DOCTORAL DISSERTATION SERIES
PUBLICATION: 5277

AUTHOR: Eric R, Baber, Ed. D., 1953
Michigan State College
TITLE : A CRITICAL APPRAISAL OF INTERNSHIP

THEORIES AND PRACTICES RELATING
TO THE PROFESSIONAL PREPARATION
OF EDUCATIONAL ADMINISTRATORS

University Microfilms, Ann Arbor, Michigan, 1953

A C R I T I C A L A P P R A I S A L OF I N T E R M S H I P T H E O R I E S
AND P R A C T I C E S R E L A T I N G T O T H E P R O F E S S I O N A L
PREPARATION

OF E D U C A T I O N A L A D M I N I S T R A T O R S

By
Er i c R. Baber

A T HE SI S
Submitted to the S chool of G ra duate St u d i e s
S tate C ollege

of M i c h i g a n

in p a rtial f u l f i l l m e n t

of the r e quirements
for the degree of
D O C T O R OF E D U C A T I O N

School

of E d uc a t i o n
1953

A C R I T I C A L A P P R A I S A L OF I N T E R N S H I P T R S O R I E S
A N D P R A C T I C E S R EL A T I N G T O THE P R O F E S S I O N A L
P RE P A RA T IO N

OF E D U C A T I O N A L A D M I N I S T R A T O R S

By
Eric It. Laber

AN A B S T R A C T
S u b m i t t e d to the S c h o o l of G r aduate S tu d i e s
State C ol l e g e

In p a r t i a l f u l f i ll m en t

of the r e q u i r e m e n t s
for the de g re e of
D OC T OR O F E D U C A T I O N

S chool of E d u c a t i o n
1953

Approved

of Mic higan

Eric h. Baber

A b st r a c t

Th is study w a s
status of s e le c t e d
a dministration;

i n t e r n s h i p pr o gr a ms

and

issues

inherent

In e d u c a t i o n a l

in p r o g r a m s

to s y n t h e s i z e the o pi nions

leading e d uc ators

selected

of

of twenty

to se rv e as a jury of

experts c o n c e r n i n g d e s i r a b l e
programs;

to a s ce r ta i n the

to ma ke a c r i t i c a l a p p r a i s a l of the

major assump ti o ns
internship;

undertaken

and to f o r m u l a t e

characteristics

s pe cific

of such

c o n c l u si o ns

and

r ec o mm endations r e l a t i v e

to a c c e p t a b l e

procedures

In the p r o f e s s i o n a l p r e p a r a ­

and p r a c t i c e s

Inter ns h ip

tion of e d u c a t i o n a l a d m i n i s t r a t o r s .
The n o r m a t i v e - s u r v e y
methods

of e d u c a t i o n a l r e s e a r c h w e r e

p rocurement
topic.

and t r e a t m e n t

Inqu iry

as sumptions

employ e d

of d a ta p e r t i n e n t

instruments

q ue s t i o n n a i r e c o n c e r n i n g

members

and s u r v e y - a p p r a l s a l

co n si s t e d

of

(1)

in the

to the
a

i n t e r n s h i p o bjectives,

and c r i t e r i a , w h i c h was su b mi t t e d to

of the

jury of e x perts,

c o n c e r n i n g the status

(2)

a questionnaire

of eight se l ected pr ograms,

whic h was s u bm i t t e d

to c o ll e ge p r o f e s s o r s

those prog rams,

(3)

and

an

directing

i n t e r v i e w eh ec k-llst, w h i c h

was used as a guide f o r i nt e rv i ew s w i t h officials
respon s ib l e

for

Internship programs

colleges and u n i v e r s i t i e s s

In the f o l l o w i n g

Ball State T ea c h e r s

Eric R.

Baber

Abstract

Collage,

New York University,

Southern

Illinois

and

O h io State U n i v e r s i t y ,

University, Teachers College

Columbia University,
of G e orgia,

2

University

of Ch i ca g o,

University

U n i v e r s i t y of Maryland.

T h e n u m b e r of I n te r ns h ip s

and the n u m b e r of

I n s t i t u ti o ns

offering programs

of i n t e r n s h i p are

Increa s in g .

F o l l o w i n g the pa t t e r n

of an e x p a n d e d

p r o g r a m of off-canqpus s tudent t e a c h i n g at the u n d e r ­
g ra d u a t e

level,

g r a d u a t e s ch o ol s are s e e k i n g a d d i ­

t ional o p p o r t u n i t i e s for su i table p l a c e m e n t of Interns
In e d u c a t i o n a l a d m i n i s t r a t i o n .
growing weight
e x p r e s s e d by
organisations

T h e r e appears to b e a

of op inion f a v o r i n g Interns h ip s ,

l e a d i n g e d u c a t or s and p r o f e s s i o n a l
In the field of educat io n .

Representative,
v ar y s i g n i f i c a n t l y

a mo n g e du c a t o r s

on-going internship programs

In t h e i r or g a n i s a t i o n ,

supervisory procedures.

There

scope,

Is also d i vided

as to Just w ha t co n s t i t u t e s

c o n c e r n i n g w h i c h types

have p r o v e n to be most s at i s f a c t o r y .
with lay-cltlsens, organised

and

Is little ag r ee m en t

" I n t e r n s h i p 1* In e d u c a t i o n a l a d m i n i s t r a t i o n .

staffs

as

c om m un i ty

an
Opinion

of I nt e rn s hi p s
In g e neral, w o r k
groups,

school

and s t u d e n t s appe ars t o be f a v o r e d over w o r k

with budgets,

r ec o rd s , a d m i n i s t r a t i v e forma,

and

office

Kric R. B abe r

Abstract 3

routine.
Results

of the s tudy

is in some r e s p e c t s

in d icate that

in t e r n s h i p

s u p e r i o r to a s er i es of b rief,

d i s c o n n e c t e d fi e ld e x p e r i e n c e s b e c a u s e

It p r o v i d e s

the

intern w i t h o p p o r t u n i t i e s to d e v e l o p a "feel*1 fo r

the

Job In Its e n t i r e t y .

The w e a k n e s s e s

c enter around the d i f f i c u l t i e s
s u p e r v is i on

and the

of I n t e r n s h i p

I n v o l v e d In o f f - c am p us

la ck of p r o p e r r e l a t i o n s h i p s

between e x t e n d e d field e x p e r i e n c e s and the on-campus
programs

of i n s t r u c t i o n

i nt e rn s hi p

(1) gu i d e s

and r es e a r c h .

the

In terms

promotes d e s i r a b l e

g r o w t h of the

of pr a ct i ce ,
Intern

I nt e rn s hi p In c lu d e the f o l l o w i n g *

(2)

toward c o m ­

of p r og r am s
Internship

of
(1)

la rgely of s i g n i f i c a n t a d m i n i s t r a t i v e w o r k

necessary
program,

and

leader sh i p.

C r i t e r i a for the e v al u a t i o n

cons ists

its best,

intern to a b e t t e r u n d e r ­

standing of t h e o r y

petent d e m o c r a t i c

At

to the w e l l - b e i n g of an o n - g o i n g e d u c a t i o n a l
(2) p r o v i d e s s u b s t a n t i a l o p p o r t u n i t y for

creative t h o u g h t

and action

on the p a r t of the

Intern,

(3) makes p r o v i s i o n for c o n t i n u i n g t hr e e - w a y p l an n i n g ,
action,

and e v a l u a t i o n by the

Intern, his co l le g e

adviser, and the local a d m i n i s t r a t o r
school-community,

and

In the c o o p e r a t i n g

(4) makes p r o v i s i o n

for

Eric K.

Baber

flexibility
n ee d s and

In types

inter e st s *

Abstract 4
of a s s i g n m e n t s to meet

individual

AC KKOW LED GM3 NT S
T he w r i t e r

is deeply indebted to those

individuals who, by their inspiration,
and guida nce,
especially

made this study possib le.

He

is

indebted to P r o f e s s o r Clyde M. C a m p b e l l ,

Head of the D e p a r t m e n t
and S up e rv i si o n,
College,

c o o p e r at i on ,

of E d u c a t i o n a l A d m i n i s t r a t i o n

S c h o o l of E d uc a ti o n,

Mi c h i g a n S t a t e

for constant e n c o u r a g e m e n t and h e l p f u l

c r i t i c i s m so g e n e r o u s l y given.
T o M i c h i g a n State College P r o f e s s o r s
V.

Millard, T r o y L. Stearns,

W il l i a m R. Sur,
valuable

the w r i t e r

s uggestions

M il o sh Muntyan,

Cecil
and

is very g r at e f u l for

and counsel.

E. R. B

T A B L E OF C O N T E N T S

C HA PTER
I.

PA GE

INTRODUCTION

1

Introductory Statement

......................

1

Pu rpose of the S t u d y ........................

2

Proble ms

3

of the S t u d y ........................

Sources of Data.
Procedures
Meth ods

......................

4

....................................

5

............

6

of the S t u d y ...................

10

of T r e a t m e n t

Limitat i on s

. . . . .

S e l e c t i o n of Programs.

II.

. . . . . . . . . .

11

D e f i n i t i o n s ....................................

14

O r i e n t a t i o n to the S t u d y ...................

19

A T A B U L A T I O N A N D E X A M I N A T I O N OF C O L L E C T E D
OPI N I O N S A ND J U D G M E N T S C O N C E R N I N G PR O G R A M S
OF I N T E R N S H I P IN E D U C A T I O N A L
ADMINISTRATION

III.

...............................

28

O b j e c t i v e s ....................................

28

C r i t e r i a ......................................

33

A s s u m p t i o n s ....................................

56

F ut u re P r o g r a m s ...............................

64

A C R I T I C A L A N A L Y S I S OF M A J O R ISSUES A N D
A S S U M P T I O N S I N H E R E N T IN P R O G R A M S OF
I N T E R N S H I P IN E D U C A T I O N A L AD M IN I S T R A T I O N ,
A S T H E Y R E L A T E TO T H E T O T A L P R E P A R A T O R Y
P R O G R A M ......................................

70

iv
CHAPTER

PAGE

I nt e rn s hi p Re d uc e s
T he o r y

the D u a l i s m B e t w e e n

and P r a c t i c e ..........................

I n t e r n s h i p Has as Its Ce n t r a l P ur p o s e
P r o f e s s i o n a l Pr e p a r a t i o n
I n t e r n s h i p Promotes
Com p et e n c e

of the

70

the

In te rn

..

83

Professional

in A d m i n i s t r a t i v e R e l a t i o n s h i p s

w i t h Students,

Staff,

Laymen,

and

C om m u n i t y G r o u p s ...........
I nt e rn s hi p Re q uires

the

98

I n t e r n ’s R e a d i n e s s

in G e n e r a l and P r o f e s s i o n a l E d u c a t i o n .

.•

113

.

121

I n t e r n s h i p Provides F l e x i b i l i t y and
I n d i v i d ua l iz e d Instruction Ne e d e d

in the

T otal P r e p a r a t o r y P r o g r a m ................
IV.

A D E S C R I P T I O N OF E I G H T S E L E C T E D P R O G R A M S
OF IN T E R N S H I P IN E D U C A T I O N A L A D M I N I S T R A T I O N

129

Ball State Teachers C o l l e g e ................

129

New Y o r k U n i v e r s i t y ...........................

133

Ohio S tate Unive r si t y.

138

...................

S o u t h e r n Illinois U n i v e r s i t y

...............

Tea c he r s College, C o l u m b i a U n i v e r s i t y .

..

146
154

University

of C h i c a g o ........................

158

University

of G e o r g i a ........................

161

University

of M a r y l a n d ..............

162

V

CHAPTER
V.

PAGE

A C O M P A R I S O N OF C E RT A IN C H A R A C T E R I S T I C S
OF S E L E C T E D P R O G R A M S OF I N T E R N S H I P IN
EDUCATIONAL ADMINISTRATION
T he

. .

............

I n t e r n s h i p P r o g r a m ......................

The Intern

. . . . .

........................

The C ol l e g e A d v i s e r .............................
VI.

X75
175
188
192

CONCLUSIONS AND RECOMMENDATIONS CONCERNING
I N T E R N S H I P P R A C T I C E S IN T H E P R O F E S S I O N A L
P R E P A R A T I O N OF E D U C A T I O N A L A D M I N I S T R A T O R S

197

G e n e r a l C o n c l u s i o n s ..........................

197

R e c o m m e n d a t i o n s ...........................

209

B I B L I O G R A P H Y ...........................................

216

A P P E N D I X E S .............................................

222

A p p e n d i x A.

Survev-Appraisal

Q u e s t i o n n a i r e ....................................
A p p e n d i x B.

Status-Survey Questionnaire

.

A p p e n d i x C.

I n t e r v i e w C h e e k - L i s t ............

223
231
238

LIST OP T A B L E S

TABLE

PAGE

1.

E v a l u a t i o n of O bj e ct i ve s

of I n t e r ns h ip s , •

2.

I n te r n s h i p Sh o u l d N o t C o n s i s t of

’'Made11

W o r k .....................................
3.

I n t e r n s h i p I nv o lv e s A s s u m p t i o n

33

of

A d m i n i s t r a t i v e R e s p o n s i b i l i t y ........
4.

I n te r n s h i p as S t a t u s - L e a d e r s h i p

29

34

in G ro u p

P rocesses.

37

5.

I nt e rn s h ip as C r e a t i v e T h o u g h t and Ac t io n .

6.

C o r r e l a t e d R e a d i n g and S t u d y In I n t e r n s h i p
P r a c t i c e ................................

7.

V i s i t a t i o n at the HS c e n e

39

41

of A c t i o n ” by

the Co l le g e A d v i s e r ....................
8.

Joint P la n ni n g, Ac t io n ,

and E v a l u a t i o n

9.

In t er n s h i p S h o u l d be Ne ar

43
• •

45

the E n d of

F o r m a l T r a i n i n g .........................

46

10.

Period of T i m e In v o l v e d in I n t e r n s h i p .

11.

F l e x i b i l i t y in Ti me A l l o t m e n t ..........

50

12.

Flexibility

51

13.

Conduct

in Type

. •

of A s s i g n m e n t .....

of I n t e r n s h i p Pr o gr a ms

to Meet

A c c r e d i t i n g S t a n d a r d s .............. • • • •
14.

I n t e rn s hi p S h o u l d Not
S tatus

48

52

Je op a r d i z e the

of the R e g u l a r S t a f f . ...........

54

vii
TABLE
15.

PAGE
Selected Characteristics

of C i t y - S c h o o l

S u p e r i n t e n d e n t s by C i t y - S i z e G r o u p s
16.

Comparative Enrollments

. •

100

in I n t e r n s h i p

P r o g r a m s ......................................
17.

Years

in W h i c h I n t e r n s h i p E x p e r i e n c e s

Are No r ma l ly P r o v i d e d ................. ..
IS.

176

.

177

Time Bases Up o n W h i c h I n t e r n s h i p s Are
O r g a n i z e d .................................

19.

178

N umber of D i f f e r e n t S c h o o l - C o m m u n i t i e s
(Locations)

Used by S i x T r a i n i n g

I ns t it u ti o ns for t h ei r Pr o gr a ms

of

I n t e r n s h i p ..............................
20.

Distance

179

of C o o p e r a t i n g S c h o o l - C o m m u n i t i e s

f r o m the T r a i n i n g I n s t i t u t i o n ........
21.

F ac tors

I n f l u e n c i n g Choice

180

of C o o p e r a t i n g

S c h o o l - C o m m u n i t i e s Used for

Internship

Purposes by S i x T r a i n i n g I ns t i t u t i o n s .
22.

Types

of A d m i n i s t r a t i v e P o s i t i o n s

Interns H a v e Ser ved
23.

Satisfactory

and U n s a t i s f a c t o r y Ty p es

183
of

as R e p o r t e d by

S i x T r a i n i n g I n s t i t u t i o n s .............
24.

Fa c t o r s
his

182

in w h i c h

1 9 4 9 - 1 9 5 2 ........

Internship Experiences

.

In f l u e n c i n g C ho i c e

187

of Intern for

I n t e r n s h i p .....................

191

viii
TABLE
25.

PAGE
What R ec o r ds

Is the Intern Re q uired

K ee p D u r i n g h i s
26.

Responsibilities

to

I n t e r n s h i p ...............

X92

of the Int ern's C o ll e ge

A d v i s e r ......................................

196

CHAPTER I
INTRODUCTION

I ntroductory S t a t e m e n t
A nationv.'iae m o b i l i z a t i o n

of p ro fessional,

ist rational and i n s t i t u t i o n a l r e so u rc e s
con tinued improvement

of e d u c a t i o n a l

f o c u s e d upon the

a d m i n i s t r a t i o n has

en v e loped since 1949 w i t h the o r g a n i z a t i o n

of the C o o p e r ­

ative Program in E d u c a t i o n a l A d m i n i s t r a t i o n ,
by the Ke llogg F o un d at i on .

The CP EA has

active p a r t i c i p a t i o n and support
tional a d m i n i s tr a to r s
groups

An important

sp o ns o r e d

e n l i s t e d the

of t h ou sands

of e d u c a ­

and r e p r e s e n t a t i v e p r o f e s s i o n a l

in a c o m p r e n e n s i v e

r el a ti n g to all phases

adrnin-

action-research program

of e d u c a t i o n a l a dm i ni s tr a ti o n.

part

of the study being c a rr i ed on

by the CPEA and other p r o f e s s i o n a l groups deals w i t h
the p r o f e s s i o n a l p r e p a r a t i o n
tors.
its

This po r ti o n

initial impetus

of e d u c a t i o n a l a d m i n i s t r a ­

of the n a t i o n - w i d e
two years

study r e c e i v e d

prior to the f or m at i on

of the CPEA.

In 1947 me m be r s

of Professors

of E d u c a t i o n a l A dm i ni s t r a t i o n ,

Ithaca,

New York,

of the N a t i o n a l Confer e nc e

p ro f es s io n al p r e p a r a t i o n
study,

in

i n s t i t u t e d a c o n t i n u i n g st u dy and

r e s e a r c h p r o g r a m d e d i c a t e d to the improv e me n t

This

meeting

of the

of school a d m i n i s tr a to r s.

c o r r e l a t e d w i t h the w o r k of the CPEA since

2
1949, has
in ma ny

led to the m o d i f i c a t i o n of t r a i n i n g pr o gr a ms

i n s t i t u t i o n s - - a n d w i l l d ou b tl e ss b e c o m e

more ef f ec t iv e

in the years

of the p r e p a r a t o r y p r o g r a m
tional a d m i n i s t r a t i o n )
The w r i t e r hopes

this

It is w i t h one phase

internsiiips
thesis

in e d u c a ­

concerns

itself.

i nv e st ig a ti o n m a y s u p p l e m e n t
and groups

leader­

and serve to c la r if y issues

re l a t i v e to the nature

of i n te r ns h ip ex p er i en c es

the

actively interested

of the q u a l i t y of e d u c a t i o n a l

ship in the U n it e d States,
and thoughts

(i.e.

that this

work, of other individuals
in the i m p r o ve m en t

ahead.

even

and d e s i r a b i lity

in the p r o f e s s i o n a l p r e p a r a ­

tion of e d u c a t i o n a l adminis tr a to r s.

Purpose

of the S t ud y
It is the purpose
1.

of this

st u dy to:

A s c e r t a i n the present
i n t e r n s h i p programs

status

of s e l e c t e d

in e d u c a t i o n a l adm in-

is t r a t i o n •
2.

A n a l y z e the m a j o r assump t io n s
inherent

in programs

and issues

of i n t e r n s h i p in

e d u c a t i o n a l administration.
3.

Present the opinions
tors

c o nc e r n i n g

of s e l e c t e d e d u c a ­

objectives

c o n s i d e r e d imp ortant

and c r i t e r i a

in su c h programs.

5
4.

R e c o m m e n d d e s i r a b l e pr o ce du r e an d
p ra c t i c e for pr o grams

of i n t e r n s h i p in

e d u c a t i o n a l ad m in istration.

Problems

of the St u dy

This

study undertakes
1#

to:

D e s c r i b e eight
tive programs

established,

representa­

of i n t e r n s h i p in e d u c a t i o n a l

administration
sissippi River.

l o c a t e d east of the M i ss i These programs

are

c o n d u c t e d b y the f o l l o w i n g instit u ti o ns
of h i g h e r education:

1

Ball State Teache rs

College

New Y o r k U n i v e r s i t y
Ohio State U n i v e r s i t y
S ou t he r n

Illinois

University

Teachers

College,

Co l um b ia U n i v e r s i t y

U n i v e r s i t y of Ch icago
U n i v e r s i t y of G e orgia
U n i v e r s i t y of M a r y l a n d

Bas e d l a rg e ly upon the findings of W h ea ton*s
study of 1950 (see p. 11 ): Wheaton, G crdon A., A
Status Study of I n t e r n sh ip Programs in S chool A d m i n i s t ra t io n ( t ypewritten d o c t o r a l p r o j e c F X New York: T e a c h ­
ers College, C o l u m b i a University, 1950.

2.

C o m p a r e ce r tain

characteristics

o n - g o i n g pr o g r a m s

of these

of i n t e r n s h i p w i t h

c r i t e r i a a pp r ov e d by a jury of e x pe r ts ,
3,

A n a l y z e the m a j o r as s um p ti o ns
inher en t

in pr o g r a m s

and

issues

of i n t e r n s h i p in

e d u c a t i o n a l a d mi n i s t r a t i o n ,

as they r e l a t e

t o the total p r e p a r a t o r y progr am ,
4„

Synthesize

the opinions

of t w en t y s e le c t e d

e du c ators r e l a t i v e to o bjectives,
tions,
gr ams

and cr i t e r i a for e v a l u a t i o n

assump­
of p r o ­

of i n t e r n s h i p in e d u c a t i o n a l a d m i n ­

i stration .
5,

Conclude, u p o n the basis

of d a t a p r e s e n t e d

this study, w h i c h in t e r n s h i p p r o c e d u r e s
practices

are most desirable

in

and

in the p r o f e s ­

s ional p r e p a r a t i o n of e d u c a t i o n a l a d m i n i s t r a t o r s
Sources

of D a t a
1.

A s t a t u s - s u r v e y q u e s t i o n n a i r e p r e p a r e d for
presentation

to officials r e s p o n s i b l e for

c o n d u c t i n g the eight s e le c t e d p r o g r a m s

of

int ernship,
2*

An

i n t e r v i e w check-list p r e p a r e d for g u i d i n g

interv i ew s w i t h officials r e s p o n s i b l e for
c o n d u c t i n g the eig ht s el e ct e d p r o g r a m s
internship.

of

3,

A survey-appraisal questionnaire prepared
f o r p r e s e n t a t i o n to a jury of t w e n t y
s e l e c t e d experts.

4.

Available professional

l i te r a t u r e

and

other

w r i t t e n ma t er i al s d e a l i n g d i r e c t l y w i t h
administrative
about

internships

the t r a i n i n g needs

and a s s u m p t i o n s

and p r o c e s s e s

of

l e a r n i n g i n volved in s u c h p ro g r a m s .
Pro c ed u re s
1.

R e v i e w of availa b le p r o f e s s i o n a l
r e l a t i n g d i rectly to the to p ic

2.

Preparation

of the three

listed u n d e r
3.

"sources

li t er a t u r e

of the study.

in q uiry

i n st r um e nt s

of d a t a . "

D i s t r i b u t i o n of s t a t u s - s u r v e y and

survey-

a p p r a i s a l q ue s ti o n n a i r e s .
4.

I n t e r v i e w s w i t h officials r e s p o n s i b l e for
c o n d u c t i n g those pr ograms

s e l e c t e d for

d e t a i l e d study.
5.

Collection

6.

C r i t i c a l a pp r ai sa l of data.

7.

F o r m u l a t i o n of co nclusions
tions •

and t a b u l a t i o n of data.

and r e c o m m e n d a ­

Me thoas

of T r e a t m e n t
This

st u d y makes

use of the n o r m a t i v e - s u r v e y and

the s u r v e y - a p p r a i s a l methods
the p r o c u r e m e n t

of e d u c a t i o n a l r e s e a r c h in

and tr e at m e n t

of da ta p e rt i n e n t

to the

topic•

The f o r m a t i v e - S u r v e y M e t h o d
This m e t h o a seeks

to answer the question,

"what

are the re al facts wi t h r e g a r d to the ex i sting conp
a it l o n s ? "
By the use of questi on n ai r e, i n v e s t i g a t i o n
and interview,
"normative"

it

(i.e.

"surveys'1 and gathers
no r ma l or typica l)

prev ail in a group of cases

da ta r e g a r d i n g

c o nd i ti o ns w h i c h

s el e ct ed for study.

The S u r v e y - A p p r a i s a l M e t h o d
This p r o c e d u r e

involves

dir ect

jud gment and

r a t i n g or c l a s s i f i c a t i o n a c c o r d i n g to s ub j ec t i v e values.
while it is not e n t i r e l y s a t i s f a c t o r y f r o m a s ci e nt i fi c
standpoint,

it is perhaps

the most p r a c t i c a l a p p r o a c h

to p ro b le m s d e a l i n g wi t h h u m a n relations.
A p p r a i s a l leans more h e a v i l y upon the h u m a n
element than do o b je ctive sciences, for
a p p r a i s a l is u n d e r ta k en for the specific
p u r p o s e of i n c l u d i n g the h um an el e me n t . ^
^ Good, C ar t er V., - Barr - Douglas,
of E d u c a t i o n a l R e s e a r c h , New York:
C e n t u r y Co., T935. Tp^ 286)
3 I b i d . , p. 411.

The M e t h o d o l o g y
D. A p p l e t o n -

7
E d u c a t i o n a l science
points
tices

is r e p r e s e n t e d b y the v i e w ­

of e d uc a ti o na l p r o f e s s o r s
in the field.

the field

The

as w e l l as b y p r a c ­

improvement

is in part d e p e n d e n t upon

of p r a c t i c e s
the

in sights

in
and

p er s pe c ti v es held by

the p r o f e s s i o n a l group.

The two

are i nterrelated and

it is

that

logical to s u ppose

surveys w h i c h b r i n g the b e st

of e d u c a t i o n a l th o ug h t to

bear upon p r a c t i c a l p r o b l e m s may make some c o n t r i b u t i o n
to ed u ca t io n al s c i e n c e — and thus

I n fl u e n c e fu t u r e

practices.
A le gitimate use of the q u e s t i o n n a i r e
v ie w is to obtain

information

or i n t e r ­

c o n c e r n i n g the a t ti t u d e

or

opinion of persons q u e s t i o n e d t o w a r d v a r i o u s pr o bl e m s ,
conditions
held

or issues.

The f o l l o w i n g point

of v i e w is

in r eg a rd to opinion s ur v e y s :
The h a s t i l y expressed o pi n io n s of a large
n umber of judges of v a r y i n g merit are
p ro bably of less value than the ma t u r e
judgment of one or two e xp e r t s w h o h a v e
the question cl early in mind and who are
able to qualify their an swers a p p r o p r i a t e l y .4
In a ccordance w i t h this t h ou g ht the w r i t e r de ­

cided to question a g r o u p of twenty e d u c a t i o n a l

leaders

of na t io n al repute, rather than to s ubmit q u e s t i o n s to
a larger number.

These t we n ty p e r s o n s w e r e s e l e c t e d

^The Q,uest l o n n a l r e . R e s e a r c h Bu l le t in of the
Natio na l E du c a t i o n A s s o c i a t i o n , Vol. VII I, No. 1,
January 1930.
p. 18.

8
as a jury of experts

on the basis

of th e ir r e p r e s e n t a ­

tive p os i ti o ns

and f i r s t - h a n d k n o w l e d g e

of i n t e r n s h i p

programs.

jury includes

of e d u c a t i o n a l

The

p ro f es s o r s

administration,

p r a c t i c i n g a a m i n i s t r a t o r s , off icials

of p r o f e s s i o n a l

organizations,

programs,
ities

directors

of i n t e r n s h i p

and other indivi du a ls b e l i e v e d to be a u t h o r ­

on in te rnships:
1.

A n d e r s o n , 'waiter A.
P r o f e s s o r of E d u c a t i o n and Chairman,
D e p a r t m e n t of A d m i n i s t r a t i o n ana Supervision,
S c h o o l of Education, N ew York University.

