CANDIDATE & MENTOR MANUAL
On Campus & Distance Learning Programs
PrincipalClinical
Internship
C A N D IDA TE A N D ME N TO R M A N UA L
UNIVERSITY OF CINCINNATI
SCHOOL OF EDUCATION
Educational Leadership Program
EDWARDS I,
P.O. BOX 210049
CINCINNATI, OH 45221-0049
Phone 513.556.6627 • Fax 513.556.1900
Table of Contents
Mission......................................................................................................................
Overview ...................................................................................................................
Standards……………………………………………………………
Course Outline ..........................................................................................................
On Campus......................................................................................................
Distance Learning ...........................................................................................
Placement and Internship Requirements………………………..
Mentor Principal Role and Responsibilities .............................................................
Candidate Role and Responsibilities ........................................................................
Selected Bibliography on Mentoring……………………………………………….
FAQ ~ Frequently Asked Questions .........................................................................
Appendices ................................................................................................................
Mission
The mission of the University of Cincinnati Educational Leadership Program is to
prepare excellent leaders for excellent schools and to seek, generate, test, and
share new knowledge for the transformation and improvement of the profession.
We seek to embody the principles of social justice, caring, diversity, and
collaboration in authentic and tangible ways in all aspects of our practice.
Overview
The professional development of the educational administrator/building
educational leader progresses through three stages; the classroom, guided
development in the field prior to acquiring a position, and development in the
field after acquiring a position. The second stage of professional development is
the clinical internship experience. The Principal Clinical Internship at the
University of Cincinnati is a part of the university preparation program and is
offered through collaborative efforts between the university and field sites.
Through the principal clinical internship experience, the developing
administrator/educational leader has the opportunity to learn-in-doing. The
primary goal of the principal clinical internship is to provide the candidate a
quality learning experience which engages the candidate in the guided practice of
educational leadership and reflection on that practice.
All candidates preparing to become licensed principals through the University
of Cincinnati Educational Leadership Program participate in clinical or internship
learning experiences, referred to as the “Principal Clinical Internship” (PCI). The
“Principal Clinical Internship” course on campus occurs over three consecutive
quarters (18-EDLD-751, 752,753), four consecutive quarters (18-EDLD-782) in
our distance learning program. This course provides significant opportunities for
the candidate to engage in reflective practice as an administrator.
PCI addresses the National Policy Board for Administration Educational
Standards (2002) (www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) for
advanced programs in educational leadership. PCI should be substantial,
sustained, and standards-based in a real setting, and PCI should be planned,
guided, and evaluated cooperatively by the candidate, the university professor,
and the field site mentor who is a licensed, practicing principal. It is the
responsibility of the candidate to secure a school site and the cooperation of the
licensed practicing principal who will serve as a mentor during the PCI.
Candidates are expected to (1) become familiar with the roles and responsibilities
of the principal, (2) lead the planning, implementation, evaluation, and reporting
of a project designed to improve education in a school, and (3) reflect upon
her/his leadership, seeking meaningful improvement as an educational leader.
Standards
The vision and structure of this course correspond with the Standards for
Advanced Programs in Educational Leadership (National Policy Board for
Educational Administration, 2002). The specific standards which this course
addresses are:
Standard 5:
Standard 7:
5.1, 5.2, 5.3
7.1; 7.2; 7.3; 7.4; 7.5; 7.6
5.1 Acts with Integrity
a. Candidates demonstrate a respect for the rights of others with regard to
confidentiality and dignity and engage in honest interactions.
5.2 Acts Fairly
a. Candidates demonstrate the ability to combine impartiality, sensitivity
to student diversity, and ethical considerations in their interactions with others.
5.2 Acts Ethically
a. Candidates make and explain decisions based upon ethical and legal
principles.
7.1 Substantial
a. Candidates demonstrate the ability to accept genuine responsibility for
leading, facilitating, and making decisions typical of those made by educational
leaders. The experience(s) should provide interns with substantial responsibilities
that increase over time in amount and complexity and involve direct interaction
and involvement with staff, students, parents, and community leaders.
b. Each candidate should have a minimum of six months(or equivalent,
see note below) of fulltime internship experience.
