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Sample Internship Summary – Two Models

Submitted by on May 20, 2012 – 8:48 amNo Comment

Scenario I

It is a best practice to use a first course in the carousel to set up the Internship for the program.

A self-assessment can be used to help student’s measure aptitudes for:

  • Leadership
  • Temperament
  • Beliefs regarding motivation and conflict resolution
  • Concern for tasks and people
  • Ethical orientation
  • Other aspects of leadership

Along with introducing the students to the state’s domain and competencies as an educational leader, students will build an electronic portfolio. (TK20 is an electronic portfolio provider).

Sample items to be uploaded into the electronic portfolio:

  • Internship application
  • Mentor application and agreement,
  • Inventory that helps to create their practicum plan
  • Leadership interviews
  • Vita
  • Internship/practicum plan – to include the 38 knowledge and skill areas aligned with state standards for educational leaders. The student develops a draft of an Internship Plan with their mentor, revises it after receiving mentor feedback and turns it in through the course and into their portfolio.
  • Course Embedded Internship Tracking Roadmap – spreadsheet that lists all domains and competencies and places for the student to embed links to their work as they go through the program. Students are required to update this document and turn it in after every course, as there are key domains and competencies that must be achieved after each course.

A recommendation for a second course is an Action Research course which is a logical extension of the campus planning and district planning processes required for education leaders.

Students must consider their Internship Plan as he or she identifies their research topic, which must be discussed with the mentor. The student develops the action research plan, taking into account:

  • Goals and objectives/outcomes of the research investigation
  • Activities designed to achieve the objectives
  • Resources and research tools needed for data gathering
  • Draft timeline for completion or implementation of activities
  • Persons responsible for implementation of the action research plan
  • Process for monitoring the achievement of goals and objectives
  • Assessment instrument(s) to evaluate the effectiveness of the action research study

Students will continue to work on their Action Research project and update their Course Embedded Internship Tracking Roadmap throughout each course with their completed knowledge and skill areas.  Also, students are given the chance to take a practice Competency Exam, a test they must pass with 80 percent mastery in order to graduate.

The Capstone requires the student to turn in a final project, which is broken up into six sections and turned in over a five week period:

  • Title Page and Section A: Career Position and Leadership Goals Statement
  • Section B: Summary of Reflective Practice
  • Section C: Progress toward Mastery of the TExES (state) Competencies
  • Section D: School Improvement Activities and Recommendations
  • Section E: Professional Development Plan

Students receive grades on each section turned in and then turn in the complete project in the final week. All artifacts supporting the project are loaded into the student’s electronic portfolio and must be turned in by the end of the 11th course in the program.

 

Scenario II

A second model for an Educational Leadership internship is to embed a folder for the Internship Experience in the Getting Started area of each course. The Internship Folder includes:

  • Information on an electronic Portfolio
  • Videos detailing the Internship Experience and the Contents of the students’ Electronic Portfolio
  • Internship Handbook
  • Internship Activity Log Planning Document (this document includes notes about which activities in which courses apply to a particular standard)
  • Reflective Summary for Internship Activities Template (along with a sample document)
  • Final Internship Activity Log for the Portfolio
  • Portfolio Review and Comprehensive Examination
  • Mentor Participation Form
  • Portfolio Mockup

The student must plan, in concert with their mentor, at least 35 activities. Students must select at least one activity representing each of the ELCC standard elements. Documentation must include information and evidence, reflective summaries, etc. All internship activities must be complete before the student begins the Capstone Course. Students must also master a comprehensive assessment with an 80 percent score to move on to the Capstone Course.

During the Capstone Course, the students are required to:

  • Turn in their Internship Final Report
  • Seven Portfolio Sections (complete Portfolio is resubmitted in Week 5 of the Capstone)
  • Site Mentor Evaluation

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