2.

A r n o l d , W i l l i a m E.
P r o f e s so r of E d u c a t i o n a l Ad m in i s t r a t i o n ,
S ch o ol of Education, U n i v e r s i t y of P e n n ­
sylvania.

3.

A u r a n d , 0. H.
Pro f es s or of E d u c a t i o n a l A d m i n i s t r a t i o n and
C o o r d i n a t o r of Internships, S c ho o l of E d u c a ­
tion, State College, Fe n ns 2/rl v a n i a .
B o r g e s o n , Fritz C.
P r o f e s s o r of Education, and C o o r d i n a t o r of
Internships, School of Ed ucation, Ne w Y o r k
University.

5.

B u t t e r w o r t h , J ulian E.
P r o f e s so r of Ed ucation, S chool of Education,
Corn ell University, (retired)

6.

C a m p b e l l , Clyde M.
Pro f e s s o r of E d u c a t i o n and Head, D e p a r t m e n t
of E d u c a t i o n a l A d m i n i st r at i on , School of
Education, Michig a n State College.

9
7.

C a m p b e l l , R o a l d P.
A s s o c i a t e P r o f e s s o r of E d u c a t i o n and
C o o r d i n a t o r of Internships, S c h o o l of
E ducation, Ohio State University.

8.

C o c k i n g , b a i t e r D.
Editor,

9.

The S chool E x e c u t i v e magazine*

C o o p e r , Pan H.
A s s o c i a t e P r o f e s s o r of E d u c a t i o n a l A d m i n ­
i stration, S ch o ol of Ed ucation, State
U n i v e r s i t y of Iowa*

10.

E l l i o t t , L lo y d E.
A s s o c i a t e P r of e s s o r of E d u c a t i o n a l A d m i n ­
istration, S c h o o l of Ed ucation, Co r ne l l
Uni v e r s i t y .

11.

P i s c h e r , John E.
- :uty S u p e r i n t e n d e n t of Schools, faitimore,
Maryland, and fo r me r C o o r d i n a t o r of I n t e r n ­
ships, Teac hers College, C o lumbia University.

12.

Holms ted t , Rale igh
P r o f e s s o r of Education,
I nd i an a University.

13.

E i s n e r , Paul

c_.

Superintendent
14.

S chool of Ed ucation,

of Schools,

llencoe,

Illinois.

U e w e l l , C la r en c e E.
P r o f e s s o r of E d u c a t i o n a l A d m i n i s t r a t i o n and
C o o r d i n a t o r of In ternships, Coll ege of
Education, Unive rsity of Maryland.

15.

P i e r c e , T r uman M.
P r o f e s s o r of E d u c a t i o n and director,
Center, C-eorge Pe a body College.

CPEA

10
16.

Re h ag e , K e n n e t h jr.
A s s o c i a t e P r o f e s s o r of E d u c a t i o n , and staff
member C P E A Ce n ter, U n i v e r s i t y of Ch i ca g o.

17.

R e u t t e r , E. E d m u n d
A s s o c i a t e P r o f e s s o r of E d u c a t i o n a l A d m i n i s ­
t r at i on and C o o r d i n a t o r of In ternships,
T ea c h e r s C ol l eg e , C o l u m b i a U ni v er s it y .

18.

R o g e r s . V i r g i l M.
S u p e r i n t e n d e n t of Schools, B a tt l e Creek,
M ichigan, and Preside n t, A m e r i c a n
A s s o c i a t i o n of S c h o o l A d m i n i s t r a t o r s .

19.

T h u r s t o n , Lee M.
S u p e r i n t e n d e n t of Public I n s t r uc t io n for the
State of Michigan, f o r m e r P r es ident of Chi ef
State S c h o o l Of f ic i al s o r g a n i z at i on , and
De a n - e l e c t , S c h o o l of E du c at i o n , M i c h i g a n
State College.

20.

Y e a g e r . W i l l i a m A.
P r o f e s s o r of E d u c a t i o n and D i r e c t o r of
courses in S c h o o l A d m i n i s t r a t i o n , U n i v e r s i t y
of Pittsburg.

Limitat i on s
1.

of the Study
This

study does not a t t e m p t to make

hensive examination
The eight p ro g r a m s
be r e p r e s e n t a t i v e
p.

11)

poses

of all I n te r ns h ip p ro g rams.
se l e c t e d are b e l i e v e d to

(see S e l e c t i o n

of this type

of tr a ining,

of an alysis t o p r o v i d e

of the p r ob lems,
tun i t i e s

a compre­

of P r o g r a m s .
and for p u r ­

a f a ir s a m p l i n g

c ha r ac t e r i s t i c s

of all su ch pr o gr a ms .

and o p p o r ­

2.

This

study

is r e s t r i c t e d to i n t e r n s h i p

e x p e r i en c es

in ed u ca ti o na l a d m i n i s t r a t i o n

at the g r ad u a t e school level,
5.

The data obtained,
in nature,

while

la r ge l y s u b j e c t i v e

are similar in type to da ta used

in m a n y r e c o g n i z e d studies d ea l i n g w i t h
e d u c a t i o n a l problems

Sel e ct i on

of Programs

W h e a t o n ’s study
t er n ships

c o nc er n in g che

status

in e d u c a t i o n a l a d m i n i s t r a t i o n

s ur v ey e d 152

colleges.

were operating; what
inducing

and practices.

nine

Se venteen

in 1949-50'-,

of these c ol leges

they termed in t er n s h i p programs,

colleges where only one or two

ships we re b e i n g served in 1949-50.

intern­

The f o ur i n s t i t u ­

tions w h i c h s p o n s or e d the larger numbers
i nternships

of in-

of s uc h

in 19 4 9- 5 0 were:
program
started

U n i v e r s i t y of G eo r g i a

13 interns

1947

Ball State Teachers

10 interns

1949

7 interns

1947

7 interns

1949

Teach er s

College,

College

Colum bi a

New Y o r k U n i v e r s i t y
The U n i v e r s i t y of haryland,
only two i n te r ns h ip s

in 1949-50,

wh i le

sponsoring

was re p orted to h a v e

W h e a t o n , Gordon A., A Status S tudy of I n t e r n s h i p
Proprams in S c h o o l A d m i n 1 s t r a t i o n , ^typewritten d o c t o r a l
p r o j e c t ) N e w York: Teachers College, C o lu m b i a Un iv ersity,
1950.

12
t ra ined a t o t a l of nine

interns

since the p r o g r a m was

s tarted in 1947.
The

U n i v e r s i t y of Chicago,

two interns h ip s

in 1949-50,

also s p o n s o r i n g only

h a d s t arted the i n t e r n s h i p

program .."prior to 1940" a c c o r d i n g to the V.heaton report,
and l is t ed an a p p r o x i m a t e

total of 150 interns

as h a v i n g

p a r t i c i p a t e d in the p r o g r a m since its be g in n in g .
total of 150 is c o n s i d e r a b l y g r e a t e r

This

than the totals

listed fo r the o t he r i n s t i t u t i o n s - - 3 3 fo r U n i v e r s i t y
of Georgia,
sity,

26 for Teachers

College,

Co l u m b i a U n i v e r ­

10 fo r Ball State Teach er s College,

and 7 f o r

New Yo r k U niversity.
S ou t he r n

Illinois

p rogram in 1949-50,
d uring that year,

University,

w h i c h s t a r t e d its

and s p o n s o r e d five

i n ternships

seemed to be r e p r e s e n t a t i v e

two or three s m a l l e r instit u ti o ns

of the

o p e r a t i n g such

programs.
Ohio State University,

w h i c h s tarted its p r o g r a m

too r e c e n t l y to be In c l u d e d in the W h e a t o n report,
included in this
its

study b ec ause

i n t e r n s h i p program.

This

of the unique nature

is
of

i n s t i t u t i o n ,p ro v id e s f o r

a b e g i n n i n g i n t e r n s h i p ex p er i e n c e at the m a s t e r ’s
degr ee level,
ate level.

an d an a d v a n c e d i n t e r n s h i p at the d o c t o r ­

13
The eight

colleges and u n i v e r s i t i e s

above were se lected for de t ai l e d
study.
and

They r e p r e s e n t

consideration

i n s t i tu t io n s

in this

of va r y i n g

locations, where the gr e ater n u m b e r

programs

mentioned

of

sizes

interns in

of internship re c ei v e the most experi e nc e ,

a c c o r d i n g to obtainable reports.

A l l pr o grams

the M i s s i s s i p p i River w h i c h have b e e n
three or more years,
of six or more

and w h i c h have

interns,

in this study.

The eight p r ograms

n e c e s s a r i l y the best progra m s

in op e ra t i o n for

s po n s o r e d

are b e l i e v e d

east of

a total

to be r e p r e s e n t e d

s el e c t e d

in c urrent

are not

operation.

Mo attempt h a s been made to judge t h e i r e x c e l l e n c e
eff e ct i ve n es s ,
have

or

as compared w i t h n e w e r p r o g r a m s w h i c h

s p ru n g into b e i n g since

1949-50.

However,

basis

of W h e a t o n ’s r eport

tion,

it seems r e a s o n a b l e to assume that the

p ro g r a m s r e fl e ct some,

and other a v a i l a b l e

if not most,

tho u gh t and action connected w i t h

on the

informa­
selected

of the better

the o p e r a t i o n

of

p ro g ra m s of i nternship in e d u c a t i o n a l a d mi n i s t r a t i o n .
In addition to the eight c ol leges

and u n i v e r s i ­

ties selec t ed for d e tailed suty, r e f e r e n c e
this thesis
as those

to other excellent

conducted

D uk e U n i v er s it y .

is made

i n t e r n s h i p progr a ms

at P e n n s y l v a n i a State C ol l eg e

in
such

and

14
DEFINITIONS
M a n y words
writi ng s

c o m m o n l y u se d in e d u c a t i o n a l

are subject

to some v a r i a ti o ns

in m ea n in g s.

To a void m i s u n d e r s t a n d i n g and m i s i n t e r p r e t a t i o n ,
far as possible,

the f o l l o w i n g terms

as

are d e f i n e d

a c c o r d i n g to their i n t e n d e d meanings in this

investi­

gation.

Field Experience
This is a comprehensive,
to i n clude all types

flexible

term i n te n de d

of e d u c at i on a l e x p e r i e n c e s

the s p o n s o r s h i p of the tr a in i ng i n s t i t u t i o n
inserv ice posit ion)

F i e l d e x pe r i e n c e as d e f i n e d her e

to in c lu d e observation,

survey work,

v is i ta t i o n

p ar t ic i p a t i o n ,

or any c o m b in a ti o n of these.

f ield ex p er i e n c e

(or in an

w h i c h occ ur In o n - g o i n g sc h oo l or

c o m m u n i t y situations.
is meant

u nder

or

The term

is e q u a l l y a p p l ic a bl e to a 6 0 - m i n u t e

in the state d e p a r t m e n t of ed ucation;

o b s e r v a t i o n of a t e a c h e r s ' meeting;
a d m i n i s t r a t i v e position.

an

or a f u l l - t i m e

F i e l d e x p e r i e n c e does n o t

imply an y p a r t i c u l a r l e n g t h of time,
type of e d u c a t i o n a l experience,

or any p a r t i c u l a r

o t he r than It m u s t inf

volve an o n - g o i n g s c h o o l - c o m m u n i t y si t ua t io n a n d person'
nel not e x c l u s i v e l y c o n n e c t e d w i t h the trainee's
cl assmates

and I n structors.

F i e l d experience,

in

15
general,

serves the p ur p os e

college classro o ms

of p l a c i n g stuaents

to see a n d / o r take part

e ducati o na l pr ograms.

It u s u a l l y carries

tion of some e d u c a t i o n a l s u p e r v i s i o n

out of

in other
the c o n n o t a ­

in connec t io n wi t h

the experience.

F i e l d Pr a ctice
This is a type of f i e l d ex p er i en c e w h i c h involves
some p a r t i c i p a t i o n
of the trainee.

(other than observa t io n )

It may be a very

on the part

l imited ki n d of

participation,

or it m a y involve m a j o r r e s p o n s i b i l i t y

in a f u ll -time

position.

Internship
I n t e r n s h i p is a type

of f i e l d practice

eng aged

In near the end of the t r ai n ee ' s f or m a l p r e p a r at i on
p ro g ra m w h i c h involves
or a series

a continu o us

f i e l d experi e nc e

of cl o se l y r e l a t e d e xperiences

in r e s p o n ­

sible p a r t i c i p a t i o n in any o n -g o i n g s c h o o l - c o m m u n i t y
situation.

This p r e s u p po s es

a su f fi c i e n t

length of

time to d i s t i n g u i s h It f r o m a f i e l d tr i p or visitation.
The exact l ength of time Is a m a t t e r of controversy.
Clarence A. Ne w e l l defines

i n t e r n s h i p in this

manner:
. . . an i n t e r n s h i p (in e d u c a t i o n a l a d m i n i s ­
tration) may be d e f i n e d as a phase of pr o f e s s i o n a l

16
ed ucation in w h i c h a s t udent n e a r i n g the
complet i on of his f o rm a l p r e p a r a t i o n works
in the f i e ld under c o mp e t e n t s u p e r v i s i o n for
a considerable b l o c k of time for the p u rpose
of d e v e l o p i n g c o mp e t e n c e in c a r r y i n g a d m i n ­
i s t r a t iv e r e s p o n s i b i l i t i e s . 8
O ther au thorities
time element,
h al f -time

s ta t i n g that

i n t e r n s h i p m u st

as to the
involve

or f ul l -time w o r k for a q u a r t e r or a s e me s t e r

or a school year.
who ha ve de f i n e d
time

are more e x p l i c i t

F or the m o s t part,

however,

i n t e r n s h i p seem content

those

to leave the

ele ment as a variable.
E a r l i e r references

less r e s t r i c t i v e
programs

to i n t e r n s h i p seem to be

c o n c e r ni n g the time

labelled internship.

to be spent in

One wr i t e r says:

The i n te r n s h i p p r o b l e m a student underta k es
may be a n y t h i n g of a d m i n i s t r a t i v e s i g n i f ic a nc e
--an a ge - grade study, a survey, the m a k i n g of
the annual budget, a s y s t e m of records, etc.
He might go into the s chool s y s t e m for one d ay
per w e e k for a p eriod of t i m e - - o r perhaps eve ry
day for a full q u a r t e r . 8

8 Newell, Clarence A., H a n d b o o k for the D e v e l o p ­
ment of I n t e r n s h i p Progra ms in E d u c a t i o n a l A d m i n i s t r a t i o n ,
New York: CFEA, Teachers College, C o l u m b i a University,
1S52, p. 4.
7 Fo r more specific
element, see p. 49.

i n fo r ma t io n

on the time

8 Haggerty, M. E.,
T r a i n i n g the Superintendent
of S c h o o l s , Bulletin of the U n i v e r s i t y of Mi nnesota,
Vol. XXVIII, No. 17, April, 1925.

17
More recent d i s c u s s i o n s .of i n t e r n s h i p i nd icate
somewhat b e t t e r a g r e e m e n t a m o n g educators

as

to the

length of time w h i c h sh ou ld be d e v o t e d to i n te r ns h ip .
YV. S. V i nc e n t ® contends
needs

to be

that the time

t ested b y practice,

one se mester sh o u l d give the

but

issue still

that six weeks

intern c o nf i de n ce

enter the field as a p r a c t i c i n g a d m i n i st r at o r.
pattern

in present p r actice

M a x i m u m time

to
The

seems to be a f u l l - t i m e

i nternship exper i en c e for at least
semester.

to

one q u ar t er or one

in ge neral usage is f u l l - t i m e

i nt e rn s hi p for one school year.
Some e d u c a t i on a l writers ma ke no specific m e n ­
tion of the time n e c e s s a r y for a s a t i s f a c t o r y i n t e r n ­
ship*
The i nt e rn s h i p for the s u p e r i n t e n d e n c y co n sists
in a p p r e n t i c i n g school a d mi n i s t r a t i o n students,
either c u r i n g their final year of pr e se r v i c e
tra ining or i m m e d i a te l y aft er its completion,
to assist some active superintendent, to w o r k
under his a i r e c t i o n and supervision, as well as
under that of the t r ai n in g i n s t i t u t i o n . 10
For purposes

of this

study,

i n t e r n s h i p in e d u ­

c ational a d m i n i s t r a t i o n may be r e g a r d e d as continu o us
f ield practice

i n v o l vi n g a d m i n i s t r a t i v e tasks

and

® Vincent, V.. S., "Experience School for A d m i n ­
istrators", School Executive, Vol. LXVIII, March. 1949,
pp. 37-40.
10 Fittenger, Benjamin ?., Local Public Sc h o o l
A o m i n i s t r a t i o n , Mew York: M e O r a w - H i l l Book Company, Inc.,
1951.
o. 103

18
responsibilities

u n de r the

t ra i n i n g i n s t i t u t i o n
community,
months

joint s u p e r v i s i o n

of the

and the c o o p e r a t i n g sc hool-

for a p e ri o d of time r a n g i n g from three

to a year.

W o r k P ra c t i c e
These

terms

or P r ac t i c e W o r k

are us ed in their common meanings,

and are d i s t i n g u i s h e d f r o m f i e l d p r ac t i c e

only in the

sense that p r ac t i c e w o r k may involve w or k of a p r a c t i c a l
nature

in the t r ai n i n g institution,

as we ll as in the

field.

Cooperating School-Community
This
ity

term refers

(or both)

to the local

in w h i c h the intern

It is sometimes

school or c o m m u n ­

serves his

used in the sense of a single

internship.
school

or school s y s t e m as a c o m m u n i t y in i t s e l f - - a n d at other
times

it refers

to the local c o m m u n i t y in general.

is b r oadly i n t e r p r e t e d to mean

the

It

o n -g o i n g ed u ca t io n al

pr ogram or s i t u a t i o n to w h i c h the Intern is assigned,
and includes

any e d u c a t i o n a l a g e n c y

(such as the state

d ep a rt m en t of ed ucation) w h i c h cooperates w i t h the
tr aining i n s t i t u t i o n in p r o v i d i n g a suitable
and loc ation for i n t e r n s h i p experiences.

si t uation

19
S u p e r v i s l n g - A d m i n is trat or
This
in the

t e r m refers

to the p r a c t i c i n g a d m i n i s t r a t o r

c o o p e r a t i n g s c h o o l - c o m m u n i t y w h o di rects

supervi ses

the w o r k of the

intern In the

and

local s it u at i o n .

College-Advlser
This

t e r m refers

to the

college

s t af f m e m b e r

assign ed by the t r a i n i n g i n s t it u ti o n to p e r s o n a l l y
directly s up e rv i se and

and

sponsor the field p r a c t i c e

p r o g r a m of the Intern.

It is the

r e s p o n s i b i l i t y to coordinate

c o l l e g e - a d v i s e r *s

the s tu d en t 's

Internship

learning e x p e r i en c es w i t h the total p r e p a r a t o r y pro gram;
to foster and coordinate de s ir a b l e

relationships between

the t r ai n i n g i n st i tu t io n and the c o o p e r a t i n g sc h oo l community;

and to guide

d ur i ng the period

of his

and e v a l u a t e the
i n t e r n s h i p — all

of the i nt ern's ef f ec t iv e g r o w t h

intern's w o r k
in the i n te r es t s

in a d m i n i s t r a t i v e

knowle dge and ability.
Orient a ti o n to the S tudy
Educational
ized p r o f e s si o n.
adminis t ra t or s
a g r ow i ng sense
and p r o c e d u r e s
istrators.

a d m i n i s t r a t i o n Is a h i g h l y
In dividuals

over

and groups

special­

of e d u c a t i o n a l

a peri od of years h a v e e n t e r t a i n e d

of concern r e g a r d i n g the b as i c

issues

in the p r e p a r a t i o n of e d u c a t i o n a l a d m i n ­

T h e y be l ie v e

that e d u c a t i o n a l

l ea d er s h i p

20
of the right k i n d
Most
to change,

ed ucators
and that

that change.
thought

is im portant

to a d e m o c r a c y .

agree that s o c i e t y wi l l

education

can

continue

in some m e a s u r e d ir e ct

But there are at least two schools

c o n c e r n i n g types

in the traini n g programs

and degrees

of

or emphases n e e d e d

or p r o s p e c t i v e

administrators,

in order that these persons might be p r o p e r l y p r e p a r e d
to assume r u n c t i o n a l
e du c at i on a l world.

s t a t u s - l e a d e r s h i p roles
These two schools

by no means m u t u a l l y exclusive
istics,

T here is,

in the Tirst

instance,

the more

la r g e l y as the a p p l i c a t i o n

educational
of’ s e l e c t e d

skills a n d techniques drawn r r o m the T u n d e d

prol'essional k n ow l e d g e and e xp e ri e nc e
itseir.

or view w h i c h

or h a u c at i on a l A d m i n i s t r a t i o n

school or thought w h i c h views

administration
knowledge,

points

in some respects.

Concepts

t raditi o na l

or t h o u g h t are

in all t h ei r c h a r a c t e r ­

a l t h o u g h th ey do re present

are diver g en t

in the

hithin

this

concept,

or the p r o r e s s i o n

the content

and m e t h o d ­

o lo g y or the p r e p a r a t o r y pr o g r a m is b a s e d upon
o c c u p a t i o n a l analysis,
ence has

and a study or wh a t past e x p e r i ­

proven to be or value in a d m i n i s t r a t i v e

proced u re s

and practices.

Persons w ho

subscribe to this

concept

ad v oc a te

21
a t ho r o u g h k n o w l e d g e of the s pe cific
has

been

judged to be most h e l p f u l

ing a d m i n i s t r a t o r s
problems.

in e n a b l i n g p r a c t i c ­

to cope s u c c e s s f u l l y w i t h their

T h ey r e co gnize

trie tr ainee

i n formation w h i c h

the

in a p r a c t i c a l

i mportance

of p l ac i ng

s i tu a t i o n where he

can

w a t c h and f o l l o w the ex ample of a s u c c es s fu l a d m i n i s ­
trat or in the field,

and they ap p r o v e

of i n t e r n s h i p

on an a p p r e n t i c e s h i p basis.
In the

second

instance,

school of thought w h i c h puts
the

se l ec t e d techniques

compri se

that

emphasis

for various

cedures.

less

Proponents

is e me r g i n g a

of a p r e m i u m upon

and p r e s c r i p t i o n s

the bulk of m a ny e xi s t i n g

places more
reasons

there

curricula,

upon an u n d e r s t a n d i n g
administrative
of this

point

if e du c at i on a l a d m i n i s t r a t i o n

which
and

of the

pr a ctices an d p r o ­
of vi e w b e li e ve
Is to be an i n s t r u ­

m e n t a l a ge n cy in e d uc ation for socia l change and
adaptation,

it must

s ho u ld be cone.
what

things

become

concern

Itself more w i t h w h y things

O t he r wi s e the t r a d i t i o n a l patterns

of

to do and h o w to ao them will tend to

c r y s t a l l i z e d in the a d m i n i s t r a t i v e process,

as

i nd e ed they h a ve a l r e a d y cone in m a n y places.
This

seco nd school of thought

seems

to conceive

of e d u c a ti o na l a d m i n i s t r a t i o n as b e i n g d e mo c r a t i c
l e a d e r s h i p in r e l e a s i n g the p e r s o n a l i t y p ot e nt i al and

22
coo perative ability

of each indiv id u al .

consider a d m i n i s t r a t i o n as a u t h o r i t y
application of a set

of a r b i t r a r y

a ready- ma d e m e c h a n i s m r e s p o n s i b l e
but rather as a means f o r the

It does not

alone,

re g ul a ti o ns ,

of c r i t i c a l

or as

only to i t s e l f —

I m p r o v e me n t of e d u c a t i o n a l

service t h r o u g h d e m o c r a t i c g r o u p p ro c e s s e s
application

or as the

and the

I n t e l l i g e n c e t o the p r o b l e m

at hand.
In this frame

of r e f e r e n c e ,

istration as a le a de r sh i p pr o c e s s
tional service makes use

It directs

f r o m the standpoint

the

c on c e r n e d w i t h e d u c a ­

of the m e t h o d

and democr a ti c g r o u p t ec h ni q u e s
action.

educational admin­

of i n t e l l i ge n ce

in e v o l v i n g plans

c a r r y i n g- o ut

of t h e s e plans

of s t a t u s - l e a d e r s h i p ,

tation of g r ou p will.

It f o s t e r s

of

or r e p r e s e n ­

group dy n a m i c s

In

c on t in u in g study and effort to adapt to c h a n g i n g
conditions;

to br i n g ab out b e t t e r

to evaluate services.

Administration

be develo ped or b r o u g h t
stances

and

is s o m e t h i n g to

out of the e d u c a t i o n a l c i r c u m ­

in a p a r t ic u la r time

par t ic u la r individual,

co ordination;

and place,

and of a

gro up or community.

c on s ta n tl y b e i n g r e f a s h i o n e d
w h i c h emerge as a r e s u l t

It is

In the light of facts

of d e m o c r a t i c

g roup pr o ce s se s ,

and which h e l p In c o n t r o l l i n g th e situation.

This

suggests that more a t t e n t i o n should be given to

23
activities

d ir ectly r e l a t e d to the major c o nc e rn s

sc h o o l - c o m m u n i t y

living,

of

and to the r e l a t e d d i s c i p l i n e s

and s ub j ec t - m a t t e r f ields w h i c h can w e l l c o nt r i b u t e
to the

s ol ution

of p r o b l e m s

S u c h a co ncept

in ev e r y d a y living.

does not tend to m in i m i z e

importance of field e x p e r ie n ce s
ships)

(inclu d in g i n t e r n ­

in the p r o f e s s i o n a l p r e p a r a t i o n

a d m i n i s t r a t o r s — but

of e d u c a t i o n a l

ra th er to e m ph a si z e

a type of tr a in i ng w h i c h puts

the

the n e e d for

the t r ai n e e

in dire ct

contact w i t h actual a d m i n i s t r a t i v e p ro b le m s and h e lp s
h i m to use his r e so u rc e s
in creati ve

solution

It is w i t h i n

the m a t r i x of these

of e d u c a t i o n a l

de sirable ways
u ndertakes

and r e a s o n i n g

of those proble ms.

and o v e r l a p p i n g thought s
the nature

of k n ow l e d g e

conflicting

and viewpoints

concerning

a d m i n i s t r a t i o n and the most

of p r e p a r i n g for it, that this

to investigate

and examine

study

that p o r t i o n

of the p re p ar a to r y p r o g r a m which, d u r i n g the p as t
three years, has begun to make

its

impact fe lt

the to t al p r e p a r at o ry p r o g r a m — n am e ly ,

upon

internships.

Repre se n t at lve Q,uot at ions C o n c e r n i n g Intern sh i ps
A r e v i e w of r e ce n t p r o f e s s i o n a l
deal ing w i t h p r e p a r a t o r y pr o gr a ms

literature

in e d u c a t i o n a l

a dm i n i s t r a t i o n reveals f r eq u en t mention

of the w o r d

24
i n t e r n s h i p as

a

desirable

type

for pi’ospecti ve a dm i n istrators
education.

E or example,

of train ing e x p e r i e n c e
in the fi e l d

Clyae L.

C am pbell

of public
11
s ay s :

The next s t e o after observe tion sh o ul d be
actual e x p e r i e n c e do i ng the tasks the students
expect to g o later in a real job situation.
This m a y be a f or m of i nt e rn s hi p l a s t i n g a
yea r or part of a year, or perhaps just a cay,
d e p e n d i n g upon the k in d of e xp e ri e n c e the
stuc.er.ts need.
At the Sixth An n ua l P r e s i d e n t s ’ C o n f e r e n c e
the A m e r i c a n A s s o c i a t i o n
in Chicago,

Ap r il

1952,

Professionalization

of

of School A d m i n i s u r a t o r s h e l d
the Committee

of f u r t h e r

of the Superintenc.ency r e p o r t e d

as follows:
..e be l ieve this. . . (pr o fe s si o na l training).
should include i n te r ns hi p and pr a ct i ca l
exper ie n ce in the field.
The h.-~-.o.A.

1052 Y e a r b o o k states:

. .