7.2 Sustained
a. Candidates participate in planned intern activities during the entire
course of the program, including an extended period of time near the conclusion
of the program to allow for candidate application of knowledge and skills on a
full-time basis.
7.3 Standards-based
a. Candidates apply skills and knowledge articulated in these standards as
well as state and local standards for educational leaders.
b. Experiences are designed to accommodate candidates’ individual needs.
7.4 Real Settings
a. Candidates’ experiences occur in multiple settings that allow for the
demonstration of a wide range of relevant knowledge and skills.
b. Candidates’ experiences include work with appropriate community
organizations such as social service groups and local businesses.
7.5 Planned and Guided Cooperatively
a. Candidates’ experiences are planned cooperatively by the individual,
the site supervisor, and institution personnel to provide inclusion of appropriate
opportunities to apply skills, knowledge, and research contained in the
standards. These three individuals work together to meet candidate and program
needs.
b. Mentors are provided training to guide the candidate during the intern
experience.
7.6 Credit
a. Candidates earn graduate credit for their intern experience.
Course Outline
Details for both the on campus and distance learning course can be found in the
syllabus provided for each. The following is a rough outline to guide initial
planning.
On Campus
PCI I
(Pre-Placement)
Principal Interview #1
Principal Interview#2
Shadowing Experience
Assessment Stage
Development of PCI Project Contract
Formal Application, Approval, and Admission to Internship
Candidate/Mentor/University Faculty Sign Project Contract (Placement)
Development of Log of Hours
Implementation of Project
Ongoing Reflective Journal
Ongoing Discussion - both in class and on line
PCI II
Implementation of Project
Ongoing Log of Hours
Ongoing Reflective Journal
Ongoing Discussion - both in class and on line
PCI III
Implementation of Project
Evaluation of Project
Candidate/Mentor/University Faculty Sign Evaluation
Project Written Report
Cohort Review of Project Reports
Mentor Letter of Recommendation
Ongoing Log of Hours
Ongoing Reflective Journal
Ongoing Discussion - both in class and on line
Distance Learning
PCI ~ Term I
(Pre-Placement)
Principal Interview #1
Principal Interview#2
Shadowing Experience
Assessment Stage
Development of PCI Project Contract
Formal Application, Approval, and Admission to Internship
Candidate/Mentor/University Faculty Sign Project Contract (Placement)
Development of Log of Hours
Implementation of Project
Ongoing Reflective Journal
Ongoing On Line Discussion
PCI ~ Term II
Implementation of Project
Ongoing Log of Hours
Ongoing Reflective Journal
Ongoing On Line Discussion
PCI ~ Term III
Implementation of Project
Evaluation of Project
Candidate/Mentor/University Faculty Sign Evaluation
Ongoing Log of Hours
Ongoing Reflective Journal
Ongoing On Line Discussion
PCI ~ Term IV
Project Written Report
Cohort Review of Project Reports
Mentor Letter of Recommendation
Ongoing Log of Hours
Ongoing On Line Discussion
Placement and Internship Requirements
Placement
Pre-Placement: The first six weeks of both the on campus and on line programs
are considered "pre-placement" for the Principal Clinical Internship. Preplacement written activities consist of two principal interviews, a principal
shadowing experience, and a formal assessment of school needs. The candidate is
considering possibilities for a professional practicing principal to be approached
to accept the role of mentor. Project ideas are also being developed. No project
work is to be completed during this phase. No project work can be added to the
Log of Hours during Pre-Placement. There is ongoing journaling and discussion.
Placement: During week 6 the candidate submits three documents which are
considered formal application for placement into a Principal Clinical Internship
project experience. 1) PCI Project Contract 2) Candidate/Mentor Contact
Information 3) Conference Call Form. The university faculty instructor will
review these documents and conduct a conference call with the candidate and
mentor. The candidate will adjust the contract to resolve any suggestions or
concerns that came from the conference call, sign and date the PCI Project
Contract and submit to the university instructor (in person on campus, by fax or
scanned document distance learning). The addition of the university instructor's
signature and date on the contract indicates formal approval, acceptance and
admission to internship.
