The internship is defined as the process and product that result from the application in a workplace environment of the strategic, instructional, organizational and contextual leadership program standards. It is strategically designed to immerse candidates in educational experiences that support and rely upon the information and skills attained from courses taken in the program.
Candidates in the Educational Leadership Programs begin these educational experiences within each course, which enables specific core concepts to be applied to authentic work settings. These clinical internship experiences (CIE) are worth a particular number of hours, which are added to the hours attained during the Professional Internship (PI) occurring at the conclusion of the program. (See “Clinical and Professional Internship Hours” as they are applied to the Internship hours distribution.)
The two-semester professional internship (PI) can be accomplished in the following ways:
The professional internship (PI) includes a variety of substantial concurrent or capstone experiences in diverse settings planned and guided cooperatively by university and school district personnel and conducted in schools and school districts over an extended period of time. The experiences need to provide interns with substantial responsibilities, which involve direct interaction and involvement with students, staff, parents, community leaders, and social service organizations involved with inter-agency activities affecting schools.
Students are encouraged to develop a relationship with an Assistant Superintendent for Business or District Business Manager in the school district near where they live or where they are employed. The School of Professional Development can assist you in this effort upon request. The university and the school district each provide a supervisor who assists the intern in the design of an appropriate Internship Proposal. These same university and district officials are then responsible for the implementation, supervision, and evaluation of the intern’s efforts during the internship. (CEQ 565 - SDBL)
Three guiding principles should help focus the internship experience and enable the candidate to become an effective educational business leader.
The purpose of the Internship Seminar (CEQ 566 - SDBL) is to facilitate the blending of practical field experiences with academic learning. Attendance at the seminar sessions is mandatory.
Educational leadership candidates have broad opportunities to work with diverse students during the internship because they work in schools and districts that mirror the diversity of the Long Island and New York City regions. Within each placement candidates work to create positive inclusive learning environments for students from all socioeconomic, linguistic, and ethnic groups and of all age and ability levels.
Dr. Robert Moraghan
Copyright 2012 School of Professional Development at Stony
Last modified on 05/03/2013.