12

The f ur t he r u ev e lo p me n t of the i n t e r n s h i p in
e d u c a t i o n a l a d m i n i s t r a t i o n wi ll be f a c i l i t a t e d
by a conti n ue d willingness on the part of all
c on c er n ed to exper iment wi th new a p p r oa c he s
and to evaluate objec t iv e ly the re s ul t s w h i c h
are observed.

Campbell, Clyde i. . , P r ac t i c a l A p p l i c a t i o n s
of d e m o c r a t i c A d m i n i s t r a t i o n , New Yorx: H a r p e r and
Brothers, 1952.
p. 299.
1^
c A m e r i c a n A s s o c ia t io n of S c ho o l A d m i n i s t r a ­
tors, 'The A m e r i c a n S chool S u p e r i n t e n d e n c y ( Thirtieth
Y e a r b o o k ) Washington, D.C., N at i on a l E d u c a t i o n
A ssociation, 1952.
p. 397.

25
Ques t ions for C o n s i d e r a t i o n
1.

Is one re ajreeoent
c onstitutes

2.

How

among educators

as

to what

Internship?

no re presentative,

ongoing

vary as to t he i r content,

i n t e r n s h i p programs

organization,

scope

and

s v p e r v is i on ?
3.

‘..hat are sooe
t er n s h i p

4.

S h ou l d

of the more d e s i ra b le

what

of i n ­

experi en c es ?

interns have e xp er i e n c e

or in a n um b er
5.

types

of locati ons?

are the m ajor assum ptions

in pro trams

in one location,

of internship,

and

issues

inherent

and h o w do they relate

to the total p r e p a r a t o r y program?
6.

H o w m u c h can we learn f r o m books
experience,
the two,

7.

Wh a t

and what

and now m u c h f ro m

is the r e l a t i o n s h i p b et w ee n

as far as in t er n sh ip is

conce r ne d ?

is the da n g e r of " e x p l o i t a t i o n ” in i n t e r n ­

ships ?
8.

Is there d a n g e r that

interns may imitate the

p r a c t i c i n g a d m i n i s t r a t o r and pe rhaps
b e t t e r the things
9.

learn to do

they s h o u l d n ’t be doing at all?

H o w can the i nt e rn s hi p be a creati ve
l e a r n i n g e xp e ri e nc e ?

type of

26
10.

H o w Is It p o s s i b l e fo r the intern to as su me
a d m i n i s t r a t i v e r e s p o n s i b i l i t y , when
moral responsibility

legal and

lie w i t h the p r a c t i c i n g

administrat or ?
11.

Can the kinds

of le a rn i ng found most easily

in tern s hi p p r o g r a m s be b r o u g h t

In

Into the more

f o r m a l i z e d c ampus p r o g r a m ?
12.

W h a t cr i te r ia are most

a cc ep t a b l e

In e v a l u a t i n g

i nternship p r o g r a m s ?
As a first step in c o n s i d e r i n g these and other
quest i o n s , Chapter II p r e s e n t s the r e s u l t s
s ur v ey - a p p r a l s a l q u e s t i o n n a i r e

concerning programs

interns h ip In e d u c a t i o n a l a d m i n i s t r a t i o n .
was

favored w i t h a 100 per

leaders

of

The w riter

cent r e s p o n s e to this

questio n na i re w h i c h was d i s t r i b u t e d
tion al

of a

to t we n ty e d u c a ­

se lected to serve as a jury

of e x p e r t s . 13

The items of the q u e s t i o n n a i r e r e l a t e to obje ctives,
c ri teria and assump ti o ns

of Intern sh i p p r o g r a m s

In

g e n e r a l •^
Cha p t e r III u n d e r t a k e s

a c r it i ca l analysis

certain major Issues in pr o gr a ms

13 See pp. 8,

of

of internship, w h i l e

9, 10 for m e m b e r s h i p list.

1^ See A p p e n d i x A, p . 223 for copy of s u rveyapp r alsal qu e st i on n ai r e.

z ers _

:ro

e i "h t

A)

er
rec.

7

' ‘; V T ; j r

^

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CHAPTER II
A T A B U L A T I O N A N D E X A M I N A T I O N OF C OL L E C T E D

OPINIONS

AND J U D G M E N T S C O N C E R N I N G PR O GRAMS OF I N T E R N S H I P

IN

ELUCATIONAL ADMINISTRATION

A.

Objectivea
In r e s p o n s e to the question,

e va l ua t e the fo l lo w i n g objectives
program?"

the

r e p l i e d as

twenty members

An e x a m i n a t i o n
the experts
jectives

agree

of this

100 per cent

are either

of an i n t e r n s h i p

of the

i n d i ca t ed in Table

"How do y o u

jury of ex perts

I.
tabula t io n
that

are

that

two of the o b ­

"very important" or

These two jjrime objectives

shows

"important".

(a) to guide the

Intern in b e t t e r u n d e r s t a n d i n g and e v a l u a t i n g t h e o r y
in terms

of practice,

administrators

and

(b) to d e v e l o p b e t t e r

than could be d e v e l o p e d in an on-campus

p r o g r a m of l a r g e l y theore ti c al training.
s i g n i f ic a nc e may be a tt a ch ed to the fact
cent

Som e
that 80 per

of the experts rate b o t h these o bj e ct i v e s

as

"very important".
By w a y of fu rther co mm ent upon the first
these two prime

objectives,

Lee Ivl. T h u r s t o n

of

says,

The intern, like the f ie l d administrator,
like the professor, couples action w i t h

an d

Responses

1.
2.
3.
4.
5.
6.

7.

8.

To make a gradual transition from prepara­
tion to full-time administration
To put the ideal of "learning by aoing"
into practice at the graduate school level
To guide the intern in better understanding
and evaluating theory in terms of practice
To instil in the intern an acceptable inter­
pretation of a code of professional ethics

very
important

important

not very
important

8

8

4

9

10

1

16

4

0

4

12

4

11

6

3

To help the intern develop desirable pro­
fessional habits, interests and ideals
To test whether more training is needed be­
fore the intern begins full-time
administration
To provide practical work experience with
lay-citizens in an ongoing educational
program

5

12

3

11

8

1

To develop better administrators than could
be developed in an on-campus program of
largely theoretical training

16

4

0

30
thought.
The es s e n c e of the internship, as
I see it, is to unite in his life the thrust
of the campus, w h i c h is p r o f o u n d l y t h o u g h t ­
ful, and the impulsions of the a d mi n i s t r a t i v e
life, w h i c h are k i n e t i c and. passive .
Thus he
is h o p e f u l l y a r me d w i t h t h e o r y to grapple
w i t h ea ch n o v e l p r o b l e m of action, and is
h o p e f u l l y h a b i t u a t e d to act and to refrain
f r o m a c t i n g in a c c o r d a n c e w i t h thought.
Similarly,
im portant"

95 per cent

or " important"

to two other objectives,
w or k wi th la y-citizens
gram,

and

ag r ee m e n t as to "very

is in ev i de n ce w i t h r e spect
(a) to pr ov i de p ra c ti c al

in an o n g o i n g e d u c a ti o na l p r o ­

(b) to put the ideal of

into practice at the gradu a te

"learning by doing"

school level.

However,

only 55 per cent and 45 per cent r e s p e c t i v e l y rate
these
points

objectives

as

"very important",

and Dr.

Th u rs t on

out that,

The "ideal of 'learning by d o i n g ’" has b ecome
a cliche and has a l r e a d y led too m an y wellm e a n i n g people astray.
All l e a r n i n g comes by
aoing.
Reading, reflecting, conversing,
judging, speculating, ap prehending, judging
people and events, ch o o s i n g the best line of
acti on am id b a ff l i n g c i rc u mstances, standing
s teady against the r e s i s t a n c e s of u lt e r i o r
forces, all these are ma t te r s of "doing".
A l t h o u g h 85 per cent of the experts rate two
other objectives

as e i t he r "very import an t " or

" i m p o r t a n t ”, it is i n t e re s ti n g to no t e that 55 per
cent agree that the ob j ective

of h e l p i n g the intern

to d e v e l o p d e si r ab l e p r o f e s s i o n a l habits,
and ideals is

"very i m p o r t a n t " — while

interests

only 25 p e r cent

31
agree that

it is "very i m p o r t a n t "

to test w h e t h e r

mo re t r ai n in g is needed, prior to the time when the
intern begins f ul l - t i m e a d m i n i s t r a t i o n .
Even less agreem ent
to the two objectives

of

sition from prepar a ti o n
and

is in e v i d e n c e w i t h respect

(a) m a k i n g a gradual t r a n ­
to f u l l - t i m e

administration,

(b) instill i ng in the intern an a c c e p t a b l e

inter­

pretation of a code of p r o f e s s i o n a l ethics.

T w en t y

per cent

as

of the experts

rate both o b je c ti v es

"not

very important",

and only 20 per cent put

the latter

ob jective

"very i mp o rt a n t "

An expres si o n

in the

was made that the ethical
a dministration,

and that

class.

Imper a ti v e

governs all

if the in te rn aoes not have

a w e l l - d e v e l o p e d et hical

sense to begin with, he

s h o u l d n ’t be a d mi t te d to an internship.

Obviously

such an expression

of the

is not

t hi n ki n g of all experts
this

objective as

characteristic

smce

"important".

The request to state
i nterns h ip programs br ought
f r o m members

SO per cent e v aluate

other o bjectives

the f o l l o w i n g replies

of the jury:

John H. Fischer:

"To

give o p p o r t u n i t y f or the

intern to w o rk closely w i t h the
p ec i a l l y in

of

group projects for

the school p r o g r a m . ” '

t e ac h in g staff,
the improvement

es­
of

32
Truman Li, Pierce:
way for p r of e ss o rs
continue

"To provide

one r e a l i s t i c

of e d u c a t i o n a l a d m i n i s t r a t i o n

to

their own p r o f e s s i o n a l g r o w t h and d e v e l o p ­

ment .,f
E. E d m u n d Reutter,
systems

(a)

"To h e l p s chool

and p r a c t i c i n g a d m i n i s t r a t o r s

w it h new ideas
versa.

Jr.:

ke e p in touch

e m an a ti n g f ro m the co llege a nd vice

The intern

can serve as a sort of li aison

betw een the college and the school

system,

and b o th

the college and the system should p r ofit."
(b)uThe i n t e r n s h i p pr o g r a m must no t be an
apprent i ce s hi p .
experience,

It s hould not be a trial an d error

but r ather p r o f e s s i o n a l p ra c t i c e

of

sound theory."
C la rence E.

Newell:

"To h e l p the

Intern

det e r m i n e f r o m p r a c t i c a l e xperience w h e t h e r he r e a l l y
wants

to be an administrator;

pos ition for w h i c h an intern
appraise interns,

to a i s c o v e r the k i n d of
is best

suited;

to

and to stop persons who h a v e no

p ot e nt i al a b i l i t y for a d m i n i st r at i on b e f o r e th e y a c t u a l ­
ly get into an a d m i n i s t r a t i v e
Clyde Li. Campbell:
of sc hools and communities
the school are f u r t h e r i n g
In other words,

position."

"To make a cr i ti c al study
to see if the p ra c t i c e s
the needs

we have two goals

of

of the community.

in E d uc a t i o n :

goals

33
f u r t h e r i n g the needs
the needs

of individuals

situations
cepts.

of so ciety and goals f u r t h e r i n g

the

within the society.

intern s h ou l d reject more

It is n a tu r al

and even more

i mp o r t a n t

he s h o u l d r e c o g n i z e that his abilities
w o u l d not be the same as
is working.

In the p reparation

capaci ties

and procedures

B.

that

and in c l i n a t i o n s

the a d m i n i s t r a t o r u n d e r w h o m

should be to show the intern how
unique

than h e a c ­

that he s h ould be in d i s a g r e e m e n t

w i t h the admini strator,

he

In most

program,

the

to d e v e l o p his

task
own

r ather than to imit ate t e c h n i q u e s

of someone else."

C r it e r i a
R e p l y i n g to the question,

"How a c c e p t a b l e do

y o u find the f o l l o w i n g criteria for e v a l u a t i n g i n t e r n ­
ship p r o g r a m s ? "

the twenty experts

a n s w e r e d as

indicated

in the f o l l o w i n g tables.
Table
I n t e r n s h i p should not
The

2

consist of "made w o r k "

I n te r ns h ip should consist

sig n if i ca n t

l a r g e l y of

a d m i n i s t r a t i v e w or k n e c e s s a r y to the w e l l ­

b e i n g of an on-go in g ed u ca t io n al p r o g r a m — not
"made" work.

so-called

34
Re sponses
fully accept able

19

a cceptable w i t h r e s e r v a t i o n s

1

not accep t ab l e

R esponses
ve ry

important

14

important
not very

3
important
(no response)

W i t h 95 per cent ag r ee m e n t
is f u l l 5’ acceptable
clude that

as stated,

(3)
that this

it seems

safe to c on ­

it should be placed h i g h on any

criteria for the ev a lu a ti o n

of programs

w o r k situations

are not

It is evident

of

item rate

that

identified with

f u n c t i o n i n g of internship p r og r a m s .

list

of internship.

Seventy per cent of the r e sp o n s e s to this
it as "very im portant."

c r it e ri o n

artificial

the proper
'

Table 5
I n t e r n s h i p involves as s um p t i o n
of admin is trative r e s p o n s i b i l i t y
The
as sumption

i n te r ns h ip should

involve

of real and continuous

r es p on s i b i l i t y

for the w o r k he

administrative

does

legally and/or mor ally po s sible,

the i n t e r n ’s

and,

in so far as

for the res ults

of

55-36
his work.

Responses
f u 11 y a c c e p t.a b 1 e

14

acceptable w i t h r e s e r v a t i o n s

5

not acceptable
(no response)

(1)
R e s r ons e s

very important

15

impor tant

3

i:o t v o r y I.mp ore a 1 1 1

(no response)

'..here a 3 70
acceptable,

£5 cor cent

John PI. H i s c h e r
traced

says,

seqnen tially,

s responsibility
points

cent him;

out

that

the period was

a;ree

this

criterion fully

to it v.ith r e s e r vations •

"Provided

the tasks

to avoid the of feet

too soon."
"this would

at least

E vidences

(2J

a s s i g n e d are
of too heavy

Raleigh Vi. Holms tedt
Involve d i f f i c u l t y unless

a year in length."

are apparent

tions to the amount and degree

that

there are

limita­

of admin i s t r a t i v e

r e s p o n s i b i l i t y an

intern may assume,

the nature of his

assignment.

d e p e n d i n s upon

Iikev;ise,

that his r e s p o n s i b i l i t y for the results

it is clear
of his work

37
must be

in some m ea s u r e

time he

serves

of c h anges
services,

influe nc e d by t h e

in a given situati o n.

made

in record systems,

or as a result

l e n g t h of

T h e t o t a l effect

b ud g e t s ,

of c om m unity su r v e y s

to improved e d u c a t i o n a l p r o g r a m s and b e tt e r
plant f a cilities,
after the

may not be felt f o r one

intern h a s

immediate r e a c ti o ns
p a r t i c u la r ly
coor dinating,
the everyday
consensus
practice

left the situation.
and r esults

in re g a r d
and

years

However,

more

in ev i de n c e -

program.

po r t i o n s
The

of

ge n e r a l

in the same m anner that

can assume

so can

school

or more

are u s u a l l y

a d m i n i s t e r i n g certain

seems to be that

p on s ib i li t ie s ,

le a di n g

to s h o r t -r a ng e planning,

school-community

teachers

guidance

very real t e a c h i n g r e s ­

interns

assume v e ry real

r e s p o n s i b i l i t y for s el ected a d m i n i s t r a t i v e

a s s i g n m en t s.

Table 4
I nt e rn s hi p as s t a t u s - l e a d e r s h i p in group p r o c e s s e s
The

in t er n sh i p should p r o v i d e n u m e r o u s

tunities for the intern to serve
In d em o cr a t i c g r o u p p r oc e s s e s
students,

p ar ents,

and

other

oppor­

as a s t a t u s - l e a d e r

i nv o lv i ng te a ch e r s ,
lay-cit izens.

38
1
fully

Responses

accepta b le

11

accept a bl e w i t h r e s e r v at i on s

9

not accept a bl e

Responses
very

important

8

important
not v e r y

11
important
(no response)

This c ri t erion appears
F o r t y - f i v e per cent

(1)

to be

controversial.

of th e r es p on s es

ind icate

acceptance w i t h reser v at i on s .

Comments

that

group p r o c e s s e s

i n vo l ve m en t

in democratic

u ni f o r m l y desir able, but
e xe r ci s ed

that c a ution

in the i n t e r n ’s a ssumption

i nd i ca t e
is

should be
of status-

leadership roles.
E. E d m u n d Reutter,

Jr., r e p o r t s

be taken not to give the intern
mor ale
that

must be c o n s i d e r e d . ’1

too m u ch status .

de pe nd

on w h e t h e r

St a ff

intern to serve as

a s t a t u s - l e a d e r , but otherwise the
Truman

"Care must

W a l t e r A. A n d e r s o n says

it is not necessary for the

important .

that

c ri t er i on

P ierce c om m en t s
or not the intern

that

is able

is very

it

’’should

to qu a li f y

as a s t a t u s - l e a d e r - - i . e ., can he d i s c h a r g e this

59
rescons 1 cility v.it ho ut c a n j e r to iris ov;n security?"
.John H.

r i s c h e r calls

a tier: tier

rrrfer.ee r.ust be e x e r c i s e d
II 4U%

reasons:

|

.xell sistes

i

that,

that

ivinc e r o j r e s s i v e l y

aae intern*- -Koala

o'.

- T r

ir.

to che fact

+- ■

"perrsps he

can net be a s t a t u s ­

es :.:pletely. ”
fite v,riter r.ctes
administrative

uuties

tis

' '

“

'

to d i s a s s o c i a t e

and restonsi oilities f r o m the

s ts t u s - _ £ so ersn-o role,
C

teruency

ah

m ter or-etas i on o:

v.o.ire txe intern aces

c.

iese
asst

.asus-ieauersnir v.xen r.e ouic.es
:xs
_s

_n

or

TO

o

«

**

I

"\

rs

oi

■- o -

_ a c s

;o be
.us-ie aaersnir
or:: e^ess,

ethers

:o-er.t v.oic os

tr.e re i or m e
As

such

is n e c e s s a r i l y limited.
s o at us - a e a u e r s n p

oe an integral pa:.i■t oi

cess

'ob situation,

.n acministr&tor.

some exer

. to

in the

for o r o f e s s i :r.a 1

tite a e v e i o o ■

xxeter.ce.

fable 5
.s '.restive
c e r r s.-io

s..

.Or creasiv*
m**

4- a.

r t

ohou-cht

Action

orovite
ana action

on the

40
R esponses
17

fully a c c e p t a b l e

3

acceptable w i t h r e s e r v a t i o n s
not a cceptable

Kes ponses
16

very important
important
not very

4
important

respo n s e s
agreement

that

60 per cent

to ti.la criterion are 65 pe r cent

it is fully accept a b l e

in agreemen t

"very i m p o r t a n t 11.
"this

is far sore

of r e s t r i c t i n g

hritz

that
C.

nor eson

comments

important

than the

typical practice

intern activities
fto a Id F.

that

on the part

c r eative action

notes
his

official

clearance.

o p p o r t u n i t y for creative
On the whole,
The

this

consensus

Camp b e l l points

etical k n o w l e d g e

out

of the intern p r e ­

R a l e i g h V*• Holms teat
limit

expression.

criterion receives

of opinion

insofar as the intern makes

that

to routine and

that the p o s i t i o n of the intern might

rating.

and

it should be classed as

ma n a g e r i al out ies . "

supposes

as stated,

in

seems

p r o f itable

a high

to be that
use of t h e o r ­

to solve a p r a c t i c a l administrative

41
problem,

he

ivcness.

host a d m i n i s t r a t i v e

conditions
creative

ia e x h i b i t i n g resourcel'ulneaa
a s si g nm e nt s

for some de g re e of r e f l e c t i v e

action,

exactly alike

and creats a t i s f y the
tho ught and

since no two p r o b l e m s i tu a ti o ns

are

in all details.
Table 6

C or r el a te d R e a d i n g and St udy in In bernshlp P ra c t i c e

The

i n t e r n s h i p s hould include a su b s t a n t i a l

amount of g u id e d re a di n g and study d e s i g n e d to c o r ­
relate the f u n d e d knov.;ledge of the p r of e s s i o n

to the

pra c tical s it u ation at hand.
Res oonses
ful l y accept a bl e

14

acceptable w i t h r es e rv a ti o ns

6

not accep table
Res ponses
very important

10

important

9

not very important

1

S e v e n t y per cent
this

of the r es p onses f av o r e d

criterion as be i ng f u l l y acceptable.

trast w i t h the m a j o r i t y opinion,
c om m en t ed that the student
read ing before his

In c o n ­

Paul J. Iviisner

should ha v e done the

internship.

P r o b a b l y all of the

42
experts w ould a ree that

the stuaent

sh o u l d h a v e

an

adequate b a c k g r o u n d of reading and t h e o r e t i c a l k n o w ­
ledge before b e g i nning his
C.

Borgeson points

out,

internship,

additional

"will or should h e l p to fill
ing and e xperience."

b u t as Fritz

gu i d e d r e a d i n g

in the gaps

in his

John II. F i s c h e r notes

f u n c t i o n here should be

"to d e v e l o p the

train­

that the

i n t e r n fs

a b i l i t y to use the literature for h e l p on p r a c t i c a l
I>roblems."

C e r t ainly an i n t e r n s h i p p r o g r a m w h i c h

ignored this

criterion might

a3 f a i l i n g to capitalize
material.

host

educators

p r a c t i c i n g administrators
tion for their jobs

oe open to

criticism

upon v a l u a b l e resource
agree

that even those

who have

excellent

prepara­

are obliged to continue their

re ading and study of p r o f e ssional m a t e r i a l s w h i c h
relate

to their job situations.

al to a ssume that

It w o u l d seem l o g i c ­

(a) an intern can and should make

p r o f i t a b l e use of pertinent m a t e r i a l s
job a s s i g nment and

relating

(b) that college au t h o r i t i e s

and s h o u l d fur n i s h h i m w i t h some g u i d a n c e

to his
can

in this

effort.

Such appears

to be the opinion of the 14

experts

who find this

criterion f u l l y acceptable.

43
Table 7
Via 1 tatIon at the "Scene of A c t i o n "
by the C o 11 e ye - Actvi a er

The

internship should involve periodic

tion at the

"scene

ol’ action" by the c o l l e g e - a d v i s e r

(f i e l d - s p o n s o r ) for purposes
a s s i sting the
of the local

visita­

intern,

of conferring

with and

and e v a l u a t i n g his w o r k in terms

job situation.
Responses
14

fully acceptable
accep t a ble with reservations

4

not a c c eptable

1

(no response)

(1)
Respo n s e s

very important

13

important
not very

6
important

Opinions

1

about the a c c e p t a b i l i t y of this

criterion are d e f i n i t e l y divided,
ping and m e r g i n g of viewpoints.
per cent

of the responses

w i t h some o v e r l a p ­
On the one hand,

favor the

b e i n g f u l l y acceptable.

frits G.

this point as follows:

"I believe

improves

the a d m i n istrative

criterion as

Borgeson speaks

on

this d e f i n i t e l y

experience,

in m a k i n g the p r o f essor alert

70

and also aids

to f i e l d problems

and

44
si tuations."
should also

K e n n e t h R en a me
include

sunseats

the local

that

co nferences

supervising-adminisbrator•

Some s i g n i f i c a n c e m a y be at t ac h e d to the f o l l o w ­
ing statements
point.

r e p r e s e n t i n g a somewhat a i ff e re n t

0. H. A u r a n d says,

" Pr im a r i l y the local a d m i n ­

istrator s hould be r e sp o ns i bl e .
r ep r es e nt a ti v e

should be

to the intern."

view­

The college

cautious

about oirect

E. E d m u n d Reutter,

Jr.,

advice

r e f e r r i n g to

the in t er n sh i p p r o g r a m in Teachers

College,

University,

"be are d o u b t i n g

makes

the real value
hypothesis,
questionable

this

sta tement:

of this b e y o n d a m i n i m u m point.

readily acceptable

at first,

so far as we are concerned.

an a d m i n is t ra t iv e

This

is now
O bs e rv i ng

i n t e r n ’s cork is a i ff e re n t fr om

o bserving a p r ac t ic e teacher.
m eaningless

Columbia

’g u i d e d t o u r s ’.

’V i s i t s ’ may become
On the other hand,

some

visits w ould be n e c e s s a r y . "
R e p r e s e n t i n g the m i n o r i t y opinion

in this

case

is Paul J. Li s ne r who rejects

this

that

sh ould be left w it h the

"the full r e s p o n s i b i l i t y

criterion and notes

local s u p e r i n t e n d e n t . "
Clyde It. C a mp b e l l raises
•whether the advisers
with a class

should not be in the c om m unity

of interns where

at the same time

the

the q ue stion as to

they study the community

interns are

given experience in

45
,icho o 1 a dm in 1 a t r a 11 o n .
T able
JoInt

The
planning,
(b) nis

8

PIanr in _ , Ac b i o n , and E v a l u a t i o n

in tern ship shoulo. make pr o vi s io n Tor joint
action,

and evaluation,

co llege-adviser,

ac m i n i s t r a t or in

and

(c)

by

(a) the intern,

the su o e r v i s i n g -

the c o o p e r a t i n g achoo 1 - conimunity.
Res oonses

fully acceptable

17

a cceptable wi th re s er v at io n s

2

not acceptable
(no response)

(1)
Respon ses

very important

17

important

5

not very important

E i g h t y - fi v e per cent

of the responses find

this criterion f u l l y acceptable,
rate it as

"very Important".

and 85 per cent also

Q u al i f y i n g comments

made by two of the experts.

0. H. A u r a n d states

"the college r e p r e s e n t a t i v e

should a v oi d p r essing

h i m s e l f into the p i c t u r e - - t h e
his

own feet".

are
that

intern should stand on

Paul J. h i s n e r says,

"If the college

46
needs

this

for evaluation.

I w o u l d not want

the

In­

tern w o r r i e d about a g r a d e " •
By ana large,
agreement
(a) the

that

there appears

to .be g e n e r a l

since the in t er n s h i p p r o g r a m involves

intern,

(b) his

c o l l e g e - a a v i s e r , and

local s u p e r v i s i ng - ad m in i st r a t o r,
provi si o n for joint planning,
by the three parties.

there s h o u l d be

action,

Otherwise

may not be p ro p e r l y protected,

(c) the

and e v a l u a t i o n

the in terests

of each

and the co n di t io n s

m a x i m u m benefit fr om the intern s hi p e x p e r i e n c e

for

left

unfulfilled#

Table 9
I n t e r n ship S hould

The

Be Tear the bnd of F o r m a l T r a i n i n g

i n te r n s h i p should be served at

co mpletion of the
of p r o f e s s i o n a l

graduate

or ne a r the

s t u d e n t ’s f ormal p r o g r a m

preparation.
Res conses

f u ll y accept a bl e
a c c e p t a b l e with reservations

11
9

not accept ab l e
Res ponses
very

important

important
not very important

4
12
4

47
The

co nsensus

of opinion c o n c e r n i n g the

a c c e p t a b i l i t y of this

criterion

able,

of the re s ponses

out 45 per cent

ri servatI m a
to

It.

is 0 e n e r a l l y f a v o r ­
in dicate

and 20 per cent at t ac h little

For example,

Fritz

im p or t an c e

C. Borge so n says

that

i n t e r n s h i p should come

"normally at or ne a r c o m p l e t i o n

yet

might well

some

cir cumstances

i n t e r n s h i p in a u m i n i s t r a t i o n •
sharpen

the

choices

her.neth Hehage

Thurston notes

in r e f e r e nc e

C am p b e l l notes

that

that some

th inking in terms

"it

of the

and others

to the cocto ra t e degree.

that It may be d e s i r a b l e to h av e a

says,

"Internship might

For others

It might

Y.alter

come in ad va nce

of h o l d i n g an a d m i n is t ra t iv e post for some
level.

are

Raold F.

b e g i n n i n g and an ad v an c ed level of internship.
A. A n d e r s o n

it

of the m a s t e r ’s

d egree as the end of formal training,
ma de

training",

of opinion here may he a c c o u n t e d

for in some me asure by the fact
re flect

sh o u l d

3 ome other tilings."

