Redesigning Principal Internships: Practicing Principals' Perspectives.

Internship programs too often do not provide the types of experiences that e ectively bridge the gap between theory and practice and prepare school leaders who are capable of leading and transforming schools. To help address this problem, the current study is directed at providing insight into practicing principals' views of the types of experiences and activities that future educational leaders should have in their preparation. Open, semi-structured interviews were conducted to reveal the perspectives of the practicing principals. From the perspectives of sitting principals, the study found that aspiring principals are not as well prepared as they need to be, and can be, to assume the challenging tasks of leading school improvement e orts. Practicing principals presented recommendations regarding the types of experiences and activities that should be included in the internship to adequately prepare future administrators. Their recommendations include opportunities to lead change initiatives, opportunities to build relationships with sta and data support of school improvement activities. 1 The International Journal of Educational Leadership Preparation, Volume 6, Number 1, January March, 2011, ISSN 2155-9635 note: This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a signi cant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Preparation, Volume 6, Number 1 (January March, 2011), ISSN 2155-9635. Formatted and edited in ∗Version 1.3: Jan 14, 2011 7:36 am US/Central †http://creativecommons.org/licenses/by/3.0/ http://www.ncpeapublications. org http://cnx.org/content/m36680/1.3/ Connexions module: m36680 2 Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University. 2 Sumario en espanol Los programas del puestos de interno con demasiada frecuencia no proporcionan los tipos de experiencias que recorren efectivamente el vacio entre teoria y practica y preparan la escuela lideres que son capaces de dirigir y transformarse las escuelas. Para ayudar direccion este problema, el estudio actual es dirigido en proporcionar penetracion en las vistas de directores practicantes de los tipos de experiencias y actividades que futuros lideres educativos deben tener en su preparacion. Las entrevistas abiertas y medida estructuradas fueron realizadas para revelar las perspectivas de los directores practicantes. De las perspectivas de sentarse a directores, el estudio encontro que aspirando directores no son tambien preparado como deben ser, y puede ser, asumir las tareas desa antes de esfuerzos primeros de mejora de escuela. Los directores practicantes presentaron recomendaciones con respecto a los tipos de experiencias y actividades que deben ser incluidas en el puestos de interno para preparar adecuadamente futuros a administradores. Sus recomendaciones incluyen oportunidades de dirigir cambio iniciativas, las oportunidades de construir las relaciones con apoyo de personal y datos de actividades de mejora de escuela. note: Esta es una traduccion por computadora de la pagina web original. Se suministra como informacion general y no debe considerarse completa ni exacta.