following
Mentor Checklist for Preparing for the Student
Intern’s Arrival
v
Does the student have building and
office access, as needed?
v
Does the student have use of a telephone
for business purposes?
v
Will the student be given a tour of
the facility?
v
Does the student have access to a
computer, copying machine, etc., as needed, and understand procedures governing
use of office equipment?
v
Will the student be introduced to the
staff at the staff meeting?
v
Will the student be introduced to the
other professional employees?
v
Will the student be introduced to the
secretaries, custodians, and other support staff?
v
Will the student be introduced to
appropriate clientele and community leaders?
v
Have tasks been planned for the
student to do during the first week?
v
Has time been scheduled to meet with
the student at least once each week to discuss the internship?
v
Are the responsibilities to be
assigned structured to allow the student to be at the university
for mandatory seminars and courses?
v
Have plans been made to take the
student to at least one professional meeting?
Mentoring Through Effective Feedback to the Student
Giving feedback is a way
of helping another person to consider changing his or her behavior. It is communication to a person that gives
that person information about how he or she affects you. Used properly, it can be a helpful
“guidance-control” mechanism for an individual to use in altering his or her
behavior.
Criteria for Useful Feedback (Schmuck & Runkel,
1994)
v
It
describes rather than judges. Describe your own reaction. Avoid “judging” language so that the other
person will feel less defensive.
v
It
is specific rather than general. Instead of saying “You are dominating,” you may say
instead “Just now when we were deciding the issue you didn’t listen to what I
said but continued to talk.”
v
It
takes into account the needs of both the recipient and the giver of the
feedback. Feedback can be destructive when it serves only
your own needs and fails to consider the needs of the other person.
v
It
is directed toward the behavior that the other person can improve. Frustration
is only increased when a person is reminded of some shortcoming over which he
or she has no control.
v
It
is requested rather than “dumped.” Feedback is most useful when the recipient has
asked for it.