Tiie diverge n ce

re sponses

experience

"I could argue for h a v i n g

Lee L.

w o u l d de p e n d upon

This

of later p r o f e s s i o n a l

states,

occur e a r l i e r . "

justify e a r l i e r

on the L.A.

come nea r the end of the

d o c t o r a t e w o r k after h o l u i n g m i n o r ad m in i st r at i ve
p os ts."
ma ke

O b v i o u s l y ci rcums tances

it d e si r a b l e

might be such as to

for an incividual to ha ve

Internship

48
ex periences

ear ly in his

grad uate

Clyde is.. C a mp b el l points
more fr o m his
ences

t r a i n i n g program.

out that a atuaent m i gh t

course work if he h a d i n t e r n s h i p e x p e r i ­

at the b e g i n n i n g or in the m i d d l e

for the most

get

part,

however,

there

of his

is a g r e em e nt

program,
that

int e rn s h i p should occur ne a r the end of the f or m al
p re p ar a ti o n program,

when

the student

b etter e q uipped to profit f r o m his
make a more w o r t h w h i l e

c on t r i b u t i o n

c om m unity in which he serves his

is apt to be

training,

and to

to the school-

internship*

Table 10
Period of Time

I nv o lv e d in In t e r n s h i p

The i n t e r n s h i p should
olock of time,

at least

Involve a c o n s i d e ra b le

( r e s p on s es ) /!

/-1— 3..?i)ies-t.e£/.9./ A ~ ~ y e a r / 9/ / 2 y e a r s / Q /
basis,

qu a rt e r/ 2 /
on a fu l l- t im e

or the eq uivalent.
Responses

f u l l y ac c ep t a b l e

15

a ccepta b le w i th re s er v at i on s

4

not a cc e pt a bl e

1

49
R es p o n s e s
12

very important
important

7

not very important
(no response)

(1)

The ex perts d i sa g re e as to the m i n i m u m l ength
of time de s ir a bl e lor the i n t e r n s h i p experience,
find this
in terms

criterion g e n e r a l l y a c c e p t a b l e

and i m po rtant

of th e ir own opinion as to the p e r i o d of time

w h i c h should be required.
that

but

"it de pends

of the intern".

Truman k.

somewhat upon
Roald F.

Pierce

states

the pr evious

Ca m pbell p r efers

e x pe r ie n ce
one q u ar t er

at the b e g i n n i n g level and one y ea r at the ad v a n c e d
level.
time

Fritz

C.

Borgeson

(or equivalent)

recommends
comments

suggests

as an absolute minimum,

one y e a r as the optimum.

as follows;

one s e m e s t e r full
and

h a l t e r A. A n d e r s o n

"I don't t h i n k the i n t e r n s h i p

s hould be full-time.

It is b et t er

for on-campus work."

A n o t h e r r e s p o n d e n t b e lieves

that the

bo ha v e p ar t -time

I nt e rn s h i p should be full-time,

intern should get

a nd that the

completely away f r o m the college

atmosp h er e and influence.
It is evident

that the

jury of ex perts is

3 harply d i v i d e d in re spect to this

Issue,

and that

50
internships

are p r e s e n t l y

c o n d u c t e d on time bases

varying f r o m p a rt - ti m e for one q ua r t e r to full- t im e
for a year.

A more

u ni f o r m s t a n d a r d in this

respect

w ould a pp e ar to be desir able.
Table

11

f l e x i b i l i t y in Time A l l o t m e n t
The

i n t e rn s hi p s hould make p ro v i s i o n for f l e x i ­

bility in time al l o tm e nt to b e t t e r meet
interests

of the

h i m s e l f and his

individual

intern--as

the needs

an d

d e t e r m i n e d by

aaviser(s).
R esponses

f u l l y accept a ol e
a ccepta b le

14

with re s er v at i on s

5

not accept a bl e
(no response)

(1)
Resjjonses

ver y Important

7

Important

10

not very Im portant

1

(no response)

(2)

S ev e nt y per cent of the jury is in agreement
that this criterion is f u l l y acceptable.
at least,

it seems to be sound.

M. T hu r st o n points

out,

Theore tically,

In practice as Lee

"c ircumstances

are b ou n d to

51
govern."

The n e c e s s i t i e s

as well as

of the local s ch o ol - co m mu n it y ,

considered.

This

c on s ideration is

contract.

institution,
must be

is p a r t i c u l a r l y true w h er e a f i n a n c i a l
involved,

is under o b l i g a t i o n

to adjust

oi' the t r a i n i n g

in w h i c h case the intern

to f ulfil the time terms

of his

In any case u s ua ll y it s hould be p o ss i bl e
the

stay in the

i n t e r n ’s a s si g n m e n t

job s i tu a ti o n results

experiences,

so that his

in en r i c h e d l ea r n i n g

r a th e r than r e p e t i t i o n

wh ich nave been

"learned'1.

the time must be

of experiences

0. K. A u r a n d comments

of a r e a s o n a b l e length.

Arnold emphas i ze s

the point

that

p ra c ti c al l y f u l l - t i m e w o r k - - t h a t
priority ana not be

enforced

that

Vvilliam E.

i n t e r n s h i p should be
it "should have

simply a "spar e-time proposition".
Table 12

F l e x i b i l i t y in Type of A s s i g n m e n t
The i n t e r n s h i p should make pr o vi s io n for f l e x i ­
bility in type of assign m en t
and interests

to be t t e r meet

of the inaiv i du a l

by h i m s e l f and his

intern--as d e t e r m i n e d

adviser(s).

fully a c ce p ta b le
accept a bl e w i t h r e s e rv a ti o ns
not acceptable

the needs

Responses
19
1

52
Responses
11

very Important

9

important
not very im portant

N i n e t y - r i v e per cent of the re sponses
this

criterion as b e i n g fully acceptable,

ceives a 100 per cent

favor

and it r e ­

enaorseinent as b e i n g e it h er

" i m p o r t a n t ” or "very important".
made fu r t h e r comment,

except

None

Clyu.e k.

of the experts
C a m p b e l l who

r ai s ed a pe rtinent question as to w h e t h e r there m i gh t
be some assign me n ts
E v i d e n tl y this

on w hi c h all interns

criterion

s hould work.

should rate h i g h

on any list

of criter ia for the e v al ua t io n of pro grams

of i n t e r n ­

ship.
Table

15

Co nauct of In t er n s h i p Programs
to Ivleet A c c r e d i t i n g Standards
The in t e r n s h i p p r o g r a m s hould be c o n d u c t e d at
a r e s p e c t a b l e gra duate
r e c o g n i z e d standards
q ualifi c at i on s
load,

level of p r o f i c i e n c y

of a c c r e d i t i n g agencies

of instructors,

m a t e r i a l resources,

evaluation,

credits,

supervision,

(i.e. meet
as to
teaching

p r o f e s s i o n a l ethics,

etc.).

53
R es p o n s e s
15

f u l l y ac c ep t ab l e

3

a c c e p t a b l e wi th reserv at i on s
not accept a bl e
(no response)

(2)
Re s po n s e s
12

very important

4

important
not very

r-

important

(no response)

This

(2)

criterion is less tie fin 1 te than some of

;he p r e c e d i n g criteria,

and

icceptable to the members
■a - v >

"Cf course

if that seans

i na p pr o pr i at e

of a jury,

it is g e n e r al l y
t heir comments

it might be b e t t e r stated*

Anders on says,
but not

although

it should be

conformity

'baiter A.

'respectable',

to ou t m o d e d and

standards. "

Truman

fierce

says,

"i .. uld not wane to

sacri fice purpose or m e t h o & in order tc ac hieve
'respectable'

pracuate 1 vel of p r o f i c i e n c y as it

v.ould be uefined by some prac.net e sc h oo l s. "
n i s c h e r points
system(s)

a

out that,

"The n a t u r e

of the school

selected ana the p r o f e s s i o n a l

tne ac.jinistrs.tor with w h o m the intern
such importance

as to

'make or break'

John K.

stature
serves

cf

are of

th e orocram.

fable 14
T nt e rn s hi o ohoulu Kot j e o p a r d i z e
the Status of the R e gu l a r Staff
fhe
an

Interr.ship pro rain s houlc not

intern for a re gular

the

teacher

hopar^ice

•iinistrator in

01

cooper a ti n g s c ho o l- c om m un i ty

subst itute

(i.e.

should not

the cor.tinned employment and privil eg e s

of the complete,

regular staff)*

ac c

14

on5
not

acceptable

( r o response)

r esponses
very

ir.ip.crtant

14

important
not very Inroortant
(no response)

(2 )

The m a j o r i t y opinion
favors

acceptance

of this

of the

jury

criterion.

(70 per cent)

However,

fro m ir.aivic.uals indicate that the statement
v.'hat c o nt r ov e rs i al
example,

ana perhaps

is some-

poorly framed.

Lee Li. Thur ston wond ers if acceptance

criterion means

comments

For
of the

that the intern shou ld be a super-

55
r.unerary?

Appropriately

tion as to w h e t h e r the

enough*

he raises

"coraglete,

something d e f i n a b l e anc

fixed?

re g u l a r

The

the q u e s ­
s t a f f ” is

Im p l i c a t i o n is

that the Intern mi ght we ll be cor.siaered a part

of

uiar staff.
John H. F i s c h e r comments
the e s ta b l is h me n t

and operation

program must reflect

those

of the

princi ples

internship
and practices

intern

would

competent m e m b e r of tine profession.

S. Ar-r.olc notes

that

r,the school

vising s u p e r i nt e nd e nt
that pers onnel

ooserve

in every r e spect

which the
any

should

that

as s c r u p u l o u s l y as

system and the s u p e r ­

must be se l ec t ed w i t h c a r e ” so

problems

o c c a s i o n e d by the

presence will not arise wi t hi n the local
J. merges on points
tives must be
Clyde F.

i n t e r n ’s
staff.

Fritz

that the u n i v e r s i t y r e p r e s e n t a ­

"on g u a r d ” to avoid such jeopardy.

Campbell

substitute

out

V.illiam

suggests

teachers

that

and perhaps

interns might act as
teach part

time.

Other C ri t e r i a
In response
members

of the

to a request for additi o na l

jury su g ge s t e d the followi ng:

barter A. Ar.aerson:
reg u larly an Intern
advi s e r s .”

criteria,

”The

s e mi n ar w it h

intern should attend
other interns and

56
Paul J. kisner:

"3e certain that the intern

rets a w e l l - r o u n d e d experience.
a dm i n i s t r a t o r is important,
fairly free

of college

iui aance

out the

intern s hould be

control where p o s s i b l e . ”

Claren ce E. hewell:

"Unless

p re p a r i n g for some t ec h ni c al

an intern is

spec ialty w ithin

ge neral field of school a d m i n i s t r a t i o n
even then)
re lations

the

cf school a dm i ni s tr a ti o n.

should be placed

same time assure

(or at

the h u m a n
Consider'

upon p l an n i n g and

evaluat i ng the i n t e r n ’s e x p e r i e n c e s .
sho uld pr ovide for pu r po s e f u l

the

(and pe rh aps

intern s hi p shoul d e mp h as i ze

aspect

a'ole emphasis

of the

Such p l a n n i n g

experience,

least not

and at the

interfere v;ith)

the neces s ar y fl e x i b i l i t y . "
0.

A s su m pt i on s
In answer to the question,

y ou agree

"To what

that the f o l l o w i n g assump t io n s

underlie programs

extent do

should

of in t ernship?" the tw e nt y experts

r ep l ie d as follows;

Assumption

I

I nt e rn s h i p should reduce the d u a l i s m be tween
t heory and practice
k no w le d ge vs.

(in the sense of p r o f e s s i o n a l

a b ility to administer).

57
R es p on s es
19

agree

1

agree w i t h re s er v at i on s
disagree

Ninety-rive
w it h this

per cent

assumption.

that in t er n s h i p

notes that

agree

W i l l i a m E. A r n o l d points

out

"must be c a re f ul l y p l an n ed and i n t e r ­

p reted if this r e s u l t s . "
"the pr a ct i c a l

of the r es p onses

is most

Paul J. 1.isner comments

important."

that

Lee N. T h ur s to n

"the iaea of a d u a l i s m betv/een good t he o ry

and good pr a ct i c e

is obsole t e. "

focuses

upon the d e s i r a b i l i t y of

a t te ntion

this pu r po s e also
many other wa y s. "

throughout

John H.

F i sc h er
"seeking

the gr a duate p r o g r a m in

Clyde 1.. Campbell

supports

this

v iewpoint by ob s er v i n g that present day p r e p a r a t i o n
programs

for school ad m in i st r at o rs

too academic

are prone to be

in nature.

Assumption

II

I n t e r n s h i p s hould h a v e as its
the p r o f e s s i o n a l pr e p a r a t i o n
economical ed u c a t i o n a l
s chool-com munity.

central purpose

of the i n t e r n — not

service to the coopera t in g

58
Respo ns e s
18

agree

2

agree w i t h r e s e r va t io n s
disagr ee

............ .

The 90 per cent ag r ee m en t
points

to the d e s i r a b i l i t y

a pp roved listings
programs

on this

as s um p t i o n

of r e t a i n i n g it in any

of a s s u m p t io n s w h i c h should

of internship.

However,

u n de r l i e

the comments

of the

experts

call a t te n ti o n to the fact that the

"central"

purpose

is not n e c e s s a r i l y the only purpose

or o u t ­

come,

and that e c on o mi c al

service

may be a w or t hw h i l e b y - p r o d u c t
W i t h r ef e rence to this
Thurston
each."

says,

of internship.
assumption,

Lee K.

"I fancy you are e n titled to some

John H. J i s c h e r states

that

the obligation of school systems
mini strators

to the local school

to share

of

"It recognizes

and p r a c t i c i n g a d ­

in p r o g r e ss i ve traini n g. "

w il l ia m E. A r no l d f ul l y agrees wi t h the assumption,
but w o ul d not m in i mi z e the fact
m ay also benefit.

0. H. A u r a n d notes

purpose m a y be a c hi e v e d
Reutter,

Jr.

that

incidentally".

places great

tion but recognizes

that the local scho ol

E. E dm u nd

Importance upon this a s s u m p ­

that f i n a n c ia l co nsiderations m ay

be a m o d i f y i n g f a c t o r in some instances.
liisner believes

"the second

Paul J.

that If the intern can get his

59
p r o f e s s i o n a l train i ng and still h e l p the

local school,

"o .k."
Assumption

III

I n t e r n s h i p should promote r a p i d and d e s i r a b l e
gr o w t h of the intern t o ward co mp etent a e m o c r a t i c

l ea d er

ship in his p r o f e s s i o n a l r e l a t i o n s h i p s w i t h school
employees and students.
Res oonses
19

agree
agree w i t h re se rvations

1

dis agree

Ninety-five
with this

per cent of the r e s p on s es

assumption.

w or r ie d aoout the
experts felt

0. K. Au r an d is

’rapid'

feature".

that fu rther comments

agree

"not too m u c h

Obviously,

the

upon this a s s u m p ­

tion and the companion one which fo llows wer e
unnecessary.

Assumption

IV

I nt e rn s hi p should promote r a p i d and d e s i r a b l e
g r o w t h of the intern t o wa r d competent d e m o c r a t i c
l e a d e r s h i p in his p r o f e ss i on a l r e l a t i o n s h i p s
citizens

and or g an i ze d co mmunity groups.

w i th lay-

60
Responses
19

agree

1

agree w i t h r e se r va t io n s
d is a g r e e

The 95 per cent agreement
is i de n tical
ass u mp t i o n

upon this

assumption

to the re sponse t ab u l a t e d for the p r e c e e d i n g

(No.

III).

Assumption V
Int e rn s h i p should promote rapid and d e s i r a b l e
g r o w t h of the intern toward social and e mo t io n al
maturity.
Responses
agree

15

agree w i th re servations

4

dis agree

1

This

assumption

seems

to be the most

contro­

v e r s i a l one to w h i c h the experts were a s k e d to respond.
W h i l e 75 per cent agree

in general,

m i n o r i t y o pinion to the effect that

there is a strong
the student

d e f i n i t e l y should not be consid e re d for an i n t e r n s h i p
a ss i gn m en t unless he is alre ady quite mature b o t h
s o c i a l l y and emotionally.
John PI. P is c h e r says,

"This assumption is less

61
v a li d h e re
persons

than others beca use

of s a ti s f a c t o r y m a t u r i t y

to the internship.
ment

as I see it only

of maturity,

While

sh o ul d be a d m i t t e d

it c o nt r ib u te s

care must be e x e r c i s e d that the

inter ns h ip is not used to do w ha t
and qualities
p rior to the

interns h ip p e r i o d . ”

a c q u i r e d most

of this

comments

already."

that

"he should h a ve -

R o a l d E.

this viewrjoint by n o t i n g that

h av e this
says,

other e xp e ri e nc e s

should have clone fo r the indiv id u al

Virgil Ivi. Rogers

supports

to begin with".

"If he

to d e v e l o p ­

Ca m pbell

"he sh o ul d

E. E d m u n d Reutter,

Jr.

i s n ’t s o ci a ll y and e m o t i o n a l l y ma t u r e

he s h o u l d n ’t be ma j oring

in e d u c a t i o n a l

administra­

tion at all."

Assumption
Internship,
intern,

to be of m a x i m u m value

requires his r e ad i ne s s

and p ro f e s s i o n a l education
to internship,
al education,

VI
to the

in the areas

of general

(i.e* h e mu st possess,

p r io r

some b r e a d t h of ge n er a l and p r o f e s s i o n ­
and some knoviledge of the theory and

p ra c ti c e of ad ministration).
Responses
agree
agree w i t h reservations
disagree

20

62
Here

is an a s s u m p t i o n w h i c h receives

per cent en dorsement

of the

R e u t t e r seems to e g r e s s

the 100

jury of experts.

the feelings

the jury in his brief comment,

Assumption

E. E d m u n d

of m embers

of

’’the m or e the b e t t e r J"

VII

Interns h ip should s u b s t a n t i a l l y

Improve the

quality of the total p r e p a r a t o r y p r o g r a m by p r o v i d i n g
i n d i v i d u a l i z e d instruction
and me t ho a to meet
of the

ana f l e x i b i l i t y in content

the pe c ul i a r interests

and needs

individual trainee.
Re sponses

agree

17

agree with reservations

2

disagree

Alt h ou g h 85 per cent of the responses
w i t h this assumption,
of the jury of experts

comments
suggest

f r om individ u al members
that as a statement

is too b ro a d to ha ve m u c h meaining.
says,

"This

program,

ass umption

is part

It

E. E d m u n d Re utter

of the w h o l e graduate

and only I n ci d en t al to the

internship."

Vvilllam E. A r n o l d agrees w i t h the assumption,
this does not

agree

open the aoor to all kinds

and result in a ’patch w o r k ’ i nt e rn s hi p ."

"provided

of exceptions

63
A s s u m p t i o n VIII
Interns h ip should provide

o pp o r t u n i t y for the

intern to carry real a dm i n i s t r a t i v e r e s p o n s i b i l i t y
■which is very b e ne f ic i al

to h i m in hi3

preparatory

program.
Res po n se s
agree

18

agree with r es ervations

2

disagree

Eigh ty poor cent
agreement w it h

this

of the responses

assumption,

indicate

and 20 _er cent i n ­

dica te agre ement with certain r e s e r v a t i o n s — such as
the one voiced by R a l e i g h 7;. H o l m s t e d t who
''There may be some u i f f i c u l t y in this,
h ow

one defines

comments,

d e p e n d i n g upon

’r e a l 1 r e s p o n s i b i l i t y •”

Other Assum p ti o ns
In reply to a request for statement of other
assumptions,

members

of the jury of experts ma ke the

following, suggestions — some

of which are in the fo rm

of questions

of ideas for consideration,

1.

or advancement

I n t e r n s h i p should provide

wise use of g r aduate

o pp o r t u n i t y for

institution p er s onnel f r o m fields

rel a t e d to e d uc a ti o na l administration.

64
2.
juc.nr.ent.

An

intern

should ha ve a c hi e v e d m ature

M a t u r i t y as a fact or

in his

success

cannot

be overlooked.
3.

The

p r o p r a m that

intern ship plan

can bo used.

is

the best

e xp e ri e nc e

It Is superior to

(a)

o b se r vi n g a n u m b e r of succe ssful administrators,
m a k i n g s o ci o l o g i c a l studies
ana

of schools

(c j a b b r e v i a t e d fi e la experiences

(b)

and communities,
in two or more

communities•
4o

Does

si at us-euo?

in te rn sitIg t en o. to re in force the

S h o u l d creative wo rkers

learn fro m

i.witnt ing?

'will the intern be learning to do b e t t e r

things

s h o u l d n ’t be c.one at all or at best be

that

lear ning to uo things
5.
successful

that are of lesser import a nc e ?

'The interns h ip p r og r am should prove
in education because

it has

proved s u c c e s s ­

ful in medicine.
6.
b ec a us e

The

internship p rogram Is desirable

It is p o pular with students,

faculty members,

and school superinte ndents,

b,

future Programs
w

■ —

I

. . .

. .

.

.

The final section
q u e s t i on n ai r e

of the s u rv e y- a pp r ai s al

su b mi t t ed to the twenty members

jury of experts,

concerns

of the

their conside r ed opinions

65
and j uiggrnts as to wliat s hould be the

Internship

p ro g r a m of the future.

are r e p r e s e n ­

These comments

tative of some of the more advanced,
in the field of education
them as a partial basis
dations

t hi nking

The w r i t e r values

for c o nc l us i on s

and r e c o m m e n ­

stated in C hapter VI.
John Ii. f 1 a c h e r :

the time when

trators,

"we s hould look f o r w a r d to

Internships will be an e s t a b l i s h e d part

of the p r o f e s s io n al

training of all sch ool a d m i n i s ­

and provided

an acceptable basis.
this

today.

mature

In all grad uate

institutions

The use of a sch ool

on

s ystem for

purpose 'will be a mark of excellence,

and the

c ooperating a d m i n i s t r a t o r will be a c c e p t e d as an
associate

of the

r a d u a t e faculty.

D e v i o u s l y he will

n ee d to h av e h i g h quali fi c at i on s h i m s e l f . ”
"The

interns h ip should come at the c o n c l u d i n g

part of graduate t r ai n in g
level)

(certainly at the po s t- m as t er s

and should f ollow a va r i e t y of other field

expe riences

such as guided visits

p ar t ic i pa t io n in field research,
sibilities
full-time

in admini stration,

Increasing

respon­

and fi n a l l y full-scale,

Internship wi t h p ri n ci p al or s u p e r i n t e n d e n t . "

Clarence A. N e w e l l ;
aeal about

and observations,

"We h av e

He arned a great

the ad m in i s t r a t i v e provisions for intern-

66
s h i p s , out have not

learned enough yet

in some cases h a ve not been

c o n c e r n e d e n o u g h ) aoout

int e rn s h i p experience itself.
sinpie way to improve the

emphasis
noon some

Internships

1 b e lieve

r.t ur e we should nrobe b lv
experiences

Dest
is to

the rrov;th of an i n t e r n . ”

s h ou l d place

upon human r e l a t i o n s h i p s
of the routines

the

i n t e r n s h i p experi e nc e

learn b etter ho w to evaluate
"future

(and pe rhaps

_reater

and less

emphasis

of a d m i n i s t r a t i o n .

In the

include more brooeeninp;
O

such as p a r t i c i p a t i o n

and school stuuy councils,

but

Internship should continue

to be

in f ie l d studies

the hard

core of an

the r e s p o n s i b i l i t i e s

actually i n volved in the a n m i n i s t r a t i o n
educat i on a l program in a specific

of an on-.point;

situation.

I hope

th e time 'will come when p r a c t i c a l l y every a d m i n i s t r a ­
tor will have h a d an I n t e r n s h i p . ”
Julian E.
in my judrment,
fuuure.

futt e r w o r t h :

"The

be a r e q u i r e m e n t

However,

substi tute for internship.

or,

that

there are

if necessary,

for example,

of s c h o ol - co m mu n it i es

or for part-time

in the n o t - t o o - d i s t a n t

one should r ec o g n i z e

otner influences that may p re c ed e

oo servation

in t er n s h i p will,

directed,

fo r short periods,

over longer periods.

Such experiences

are not as pood as first-class

Inter nships but may

have to be used as substitutes

in some

instances

for

67
ma ny years to come.

Surveys

ences are important means
conception

of the job.

and. other f i e l d e x p e r i ­

of . iving men an e n la r g e d

There will be m u c h e x p e r i m e n t ­

ing here with means we h a v e n ’t thought m uc h about.
It would be well for the c o l l e g e - a d v i s e r to live in
the community where
judgment this

I3

interns

are working*

but

in mjr

far in the futu re and not as important

as other m a t t e r s . ”
Truman L.

fierce:

"I th ink the

intern s hi p of

the future should be more cl o s e l y geared to the
phases

of the student's

student guidance
to the

wisest

general,

campus

p r o g r a m of preparation.

and p er s on n el practices

are es s ential

use of i n t e r n s h i p experiences.

the meaning; of the

fetter

In

term i n te r n s h i p should be

b ro a de n ed to include more experience

in the life of

the c o mm u n11 y .
Lee L_. T h u r s t o n :
future programs

"The n ature and scope

of

will p r o b a b l y be quite varied.

ship as a requirement

Intern­

for all Is a long w ay off.

tnis age we may perhaps

see a b r o a d e n i n g program,

In
but

administrators will continue to make their w a y by various
paths.
this

As to the use of field surveys,

is of value,

of creative

I feel that

and that the intern s h o u l d be a point

contact between the f a culty and staff of

the local school and the f a culty of the g ra d ua t e school ."

68
Paul J. i.'ianer;
requirement.
basis,

The

"Internship should be a

Intern should «<ork on a f u l l - t i m e

as an integral part

the direct

of the school staff,

supervi s io n of the local adminis t ra t or *

He s hould be as s ig n e d specific r es p o n s i b i l i t i e s
staff,

board,

community,

many possibilities
Proble ms

with

ana children."

R a l e i g h h. H o l m s t e d t :

vised.

under

"The i nt e rn s h i p has

when p ro p e r l y o r ga nized and s u p e r ­

include

(1) how

to provide

intern

e xperiences

for stucents who take their p r e - s e r v i c e

p r e p a r at i on

on a pa r t- t i m e basis,

and extension

(h) the

selection

provide adequ at e and desira b le
Interns,

(o) the selection

a ct u al l y become
want

app r op r ia t e

to believe

of school systems
opportunities

or other.

and

for

(4) d e t e r m i n i n g the
I.e.

p r ln cipalship,

There may be good reason

that more effective,

w o u l d result

to

fr om among those who

I nternship situation,

su perintendency,

su mmer s chool

of candidates who will

administrators

to be administrators,

i.e.

e conomical p r e p a r a t i o n

from a w e l l - o r g a n i z e d in-service t r a i n i n g

p r o g r a m after the canaidate secures his first a d m i n ­
istrative position.

I doubt the d e s i r a b i l i t y of

i n t e r n s h i p as a r e quirement for a l l . ”

Lloyd H.
r equirement

Elliott;

"Vue should tend

to w ar d a

as a oasis for other d e v e l o p m e n t s •

It

should d e v e l o p toward a position which is c o mp a ra b le
to the m e di c al
residency.

internship,

followed

by a p e r i o d of

I nt e rn s hi p should b ecome an e x p e r i e n c e

sup p or t ed by state authority."

C H A P T E R III
A C R I T I C A L A N A L Y S I S OF M A J O R I S S U E S AND A S S U M P T I O N S
INHERENT IN P R O G R A M S OF I N T E R NSH IP,

A S T HEY R E L A T E

TO T H E T O T A L P R E P A R A T O R Y
PROGRAM

A.

Intern shi p Reduces the D u a l i s m B e t w e e n T h e o r y and
Pr actice
versus

(In the sense of p r o f e s s i o n a l k n o w l e d g e

ability to adm i n i s t e r ) .

