Getting the Most from Part-Time Principal Internships
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Getting the Most from Part-Time Principal Internships: Perspectives of Interns, Coaches, and Cooperating Administrators.

Getting the Most from Part-Time Principal Internships: Perspectives of Interns, Coaches, and Cooperating Administrators.


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About the Book

This action research study explored how school leader internship experiences built leadership capacity within part-time principal preparation programs, where interns continued teaching while fulfilling internship requirements. Little research is available on working standards of internships and their effects on the perceived leadership capacity of aspiring administrators, particularly those who continue to teach full-time while interning part-time (Davis, Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007; Murphy & Vriesenga, 2004, 2006; Pounder, 2000). This dissertation attempted to partially address this void by focusing on one part-time school leader principal preparation program, the University Principals Institute (pseudonym), to examine what enables and inhibits value in the internship requirement from the perspective of (1) interns, (2) their university coaches, and (3) their cooperating administrators.First, I conducted three sets of focus groups, one set with each of the three above perspectives. Then, I analyzed the qualitative data from the focus groups to develop interview protocols, which I used to conduct 21 in-depth, qualitative interviews with seven interns and their corresponding coaches and cooperating administrators.The data across the three perspectives---that of interns, coaches, and cooperating administrators---showed that a part-time internship structure generated significant barriers to learning due to time pressures on the interns and ambiguity about their formal authority and status within the schools. However, despite those challenges, meaningful learning occurred when all the primary figures in the internships took extra care to nurture a substantive action-reflection cycle during the internship. Intern assignments created more value for the interns when they were aligned with school priorities, provided measurable outcomes to the school, were publicized throughout the school community, and incorporated management of personnel. Reflective activities helped turn action into capacity for leadership when they were regularly scheduled, nonjudgmental, and focused on the internships' most challenging activities. Implications from this research have informed the faculty and staff of the University Principals Institute on ways to make the internship requirement a more meaningful preparation for students' future careers, and may add to the knowledge base for designers and implementers of more rigorous training programs for aspiring administrators.


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Product Details
  • ISBN-13: 9781244600782
  • Publisher: Proquest, Umi Dissertation Publishing
  • Publisher Imprint: Proquest, Umi Dissertation Publishing
  • Height: 246 mm
  • Sub Title: Perspectives of Interns, Coaches, and Cooperating Administrators.
  • Width: 189 mm
  • ISBN-10: 1244600784
  • Publisher Date: 01 Sep 2011
  • Binding: Paperback
  • Spine Width: 18 mm
  • Weight: 599 gr


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