A critique of the internship in educational administration

Abstract

The concept of educational internship represents an experimental program which may be implemented, analyzed, and evaluated in an objective and systematic manner. Professional educators have applied the internship, or some modified version of it, to programs involving the preparation of teachers and various specialists and the discussion below focuses upon the administrative intern. The role of internship has been developed and included in the preparation programs of approximately one-fourth of the universities which offer graduate programs in educational administration. The movement was initiated by the profession itself and was promoted by the American Association of School Administrators, working cooperatively with other professional associations. An underlying purpose was to help upgrade the profession by providing 'field' experience which consisted of more than a mere apprenticeship. In certain professions, a prescribed internship is necessary before an individual can obtain a certificate or advanced degree from the professional school; a state certificate or license to administer; professional employment; or recognition of membership in professional societies. Educational administration has not yet formulated such rigid restrictions, but it is attempting to assess the overall strength and effectiveness of internships by cooperative ventures among professional institutions. The paragraphs which follow contain a dispassionate analysis of the assets and liabilities of the administrative internship.