Many

studies

of

educators have br ought

the p r o f e s s i o n a l pro g r a m s

for

out the c r i t i c i s m that there

is

too much theory w h i c h is remote f r o m p rac t i c e .
Ce rta i n l y

it Is true that t r a i n i n g I n s t i t u t i o n s vary

s i g n i fic ant ly

in the emphasis t h e y place upo n d e v e l o p ­

ing skill in m e e t i n g r eal p r o f e s s i o n a l s i t u a tio ns.
Some students r ece ive degrees after t r a i n i n g
w h i c h has b een almost e n t i r e l y the o r e t i c a l ;
in other fields students may h a v e been s u p e r ­
vi sed very closely in almost every detail of
their p r a c t i c e . 1
St udents
ap pli cat ion

often h a v e

difficulty

in m a k i n g direct

of abstract m a t e r i a l f r o m hi s t o r i c a l ,

philoso phi cal ,

p s y c h o l o g i c a l and s o c i o l o g i c a l co urs es.

----------

Wa tso n, Goodwin; D o n a l d P. C o t t r e l l and Es t h e r
M. Lloyd-Jones, R e d i r e c t i n g T e a c h e r E d u c a t i o n . N e w York;
Bu rea u of Publica tio ns, Tea ch e r s College, C o l u m b i a
U n i v er sit y, 1938.
p. 63.

71
L e a d i n g e duc ators h a v e l o n g sought m e t h o d s

of

b r i d g i n g the gap bet wee n t he o r y In the c l a s s r o o m a n d
practic e in the field.

Pio n e e r s

In the a d v o c a c y of

in t e r n s h i p - t y p e t r a i n i n g w e r e s u c h men as R e a v i s ^
who w r o t e in 1923,
. . . in the training of p r i n c i p a l s a nd
su per in t e n d e n t s no . . . p r o v i s i o n s h a v e
yet been m a d e for b r i d g i n g the gap b e t w e e n
theory and practice.
The courses in a d m i n ­
istration. • • are s t i l l l itt le m o r e than
ex pos iti ons of (theory).
and S t r a y e r ^ who in 1926 c a l l e d a t t e n t i o n to the n e e d
for a more p r a c t i c a l k i n d of l e a r n i n g e x p e r i e n c e than
the l e c t u r e - r e c i t a t i o n c l a s s r o o m m e t h o d in current use.
In 1931 E i k e n b e r r y 4 wrote,
A y ear 's exp eri e n c e as an a s s i s t a n t p r i n c i p a l
or as an u n d e r s t u d y to the p r i n c i p a l of a
p r o g r e s s i v e school w o u l d give the student
o p p o r t u n i t y to put into p r a c t i c e the t ech niq ues
le a r n e d d u r i n g (his) gra d u a t e study.
o
Reavis, W. D., " B r i d g i n g the G ap B e t w e e n Th e o r y
and Pra c t i c e in the T e a c h i n g of H i g h S c h o o l A d m i n i s t r a ­
tors", S c h o o l R e v i e w , XXXI, September, 1923, p. 547.
3

Strayer, George L., "Job A n a l y s i s an d the
P r o b l e m A t t a c k in the T r a i n i n g of S u p e r i n t e n d e n t s of
Schools",
S c h o o l and S o c i e t y , XXVIII, March, 1926,
p. 289.
4 Eikenberry, D. H., "The P r o f e s s i o n a l T r a i n i n g
of S e c o n d a r y - S c h o o l Principals",
S c h o o l R e v i e w , XXXVII,
September, 1931.
p. 508.

72
In spite
in sti tut ion s

of the ap par ent sl owness

to change the fo rma l and t r a d i t i o n a l

organization,

con tent and m e t h o d o l o g y of the p r e p a r a t i o n

p r o g r a m in e d u c a t i o n a l admini str ati on,
change h a v e b e e n

1.

of E d u c a t i o n

of

W a l t e r D.

of a c o m m i s s i o n

a p p o i n t e d b y the N a t i o n a l A s s o c i a t i o n

offerings

evidences

o b s e r v e d f o r some years,

C o c k i n g 5 r e p o r t i n g the fin dings

Departments

of t r a i n i n g

of C o l l e g e s

and

to stu dy the a d m i n i s t r a t i v e

in f i f t e e n universities,

c o n c l u d e d that

S e m i n a r s were b e g i n n i n g to rep lac e f o r m a l
courses•

2*

A d m i n i s t r a t i v e appren tic esh ips ,

clinics,

surveys w e r e b e g i n n i n g to rec eiv e
3,

and

c o n s i der ati on.

C o o p e r a t i v e r e l a tio nsh ips b e t w e e n d e p a r t m e n t s
w e r e b e i n g stressed*

4.

Despite

the lag in i mpro v i n g the p r e p a r a t i o n

of s c h o o l adm inistrators,
in te r e s t

there was a g r o w i n g

In this field.

A m o n g the s t r o n g e r voices w h i c h h a v e b e e n r a i s e d
in r ecent years

in f a v o r of internships,

are those of

5 Cocking, W a l t e r D,, "Education of an A d m i n i s ­
trator",
The N a t i o n fs S c h o o l s , XXVIII, July, 1941,
pp. 31-*32.

75
g
A l o n z o Grace
programs

who in 1946 r e c o g n i z e d the n e e d fo r

of internship,

and r e c o m m e n d e d that

. . . eve ry p r o g r a m (of pr epa rat ion ) sho uld
i nclude an i n t e r n s h i p in a d m i n i s t r a t i o n of
not less than one year. . .
7

and H e r o l a C. H u n t

, who said in 1949 that

In t e r n s h i p s f o r school a d m i n i s t r a t o r s t rul y
b u i l d a d m i n i s t r a t o r s who can go into th eir
first i n d e p e nde nt post w i t h the assurance,
ability, and competen ce of a l o n g - s e a s o n e d
p r i n c i p a l or s u p e r in ten den t.
Q

and C lyd e M.

Ca np b e l l

, who wro te

in 1952 as fo llows!

H o w to set up t e a c h i n g and l ear n i n g s i t u a ­
tions that combine k n o w l e d g e and e x p e r i e n c e
in the m ost e f f i c ac iou s m a n n e r is the cut t i n g
edge in p r e p a r a t i o n programs.
At the pre sen t
time there is too m u c h emphasis upon b o o k
l e a r n i n g to the neglect of ap plication.
I n t e r n s h i p is no p a n a c e a for r e d u c i n g the
dualism between

theory and practice.

It m a y w e l l h a v e

a p r o p e r p lace and fun cti on in the so lut ion

of the

problem,

Although

but it is not a u nive rsa l remedy.

it is pr ob a b l e that there is an intimate r e l a t i o n s h i p
be twe en

the a c t u a l experie nce s of i n t e r h s h i p a nd the

Grace, A l o n z o G . , nThe P r o f e s s i o n a l Preparation
of Sc h o o l Personnel", N a t i o h a l S o c i e t y f o r the S t u d y of
E d u c a t i o n , Part II, Chicago: The U n i v e r s i t y of C h i c a g o
t^ress, 1546.
p. 176.
^ Hunt, H e r o l d C., "Why Not I n t e r n shi ps f o r
Sc h o o l A d m i n i s t r a t o r s " , S ch o o l Management, XVIII, F e b ­
ruary, 1949. p. 12
Q

Campbell, Clyde M . , Pr act i c a l A p p l i c a t i o n s of
D e m o c r a t i c A d m i ni str ati on, New York: H a r p e r and Brothers,
1552.
p T " 254:

74
e f fectiveness
tion,

of the p r o g r a m of p r o f e s s i o n a l p r e p a r a ­

this r e l a t i o n s h i p is not n e c e s s a r i l y or

automatically a desirable
that

one.

It is e n t i r e l y p o s s i b l e

i n t e r n s h i p e x p e r i e n c e s ma y be m l a - e d u c a t i v e in

effect,

and n a r r o w i n g b y r e p e t i t i o n of a u t o m a t i c

sk ill s - - o r so d i s c o n n e c t e d as to d e f y in tegration#
g
John D e w e y said,
The b e l i e f that all ge nuine ed uca tio n comes
about t h r o u g h e x p e r i e n c e does not mean that
all e x p e r i e n c e s are g e n u i n e l y or equ ally
educative#
A g a i n , 10
. . . ex per ien ces , in ord er to be educative,
must l ead out into an e x p a n d i n g w o r l d of
su bje ct- mat ter , of facts or information, a n d
of ideas.
This con dit ion is s a t i s f i e d only
as the e d u c a t o r views t e a c h i n g and l ear n i n g
as a con tin u o u s pr oc e s s of r e c o n s t r u c t i o n of
experience#
A v iew p o i n t h e l d by a f e w educators st res ses
job analysis as a basis fo r the p r e p a r a t i o n p r o g r a m
in ed u c a t i o n a l a d m i n i s t r a t i o n .

It seems

such a p h i l o s o p h y leads to a series
courses,

evident

that

of tec hn i c a l

d e v o t e d l a r g e l y to the h o w a nd what of sc h o o l

administration,

w i t h o u t due r e g a r d for the w h y ,

A

Q
York:

De wey, John, E x p e r i e n c e sued E d u c a t i o n #
The M a c m i l l a n Company, 1938.
p. 13.
10 Ibid.

p.

Ill

New

75
p r o g r a m so n a r r o w l y
status-quo,
incapab le

c o n c e i v e d tends to p e r p e t u a t e the

and to d e v e l o p a d m i n i s t r a t o r s w h o are

of d e a l i n g c o m p e t e n t l y w i t h the r a p i d changes

in our s oc i a l

order.

A n o t h e r v i e w p o i n t h e l d by some edu ca t o r s
sises a type

empha­

of p r e p a r a t i o n p r o g r a m d e v e l o p e d In

re lation

to the w hol e p h i l o s o p h y of e duc a t i o n

It seems

e q u a l l y ev id e n t that this a p p r o a c h r e s u l t s

lack of r e c o g n i t i o n

of the functio ns

in general.
in

of a d m i n i s t r a t i o n

as d i f f e r i n g fro m those of t e a c h i n g and other types

of

e d u c a t i o n a l endeavor.
J o h n L u n d p oints out that the latter v i e w p o i n t
is not f o c u s e d p r o p e r l y upon the n at u r e
fessional problems

at hand,

of the p r o ­

and that what is n e e d e d

is a f u s i o n of the two v iew poin ts w h i c h w o u l d give
due r e c o g n i t i o n to all groups and agenci es

concerned,

and m a k e p o s s i b l e a c o o r d i n a t e d att ack upon the
problem.

Hi s

conclusion

total

is that

O p p o r t u n i t i e s f o r v a r y i n g kinds of e x p e r ien ces
w h i c h w i l l a s s i s t in the d e v e l o p m e n t of skills
an d the a c q u i s i t i o n of k n o w l e d g e s p e c i f i c a l l y
r e l a t e d to i m p o r t a n t a d m i n i s t r a t i v e f unc t i o n s
s h o u l d be p r o v i d e d as an important and int e g r a l
part of the o n - g o i n g program.
The se e x p e r i e n c e s
s h o u l d be c a r r i e d on u n d e r the d i r e c t i o n a n d
s u p e r v i s i o n of e x p e r i e n c e d a nd skil led a d m i n ­
is t r a t o r s on the campus and in the field.
Lund, John, The E d u c a t i o n of Sc hoo l A d m i n ­
i s t r a t o r s , B u l l e t i n No. 6^ U n i t e d States Of f i c e o £
Educati on, W a s h i n g t o n , D.C .: 1941.
p. 74.

76
A f u r t h e r s t a t e m e n t w h i c h I l l u s t rat es

the

awarene ss e d u c a t o r s h a v e f o r the d u a l i s m b e t w e e n t h e o r y
and p r a c t i c e is the f o l l o w i n g :
We want m e n of b r o a d e d u c a t i o n a n d u n d e r s t a n d i n g
in the f i e l d of e d u c a t i o n a l a d m i n i s t r a t i o n *
We
n e e d t h o s e w ho are s t u d e n t s of society*
No one
w o u l d p r o p o s e that the p e r i o d of g rad uat e study
s h o u l d b e d e v o t e d to a c q u i r i n g the p a r t i c u l a r
skills i n v o l v e d in the a d m i n i s t r a t i o n of s c h o o l s #
to the e x c l u s i o n of a s o l i d f o u n d a t i o n in the
h i s t o r y a n d p h i l o s o p h y of education# in e d u c a ­
ti ona l p syc hol ogy # in sociology# in eco nomics
an d in government. . . • But in the last analysis#
the e d u c a t i o n of a s u p e r i n t e n d e n t of schools w i l l
n o t h a v e b e e n s u c c e s s f u l l y a c c o m p l i s h e d if h e is
un a b l e to meet a n d so lve the m a j o r p r o b l e m s w h i c h
confront h i m in h i s d a i l y w o r k .

P r o f e s s i o n a l K n o w l e d g e vs A b i l i t y to A d m i n i s t e r
S t a t e d a n o t h e r way#

the a s s u m p t i o n h e r e is that

a d eq u a t e p r o f e s s i o n a l p r e p a r a t i o n

in e d u c a t i o n a l a d m i n ­

is tra t i o n is not e x c l u s i v e l y theore tic al,

but

involves

a ce rtain amo u n t of p r a c t i c a l work*
This a s s u m p t i o n is p r o b a b l y a c c e p t a b l e to m o s t
p e rsons

in the pr of ess ion # b u t the point of d e p a r t u r e

is in the con cep t of w h a t is I m p l i e d b y the term
practical w o r k *

One po int of v i e w w o u l d a i m at an

a p p r e n t i c e type of w o r k e x p e r i e n c e w i t h the object of
g i v i n g the tra i n e e ski ll a nd p r o f i c i e n c y in h a n d l i n g

12

Strayer# George D.# "Ed uca tio n of the S u p e r ­
intendent of Schools"# Tea c h e r s Col l e g e R e c o r d * XLVI,
D e c e m b e r 1944*
p. 169.

77
a dm i nistrative

routine,

command of the tool3
The

of the pr of e ss i on .

other point

type of e x p e r i e n c e

courses.
related,

of

ac q ui r ed b y

Of course,
and

exclusive.

of vi ew w o u l d aim at a labora to r y

in m a k i n g real and v i t a l

theoret i ca l k n ow l e d g e
of education

and a w o r k i n g k n o w l e dg e or

the

the r e s u l t s
It w o u l d

the

subject-matter

and pr i nc i p l e s

the trainee

his gr aduate

in

two vi e wp o in t s

are i nt e r­

of ei t h e r method

indeed be

strange

are not

if the

type of p r a c t i c e w o r k w h i c h

gives the trainee

understanding

and methods

same time

of p r i n c i p l e s

skills.

mental d i f f e r e n c e

In the

N o netheless,

a b e tt e r

did not at the

Insure some I nc r ea s ed compet e nc e

a dm i n istrative

laboratory

there

in a c tu a l
is a f u n d a ­

concep t io n and co nduct

of

practice wo r k a c c o r d i n g to the a p p r e n t i c e s h i p v ie w po i nt ,
w h i c h aims

at m a k i n g on the

spot,

as it were,

administrator by e x t e n s i v e pr a c t i c e
of a d m i ni s tr a ti v e tasks
Int e rn s h i p
w h i c h might be

a competent

In the p e r f o r m an c e

and duties.

Is a kind of p r a c ti c al w o r k e xperience

o rg a nized

and developed

either the a p p r e n t i c e s h i p or the

In line with

laboratory point

of

78
view.
growth.,

In terms of po wer for f uture p r o f e s s i o n a l
it w o u l d s e e m that the l a b o r a t o r y type of

e x per i e n c e p rov ide s a b e t t e r p r o f e s s i o n a l f o u n d a t i o n
and b a s i c u n d e r s t a n d i n g of the sci e n c e and a p p l i c a t i o n
of e d u c a t i o n a l a d m i n ist rati on,
ticeship.

than does the a p p r e n ­

The t rai nee w ho spends his

pr ema t u r e p r o f i c i e n c y in the m e c h a n i c s
m a n a g e m e n t may do so at the e xpe n s e
working knowledge

time in a c q u i r i n g
of sch ool

of a mo re

complete

of a d m i n i s t r a t i o n as a w h o l e — an d

thus limit hi3 p e r s o n a l r e s o u r c e s for the m a i n t e n a n c e
of st ead y g r o w t h in the p rofession.
In short,

It is the bus iness

of the p r e p a r a t o r y

p r o g r a m to e m p h a s i z e the mea nin g an d e f f e c t i v e usage
of content and theory in terms

of p r a c t i c a l situations,

r a t h e r than to p ro v i d e c omp r e h e n s i v e e x p e r i e n c e in the
f i eld of admini str ati on.

As the l a b o r a t o r y type of

p r a c t i c a l w o r k In i n t e r n s h i p serves this function,
Is m o s t desira ble .

As

it

it goes b e y o n d this f unc t i o n

and attempts to d e v e l o p e x p e r i e n c e d co mpe t e n c e In
a p p l i e d skills

and te ch niqu es w h i c h migjit b e s t be l e a r n e d

af ter graduation,

it approaches the a p p r e n t i c e s h i p

idea and is less desirable.
. . . p r a c t i c a l w o r k should be p u r s u e d
p r i m a r i l y w i t h r e f e r e n c e to its r eac t i o n
upon the p r o f e s s i o n a l pupil in m a k i n g
h i m a t h o u g h t f u l and alert student of

79
education, r at h e r than to h e l p h i m get
immediate pro fic ien cy. . . • F o r i mme dia te
skill m a y be got at the coat of p owe r to
k e e p on growing. ^

Experience

la the Beat Te ac h e r ?

A l t h o u g h m a n y akilla a n d t ech ni q u e a
le arn ed by experience,
n e c e s s a r i l y the beat

experience

teacher.

can b e a t be

itself is not

Some of the learnings

f r o m exp eri e n c e m a y ea s i l y do m o r e h a r m than good.

A

student who is not p r o p e r l y p r e p a r e d to p rof it f r o m a
given w o r k e xpe rie nce m a y be f o r c e d into

contact w i t h

u n a v o i d a b l e c i r c ums tan ces w h i c h cause h i m to seek refuge
in n e g a t i v e practices d e s i g n e d m e r e l y to prevent th eir
recurrence.

S u c h types

of learnings,

student b y situations b e y o n d his

thrust upon a

control,

m a y serve

to inhibit progress and cause h i m to adopt u n d e s i r a b l e
d e f e n s i v e measures

in the in terests

of expediency.

It is pos si b l e that the o f f - cam pus

internship

experien ce may be l arg ely w a s t e d upon the student who
does not h a v e l a b o r a t o r y t r a i n i n g in use of the
scienti fic m e t h o d — a n a l y z i n g situations,
es sen tia ls f r o m no n-e s s e n t i a l s ,
ge neralizations,

sorting

d r a w i n g cri t i c a l

and t e s t i n g and e v a l u a t i n g results*

Dewey, John, "The R e l a t i o n of T h e o r y to
P r act ice In E d u c a t i o n " -T h i r d Y e a r b o o k of the N a t i o n a l
S o c i e t y for the S c i e n t i f i c S t u d y in E d u c a t i o n , B l o o m ­
ington, Illinois: Pub lic S c h o o l P u b l i s h i n g Company,
1904.
p. 150.

80
E x p e r i e n c e d i v o r c e d f r o m the

" c o m m u n i t y of k n o w l e d g e "

that c h a r a c t e r i z e s e v e r y profe ssi on,

is of du bious

value*
On the ot h e r hand,

the a s s u m p t i o n that

"experi­

ence is the best t e a c h e r " m a y be g e n e r a l l y a c c e p t a b l e
if a li ber al i n t e r p r e t a t i o n

is given to the w o r d

e x p e r i e n c e , and if the f u r t h e r a s s u m p t i o n that p r o p e r
use is mad e of it,

is inherent

who is re ady to learn
be taught)

A st ude nt

(not just p a s s i v e l y w a i t i n g to

can re a l i z e m u c h value f r o m a w o r k e x p e r i e n c e

situation*

S u c h a student

e x a m i n i n g the m e a n i n g s
f o c u s i n g his
hand.

in the cli c h e ^

takes the ini tia tiv e in

of a given e x p e r i e n c e and in

t h e o r e t i c a l k n o w l e d g e upon the task at

W i t h guidance,

supervision,

and c o r r e l a t e d study, he acts
l i ge n t l y in terms

reflective thinking

i n d e p e n d e n t l y a nd i n t e l ­

of the job situation,

and has a

s a t i s f y i n g e x p e r i e n c e in s e l f - d i r e c t e d growth*
Pittenger s a y s :
P o s s i b l y the mai n c o n t r ibu tio n of this p e r i o d
of study (internship) will be to te ach the
students h o w to learn t hro u g h experience, h o w
to select problems, co llect data, and d r a w end
test conclusions.
E s p e c i a l a t t e n t i o n s h o u l d be
given to o r i e n t i n g the i n t e r n s h i p e xpe rie nce s
w i t h the fund.©cl, r e c o r d e d k n o w l e d g e of the
p r o f e s s i o n . 14
14

Pittinger, Ben jam in F., Local Public S c h o o l
Ad min is t r a t i o n ,
Ne w Y ork : M c G r a w - H i l l B o o k Company,
3!nc., 1951.
p 7 488.

81
On ly as the e x p e r i e n c e s

of the a d m i n i s t r a t i v e

i n t e r n s h i p are p l a n n e d ag ain st the b a c k g r o u n d of the
s t u d e n t ’s k n o w l e d g e of t h e o r y and r e c o r d e d p r o f e s s i o n a l
in formation,

an d a n a l y z e d in terms of the local s c h o o l -

co mmu n i t y situation,

can "exper ien ce be the best teacher".

The E x p a n d i n g Role of D i r e c t E x p e r i e n c e
It r e q u i r e s

only a cursory e x a m ina tio n of r e c e n t

p r o f e s s i o n a l l i t e r a t u r e to not e the e x p a n d i n g r ole of
direct e x p e r i e n c e In te a c h e r education.
professional preparation

Since the

of school a d m i n i s t r a t o r s

is

but a s p e c i a l i z e d b r a n c h of the whole f i e l d of t e a c h e r
education,

it seems

l ogi cal to assume that this

trend

in the l a r g e r f i e l d w i l l be r e f l e c t e d in its s p e c i a l ­
ized b r a n c h e s .
of d ire ct

I n t e r n s h i p serves

experience

the e x p a n d i n g role

In a d m i n ist rat ive t r a i n i n g in

m u c h the same w a y as does s t u d e n t - t e a c h i n g in the
b r o a d e r a r e a of t e a c h e r education,
F l o r e n c e S t r a t e m e y e r says that a p r o g r a m of
p r o f e s s i o n a l e d u c a t i o n s hou ld provide o p p o r t u n i t y for
In div idu als
1,

To go b e y o n d v e r b a l i z i n g and int ell ect ual i z i n g to an u n d e r s t a n d i n g of the m e a n i n g
of e d u c a t i o n a l theory in action,

2,

To try and test t h e i r own abi l i t y to a p p l y
t h e o r y In the v a r i e d activities of the
p r ofe ss ion .

82
3*

To d e v e l o p I n c r e a s e d s e n s i t i v i t y to
p r o b l e m s and factors in situations*

4*

To grow in the a b i l i t y to use b a s i c
pr i n c i p l e s in m e e t i n g and d e a l i n g w i t h
n e w and c h a n g i n g c i r c u m s t a n c e s .15
Internship,

co nstitutes

&

b y its very n ature a nd d e f i n i t i o n

f o r m of di rec t experience.

D i r e c t experience, then, becomes an e s s e n t i a l
and in te g r a l part of p r o f e s s i o n a l programs
w h i c h r e c o g n i z e s uch basic elements in the
l e a r n i n g pro ces s as active i n v o l vem ent and
p a r t i c i p a t i o n in experiences^ that h a v e m e a n i n g
for the l e a r n e r in terms of his purposes;
I n v o l vem ent that helps the le a r n e r a p p r o p ­
riately relate experiences, develop general­
i z a t i o n s , a n d use these g e n e r a l i z a t i o n s in
d e a l i n g w i t h su bse que nt situations.
The

co ncl u s i o n of the d i s c u s s i o n of this first

a s s u m p t i o n Is that I n t e r n s h i p ajt its best serves to
reduce the d u a l i s m b e t w e e n t h e o r y and practice,
merits

serious

and

c o n s i d e r a t i o n as an i nte g r a l part of

the total p r o g r a m of pre p a r a t i o n for e d u c a t i o n a l
ad min i s t r a t i o n .

I n t e r n s h i p may, however,

f o l l o w i n g of lo cal example,

l e a d to b l i n d

unless the q u a l i t y of

direct e x p e r i e n c e is safeguarded.
15

Strateme yer , Florence, Off-Cam pus S t u d e n t
T e a c h i n g , A s s o c i a t i o n for St ude nt T e a c h i n g (30t h
Y e a r b o o k ) , Loc k Haven, P ennsylvania: c/o S t a t e Teachers
College, 1952.
p. 3*
16 Ibid,

p. 9.

85
E x p e r i e n c e that is not criticized, r e f l e c t e d
upon, g e n e r a l i z e d from, m a y result in little
m o r e than p a t t e r n e d be hav i o r . . • • qu a l i t y
of exp eri e n c e resides b o t h in the n a t u r e of
the exp eri enc e itself a n d in the w a y in w h i c h
it is guided#

B.

I n t e r n s h i p has as its

Ce ntral Pu rp o s e the

P r o f e s s i o n a l P r e p a r a t i o n of the
By-prod uct s

Intern.

su ch as e c o n o m i c a l e d u c a t i o n ser vic e

to the c o o p e r a t i n g sch o o l - c o m m u n i t y ;

improved relation­

ships bet wee n the t r a i n i n g i n s t i t u t i o n and the c o o p e r a t i n g
s c h o o l - c o m m u n i t y ; and a s s i s t a n c e to college pro fes sor s
c o n d u c t i n g f i e l d studies,

s h o u l d not be con f u s e d w i t h

the central pur po se of the i n t e r n s h i p prograra--the
p r o f e s s i o n a l p re p a r a t i o n

of th e intern.

products are v aluable and important,

The se b y ­

but they sho uld not

be c o m e prime objectives.

Professional Preparation

Involves

M a n y Types of L e a r n i n g E x p e r i e n c e s
In t e r n s h i p s h o u l d be seen as an in tegral part
of the total p r e p a r a t o r y program.
_

17 Ibid.

Tyler'*-8 says

that

M

p. 9

Tyler, R. W., " T r a i n i n g A d m i n i s t r a t i v e Officers
for D e m o c r a t i c Leadership*, E i g h t h A n n u a l C o n f e r e n c e f or
A d m i n i s t r a t i v e Officers of Public a n d Private S c h o o l s ,
Serkley, C alifornia: 'University of C a l i f o r n i a Press,
1939.
pp. 63-72.

84
the e d u c a t i o n a l needs

or school a d m i n i s t r a t o r s ,

th ey are to f u n c t i o n as d e m o c r a t i c
de s i r a b l e e d u c a t i o n a l goals,

if

leaders t o w a r d

in clude the f o l l o w i n g

f o u r elements:
1.

The stu dy of h u m a n g r o w t h and d e v e l o p m e n t of
b o t h chi ldren and adults.

A s s o c i a t e d w i t h the

st udy and g i v i n g d i r e c t i o n to it s h o u l d be a
study of f u n c t i o n a l e d u c a t i o n a l and social
philosophy.
2.

The s t u d y of fields

of l e a r n i n g that con tri b u t e

to b e t t e r u n d e r s t a n d i n g of bas ic pr oblems of
the school.
curriculum,
guidance,
courses
this

Some of these fields,
supervision,

evaluation,

and

are cov ere d in r e a d i l y av ail abl e

in education.

general area.

aspects

s u c h as

Others

lie outside

These include p e r t i n e n t

of sociology,

economics,

government,

and pu b l i c a dmi nis tra tio n.
3.

E x t e n s i v e p a r t i c i p a t i o n d u r i n g the a d m i n i s t r a ­
tor^

p r e s e r v i c e t r a i n i n g p e r i o d in e d u c a t i o n a l

a c t i v i t i e s w i t h teachers,
ot her mem b e r s
4.

pupils,

parents,

a nd

of the community.