Internship Requirements
Internship formally begins when the PCI Project Contract is signed and dated by
the university professor following the conference call with the candidate and
mentor. The project may begin to be implemented at this time. A Log of Hours
will be developed according to the syllabus for this course. It is expected that the
candidate devote nine (9) to twelve (12) hours per week on project and leadership
related activities for six (6) consecutive months. This is the standard for
professional educational leadership development programs. Our course design
supports or exceeds this standard. All course expectations must be met according
to the syllabus for this course. All PCI project expectations from the contract
must be met. This does not mean that all of the goals stated in the PCI Project
Contract must be met, however the project must be conducted as planned, and
possibly adjusted over the time frame of the project, and it must meet with the
candidate's, and mentor's, and university professor's clear understanding of what
is necessary for successful completion. This is accomplished through ongoing
communication, evaluation, and reflection about the progress of the project.
Mentor Principal Role and Responsibilities
The following lists of traits and characteristics are not meant to be all inclusive or
exhaustive lists, nor are they provided as an agenda of expectations for the
mentor. The candidate and the university are most humbly grateful for the
contributions of our professional principal mentors. We have all personally
benefitted and appreciate those who have mentored us through the years. It is that
kind of professional nurturing we are anticipating. This information is meant to
inform and guide your thoughtful, caring, compassionate, and knowledgeable
support for this candidate.
Desired Characteristics of Mentors
1. Demonstrated desire to help others extend present levels of performance
and aspiration.
2. Consistent modeling of effective school leadership competencies.
3. Consistent modeling of the principles of continuous professional
development.
4. Ability to question as well as offer suggestions.
5. Demonstrated ability to facilitate individual and collaborative problem
solving.
6. Awareness of the political and social realities of the school situation.
7. Respected as a competent and ethical professional educator.
8. Licensed as a principal at the same level (i.e. elementary, middle, or
secondary) the candidate plans to be licensed.
Responsibilities of the PCI Mentor
1. Expect and support the candidate to become an excellent school leader.
2. Permit the candidate to shadow her/him for a full day and debrief the day
with the candidate.
3. Enable the candidate to lead the assessment of the needs of the school and
her/his professional development needs.
4. Enable the candidate to lead the development of the PCI Field Project plan
and review, approve, and sign the PCI Contract.
5. Enable the candidate to lead the implementation of the approved PCI Field
Project.
6. Enable the candidate to lead the evaluation of the approved PCI Field
Project.
7. Listen to and talk with the candidate about insights regarding her/his
experiences in the PCI.
8. Invite the candidate to attend school district, and professional association
meetings as an aspiring principal.
9. Provide the candidate formative feedback regarding her/his development
as a principal through ongoing PCI experiences and summative feedback
through a letter of recommendation at the end of the PCI.
10. Model excellent school leadership.
General Functions of Mentoring (Milstein, Bobroff, and Restine, 1991)
1. Advising: Responds to the candidate’s requests for information in a timely
and effective manner.
2. Appraising: Formally and informally evaluates the candidate throughout
the PCI.
3. Coaching: Demonstrates the skills of effective job performance and
provides the candidate opportunities to practice those skills in nonthreatening situations.
4. Communicating: Maintains open lines of communications with the
candidate and actively listens to the candidate’s concerns.
5. Counseling: Provides empathetic emotional support and personal and
professional assistance to the candidate.
6. Guiding: Orients the candidate to the unwritten rules, norms, and culture
of administration and the organization.
7. Modeling: Displays attributes and behaviors that exhibit professionalism
and patterns for the candidate to follow.
8. Motivating: Encourages pursuit of goals the candidate has set.
9. Protecting: Serves as a buffer by providing a safe environment where
mistakes can be made without posing danger and risking self-confidence.
10. Developing skills: Helps the candidate learn the skills of administration
and instructional leadership at gradually increasing levels of complexity.
11. Sponsoring: Uses influence in the district of agency to advance the
candidate’s career through information and recommendations.
12. Supervising: Delegates to the candidate, with subsequent feedback,
analysis, and dialogue.
