CANDIDATE & MENTOR MANUAL
SuperintendentClinical
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
Dyer Hall, Room 415
P.O. BOX 210049
CINCINNATI, OH 45221-0049
Phone 513.556.6627 • Fax 513.556.1900
Table of Contents
Mission ......................................................................................................................
Overview ...................................................................................................................
Standards…………………………………………………………………………
...
Course Outline ..........................................................................................................
Placement and Internship
Requirements……………………………………………
Mentor Superintendent 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/district
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 Superintendent 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 superintendent clinical internship experience, the developing
administrator/educational leader has the opportunity to learn-in-doing. The
primary goal of the superintendent 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 superintendents through the
University of Cincinnati Educational Leadership Program participate in clinical
or internship learning experiences, referred to as the “Superintendent Clinical
Internship” (SCI). The “Superintendent Clinical Internship” occurs over three
consecutive quarters (18-EDLD-851, 852,853). These courses provide
significant opportunities for the candidate to engage in reflective practice as an
administrator.
SCI 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. SCI should be substantial,
sustained, and standards-based in a real setting, and SCI should be planned,
guided, and evaluated cooperatively by the candidate, the university professor,
and the field site mentor who is a licensed, practicing superintendent. It is the
responsibility of the candidate to secure a district site and the cooperation of the
licensed practicing superintendent who will serve as a mentor during the SCI.
Candidates are expected to (1) become familiar with the roles and
responsibilities of the superintendent, (2) lead the planning, implementation,
evaluation, and reporting of a project designed to improve education in a
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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.
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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.
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Internship Outline
Details for internship can be found in the syllabus. The following is a rough
outline to guide initial planning.
SCI I
(Pre-Placement)
Superintendent Interview #1
Superintendent Interview#2
Shadowing Experience
Assessment Stage
Development of SCI 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
SCI II
Implementation of Project
Ongoing Log of Hours
Ongoing Reflective Journal
Ongoing Discussion - both in class and on line
SCI 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
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Ongoing Log of Hours
Ongoing Reflective Journal
Ongoing Discussion - both in class and on line
Placement
Pre-Placement: The first six weeks is considered "pre-placement" for the
Superintendent Clinical Internship. Pre-placement written activities consist of
two superintendent interviews, a superintendent shadowing experience, and a
formal assessment of school needs. The candidate is considering possibilities
for a professional practicing superintendent 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 Superintendent Clinical
Internship project experience. 1) SCI 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
SCI Project Contract and submit to the university instructor. 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 SCI 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
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must be met according to the syllabus for this course. All SCI project
expectations from the contract must be met. This does not mean that all of the
goals stated in the SCI 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 Superintendent 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 superintendent 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 superintendent at the same level (i.e. elementary, middle,
or secondary) the candidate plans to be licensed.
Responsibilities of the SCI 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 SCI Field Project
plan and review, approve, and sign the SCI Contract.
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5. Enable the candidate to lead the implementation of the approved SCI
Field Project.
6. Enable the candidate to lead the evaluation of the approved SCI Field
Project.
7. Listen to and talk with the candidate about insights regarding her/his
experiences in the SCI.
8. Invite the candidate to attend school district, and professional
association meetings as an aspiring superintendent.
9. Provide the candidate formative feedback regarding her/his
development as a superintendent through ongoing SCI experiences and
summative feedback through a letter of recommendation at the end of
the SCI.
10. Model excellent school leadership.
General Functions of Mentoring
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 SCI
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 selfconfidence
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
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Candidate Role and Responsibilities
The role of the candidate is to:
1) Meet all program course requirements as presented in the syllabus for
Superintendent 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.
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Selected Bibliography on Mentoring
Alleman, E., Cochran, J., Doverspike, J., & Newman, I. (1984). Enriching
mentoring relationships. The Personnel and Guidance Journal, 62, 329332.
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.
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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),
14-28.
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.
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