C o n t i n u e d in service training.
It is w i t h the t hird of Tyler's f o u r elements

(i.e.,

ext en s i v e p a r t i c i p a t i o n w i t h teachers,

pupils,

85
and other m e m b e r s

of the community)

most d i r e c t l y involved#

that i n t e r n s h i p is

Internship, however,

is not

the only m e d i u m s e r v i n g this purpose.
P r e s i d e n t J ame s B#

Conant^

recently announced

that f i e l d w o r k in s c h o o l sy stems a n d pra cti ce in
making decisions

a n d s o l v i n g p rob lem s

In actual a d m i n ­

istrative s i t u a t i o n s w i l l be s t r e s s e d in the new p r o g r a m
for t r a i n i n g e d u c a t i o n a l a d m i n i s t r a t o r s at the gra dua te
school of e d u c a t i o n at H a r v a r d University.
w h i c h begins

in Septemb er,

m e t h o d " of teaching,

1952,

The program,

w i l l use the

"case

in w h i c h g r o u p d i s c u s s i o n is

a p p l i e d to an ac t u a l s i t u a t i o n r e p o r t e d to the class.
The school of e d u c a t i o n d e s c r i b e d the course as

20

follows:

It b egins w i t h g r o u p d i s c u s s i o n of problems
and p r a c tic es an d m e t h o d s in a dmi nis tra tio n.
It goes on to an e x t e n d e d g r o u p of cases.
The c aps t o n e of the n e w p r o g r a m is not a
do c t o r a l d i s s e r t a t i o n , n o r does the completi on
of a s p e c i f i e d n u m b e r of a p p r o v e d courses
co nst itu te f u l f i l l m e n t of d e g r e e req uirements.
Instead, the n e w p r o g r a m e m p h as ize s a core of
r e s p o n s i b l e fi e l d e x p e r i e n c e s f o r the i n d i v i d ­
ual student.
H e does not s i m p l y ta lk about
pr oblems of adm ini s t r a t i o n ; h e al so works w i t h
them.
A n d he w i l l be e v a l u a t e d c hie fly as an
a d m i n i s t r a t o r in action.
Conant, James B . , r e l e a s e p u b l i s h e d in "News
in Review", The N a t i o n *s S c h o o l s , L, A u g u s t 1952, p. 102,
2 0 Ibid.

86
P r o f e s s i o n a l p r e p a r a t i o n of this type
internship,

is not

hu t it includes m a n y of the same kinds of

le arn i n g ex per ien ces
The advant age s

f o u n d in p r o g r a m s

of internship*

of a v a r i e t y of f i e l d e x p e r ien ces

in

the H a r v a r d p r o g r a m m a y he c o u n t e r b a l a n c e d hy the d i s ­
a dvantages

of the lack of continuing,

comprehensive

e x per ie nce in r e s p o n s i b i l i t y to one s i g n i f i c a n t
situation.

However,

it seems r e a s o n a b l e to conclude

that p rovi si on for i n t e r n s h i p e x p e r i e n c e s m i g h t w ell
be s u b s t a n t i a l l y m o d i f i e d in time and scope, w h e r e
the p r o s p e c t i v e a d m i n i s t r a t o r has h a d the advantages
of the H a r v a r d type program.
Riso's

21

recent

study re por ts

that only 2 4 of

90 s e l e c t e d colleges and u n i v e r s i t i e s

s u r v e y e d ma ke

any pro vi s i o n for an a p p r e n t i c e s h i p p e r i o d — and some
of these on ly occasionally,

not as a r e g u l a r l y

o r g a n i z e d a spe ct of the stud ent's program.

An e x p l a n ­

ation of the small n u m b e r of schools w h i c h make
pr ovi s i o n fo r i n t e rn shi p m a y be f o u n d in the
r e p r e s e n t a t i v e comments

q uote d f r o m answers to the

q u e s t i o n n a i r e d l s t r i b u t e d - - nmost

of our students h a v e

h a d e x p e r i e n c e ” . . . . "students

are m o s t l y inservice,

21

Riso, Si s t e r M a r y Karen, The P r o f e s s i o n a l
E d u c a t i o n of Sc h o o l A d m i n i s t r a t o r s ,
Ctypewritten
d o c t o r a l d T s s e r t a t i o n ) New Yor ks F o r d h a m University,
1960.
p. 110.

87
and gr adu ate w o r k la t i e d u p cl osely w i t h f i e l d
experience".

. . .

are inservice".

"not n e e d e d b ec a u s e mo st students

. . • "Ed.D.

is not g r a n t e d unless

person has h a d e v a l u a t e d a d m i n i s t r a t i v e ex pe r i e n c e . "
"it is obvious",

says Riso,

22

"that where a

student b o d y in g rad uat e w o r k is c o m p o s e d in large
part of p r a c t i c i n g a dmi nis tra tor s,
trative e x p e r i e n c e
degree,
This

or where a d m i n i s ­

is p r e r e q u i s i t e for an a d v a n c e d

an a p p r e n t i c e s h i p pe r i o d w o u l d be n o n - e s s e n t i a l *

is not to argue, h owever,

that no such pro vi s i o n
p»7

n e e d be mad e f or p r e s e r v i c e s tude nts ."
This viewpoint,
t r a i n i n g institutions,

w h i c h is e v i d e n t l y h e l d by m a n y
seems to assume that a d m i n i s t r a ­

tive e x p e r i e n c e pr ovi des
ex per ien ces

the d e s i r a b l e

of an i n t e r n s h i p program.

n e c e s s a r i l y the case.

lea rning
S u c h is not

In a goo d i n t e r n s h i p p r o g r a m

the intern is g u i d e d and s u p e r v i s e d so that he grows
p r o f e s s i o n a l l y in his k n o w l e d g e

of theory and his

a b i l i t y to use it d e m o c r a t i c a l l y in i mpr o v i n g an
e d u c a t i o n a l situation.

E x p e r i e n c e as a p r a c t i c i n g

a d m i n i s t r a t o r m a y or m a y not h a v e served this function,
d e p e n d i n g upon the ind ivi d u a l an d the s c h o o l - c o m m u n i t y
22

Ibid.

p. Ill

Ibid.

p. 112

88
situation.

Thera

may be as v a l u a b l e

Is r e a s o n to b e l i e v e

obse rvations
may

ex p er i e n c e

H ow ever,

field

and other types

In terms

situation the m e a n i n g
is

surveys, v is i t a t i o n s ,

of a f o r m a l p r o g r a m of

in d e m o c r a t i c

I nt e rn s hi p e x pe r ie n ce s

he

others w h o

those pe r s o n s w h o have had extensive,

s uccess f ul experi en c e

to u n de r st a nd

as for

of labora to r y experie n ce s

serve a d e q u a t e l y In place

Internship for

internship

for some p e r s o n s w ho h a v e h a d

pr evious a d m i n i s t r a t i v e
have had none.

that

a dministration.

should h e l p the s t u d e n t

of an on g o i n g s c h o o l - c o m m u n i t y
and p r a c t i c a b i l i t y

of the t h eo r y

learning c on c er n i n g d e s i r a b l e pr a ct i c e s

e d u c a t i o n a l administration.
sound t heory and p ra c t i c e

in

I n t e r n s h i p should combine

in an i n te g r a t e d pro gram,

rath er than merely substitute w o r k e xp e ri e n c e for
theory.

It should stimulate the

rather than

less r e a d i n g

Intern to do more,

and study.

Practice

may as easily serve to d e ve l op b a d h a bi t s
u n d e s i r a b l e practices,

alone

and p e r p e t u a t e

as it may serve to develop

de sirable skills and u n de r st a n d i n g s .

T he r e

some danger that the m e c hanics

p r o g r a m may be

emphasized,

of the

rather than the e xp e ri e nc e

Is always

itself.

A t t e n t io n mus t be given to the qu a li t y of the experience,
as we l l as to its scope.

89
The Intern's

assumption

in s e l e c t e d s i t u a t i o n s
previous e x p e r i e n c e

of s t a t u s - l e a d e r s h i p

is a logical o u t g r o w t h of h i s

in o b s e r v a t i o n

and p a rt i ci p at i on .

Of course, he may b e r e q u i r e d

to assume all three

roles

and

(observer,

pa r t i c i p a n t ,

leader)

in any given

situation,

but the em phasis

experience

in s t a t u s - l e a d e r s h i p for the pu rpose

d evelop i ng

the s t u d e n t ’s a d mi n i s t r a t i v e

Where

intern sh i p e x p e r i e n c e s

n ecessary

in Intern s hi p is upon

ability.

are not p ro v id e d,

to rely e n t i r e l y upon

of

it is

in-service e d u c a t i o n

to a c c o m p l i s h this purpose.
Hanna^states

that

status-leadership helps

groups

and gr o up members to:

1.

D i s c o v e r g r o u p goals

s u f f i c ie n tl y v i t a l so

that they w i l l call forth a m a x i m u m of coopera­
tive effort.
2.

Set u p a s y s t e m of values
to define,
Interests

3.

select

e n a b l i n g the

or choose the needs

group
and

of first priority.

Instil in others a desire
take active part

In group

to " b e l o n g ” and to
action.

^ Hanna, L a vonne
(et al.) Group Pr o ce s se s in
S u p e r v i s i o n . B u l l e t i n of
the A s s o c i a t i o n for S u p e r v i s i o n
and C u r r i c u l u m D e v e l o p m e n t , ’
W a shington, D.C.: The
N a t i o n a l E d u c a t i o n A ss o c i a t i o n , 1948.
p. 59.

90
4.

D i s c o v e r th e i r skills,
a n d a b i l iti es

competencies,

so that each, wh ile

in group processes,

interests

t a k i n g part

m a y gain the m a x i m u m

s e c u r i t y w h i c h res u l t s f r o m e a c h h a v i n g a part
to play an d a c o n t r i b u t i o n to make#
5#

D e v e l o p go od h u m a n r e l a t i o n s h i p s
t ory p e r s o n a l i n t e r a cti ons
permissive atmosphere

a nd s a t i s f a c ­

so that a cooperative,

c h a r ac ter ize s g r o u p

functioning#
The d e v e l o p m e n t a l pr oce ss
or magic t r a n s f e r f r o m k n o w l e d g e

assumes no a uto m a t i c
of the t h e o r y of

ed uca tio nal a d m i n i s t r a t i o n to p r a c t i c a l a b i l i t y in
ed uca tio nal leadership.

While

certain t e c h n i c a l

skills may be a d e q u a t e l y d e v e l o p e d in the on-campus
p r e p a r a t o r y program,

there

is r e a s o n to b e l i e v e that

competence in other phases of a d m i n is tra tio n,

partic­

ul a r l y those r e l a t i n g d i r e c t l y to s oci al- eng i n e e r i n g ,
m a y be best d e v e l o p e d in more r e a l i s t i c settings.
is in this lat t e r c ate g o r y that the i n t e r n s h i p m a y
best serve the central p ur p o s e of the p r o f e s s i o n a l
ed ucation of the intern.

It

91
Must the future
respons iblllty

administrator
if he

is to learn h o w to become an

e ff e c t i v e
Th ere

carry a d m i n i s t r a t i v e

adminlatrator?

is a t e n d e n c y

on the part of some e d u c a ­

tors to conclude that t h e o r e t i c a l knowle d ge
administration

can only

contribute to the

of

impro vement

of a gi v en s i t u a t i o n if the a d m i n i s t r a t o r ha s
sk ill

(through direct e xp e ri e nc e

bility)

in a s su m in g r e s p o n s i ­

in a p p l y i n g this t h e o r y to a real,

s c h o o l - c o m m u n i t y s it u at i on .
pe rsons b e lieve

o n go i ng

In other wor ds,

that p r a c t i c e

d e ve loped

these

in the as s um p t i o n of

actu al a d mi n is t ra t iv e r e s p o n s i b i l i t y Is n e c e s s a r y for
co mpetence
that

in admini s tr a ti o n.

T h e y believe, fu rther,

the I n t e r n s h i p can best p ro v id e this needed

pract i c e .
T o a ce rtain degree,
justified.
va luable

s u ch a c o n c l u s i o n may be

On the o t h e r hand,

theory, w h i c h Is

as it c on t ri b ut e s t o the I m p r o v e m e n t of

present pr a ct i ce ,

may be used

by a p erson h a v i n g little

(applied)

to a d va n ta g e

or no experience

in the

a ss u mp t io n of actual a d m i n i s t r a t i v e r e s p o n s i b i l i t i e s .
It de pends upon the a d m i n i s t r a t i v e task and upon the
individual.

92
It wo u l d s e e m that gr a du a te stude nt s s h ou l d be
able to gain an ad e quate u n d e r s t a n d i n g
trative

theory of b u d g e t i n g ,

services,
p rinciples

or r e po r ti n g,

and to d e v e l o p t h e i r
in h y p o t h e t i c a l

of supervised,
report forms,

o n- c am p us
and

abilities

ex e rc i s e s

o rg a n i z a t i o n

to apply these

The point here

of b u d g e t i n g or

can be un d er s to o d,

and de m o n s t r a t e d by the student without

r es o r t i n g to i n t e r n s h i p e x pe r ie n ce s
of adminis t ra t iv e r e s p o n s i b i l i t y .
applies

or g ui dance

in m a k i n g bu dgets,

o r g a n i z a t i o n a l plans.

r e p o r t i n g or guidance

adminis­

or re al situations b y means

is that the p h i l o s o p h y and t e ch nique

developed,

of the

in the

assumption

This c o n t e n t i o n

to many of the t e c h n i c a l knowle d ge s and skills

in a d mi n istration,

except

those more

di rectly co n ce r ne d

w it h the field of h u m a n relations.
Faunce

and B o s s i n g 2 5 p 0 int out

that

It Is f airly easy to learn admini s tr a ti v e
p ro c ed u re s concer n ed w i t h b u y i n g supplies,
c o n s t r u c t i n g a budget, or m a i n t a i n i n g the
bui l ding.
It is quite another t h i n g to
learn the techni qu e s of group process and
the methods of leaders h ip In cooperative
planning.

^ P a un c e, Ro l a n d C., and N e l s o n L. Bossing,
D e v e l o p i n g the Core C ur r i c u l u m ,
N e w Yorks Pr e nt i c e Hall, Inc. , T 5 5 T :
p T T Wl

95
A n o t h e r f a c t o r in the d e a i r a b i l i t y of i n t e r n ­
ship p rograms
who says

is p o i n t e d out hy C lar enc e A. Newell*

26

An i n t e r n s h i p e x p e r i e n c e w i l l be n o b e t t e r
than the t h i n k i n g in the school s y s t e m wh e r e
the intern is assigned.
M o r e s pec ifi cal ly,
it cannot rise above the t h i n k i n g of the
s p o n s o r i n g a d m i nis tra tor .
W h i l e it is true that
of a college adviser,

interns,

under s u p e r v i s i o n

m a y learn s o m e t h i n g f r o m o b s e r v i n g

poor a d m i n i s t r a t i v e pra cti ces

in the field,

situatio ns do not pr ovi de the positi ve

such

con dit ion s f o r

ef fec tiv e l e a r n i n g f o u n d in s c h o o l - c o m m u n i t i e s w her e
more d e s i r a b l e a d m i n i s t r a t i v e pra ctic es pr evail.
The k e y to the pr o p e r s e l e ct ion and e v a l u a t i o n
of a s c h o o l - c o m m u n i t y fo r use in the c o o p e r a t i v e
development

of an I n t e r n s h i p program,

ad ministrator.

is the local

If this person is a d e m o c r a t i c l e a d e r

who is able to d e l e g a t e g enu ine a d m i n i s t r a t i v e r e s p o n ­
sibilit ies an d who h as his

staff w o r k i n g i n t e l l i g e n t l y

an d c o o p e r a t i v e l y on local school^coramunity problems,
26

Newell, Cla r e n c e A., H a n d b o o k f o r the
D e v e l o p m e n t of I n t e r n s h i p Programs in E d u c a t i o n a l
A d m i n i s t r a t i o n , C o o p e r a t i v e P rog ram in E d u c a t i o n a l
Ad min is t r a t i o n , M idd le A t l a n t i c Region, Te achers
College, C o l u m b i a University, N e w Yor, M a y 1952,
p. 12.

94
then the total si tu a t i o n is apt to he con du c i v e to a
good i n t e r n s h i p experience.

In a sc hoo l w h e r e a d m i n i s ­

tr ato r and staff me mbers are u sin g d e m o c r a t i c g r o u p
t e chn i q u e s

in s o l v i n g t h e i r own problems,

the w e l l -

p r e p a r e d intern w i l l be w e l c o m e d for the p r o f e s s i o n a l
co nt r i b u t i o n he is able
one or more

of these problems.

responsibilities
automat ica lly ,
experience,

to make t owa rd the s o l u t i o n of
In such situations,

tend to be d e l e g a t e d to interns al m o s t

and the in t e r n s h i p to be a rea l l e a r n i n g

ra t h e r than just a t e m p o r a r y job c o n f i n e d

l a r g e l y to clerical and other r outine d u t i e s as a s s i g n e d
by an a d m i n i s t r a t o r in an oth er s c h o o l - c o m m u n i t y w h e r e
the p r o f e s s i o n a l a t m o s p h e r e

is less stimulating.

What

is the na t u r e of a d m i n i s t r a t i v e r e s p o n s i b i l 27
Gulick's
analysis of a d m i n i s t r a t i o n (without

ity?

r e f e r e n c e to the

cha rac ter of the e n t e rpr ise

the e x e c u t i v e works)
1#

in w h i c h

is as follows:

P l a n n i n g , that is w o r k i n g out in b r o a d ou t l i n e
the things that n e e d to be do ne and the met hod s
for d o i n g t hem to a c c o m p l i s h the p u r p o s e

set

for the enterprise.
27

Gullck, Luther, and L. Urwick, Papers on the
S c i e n c e of A d m i n i s t r a t i o n , New York: Instit ute of
Pu bli c Adm ini s t r a t i o n , C o l u m b i a University, 1937.
p. 13

95
2.

O r g a n i z i n g , that is the e s t a b l i s h m e n t of the
f o r m a l str uct ure of a u t h o r i t y t h r o u g h w h i c h
work sub-divisions

are arranged,

defined,

an d

c o o r d i n a t e d fo r the d e f i n e d objective.
S t a f f i n g , that is the w hol e p e r s o n n e l fu nc t i o n
of b r i n g i n g in and t r a i n i n g the s t a f f a n d
m a i n t a i n i n g f avo r a b l e
4.

conditi ons

of work.

D i r e c t i n g , that is the cont inu ous

ta sk of

m a k i n g d e c i s i o n s a n d e m b o d y i n g t h e m in sp eci fic
and ge ner al orders and instructions,

and

s e r v i n g as the l e a d e r of the enterprise.
5.

C o o r d i n a t i n g , that is the a l l - i m p o r t a n t d u t y
of i n t e r r e l a t i n g the various parts

of the

work.
6.

R e p o r t i n g , that is k e e p i n g those to w h o m the
executive

is r e s p o n s i b l e

is g o i n g on, w h i c h thus
h i m s e l f and his
records,

i n f o r m e d as to what
includes k e e p i n g

subordi nat es

research,

i n f o r m e d thr o u g h

and inspection.

B u d g e t i n g , w i t h all that goes w i t h b u d g e t i n g
in the f o r m of fiscal planning,

a c c o u n t i n g a nd

control.
Sears
28

28

sums up the na t u r e of a d m i n i s t r a t i v e

Sears, Jesse Be., The Na t u r e of the A d m i n i s ­
tr ati ve P r o c e s s , New York: M c G r a w - H i l l Book Company,
I n c . , T95^5 p. 42•

96
r e s p o n s i b i l i t y in this way:
The process of a d m i n i s t r a t i o n is c o n c e r n e d
w i t h five forms of a c t i v i t y — planning, o r ­
ganizing, directing, c o o r d i n a t i n g and
controlling.
E a c h of these is r e l a t e d to
all the others w hen at work, a n d its e f f e c t i v e ­
ness de pends upon its p r o p e r use of authority,
knowledge, custom, an d p ers ona lit y.
C e rta i n l y n o t h i n g less than e x t e n d e d i n t e r n s h i p
or a p p r e n t i c e s h i p cou ld p r o v i d e the p r o s p e c t i v e
a d m i n i s t r a t o r w i t h o p p o r t u n i t i e s for signif ica nt
experien ce in the a s s u m p t i o n
all of these categories.

of r e s p o n s i b i l i t i e s

The que sti on is,

in

can some

of this k now ledge and a b i l i t y be a d e q u a t e l y d e v e l o p e d
w i tho ut a p r o l o n g e d internship.

It seems clear that

there s h o u l d be a closer contact be t w e e n instruct ion
and a d m i n ist rat ive practice,

a nd that a w a y sho u l d be

d e v e l o p e d in w h i c h the p r o s p e c t i v e a d m i n i s t r a t o r m a y
feel as well as k n o w about r e s p o n s i b i l i t i e s and
opportunities.

Pixley

29

i nti mat es as m u c h in his

statement that
. . • the chief f a c t o r in d e t e r m i n i n g the
scope and content, as wel l as the l e n g t h of
the ideal t r a i n i n g period, sh o u l d be a
co nsideration of the ser v i c e rendered.
29

Pixley, E. H., " G o v e r n i n g Factors in the
C o n s tr uct ion of T r a i n i n g Pro grams f o r S u p e r i n t e n d e n dents of Schools", E d u c a t i o n a l A d m i n i s t r a t i o n and
S u p e r v i s i o n , X X I V (April, 1938) pp. 632-633.

97
V e n d e r W e r f * ^ calls
t ra i n i n g needs

a tt e nt i on to the varied

of p r o f e s s i o n a l p e r s o n n e l as follows:

The a p p r e n t i c e s h i p p e ri o d should pr o v i d e
e xp e ri e nc e in divergent s ch o o l sit uations,
rural, city, village, and in v a ri e d size
classes and age groups.
Obviously,

the c o n v e n t i o n a l p r e p a r a t i o n p e ri o d

of one to three years b e yo n d the b a c c a l a u r e a t e
cannot p r o v i d e the p r o s p e c t i v e
opportunities tc assume major

a d mi n is t ra t or w i t h
a dm i ni s tr a ti v e r e s p o n s i ­

bilities

in all tnese situations,

multiple

specia l iz e d

In ad dition to the

course w o r k required.

compromise might w e ll consist
supple m en t ed by various

degree

of pe r ti n e n t

laboratory

A de s ir a bl e
course w o r k

and field exper ie n ce s ,

and cli maxed w i t h an in t er n sh i p e x pe r ie n ce w h i c h
would

allow h i m to assume some

a dm i nistrative r e s p o n ­

sibility w h ic h e m ph a si z es the human relations
of administration.
assumption
intern,

The

conclusion here

aspect

Is that the

of r e s p o n s i b i l i t y can be b e n e f i c i a l to the

ana should

In some degree be provided for

in the prepara t io n p r o g r a m — p r e f e r a b l y w i t h emphasis
upon so c ia l e ng i ne e ri n g r ather than routine.
~

T A

V e n d e r Werf, L . , “N ew Conc ept of T e acher
P re p a r a t i o n , " P ea b od y Journal of Sducat i on , July 1950.
p. 71.

98
C.

I n t e r n s h i p p ro m ot e s
the intern

toward

rapid

and deslrable

competent d e mo c ra t lc

g r o w t h of
le ad e ra h lp

In his p r o f e s s i o n a l relati on s hi p s w i t h sc h o o l
e m p l o y e e s , s t u d e n t s t lay-cItizens and o r ga n l z e d
c o mm u ni t y

groups.

Relationships
It is no
possess

a body

with Lay- men and C o m m u n i t y 9 roups
longer e n ou g h that

the a d m i n i s t r a t o r

of sp e c i a l i z e d knowledge and

skills for w o r k i n g ef f e c t i v e l y w i t h teachers
The m o d e r n twin

concepts

an array of
and studen t s.

of administration as d e m o c r a t i c

lea d er s h i p ana e d u c a t i o n as community im p r o v e m e n t now
make

it n e c e s s a r y f o r the

a d ministrator to k n ow

a great

deal about effective p r o f e s s i o n a l r e l a t io n sh i ps w i t h
l ay-citizens and commun i ty groups.

Koopman s a y s , ^

It Is no simple p r o b l e m to organi ze a c o m p l e x
activity like e du c a t i o n In such a way that
large numbers of persons are bl e n d e d into a
coopera t iv e whole, even when efforts are
r e s t r i c t e d to those groups n o rmally living
t o g e t h e r In the school.
To involve that large
and loosely organ i ze d group known as sc h oo l
patrons, w h i c h Includes both parents and other
adults living in the community, is a f o r m i d a b l e
t a s k and educa to r s may be pardoned far h a v i n g
b e e n slow about ta c kl i ng It.

^ Koo pman, R o be r t G., Alice Miel, Paul J. Mi sner,
D e m o c r a c y in S c ho o l A d m i n i s t r a t i o n . N e w Yorks A p p l e t o n C e n t u r y - C r o f t s , Inc.” 1943•
pi 281.

99
The fact that a d m i n i s t r a t o r s

t hem se l v e s

c lea rly

re ali ze that t h e i r own p r e p a r a t i o n has been l a c k i n g
in this re s p e c t

is shown b y the d ata in Table XV.

The 1 586 s u p e r i n t e n d e n t s r e p o r t i n g in 1 9 5 0 to
the A.A.S.A.
XV)

questionnaire

(see s ection 17 of Table

c l e a r l y i n d i c a t e d that they c o n s i d e r e d their

co lle ge p r e p a r a t i o n to be most h e l p f u l in the areas
of i n s t r u c t i o n a l l e a d e r s h i p a nd f i n a n c i a l management*.
In cities of all idf fe r e n t sizes

43 per cent of the

s u p e r i n t e n d e n t s r e p o r t i n g listed i n s t r u c t i o n a l l e a d e r ­
sh ip and 2 6 . 3 per cent n a m e d f i n a n c i a l a d m i n i s t r a t i o n
as b e i n g the areas

in w h i c h they h a d r e c e i v e d the be st

college pre par ati on.

O n l y 5.7 per cent s aid that t h e i r

college p r e p a r a t i o n h a d been most h e l p f u l in public
r e l a t i o n s , and only 7.8 per cent li s t e d c o o p e r ati ve
p l a n n i n g in this

category.

E q u a l l y si gni fic ant is

the fact that only 2. 8 per cent lis ted d e l e g a t i n g
d u t i e s , 2.1 per cent r e l a t i o n s h i p s w i t h b o a r d ,

3.8

p e r cent s c h o o l plant m a n a g e m e n t , a nd 1.1 p e r cent
s u p p l e m e n t a l pu pi l services as c o n s t i t u t i n g lines

of

e n d e a v o r in w h i c h their college p rograms h a d b een
most hel pfu l.
A s k e d to check the areas in w h i c h t h e i r college
p r e p a r a t i o n was least helpful,

19.5 per cent n a m e d

public r e l a t i o n s , 15 per cent r ela t i o n s w i t h boards,

SELECTED CHARACTERISTICS OF CITY-SCHOOL SUPERINTENDENTS BY CITY-SIZE GROUPS, 1950*

1586 Superintendents Reporting in 1950
Characteristics

1

Pop.:
Pop.;
Pop. i
Pop.:
Pop.:
Po p.:
200,000 100,000- 50,000- 30,000- 10,GOO- 2,500- Total
and more 199,999 99,999 49,999 29, 999 9,999
6
6
*7
£
3
4
5

17. College preparation most helpful
In:;
Relationships with board. . . .
Cooperative planning...........
Delegating duties .............
Instructional leadership. . . .
Personnel administration. • • •
Financial administration. . • •
School plant management . . . .
Supplementary pupil services. .
Public relations...............
Other ..........................

8.0#
12.0
4.0
52.0
4.0
12.0
0.0
0.0
8.0
0.0

6.1#
3.0
0.0
39.4
21.2
18.1
6.1
0.0
6.1
0.0

0.0#
8.7
3.8
37.5
10.0
27.5
2.5
2.5
7.5
0.0

0.9#
7.3
4.5
47.3
7.3
25.4
1.8
0.0
5.5
0.0

1.8#
6.7
3.4
40.9
8.3
28.9
3.9
1.2
4.7
0,2

2.4#
8.6
2.0
44.5
5.6
25.3
4.2
1.1
6.2
0.1

2.1#
7.8
2.8
43.0
7.3
26.3
3.8
1.1
5.7
0.1

18. College preparation least helpful
in:
Relationships with board. . . •
Cooperative planning...........
Delegating duties .............
Instructional leadership. . . .
Personnel administration. . . .
Financial administration. . • •
School plant management . . . .
Supplementary pupil services. .
Public relations................
Other ..........................

