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This study was designed to explore principal internship evaluation rigor by examining internship assessment impact on program improvement. Two assessments were added to a university educational leadership preparation program’s internship course requirement. Already in place and utilized for five years is the Principal Internship Mentors Assessment (PIMA). PIMA is an assessment of the intern by the mentoring practitioner (principal) in the field. The University Supervisor Assessment (USA) and the Intern’s Self-Assessment (ISA) were added for a more comprehensive evaluation of the intern. Fifty-four student intern scores on the PIMA, USA, and ISA were examined. The null- hypothesis was rejected at the .05 level that there will be no significant difference on the means of the three internship assessments. Three program improvement recommendations are made.

Ncpea education leadership review: portland conference special edition, volume 12, number 3 (october 2011)

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the Education Leadership Review: Special Portland Conference Issue (October 2011) , ISSN 1532-0723. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University.

Introduction

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.

Purpose

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.

Rationale and significance of the study

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.

Questions & Answers

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physiological Psychology
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Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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Source:  OpenStax, Education leadership review special issue: portland conference, volume 12, number 3 (october 2011). OpenStax CNX. Oct 17, 2011 Download for free at http://cnx.org/content/col11362/1.5
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