13. Teaching: Instructs the candidate in the specific skills and knowledge
necessary for successful performance.
14. Validating: Evaluates, modifies, and endorses the candidate’s
performance, goals, and aspirations.
Candidate Role and Responsibilities
The role of the candidate is to:
1) Meet all program course requirements as presented in the syllabus for
Principal Clinical Internship.
2) Review the information presented in this manual related to the role of mentor
and support each of the areas as they mention the candidate's involvement.
3) Communicate regularly with the mentor and the university instructor.
4) Maintain the highest professional standards, ethics, and morals. The candidate
must realize that they are given a highly trusted level of responsibility with the
development, implementation, and evaluation of a project in a school.
Selected Bibliography on Mentoring
Alleman, E., Cochran, J., Doverspike, J., & Newman, I. (1984). Enriching
mentoring relationships. The Personnel and Guidance Journal, 62, 329-332.
Anderson, D. (1982). Toward a theory of stewardship: A stewardship primer.
Provo, UT: Brigham Young University.
Anderson, E., & Shannon, A. (1988). Leadership: Toward a conceptualization of
mentoring. Journal of Teacher Education, 1, 38-42.
Bova, B., & Phillips, R. (1984). Mentoring as a learning experience for adults.
Journal of Teacher Education, 35(3), 16-20.
Clawson, J. (1985). Is mentoring necessary? Training and Development Journal,
39(4), 36-39.
Collins, E., & Scott, P. (1978). Everyone who makes it has a mentor. Harvard
Business Review, 56(4), 89-101.
Daresh, J. & Playko, M. (1989). Administrative mentoring: A training manual.
Columbus, OH: The Ohio LEAD Center.
Galvez-Hjornevik, C. (1986). Mentoring among teachers: A review of the
literature.
Journal of Teacher Education, 37(1), 6-11.
Gehrke, J. (1988). On preserving the essence of mentoring as one leadership.
Journal of Teacher Education, 1 (1), 43-45.
Gerstein, M. (1985). Mentoring: An age old practice in knowledge-based society.
Journal of Counseling and Development, 64(2), 156-157.
Gray, W., & Gray, M. (1985). Synthesis of research on mentoring beginning
teachers Educational Leadership, 43(3), 37-43.
Gray, W., & Gray, M. (1986). Mentoring: Aid to excellence in education, the
family, an4 the community. Vancouver, British Columbia: Xerox
Reproduction Centre.
Hennecke, M. (1983). Mentors and protégés: How to build relationships that work
Training, 20 (7), 36-41.
Hurley, D. (1988). The mentor mystique. Psychology Today, 22(5), 41-43.
Johnson, M. (1980). Mentors-the key to development and growth. Training and
Development Journal, 34(7), 55-57.
Krupp, J. (1985) .Mentoring: A means of sparking school personnel. Journal of
Counseling and Development, 64(2), 154-155.
Lea, D., & Leibowitz, Z. (1983). Mentors: Would you know one if you saw one
Supervisory Management, 28(4), 33-35.
Merriam, S. (1983). Mentors and protégés: A critical review of the literature.
Adult Education Quarterly, 33(3), 161-173.
Milstein, M., Bobroff, B., and Restine, N. (1991). Internship programs in
educational administration: A guide to preparing educational leaders. New
York, NY: Teachers College Press.
Phillips-Jones, L. (1982). Mentors and protégés. New York: Arbor House.
Phillips-Jones, L. (1983). Establishing a formalized mentoring program.
Training and Development Journal, 37(2), 38-43.
Roche, G. (1979). Much ado about mentors. Harvard Business Review, 57(3), 1428.
Schmidt, J., & Wolfe, J. (1980). The mentor partnership: Discovery of
professionalism. NASPA Journal, 17(3), 45-51.
Taylor, S. (1986). Mentors: Who are they and what are they doing? Thrust for
Educational Leadership 15(6), 39-41.
Wasden, D., &Muse, I. (1987). The mentoring handbook. Provo, UT: Brigham
Young University.
Zey, M. (1984) .The mentor connection. Homewood, It: Dow Jones- Irwin.