26.1#
8.7
4.3
4.3
4.3
13.1
13.1
4.3
21.8
0.0

24.3#
12.1
3.0
3.0
3.0
3.0
9.1
18.2
24.3
0.0

20.7#
7.8
1.3
7.8
2.6
9.1
15.6
14.3
19.5
1.3

10.3#
14.0
6.5
6.5
0.0
9.4
11.2
16.8
17.8
7.5

14.6#
9.7
5.8
7.2
3.7
8.0
14.8
12.8
21.8
1.6

14.5#
7.9
2.9
6.4
5.4
12.2
18.2
14.0
17.7
0.8

15.0#
9.1
4.2
6.7
4.2
10.1
15.9
13.7
19.5
1.6

* American Association of School Administrators, The American School Superintendency,
Washington, D. C . : National Education Association, 1952.
p. 450.
H
o

101
9.1 per cent

co op era tiv e p l a n n i n g ,

s u p p l e m e n t a l p upi l s e r v i c e s ,

15.7 per cent

15.9 pe r cent sc h o o l

plant m a n a g e m e n t , 4.2 per cent d e l e g a t i n g d u t i e s ,
4.2 per cent p e r s o n n e l a d m i n i s t r a t i o n , and 1.6 per
cent ot her areas.
An an aly sis

(see sec tio n 16 of Table XV).
of these findings w o u l d se em to

in dicate that the p r o f e ssio nal pr e p a r a t i o n p r o g r a m in
ed u c a t i o n a l a d m i n i s t r a t i o n might well

c o n s i d e r the

d e s i r a b i l i t y of giv ing more at tention to d e v e l o p i n g
kn owl e d g e

and skill in the areas

of public r e l a t i o n s ,

co ope rat ive p l a n n i n g , and r e l a t i ons hip s w i t h b o a r d s .
Superintendents

seem to feel that their college

p r e p a r a t i o n is also somewhat less than a d e q u a t e in
the areas

of s u p p l e m e n t a r y pupil services a n d s chool

plant m a n a g e m e n t .
The
experie nce s

impli cat ion s for practi cal and f i e l d
(Including internships)

Host of these areas

are f a i r l y obvious.

in w h i c h the college p r o g r a m is

judged to be l a c k i n g in adequacy,

i nvolve an I n t e g r a t i o n

of p r o f e s s i o n a l k n o w l e d g e and skill that can often be
best p r o m o t e d in p rac t i c a l experience r a t h e r than in
t h e o r e t i c a l study alone.
It must be conceded that i n c o ns ist enc ies exist
be tw e e n e x p r e s s e d opinions of educators f a v o r i n g a
broad,

social fo u n d a t i o n s

type of training,

and the

102
a ctual stress upon s p e c i a l i z e d t e c h n i c a l skills
m a n y t r a i n i n g institutions,
s p eci a l i z a t i o n

A r e a c t i o n against

in a d m i n i s t r a t i o n

courses was e x p r e s s e d

as e a r l y as 1933 b y H i l l ? 5 w h o d e p l o r e d the ",
influences w h i c h led schools and d e p a r t m e n t s
tion to at tempt r i d i c u l o u s

in

. •

of e d u c a ­

s u b d i v i s i o n of indivisibles".

He a p p r o v e d the t r e n d t o w a r d o r g a n i z a t i o n of subject
m a t t e r a r o u n d large units of instruction,

and a d v o c a t e d

m a k i n g courses less ac ademic and l i n k i n g t h e m c los ely
w i t h sc hoo l practice,
Finney

p o i n t e d out that the a d m i n i s t r a t o r ’s

w o r k mig ht be p l a c e d in two categories,
detail,

(a) e xec uti ve

w h i c h he r e f e r r e d to as sc h o o l shopkeeping,

(b) f o r m u l a t i o n of policy,
s t ate smanship.

and

which he termed educational

He n o t e d that

To p e r f o r m the fir st f u n c t i o n the e d u c a t o r
ne eds the m i n o r s p e c i a l t y of his p r o f e s s i o n
--the science of school ad m i n i s t r a t i o n .
But
to p e r f o r m the s econd f u n c t i o n he r equ i r e s that
m a j o r s p e c i a l t y of his p r o f e s s i o n w h i c h turns
out to be not sp eci al at all, b u t the b r o a d e s t

^ 5 Hill, C. M . , "Trends in the T e a c h i n g of S chool
A d m i n i s t r a t i o n " , S c h o o l and S o c i e t y X X V I I I (July 8, 1933)
pp. 33-35.
36

Finney, Ross L,, A S o c i o l o g i c a l P h i l o s o p h y
of E d u c a t i o n , New York:
The M a c m i l l a n Company, 1934,
pp. 539-540.

103
and m ost l iberal e n l i g h t e n m e n t possible*
For this second functio n any n a r r o w s p e c i a l ­
ization in mere t e c h n o l o g y is mor e l i k e l y
than not to pr ove a d i s q u a l i f i c a t i o n in the
end*
The

impact of p o s t - w a r issues and pr obl ems

the pr e p a r a t i o n

upon

of ed u c a t i o n a l a d m i n i s t r a t o r s was d i s ­

cu ssed in 1944 by the N ati o n a l S o c i e t y of C o l l e g e
Te achers

of E ducation.

37

Members

of this g r o u p felt

that the wa ve of s p e c i a l i z a t i o n and the a c q u i s i t i o n
of p a r t i c u l a r a d m i n i s t r a t i v e t e c h n i q u e s h a d r e a c h e d
a crest,

and s t a r t e d to subside about the time of

World War

II*

A c c o r d i n g to this group,

the t r e n d is

now t o w a r d an u n d e r s t a n d i n g of the s o c i a l f u n c t i o n of
school a dmi nistration,

and c o m p e t e n c y in:

1.

H u m a n b e h a v i o r and gr o w t h

2*

The sch ool as a social i n s t i tut ion

3*

Social,

economic and p o l i t i c a l pr ob l e m s

of

American democracy
4*

Pr oce dur es fo r s tudy ing a d m i n i s t r a t i v e problems

5*

H u m a n r ela t i o n s h i p s
This emphasis

upon social f o u n d a t i o n s e c h o e d the

voices of suc h me n as Je sse H. N e w l o n a nd h i s a sso ciate
w h o h a d d e c l a r e d ten years e arl ier that the important
37

Brownell, S* M., "Some N e e d e d A d j u s t m e n t s in
Courses of S c h o o l A d m i n i s t r a t i o n in the Light of W a r
De man ds" , N a t i o n a l S o c i e t y of C ol l e g e T eachers of E d u c a
tlon ( T w e n ty- Nin th Y e a r b o o k T T Ann Arbor, Michigan: Ann
A r b o r Press, 1944*
pp. 71-76.

104
c o n s i d e r a t i o n s were the b r o a d s o c i a l f ram e of r e f e r e n c e
in w h i c h the a d m i n i s t r a t o r c o n c e i v e d his work*
the ways a n d tho u g h t s

of his

own life*

and

Newlon wrote

38

M a n y of the t e c h n i q u e s of a d m i n i s t r a t i o n can
be q u i c k l y l e a r n e d on the job, when an d if
needed, and s h o u l d r e c e i v e a m i n i m u m a m o u n t
of a t t e n t i o n in the schools of education*
Mo re a t t e n t i o n s h o u l d be gi ven in the f uture
to the f u n d a m e n t a l soc ial a n d eco nom ic p r o b ­
lems of sc hoo l a d m i n i s t r a t i o n a nd to the
social met hod s a nd te chn iqu es w h i c h their
so lut i o n requires*
In contrast w i t h this

concept,

of 1 9 4 3 c o n c e r n i n g d a t a c o l l e c t e d
e x p e r i e n c e of 193 p r i n c i p a l s

39
S i f e r t !srep ort

on the t r a i n i n g and

(which i n c i d e n t a l l y r e ­

veals the e m b r y o n i c stage of i nte rns hip s)
the principa ls'

ind icates

p r e f e r e n c e for t r a i n i n g in the p r a c t i c a l

aspects of their work*

S l f e r t a s k e d all the principals,

t o g e t h e r w i t h 91 c ity s u p e r i n t e n d e n t s a nd 56 college
pr ofe sso rs

to name the courses w h i c h pr i n c i p a l s s h o u l d

st u d y b e f o r e s e c u r i n g p osi tio ns*

The pr inc ipa ls

a d v o c a t e d p r e s e r v i c e t r a i n i n g f o r t hei r sp ecific
d u t i e s , w h i l e the s u p e r i n t e n d e n t s and p r o f e s s o r s
cu r r e d that a b r o a d e r p r o g r a m s h o u l d prevail*
n o t e d that

".

38

Si fer t

. * . li t t l e or no r e c o g n i t i o n was given

Newlon,
as S o c i a l Policy,

TSzT.— pT SSI

con­

J e s s e H*, E d u c a t i o n a l A d m i n i s t r a t i o n
N e w York:
Charles S c r i b n e r ' s Sons,

Sifert, E a r l R*, "The H i g h Sch o o l Principal",
C l e a r i n g H o u s e , XVII, (March, 1943) pp. 387-391*

105
to an a p p r e n t i c e s h i p f o r f u t u r e h i g h s c h o o l p r i n c i p a l s •"
But the weight of e v i d e n c e points to an i n c r e a s ­
ing inv olv eme nt of l aymen in f a c t - f ind ing ,
criticism,

p oli cy-making,

va l u e -

a n d p r o c e d u r e s for changes

in e d u c a t i o n a l pr ograms of the community.

This

Involve men t can be s u c c e s s f u l o n l y if the l e a d e r s h i p
responsibilities
cl ear ly defined.

of e d u c a t i o n a l a d m i n i s t r a t i o n are
In this

connection,

B. 0. S m i t h

says 40
The l e a d e r s h i p fu nc t i o n (of the pr ofe ssi on)
is lim it ed to fo ur spheres of k n o w l e d g e a nd
skills
t ech n i c a l skills a n d k n o w l e d g e of
education, k n o w l e d g e of i n t e l l e c t u a l dis cip lin es,
k n o w l e d g e of social a nd e d u c a t i o n a l values,
a n d kn owl e d g e a nd skill in e d u c a t i o n a l
engineering.
It is ap par ent that the f i r s t two of these
four h a v e r e c e i v e d moat of the a t t e n t i o n in p r e p a r a t o r y
programs,

and that more a t t e n t i o n s h o u l d be p a i d to

values and h u m a n rel ati ons hip s,

if the p r o f e s s i o n is

to h e l p ferret out and r e s o l v e val ue conflicts within
the community.

H o w to get people

to w o r k t o g e t h e r

e f f e c t i v e l y in a common cause is a m a j o r p r o b l e m in
e d u c a t i o n a l a dmi ni s t r a t i o n .

Cit ize ns

s p r i n g i n g up all over the country,
40

c omm itt ees are

and laymen are

Smith, B. O t h a n e l ; Wm. 0. Stanley; a n d J.
H a r l a n Shores, F u n d a m e n t a l s of C u r r i c u l u m D e v e l o p m e n t ,
New Yorks
W o r l d Book Company, 1950.
p. 651.

106
p a r t i c i p a t i n g in school affairs
g re a t e r extent.

to a gr eat er a n d

If the a d m i n i s t r a t o r is to be a

f u n c t i o n a l leader,

h e m u s t learn h o w to ex erc i s e

his s t a t u s - l e a d e r s h l p in s u c h a w ay as to release,
d e v e l o p and guide the c rit i c a l i nte lli gen ce of m a n y
m e mbers

of the c o m m u n i t y in the d i s c o v e r y and s olution

of edu c a t i o n a l pro blems
g r ass -ro ots

common to the group.

a p p r o a c h is sound.

This

As laymen t hem sel ves

are h e l p e d to u n d e r s t a n d and r eso lve e d u c a tio nal
issues

(using the ir own i n t e l l i g e n c e and the a s s i s t a n c e

of experts as needed) reforms w i l l be po sit ive and
enduring.

The a d m i n i s t r a t o r wil l h a v e that solid

su pport w i t h o u t w h i c h he cannot operate effecti vel y.
I n t e r n s h i p can serve perhaps b e t t e r than any
other pr e - s e r v i c e m e d i u m to place the pr o s p e c t i v e
a d m i n i s t r a t o r in c o m m u n i t y si tua tio ns where he can
most q u i c k l y d e v e l o p a degree

of sensitiveness,

pa thy and a p p r e c i a t i o n of the layman's
and where he has

sym­

viewpoint—

a chance to test and improve his

k n o w l e d g e and skill in the a r e a of h u m a n relati ons hip s.
It Is one t h i n g to a ssume a s t a t u s - l e a d e r s h i p
role in the college c l a s s r o o m or se min ar where r e l a t i v e ­
ly h o m o g e n e o u s

groups

d i s c u s s i n g p roblems

of p r o f e s s i o n a l educators are

of no immediate sig nif ica nce to

th eir pride or pocketbo ok.

It Is quite a not h e r thing

107
to assume

l e a d e r s h i p r e s p o n s i b i l i t y in a h e t e r o g e n e o u s

group of l aymen where
of imm ediate social,
run rampant.

stresses,

pr essures and strains

eco nomi c and e m o t i o n a l s i g n i fic anc e

S o m e w h e r e b e t w e e n the two lies an a rea

where the p r o s p e c t i v e a d m i n i s t r a t o r ma y w e l l experience,
under c o m p e t e n t g uid a n c e and supervision,
realities
always

some of the

of e d u c a t i o n a l a d m i n i s t r a t i o n w h i c h are not

obvious

to h i m f r o m a distance.

Direct experi­

ence gives m e a n i n g a nd pur p o s e to p r o f e s s i o n a l knowledge.
Internships w h i c h p r o v i d e s uit abl e opp or t u n i t i e s f or
w o r k d i r e c t l y w i t h laymen c ont rib ute to the q ual ity of
the total p r e p a r a t i o n

program.

One type of fie ld e x p e r i e n c e w h i c h sometimes
falls w ith in the p r o v i n c e of the
the field survey.
categories!

i n t e r n s h i p p r o g r a m is

F i e l d surveys fall into two g e n e r a l

(a) those d e a l i n g d i r e c t l y w i t h the

e d u c a t i o n a l p r o g r a m w i t h i n a single s chool or school
system,

and

(b) those d e a l i n g d i r e c t l y w i t h the

co mmu nit y Itself

(I.e.,

p o p u l a t i o n trends,

economic status,

charac ter ist ics ,

social-

attitudes,

etc.).

More often there is an o v e r l a p p i n g of these two c a t e ­
gories so that the f i e l d survey considers aspects of
b o t h the c o m m u n i t y as a whole,

and the s cho ol or

ed u c a t i o n a l p r o g r a m In that community.
d e t e r m i n e school b u i l d i n g needs

Surveys

are perhaps

to

the most

108
common.

Surveys

to e v a l u a t e the school program,

some phase

of it,

also quite

common.

as a basis

for p r o p o s e d change,

In any case,

personnel.

and o r g a n ­

as w e l l as w i t h local s chool

Th ey p rovide e xce l l e n t

f i r s t - h a n d exp eri enc es

are

surveys are apt to

involve w o r k i n g d i r e c t l y w i t h lay-cit ize ns
iz ed co mmu n i t y groups,

or

o p p o r tu nit ies f o r

in d e m o c r a t i c

group t e c h n iqu es

at the com mu n i t y level#
R i s o ’s
questioned,

41

study f o u n d that

in the 90 colleges

school survey w o r k was

the programs.

This

included in 66 of

is in sharp contrast w i t h the 24

in ter n s h i p provis ion s noted.

In 8 of the colleges,

the s urv ey w o r k did not ext end b e y o n d the s t u d e n t ’s
needs

for his

students

own d i s s e r t a t i o n — but

in 22 u n i v ers iti es

p a r t i c i p a t e d to fu l f i l l a r e q u i r e d f i e l d - w o r k

a s s i gn men t in connectio n w i t h a course in school
surveys,

” . . • and thus

the p a r t i c i p a t i o n b e c a m e an

integral part of their g rad uat e programs.*’
ing colleges
survey was
41

The r e m a i n ­

e n l i s t e d student h e l p o c c a s i o n a l l y w hen a

undertaken.

Riso,

S i s t e r Mar y Karen,

42 Ibid. p. 113.

o£.

c i t . p. 11#

109
It

Is in t e r e s t i n g to note that whi le more than

two-thirds

of the schools

p r o v i s i o n for student s

in this

study made some

to p a r t i c ipa te in field surveys,

less than on e- thi rd made any p r o v i s i o n for
ship or i n t e r n s h i p of any type.
be made that

this ne gl ect

apprentice­

The c onc lus ion might

of Internships reveals a

diverge nce f r o m theory expressed by educators
professional writings

and the a ctual cha rac ter ist ics

the p r e s e r v i c e t r a i n i n g programs.

H owe ver ,

w o r k is a step in the right direction,
va lua ble
ciate the

in h e l p i n g the student
culture

Th e point

in the ir

and

of

field survey
is es pec ial ly

to un der s t a n d and a p p r e ­

of w h i c h the school is a part.
of view he re

is that the p r e p a r a t i o n

p r o g r a m s hould r e c o g n i z e the fact that education
stems f r o m and is Interwoven w i t h com mu n i t y

living.

Autocratic administration

is Incongruous w i t h d e m o c r a t i c

society.

can organize and stimulate

That p e r s o n w h o

p eople to t h i n k t h r o u g h problems
leader

In a fr ee

ad min i s t r a t o r s

society.

terms

The tr ai n i n g of school

Is not an f,e i t h e r - o r ,f p r o p o s i t i o n

sp eci ali zed tec hni q u e s
Rather

together Is the real

or broad social knowledge.

It is a b l e n d i n g of all es sen t i a l elements
of the p r o b a b l e

the I n d i v i d u a l needs

of

in

s c h o o l - c o m m u n i t y si tua tio n and
of the

learner.

As

Intern shi p serves

this f u n c t i o n it be comes v i t a l to the p r e p a r a t i o n program.

110
R e l a t i o n s h i p s w i t h Sch ool E mpl oye es

The d e m o c r a t i c
administration

l e a d e r s h i p concept of e d u c a t i o n a l

calls for expertness

creative talents

and Students

in r e l e a s i n g the

of teachers and students w i t h w h o m

the a d m i n i s t r a t o r is associated.

This,

in turn*

involves a basic d e m o c r a t i c b e l i e f that soc iet y is
more p r o d u c t i v e wh en

the h u m a n spirit is free#

If ad min i s t r a t o r s put the same amount of
energy into s t i m u l a t i n g creative effort
that is now put into c a t c h i n g violators
of rules, they wo uld d i s c a r d most of the
r u l e s •43
Reeder,
istration,

in d i s c u s s i n g d e m o c r a t i c

comments

school a d m i n ­

as follows:

In a d e m o c r a t i c type of s chool a dministration,
the sch ool off ici al conceives his d u t y to be
to serve as a le a d e r a m o n g his co-workers, not
as the ir dictator#
He s timulates the g r o u p to
w o r k c o o p e r a t i v e l y for the a c h i e ve men t of
common purposes. . . and this a bil i t y to w o r k
to get her is the essence of d e m o c r a c y # 44
4c

A l b e r t y says 0 that the modern d e m o c r a t i c
leader

(a) res pects

the p e r s ona lit ies

of those w i t h

4^ Melby, Ern est L . , " L e a d e rsh ip is R e l e a s e of
C r e a t i v i t y ”, S c h o o l E x e c u t i v e , LXVIII, (November, 1948)
p • 33 •
44

Reeder, W. G-., The Fun d a m e n tals of Public
Sc hoo l A d m i n i s t r a t i o n , Ne w York:
The M a c m i l l a n
Company, 1941.
p. 11.
45

Alberty, Harold, "A dmi n i s t r a t i v e L e a d e r s h i p
in the H i g h School", E d u c a t i o n a l Leadership, V, (April,
1948).
p. 433.

Ill
w h o m he w o rk s ,

(b)

group p l a n n i n g and

is skilled
action,

and

in the techniques
(c)

accepts

of

the croup's

decisions.
C a m p b e l l ^ ® points
pation

P ro blems

the p o i n t of beginning.

W o r k must be do n e in areas wh ere

Administrators
p ar t n e r s

4.

the f o l l o w i n g

of im mediate concern to teachers

d e c i s i o n s can make
3.

partici­

obtain:

should be
2.

if t eacher

in p l a n n i n g is to be secured,

conditions must
1.

out that

teacher

a difference.

are to w o r k wi t h teachers

as

in a common enterprise.

Any p r o g r a m is to be kept fl e xi b le so as to
meet the desires

of tho se w h o are wo r k i n g

on i t .
5.

D e c i s i o n s re a ch e d must be translated
action.

Here

administrators have

into

a cardin al

role.
6.

Considerable

autonomy

is to be granted an

ind i vi d ua l faculty.
7.

L e ad e r s need a ri ch b a ck g ro u nd
w i t h adults and

of a s s o c i a t i o n

youth of the community.

Campbell. R o l a n d F., "E ducational L e a d e r s h i p
in Gro up P l a n n in g ," E d u c a t i o n a l Admlnlstrat ion and
S u p e r v i s i o n . Vol. X X X I I (April, T § 4 6 ) . pp. 193^232.

1X 2
8.

Leaders mus t h a v e

impor tan t social ideas an d

ideals a n d see the s ig n i f i c a n c e of s chools

in

our culture.
These

same co ndi tio ns would,

of course,

to student p a r t i c i p a t i o n in planning.
such conditions,

a ppl y

In order to m e e t

it is n e c e s s a r y to take the p r o s p e c t i v e

a d m i n i s t r a t o r out of the college classroom,
h i m in a c o n t i n u i n g p r a c t i c a l situation.

and p lac e

Internship

provides h i m w i t h a s pec ial challenge to em p l o y his
s t a t u s - l e a d e r s h i p in such fu nctions
1,

He

as these;

47

leads the group in social o r i e n ta tio n and

in p l a n n i n g d e s i r a b l e

pr ogr am changes,

espec­

ially d u r i n g initial stages,
2,

He p a r t i c i p a t e s

in such p l a n n i n g and act ion

as one of the group,
3,

He follows
his

c o o p e r a t i v e l y the l e a d e r s h i p of

colleag ues when t h e y emerge as leaders,

4,

He sti mu lat es

them to r e n e w e d g r o u p activity,

5,

He

the effects of the g r o u p ’s

interp ret s

efforts

to the faculty,

students,

and me m b e r s

of the community.
6,

He an al y z e s

the q ua l i t y of g r o u p d y n a m i c s

and

h u m a n r e l a t i o n s h i p s w h i c h consti tut e the
47

Faunce, R o l a n d C«, and N elson L, Bossing,
D e v e l o p i n g the Core C u r r i c u l u m , N ew York: Prentice-Hall,
Inc,, 1951
p. 206,

113
m a t r i x of p r o g r a m change,
7,

He expedites

the plans that he and the f a c u l t y

an d the students develop,
Otto says

48

L e a d e r s h i p to be democratic, must abide by
certain assumptions an d principles.
In the
first place there mus t be a basic b e l i e f in
the g r e a t e r w i s d o m of the g r o u p than in any
one person. • . . t hor ou g h l y d e m o c r a t i c m et h o d s
i m prove e f f i c i e n c y because they instil p u r p o s e ­
f u l activity, greater Individual c o m p r e h e n s i o n
of the problems, and greater p e r s o n a l concern
for the success of the plans a g r e e d upon b y the
group.
The feel for this ki nd of e d u c a t i o n a l a d m i n i s ­
tr ati on can only be d e v e l o p e d in an e n v i r o n m e n t w h i c h
is s i g n i f i c a n t l y realistic.

In t e r n s h i p e x p e r i enc es

m a y p ro v i d e ex actly the lea rn i n g conditions w h i c h
pr omo te r a p i d and de sir a b l e g rowth of the

intern

to w a r d com petent d e m o c r a t i c l e a d e r s h i p In his p r o f e s ­
sional r e l a t i o n s h i p s w i t h school e mpl oyees and
students*
D.

I n t e r n s h i p , to be of m a x i m u m value to the i n t e r n ,
re quires his readiness

in the areas

of ge ner al and

professional education.

The a s s u m p t i o n h e r e is that the intern should
48

Otto, H e n r y J., E l e m e n t a r y Sc h o o l Org a n i z a t i o n
and Ad m i n i s t r a t i o n , New York: D. A p p l e t o n - C e n t u r y Company,
1944.
p. 300.

114
possess,

p r i o r to internship,

and p r o f e s s i o n a l knowledge,

some br e a d t h of ge ner al

and some edu ca t i o n

t h e o r y and pra c t i c e of a d m i n is tra tio n.

in the

The r e a d i n e s s

concept also implies c o n d i t i o n i n g of attitudes,
the pre sen ce of felt needs

a nd

on the part of the learner.

General E d u c a t i o n
A ge neral ed ucation pro g r a m s hou ld he d e s i g n e d
to m e e t the per son al and social needs

of all students,

r e g a rd les s of the vo cat i o n a l intent of such students.
An e d u c a t e d person has,
m a s t e r y of the tools
appreciation

a mon g o the r things,

of l e a r n i n g and some f u n d a m e n t a l

of the Humani tie s,

S ocial Studies,

some

as these r elate

the Sciences,

and the

to mo der n living.

The

b r e a d t h a nd d e p t h of an individual's u n d e r s t a n d i n g of
h u m a n be ing s and of e n v i r o n m e n t a l factors and forces
are p r o b a b l y co n d i t i o n e d less by p r e s c r i b e d lists of
courses

than by the liberal spirit in w h i c h he has

been taught.

Per so n a l attitudes and feelings b a s e d

upon so ci a l l y acc ept a b l e m o r a l values are quite as
important as aca dem ic knowledge.
The student needs a general e duc ati on to f a c i l ­
itate his g r e a t e r eff ec t i v e n e s s and h a p p i n e s s as a
citizen in a d e m o c r a t i c society,

as we ll as to give

h i m a b e t t e r u n d e r s t a n d i n g of the cor rel a t i o n s h i p s

b e t w e e n p r o f e s s i o n a l tra i n i n g and the cul ture in w h i c h
he lives.

As the student ma tu r e s he is b e t t e r able to

think int e l l i g e n t l y and critically,
and to d i s c r i m i n a t e

to d i s c e r n r ele v a n c e

in v a l u e s - - w h i c h suggests

g e n e r a l edu cation should more

that

or less p a r a l l e l the

p r o f e s s i o n a l pro gra m f r o m the b e g i n n i n g to the end of
f o r m a l h i g h e r education*
The exact

type and amount of ge neral e d u c ati on

sh o u l d d e p e n d upon the individual s tud ent *s p e r s o n a l i t y
and cul tur al background.
ligent use of testing,

More e x t e n s i v e and i n t e l ­

c o u n s e l i n g a nd guida nce

services

w o u l d give more accurate clues as to w hat is m o s t
n e e d e d by a p a r t i c u l a r student at a p a r t i c u l a r time-but

only a more flexible c u r r i c u l u m than n ow exists

w o u l d en able colleges to i m p l e m e n t s uch an i n d i v i d u a l ­
ized program.

W h a t pr ob a b l y is n e e d e d is

co m p a r t m e n t a l i z a t i o n of subject matter,
focus

(a) less

(b) a clearer

of i n t e gra ted k n o w l e d g e f r o m the various d i s c i p ­

lines upon the persistent pro ble ms
social living,

and

of p e r s o n a l an d

(c) a g r e a t e r e mphasis upon the

d e v e l o p m e n t of per s o n a l i t y as it rel ates

to the common

welfare.
In a ny case,

the intern is in no p o s i t i o n to

p r o p e r l y r ela te his p rof e s s i o n a l k n o w l e d g e a n d s p e c i a l ­
i z e d t e c h n i c a l abilities to the tasks at hand,

unless

116
he po s se s se s so me b r e a d t h of g e n e r a l ed ucation.
General Professional Preparation
In ad dition to g en e r a l ed ucation,
should have,

p r io r to.in t er n sh i p,

sional p r e p a r a t i o n
This

involves

lea rning experi en c es

1.

of education

area of g en eral p r o f e s s i o n a l p r e p a r a t i o n

The re c on s t r u c t i o n
fu nctions

in:

of the p u r p o s e s

of e du c at i on

d e m o c r at i c
2.

intern

adequate p r o f e s ­

in the broad field

itself.

the

and

in a changing,

society.

