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Accrediting organizations and state program approval processes are focusing on field experiences for principal candidates being prepared at our nation’s universities. Effective principal internships are designed as a culminating curriculum component of a comprehensive standards based program. In order to evaluate the effectiveness of principal internships faculty must assess outcomes and use the data for program improvement.
The principal internship is typically the last course a student takes in their preparation program. “The internship is considered by many practicing principals to be the most valuable component of their preparation program, as schools provide the laboratories where the connection between educational leadership theory with practice and application can best be made” (Bost, 2009, p. 15). In an attempt to develop a greater understanding of the relationship of internship evaluation on program outcomes and program improvement, a correlation study was conducted.
The purpose of this study was to examine three principal internship assessments for educational leadership preparation. This study provides quantitative measures for evaluating the principal internship. The three assessments examined are the Principal Internship Mentor’s Assessment (PIMA), the University Supervisors Assessment (USA), and the Intern’s Self-Assessment (ISA). PIMA, USA, and ISA outcomes were and results examined for program improvement.
A review of the literature suggests few studies have assessed the outcomes for evaluating the principal internship and the impact of evaluation on program improvement. This investigation will utilize outcome data for improving programs.
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