The intent of this article is to examine how the best type of internship, i.e., the full-time, job-embedded model can be enhanced using coaching. Before illustrating an exemplary internship program with coaching, this paper describes what an exemplary full-time, job-embedded internship experiences looks like and expounds on the importance of…

As the efficacy of educational administration programs has come under increased national scrutiny, one area which has received particular attention is the administrative internship component. In Illinois, various professional, governmental, and state-supported organizations such as the Commission on School Leader Preparation, Illinois Council of…

Whereas researchers have examined dispositions in teacher education programs, literature to assist the field of principal preparation is limited. However, the Educational Leadership Constituency Council standards clearly delineate dispositions that are essential for the success of school leaders. The faculty at a southeastern public university…

Describes an internship program for preparing principals that has been in operation in Indiana since 1971. (IRT)

This paper claims that preparation programs in educational administration do not prepare principals for the challenges they will face in their schools. Such programs do not address the real-life situations in which principals find themselves, and internships are typically insufficient in helping future leaders hone their skills. The essay states…

This book provides an overview of the internship as a central ingredient of effective preservice programs. Intended for those who are involved in the preparation of school administrators, the text emphasizes that preservice programs must ensure that interns will learn the skills that will make them effective leaders. The book is designed to…

The Kentucky Beginning Principal Intern Program provides supervision, assistance, and assessment for determining the effective instructional leadership abilities of new/beginning principals, emphasizing instructional leadership, school management, interpersonal skills, and professional responsibilities. Supporting intern committees complete three…

The administrator preparation programs at the University of Texas at Arlington and Texas Christian University both have a strong critical-thinking component. The universities share a common vision to promote and maximize learning opportunities for all within a community of learners, explore appropriate instructional strategies, model the notion of…

Examines deficiencies in traditional administrator preparation programs and discusses new directions. Describes the Leadership Initiative for Tomorrow's Schools, developed by the State University of New York at Buffalo. Key features include cohort groups and mentors, field participation in candidate recruitment and selection, promotion of…

This report describes the origin, purposes, and operation of the North Carolina Leadership Institute for Principals. Initiated in July 1979 by the State Superintendent for Public Instruction and supported by state funds, the institute develops programs that blend theory into practice, concentrating mainly on the development of leadership,…

This article reports on an internship project developed by the Department for Education and Skills (UK) to prepare headteachers (principals) for schools facing challenging circumstances. The project placed experienced deputies (assistant principals) in secondary schools to work alongside mentor headteachers who had demonstrated leadership…

The Meadows Principal Improvement Program has two functional components and a research component. The functional components are designed to help improve the role of school principals in Texas. There is a preservice component to prepare new principals in instructional leadership and an inservice component to assist practicing principals in…

Implemented by personnel in the Department of Educational Management at New Mexico State University, this program trained 32 American Indian teachers to become elementary school principals during 5 1-year cycles. Program candidates held bachelor's degrees from accredited universities, had taught 3 years at the elementary level, and demonstrated…

The major portion of this issue of the Bulletin consists of reports of various aspects of the National Association of Secondary School Principals (NASSP) Project on the Induction of Beginning Teachers, a three-year demonstration program (involving 188 beginning teachers and 37 cooperating teachers in 33 schools in Michigan, Virginia, Missouri,…