Moving beyond a Competency-Based Internship

Autor/inn/en	Gruenert, Stephen W.; Balch, Bradley V.
Titel	Moving beyond a Competency-Based Internship
Quelle	In: AASA Journal of Scholarship & Practice, 1 (2004) 3, S.11-13 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Educational Administration; Experiential Learning; Internship Programs; Management Development; Administrator Education; Academic Standards; Competency Based Teacher Education; Teacher Competencies; Training Methods; Facilities Management; Behavioral Objectives + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Experiental learning; Erfahrungsorientiertes Lernen; Berufspraktische Ausbildung; Lehrkunst; Didaktik; Trainingsmaßnahme; Facility Management
Abstract	The internship, a culminating program experience for aspiring building-level administrators, affords university faculty and mentors rich insight into the transition that occurs when interns pedagogically shift from teacher to building administrator; a transition that intimately connects classroom learning with authentic experience. Grounded in experiential learning and engagement, the internship phase of the educational administration program at Indiana State University has three major components: (1) the portfolio; (2) seminar attendance; and (3) interaction with mentors and university faculty. Student work is based upon the six Interstate School Leaders Licensure Consortium standards (ISLLC) and the Technology Standards for School Administrators (TSSA). Both sets of standards are purposefully aligned and foundational to the internship experience. The six ISLLC/TSSA standards capture a great deal of the competencies required to be an effective and successful administrator. The year-long internship experience is designed to complement these standards and address the nuances inherent to the rewarding profession of educational administration. The internship is reviewed annually to ensure alignment with the institutional and departmental vision and mission, licensure expectations and program needs. Representative goals include all students passing the State Leader Licensure Assessment (SLLA), acquiring a more robust conception of leadership, an enhanced understanding of organizational culture and climate, successfully initiating change and engaging the community. In addition to these quantifiable goals, there exist outcomes, which are immeasurable. These are the "behind the scenes" aspects, that add priceless value to the internship experience. Eight persistent observations conducted by faculty and school mentors regarding the internship have now become important, but difficult to measure, goals that coalesce as a recipe for a successful internship: (1) getting the candidate excited about the transition; (2) increasing the candidate's capacity to manage complexity amid ambiguity; (3) helping them become a better educator; (4) building an informal support group with other interns; (5) appreciating the art of reflection and its relationship to professional development; (6) understanding the politics of criticism; (7) valuing collaboration and trust; and (8) learning how to get hired. This article addresses the goals that transcend the competency-based experience with the intent of demonstrating their salience toward internship success and essential tools of administrative effectiveness. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10