Residencies/Internships
2008 Task Force
Recommendations
Recommendation #3: Refocused Principal Preparation
Programs
Extended, closely supervised residencies designed to do
the following:
1.
Integrate theory, research and practice by immersing
candidates in full-time administrative duties with the
support of an accomplished mentor while at the same
time engaging in rigorous coursework;
2.
Develop and demonstrate candidates ability to improve
student learning outcomes in schools by engaging the
candidate in significant instructional leadership
responsibilities and by regularly supervising and
assessing the candidate by university-based personnel
experienced in school leadership.
Issues
Extended
• Full-time versus part-time
while continuing current
position
– Funding
– Setting: urban, suburban,
rural
• Length: 6 months versus
1 year
• Number of hours
• How do you define
hours?
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Content
Standards (ELCC)
Criteria for approval of an
internship program
Common model
Certification is PK-12;
internship at multiple
levels
Diversity experiences
Focus on improving
student achievement
Turning over major
principal responsibilities
to an intern
Issues
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Supervision
Univ. supervisors—full-time versus
clinical or part-time
Principals being overloaded—
asked to supervise internship
Training of mentors
What are the roles/responsibilities
of the university supervisor?
What are roles/responsibilities of
the site supervisor?
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Other Issues
Where are we? Current program
requirements? Changes from
2006?
Admission to internship
Shelf life of the internship
– Additional internship to be
Principal
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University/School agreements
Internship required for certification
Regulation/State establish
outcomes
Common assessment used by all
programs
University programs—graduates
are not finished products
– Mentoring for new principals
– On-going professional
development (3-5 years focused
program provided by the State)
Best Practices--Content
• Alignment to the standards
• Specific projects/activities:
– SIP, budget development, curriculum development, authentic
experiences, non-trivial, full array of supervision of personnel
issues (interviewing, observing, supervising, professional dev
plans, evaluation), data analysis, scheduling (students and
facilities), building consensus, collaboration, running a meeting,
community collaboration, develop/implement/steward vision,
ELL, parent interaction, classroom visits, union, central office,
communication, public relations program, dealing with the media
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Multiple levels
Diversity experiences
Regular reflections
Equity audit
Best Practices—Length
• Sustained over 6/12 months
– Experience entire year (start, ending, everything in-between)
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Restrictions on # of supervision hours and workshops
Cover 6 ELCC Standards
Documentation/archival pieces in portfolio format
State financial support
Make it functional to implement
Separate coursework clinical experiences from
internship clinical experiences
• Different formats
– 1 week/quarter
– Consider summer hours (balanced calendar schools)
– Allow summer hours to work on planning aspects
Best Practices—Requirements for
Site Supervisor
• Master principal (Criteria?)
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Quality mentor
Years experience
Training
Professional development with Academy credit
• Partnerships with school/university and agreement for
specific leadership responsibilities (part of SIP team,
leadership team, leadership opportunities, etc.)
• Concern: What if the intern works in a school in which no
administrator meets these requirements (small PK-8
district, brand new principal)?
Best Practices—Requirements for
University Supervisor
• Has had successful administrative experience
– Experience equals candidates desired level of employment
• Knowledge of the standards (K,S,D)
• Mentor/Coach/Devil’s advocate/Liaison between
student/university/school
• Meet with host administrator
• Paperwork (data), providing feedback, run on-campus
seminars, evaluate weekly reflections and
activities/projects
• Regular on-site visits
• Evaluation on standards
• Regular contact with student/principal (face-to-face,
electronic, phone)
• Develop successful relationship with school staff
Best Practices—Impact Student
Achievement
• Hiring practices
• Evaluation of staff (legal, retention, professional
development, dismissal)
• Data – how to analyze and react to data
• Visibility
• Knowledge of curriculum and instruction
• Action research project tied to student achievement
• Develop positive relationships with students and
teachers
• Professional learning communities
• Diversity/special education knowledge
• Use of technology to reach goals
• Ability to plan
• Media awareness/public relations