The ut i l i z a t i o n

and

improvement

of p e rs o n a l -

s o c i a l - p h y s i c a l c om m un i ty resources.
3.

4.

M o de r n concepts

and p ra c t i c e s

In h u ma n

and

development

(including guidance

The

co operative p l an n in g and ev a l u a t i o n

growth

services).
of

e d u c a t i o n a l services.
5.

P e r s o n a l - s o c i a l - o r g a n i z a t i o n a l r e l a t io n sh i ps .

6.

Con tent,

materials

and m e t h o d o l o g y

of

c u r r i c u l u m and instruction.
T ra d i t i o n a l l y ,
of the stage

Item si x has

in prog rams

learning experi en c es

occupied

the

of teacher education,

concerned w i t h the

items have b e en c om p a r a t i v e l y meager.

center
and

other five
This

is of

importance here be c au s e most a dm i ni s tr a to r s have first
bee n trained as teachers,

and h av e had

some t ea ching

117
e xp e r i e n c e be f or e
indeed

going in to ad m in i stration.

is the p r o s p ec t iv e

r ec e iv e d his

Fortunate

a d m i n i s t r a t o r w h o has

g e n e r a l p r o f e s s i o n a l e du c at i on

in a

college whose te a ch e r ed uc a t i o n p r o g r a m reflects
influences

of organismic p sy c ho l og y ,

of e x p e r i m en t al i sm ,
educational

and the

leadership.

the

the philosophy

techniques

of democratic

Readiness for

internship in

the special i ze d p r o f e s s i o n

of e d u c at i on a l a dm i ni s tr a ti o n

p re s up p os e s some b r e a d t h and d e pt h of learning
e xperiences

in general p r o f e s s i o n a l p r e p a r a t i o n for

teaching.
Adm i nl s tr a t ive K n o w l e d g e

and Ab ility

In addition to g e ne r al ed ucation
e du c ation of a broad nature,
prior to internship,
in the field
e xperiences

the

intern

and profes s io n al
should have,

some s p ec i al knowledge

of e d u c a t i o n a l a d m i n i st r at i on .

and

ability

Learni n g

in this s p e c i a l area might w e ll be conc erned

d ir ectly with:
1.

A d m i n i s t r a t i v e p e r s o n n e l re l at i on s hi p s w i t h
students,

staff, bo a rd

of education,

and

community.
2.

S u p e r v i s i o n and

3.

Administration

improvement

of In struction.

of student a ct i vi t ie s

st udent v/elfare.

and

118
4*

Planning,

ad just m e n t an d e v a l u ati on of s c h o o l

organization*
5.

A d m i n i s t r a t i o n of budgeting,

finance,

business

an d office practices*
6*

A d m i n i s t e r i n g the s cho ol plant*
As the p r o s pec tiv e a d m i n i s t r a t o r gains k n o w l e d g e

(through acade mic

study)

of the na tur e and th e o r y of

a d m i n i s t r a t i o n in such cat ego rie s as those li ste d above
-- and as he is g u i d e d to use d i r e c t e x p e r i e n c e
observation,
solving,

fi el d trips,

etc.)

(through

p a r t i c i p a t i o n in g r o u p p r o b l e m

to make this

th e o r y more m e a n i n g f u l to

h i m — h e ap pro ach es a point of re adi n e s s w h i c h insures
the m a x i m u m value of the i n t e r n s h i p to h i m in his
p r o f e s s i o n a l p r e p a r a t i o n for e d u c a t i o n a l adminis tra tio n*
At tit u d e s

Contribute to Readine ss

Re adi nes s for in t e r n s h i p involves not

only

ad equ ate a cademic b a c k g r o u n d a nd a d egree of c omp ete nce
in c o m m u nic ati ons and h u m a n relations,
pe rs o n a l

but also such

ch ara cte ris tic s as g o o d health,

stable emotions,

and a c c e p t a b l e social ha bits w h i c h affect a person's
at titudes t o w a r d a given l e a r n i n g experience*
and e n t h u s i a s m for the job — eag erness

Relish

to explore and

try o u t — these are attributes w h i c h r eflect p e r s o n a l i t y
as we ll as pro f e s s i o n a l preparati on*

T h e y are

c o n d i t i o n e d not

only by the c har act er and q u a l i f i c a t i o n s

of the student himself,
impact of his te ach ers
Those somewhat

but also by the p e r s o n a l i t y
and associates.

intangible qualities w h i c h

ch ara cte riz e what m i g h t be loosely d e f i n e d as "good
t e a c h i n g ” can affect the student's attitudes more

than

can any amount of aca d e m i c study or experience in the
field.

Persons r e s p o n s i b l e for the student's p r o f e s ­

sional p r e p a r a t i o n p r o g r a m s hou ld give mor e a t t e n t i o n
to his g r o w t h in the for m u l a t i o n and express ion of
d e s i r a b l e attitudes,
fears,

b y h e l p i n g the student to ove r c o m e

to h a v e c o n f i d e n c e in himself,

will to learn.

D e s i r a b l e attitudes,

d e s c r i b e d or measured,
student

are important.

and to h a v e the
while not ea s i l y
W i t h o u t th em a

is not r ead y for enrichment experiences of a

pr o f e s s i o n a l nature

in internship.
4.0

Ch arlotte W. J u n g e ^ p o i n t s

to a n umb er of

ge ner al i z a t i o n s w h i c h hav e eme r g e d f r o m r ese a r c h
r e g a r d i n g readiness:
1.

There is no s h a r p di s t i n c t i o n b etween re adi nes s
and lack of r eadiness.

The gro wth process is

g r a d u a l — one stage merges i m p e r c e p t i b l y into
the next.
49

E d u c a t o r s w ill und ers t a n d the

Junge, C h a r l o t t e W., "Readiness fo r St ude nt
Teaching", f r o m Off-Cam pus Student T e a c h i n g , (30th Y e a r ­
book, A s s o c i a t i o n for S tud ent T e a c h i n g ), Lock Haven,
P e nnsylvania: c/o State Teachers College. 19R2- rm-sn_-*o

l e a r n i n g p rocess m u c h b e t t e r if they think of
in div idu als b e i n g more or less ready,
than r e a d y or unready.

rather

The re are deg ree s of

readiness•
2.

Readiness

is an i n d i vi dua l matter.

ness pr ogr am s

. . .

readi­

should vary w i t h the needs of

the students.
3.

R e a d i nes s

is not

s o m e t h i n g to wait for.

It

can d e f i n i t e l y be p r e p a r e d for.
4.

A b r o a d p r e p a r a t o r y p r o g r a m is more s u c c e s s f u l
than n a r r o w techniques

5.

in d e v e l o p i n g readiness.

The p r o b l e m of cr eat ing readiness depends
upon a v a r i e t y of b o t h gr o u p and i ndividual
e x p e r ien ces w h i c h are bot h a ppr opr iat e and
s a t i s f y i n g and w h i c h lend t o w a r d fee lin gs of
a d e q u a c y and security.
An e x a m i n a t i o n of these g e n e r a l i z a t i o n s

pr evious d i s c u s s i o n leads
internship,

to the concl usi on that

to be of m a x i m u m value

require his rea din ess
f e s s i o n a l education,

to the intern,

(a)
does

in the areas of general and p r o ­
and

(b) more a tte nti on should be

pa id to this re adi nes s f a c t o r in terms
student and the time and type of his
assignment.

and the

of the individual
in ter n s h i p

121
£•

I n t e r n s h i p s u b s t a n t i a l l y Improves

the q u a l i t y of

the total p r e p a r a t o r y pr o g r a m by p r o v i d i n g I n d i ­
v i d u a l i z e d I nst ruc tio n and f l e x i b i l i t y in c ont ent
and m e t h o d to m e e t the pe cul iar interests and
needs

of the I n d i v i d u a l t r a i n e e *

The c onflict b e t w e e n s t a n d a r d i z a t i o n a n d i n d i ­
v i d u a l i z a t i o n in p r e p a r a t o r y programs for e d u c a t i o n a l
ad m i n i s t r a t i o n has not yet been resolved.

T w e n t y years

ago some edu cators were d e c r y i n g the lack of s t a n d a r d ­
ization a m o n g s u c h programs.

U l l r i c h ® ° s u g g e s t e d that

courses be s t a n d a r d i z e d in n u m b e r and variety,
compare w i t h offerings
Perhaps

to

in schools of law and med icine.

it is f o r t u n a t e that programs h a v e n o t been

standardized,
in dir ect

since the t ren d of t h i n k i n g now a d a y s

op pos i t i o n to st andardization,

is

and s t r o n g l y

in f a v o r of indiv idu ali zat ion .
But even

twenty years ago educators w e r e not

in a c c o r d on this

subject.

K i l p a t r i c k 51 w rot e b o l d l y

5® Ullrich, P. H., "Colleges Make B i g Strides
in School A d m i n i s t r a t o r Training", The N a t i o n ' s Schools,
XI, A p r i l 1933,
p. 43.
51

Kilpatrick, W i l l i a m H., "A R e c o n s t r u c t e d
Th eory of the E d u c a t i v e Process", Te achers C o l l e g e Re c o r d
XX XII (March 1931) N e w York: The B u r e a u of Publication,
Teachers College, Co lum b i a University,
pp. 556-558.

122
in f a v o r of i n d i v i d u a l i z a t i o n a nd his words,

as a p p l i e d

to the d e s i r a b i l i t y of an e x p e r i e n c e - c e n t e r e d c urriculum,
r e a c h us t h r o u g h the years w i t h r e m a r k a b l e f r e s h n e s s
an d vigor:
• . . the c u r r i c u l u m seems bes t c o n c e i v e d as
the s u c c e s s i o n of e d u c a t i v e exp eri enc es c o n ­
s i d e r e d w i t h r e f e r e n c e to the a c c u m u l a t i n g
ef f e c t • . . • this a c c u m u l a t i n g effect m a y
be t h o u g h t of ei t h e r as g r o w i n g p e r s o n a l i t y
or as i n c r e a s i n g p o w e r a n d control.
Bot h are
ne eded; e a c h f u l f i l l s the other. . • • the
unit el em e n t of the c u r r i c u l u m is not fact
or skill, but a n o v e l l y d e v e l o p i n g life e x ­
pe rie n c e . . . . the l e a r n i n g pro ces s Is
e s s e n t i a l l y a g r a p p l i n g w i t h the n o v e l l y
d e v e l o p i n g d i f f i c u l t i e s of the sit ua t i o n
. . . .
sub jec t m a t t e r ceases to be th o u g h t
of as n a m e d in adv anc e of the situation.
S t u d y is the a t t a c k u pon the situation, a n d
what is l e a r n e d is l e a r n e d as and b eca use
it is n e e d e d f or the con t r o l of the situation.
S u b j e c t m a t t e r is thus I n t r i n s i c and i n h e r e n t
. . . .
wh at we seek, then is not an e d u c a t i o n
w h i c h confirms our ideas and our ways in those
u n d e r our care, but s uch a s e l f - d i r e c t i o n in
all as m e a n s the e v e r - w i d e n i n g and d e e p e n i n g
s e a r c h fo r t r u e r insight and the e v e r g r o w i n g
w i l l to d i r e c t life a c c o r d i n g l y w i t h s e n s i t i v e
r e g a r d to all concerned.
Our c rit e r i o n is the
w e l f a r e of the w h o l e (person) e v e r g r o w i n g in
w h o l e s o m e r e l a t i o n s w i t h all others.
Nevertheless,

It m i g h t w e l l be a r g u e d that a

ce rta in am o u n t of s t a n d a r d i z a t i o n is a p e c u l i a r a n d
desirable characteristic
b a s i c p r i n c i ple s,

of a ny p r o f e s s i o n — there b e i n g

k n o w l e d g e and skills w h i c h s h o u l d be

l e a r n e d b y all c and ida tes f o r t h e i r s u c c e s s f u l p r a c t i c e
in the field.

The

c o n c l u s i o n that s t a n d a r d i z a t i o n to

the d e g r e e of a g r e e i n g on

purposes,

principles,

and

123
areas or p r e p a r a t i o n w o u l d re s u l t
of p r o f e s s i o n a l prepar ati on,

in a h i g h e r q ual i t y

m i g h t be justifi ed.

standardization might well provide

Such

the f r a m e w o r k w i t h i n

w h i c h i n d i v i d u a l i z e d i n s t r u c t i o n w o u l d be m o s t e f f e c ­
t i v e — p a r t i c u l a r l y at the p r e s e r v i c e level.
On the o t h e r hand,

it is d i f f i c u l t

to d i s a g r e e

e n t i r e l y w i t h those who f a v o r a m o r e c o m p l e t e l y
d i f f e r e n t i a t e d an d i n d i v i d u a l i z e d pr ogr am.
r e por ts

Riso®^

one de an of a g rad uat e s cho ol as r e s p o n d i n g

to a q u e s t i o n c o n c e r n i n g s t a n d a r d i z a t i o n in these words:
If a u n i v e r s i t y is t r y i n g to s t u d y e a c h of its
s t ud e n t s as an i n d i v i d u a l p e r s o n a l i t y a n d is
t r y i n g to d e v e l o p not one t h o u s a n d p r o s p e c t i v e
a d m i n i s t r a t o r s all of w h o m are f a i t h f u l copies
of a s t a n d a r d model, but is t r y i n g to p r o d u c e
one t h o u s a n d school a d m i n i s t r a t o r s e a c h of w h o m
Is unique, it is then obvious that a course in
m e t h o d s m a y be p r e c i s e l y the t h i n g n e e d e d to
d e v e l o p a p a r t i c u l a r man or w o m a n f o r a s c h o o l
a d m i n i s t r a t i o n job and the same course in m e t h o d s
m a y be p r e c i s e l y the sort of t h i n g w h i c h is n o t
n e e d e d at all for a n o t h e r student.
Under such a
concept of the p r o p e r m e t h o d of t r a i n i n g p r o s ­
p e c t i v e s c h o o l a d m i n i s t r a t o r s , It is r i d i c u l o u s
to a ttempt to r a n k a va r i e t y of courses. . . .
This
members

l a t t e r p o i n t of v i e w was also h e l d by

of the 1947 E n d i c o t t C o n f e r e n c e ^ w h o p o i n t e d
52

Riso,

S i s t e r M a r y Karen,

o £ c i t . p. 236.

Marshal l, J. E., (editor) D e v e l o p i n g L eaders
fo r E d u c a t i o n , A r e p o r t of the W o r k - C o n f e r e n c e of
P r o f es sor s of E d u c a t i o n a l A d m i n i s t r a t i o n at En dic o t t ,
N e w York, 1947.
p. 47.

124
out t h at

it w a s

specific

courses

use.

not po s sible

to d e v e l o p

and e xp e r i e n c e s

a list

for every

of

co l l e g e

to

H o w e v e r , th e C o n f e r e n c e did set f o r t h the f o l l o w ­

ing m a j o r ca t e go r i e s

or areas w h i c h s h o u l d be

incl uded

in the t ot a l t r a i n i n g program:
1.

Broad general education

including

of h u ma n g r o w t h and d e v e l o p m e n t ,
l e g a l aspects,

economics,

a knowledge
s o c i a l and

effective

speaking

and wr i ti n g.
2.

5.

P r o f e s s i o n a l co u rs e s

in p h i l o s o p h y

and

psychology

of education.

Competence

in c u r r i c u l u m o r g a n i z a t i o n ,

d e v e l o pm e nt ,

and evaluat i on .

4.

S ki l l

of r e s e a r c h

5.

S p e c i f i c t r a i n i n g in e d u c a t i o n a l a d m i n i s t r a t i o n ,

in use

t e c h n i qu e s.

i n c l u d i n g the role of the

administrator,

to use d em o cr a ti c p r o c e d u r e s
and

competence

a b il i ty

in a d m i n i s t r a t i o n ,

in a d m i n i s t r a t i v e

s kills and

techniques•
While
b ee n

comparatively

a cc o m p l i s h e d by way of e s t a b l i s h i n g

degree

of s t an d ar d i z a t i o n ,

is e m er g i n g
ness

it is true that

in v a rious

little has

a desirable

it is a l s o t r u e that t h e r e

in s titutions a g r e a t e r

of the need for an i n d i v i d u a l i z e d type

t ai l or e d t o the p e r s o n a l needs,

in t er e st s

conscious­

of i n s t r u c t i o n

and a b il i ti e s

125
of the trainee.

This

e x p r e s s i o n in pr og r a m s

t r e n d has f o u n d one m e d i u m of
of internship.

The a s s u m p t i o n that a fle xible,
ty pe

of p r o g r a m is d e s i r a b l e assumes,

m o r e b a s i c p r e m i s e s that
t h a t one l ear ns w i t h i n
experiences

rather

in turn,

the

lea rn d i f f e ren tly ;

a m a t r i x of s i t u a t i o n s and

than t h r o u g h the c u m u l a t i o n of

d i s c r e t e ex p e r i e n c e s ;
meaningful

individuals

individualized

a n d that e x p e r i e n c e bec ome s

as the l e a r n e r brings

to a giv en s i t u a t i o n

c e r t a i n p r e v i o u s l y a c q u i r e d co ncepts
w h i c h ena b l e h i m to analyze,

and p e r c e p t i o n s

interpret,

and to some

e x t e n t c o n t r o l the new s ituation.
The

c h a r a c t e r of the l e a r n i n g p r o c e s s

have a direct
Haldane^

should

effect upon i n s t r u c t i o n a l p roc edu re.

said,

. . . .
an o r g a n i s m and its e n v i r o n m e n t are
one, just as the parts a n d a c t i v i t i e s of the
o r g a n i s m are one, in the sense that t h o u g h
we can d i s t i n g u i s h them, we cannot sep a r a t e
t h e m unaltered, a n d c o n s e q u e n t l y ca nnot u n d e r ­
s t a n d or i n v e s t i g a t e one a part f r o m the rest.
Traditional

instructional practices may have

pl a c e d too m u c h e mph asi s upon the o r g a n i s m
and too l ittle upon the e n v i r o n m e n t

(learner)

(external l e a r n i n g

s i t u a t i o n ).

Haven,

Ha lda ne, J. S.,
Conn.: Yal e Press,

O r g a n i s m and E n v i r o n m e n t , N e w
1917.
p. 99.

126
Psychologists have made
about the l e a r n i n g process,

importa nt d i s c o v e r i e s

but these d i s c o v e r i e s

slow in b e i n g r e f l e c t e d in m e t h o d s

are

of tea ching*

Gates s a i d , ® ®
L e a r n i n g m a y be d e f i n e d as the p r o g r e s s i v e
change in b e h a v i o r w h i c h is associ ate d, on
the one hand, w i t h s u c c e s s i v e p r e s e n t a t i o n s
of a situation, a n d on the other, w i t h r e ­
p e a t e d ef for ts of the i n d i v i d u a l to r e a c h
to it e ff e c t i v e l y .
L e a r n i n g m a y a lso be
t hou ght of as the a c q u i s i t i o n of ways of
s a t i s f y i n g m o t i v e s or of a t t a i n i n g goals.
L e a r n i n g is a change
from reconstruction
Experience
learning)

or e n r i c h m e n t

involves

"experiences"

s u c h i n t e l l e c t u a l or c ogn iti ve
judging,

(i.e.

fo r some consci ous

P urpose

it must

or u n c o n s c i o u s

As

to m o d i f y a sit ua t i o n
purpose) he learns*

w h i c h is an i n d i v i d u a l

cannot always be i m p o s e d di rectly;

usu all y come f r o m w i t h i n the individual.

develops
an d his

and re aso nin g.

endeavors

The k e y to l e a r n i n g is purpose,
matter*

of ex p e r i e n c e .

(in the e d u c a t i o n a l sense of consci ous

elements as thinking,
one

in b e h a v i o r r e s u l t i n g

It

as a r e s u l t of i n t e r a c t i o n b e t w e e n a p e r s o n
e n v i r o nme nt.

S i n c e no two p er s o n s

alike or h a v e e x a c t l y the same

environm ent ,

are e x a c t l y
it is

u n l i k e l y that they m i g h t b r i n g to a given p r o b l e m
55

Gates, A r t h u r I. (et al.), E d u c a t i o n a l
Ps ychology, N e w Y o r k s The M a c m i l l a n Company, 1942*
p. 299.

127
or s i t u a t i o n e x a c t l y the same purpose.
of l e a r n i n g o b v i o u s l y d e m a n d s
an d f l e x i b i l i t y in the

some

S u c h a c onc ept

individualization

i n s t r u c t i o n a l program.

The cl ea r e s t lesson f o r t e a c h i n g is that
i n s t r u c t i o n a l p r o c e d u r e s s h o u l d be so
a r r a n g e d that the l e a r n e r ’s eff ort s will,
or can, h a v e a h i g h d e g r e e of p u r p o s e f u l n e s s .
By e x e r t i n g some
en vironment,
aw are n e s s
situation,

c o n t r o l over his

it is p o s s i b l e to s t i m u l a t e

of his

lea r n i n g
the l e a r n e r ’s

i n a d e q u a c y in his r e l a t i o n s h i p to a

and to p r o m p t his d e s i r e to imp r o v e that

relationship.

C o n t r o l l i n g h is

e n v i r o n m e n t means

p l a c i n g h i m in a s i t u a t i o n w h e r e h e

is m ost

li k e l y to

m e e t an d r e c o g n i z e p r o b l e m s w h i c h are c h a l l e n g i n g to
him,

and to w h i c h hi s

can be b r o u g h t

pr ev i o u s

e x p e r i e n c e and insight

to b e a r w i t h a p r o m i s e of some deg ree

of s ati s f a c t i o n .

Direct experience

(as in int ern shi p)

is a d e s i r a b l e f e a t u r e of a c o n t r o l l e d l e a r n i n g
en vir onm ent .
W i t h awareness,
of past

e x p e r i e n c e thus

purpose,

and the p e r s p e c t i v e

establ ish ed,

re a d y for the fi nal ph ase

the l e a r n e r is

of the l e a r n i n g p r o c e s s -

p l a n n i n g and e x e c u t i n g a course of ac t i o n to b r i n g
about

a d e s i r e d state of affairs.

In a c c o m p l i s h i n g

this,

the l e a r n e r has at his d i s p o s a l his

own i nsi ght

F e a t h e r s t o n e , W i l l i a m B., A F u n c t i o n a l
C u r r i c u l u m f or Youth, N e w York: A m e r i c a n B o o k Company,
1950.
p7~2167

,

128
i m a g i n a t i o n and skill;
other associates;

the opinions

of his

te ac h e r s

and

and the w e a l t h of r e c o r d e d k n o w l e d g e

of others w h o h a v e h a d s imi lar experien ces .
This

c onc ep t of l e a r n i n g c e r t a i n l y d e m a n d s

that

p r o v i s i o n be made for dir ect e xpe ri e n c e a nd i n d i v i d u a l ­
ized i n s t r uc tio n.
p r ov i d e s

the di r e c t

Internship,
experience.

b y its very nature,
It m a y also p r o v i d e

the f l e x i b i l i t y of co ntent and m e t h o d r e q u i r e d to m e e t
I n d i v i d u a l nee ds and interests.
and con duc t

of the

Pr o p e r o r g a n i z a t i o n

I n t e r n s h i p p ro g r a m makes it p o s s i b l e

fo r s u p e r v i s o r s to guide the intern on an I n d i v i d u a l
basis,

a n d to vary w o r k ass i g n m e n t s and i n s t r u c t i o n a l

materials

and methods

to h e l p h i m solve,

to the m u t u a l

s a t i s f a c t i o n of h i m s e l f and those to w h o m he Is
responsible,

the pro ble ms

at hand.

C H A P T E R IV
A DESCRIPTION

OF E I G H T S E L E C T E D P R O G R A M S OF

I N T E R N S H I P IN E D U C A T I O N A L A D M I N I S T R A T I O N

T h e I n t e r n s h i p P r o g r a m at
B a l l St ate T e a c h e r s C o l l e g e ^
Ball State
degree)

program,

offers a f i f t h year
and

( m a s t e r 1s

a s i x t h y ear p r o g r a m In

educational administration.

Th e

si xth y e a r of

t r a i n i n g is a p r e r e q u i s i t e for s e c u r i n g a state
license as

a superintendent

Internship experiences
fifth

and s i x t h year

the bas is

or p e r m a n e n t p r i n c i p a l .

are p r o v i d e d at b o t h the

levels,

and are o r g a n i z e d

of f ull - t i m e w o r k f o r

During

the

spring term,

one q u a r t e r .
1952,

approximately

one h u n d r e d s t u d e n t s were e n r o l l e d as majors
sc hool a d m i n i s t r a t i o n .

Some

time s t u d e n t s ,

and

only three

to i n t e r n s h i p s

d u r i n g that

a p p r o x i m a t e l y eig hteen

on

In

of these were p a r t students were a s s i g n e d

quarter.

A total of

I n t e r n s have p a r t i c i p a t e d

the I n t e r n s h i p p r o g r a m to date.

Sev en

In

i n t e rn shi ps

^ D e s c r i b e d by Dr, John B. Baker, A s s o c i a t e
P r o f e s s o r In E d u c a t i o n a l A d m i n i s t r a t i o n , B a l l Sta te
Teachers College.

130
h a v e b e a n served

in the s u p e r l n t e n d e n c y , e l e v e n

in p r i n c i p a l s h i p s ,

and one

in the c o u n t y

superlntendency•
S i x different school-communities
h a v e b e e n used
but

one

in the

(locations)

i n t e r n s h i p p rog r a m .

lo cation is u s e d by any

one

Normally

intern.

The

c o o p e r a t i n g s c h o o l - c o m m u n i t i e s r e p r e s e n t c iti es
villages

of v a r y i n g sizes,

and

chosen f o r the e x c e l l e n c e

of t h e i r e d u c a t i o n a l p r o g r a m s and f o r their b r e a d t h
of o p p o r t u n i t y

in in ter n s h i p e x p e r i e n c e s under

local s u p e r v i s i o n of d e s i r a b l e qual i t y .
In t e r n s h i p s
in s u c h of f-c amp us

in the s u p e r i n t e n d e n c y are served
l o c a t i o n s as N e w Castle, R o c h e s t e r ,

R i c h m o n d and M u n c l e — all ex c e p t R o c h e s t e r b e i n g
w i t h i n a ra dius
Mu nci e,

Indiana.

of forty miles

of the

campus

in

Interns t r a i n i n g for p r i n c i p a l s h i p s

m a ke use of l abo ra t o r y s c h o o l f a c i l i t i e s

on the

ca mpu s to a c o n s i d e r a b l e extent.
The prospective Intern files a written
a p p l i c a t i o n f or a s s i g n m e n t to i n t e r ns hip .
a p p l i c a t i o n is made t o the h e a d
department

se ver al w e e k s

of the e d u c a t i o n

or mo n t h s p r i o r t o the

e x p e c t e d i nte rn s h i p s e r v i c e p e r i o d .
is a p p r o v e d or r e j e c t e d

This

l argely

The a p p l i c a t i o n

on the b a s i s

of

131
ju dgment

of m e m b e r s

of the c o l l e g e fa cu l t y , w h o take

Into c o n s i d e r a t i o n the a p p l i c a n t s
co lle ge record,

p r e v i o u s su cce ss,

and his req u e s t f or a p a r t i c u l a r

ass i g n m e n t •
P r i o r to the as s i g n m e n t ,
In t e r n has

a c o n f e r e n c e w i t h the

administrator,
he ha s at

th e p r o s p e c t i v e
local supervising

and d u r i n g t he q u a r t e r

least two c o n f e r e n c e s

co l l e g e a d v i s e r and the

of his

i n v o l v i n g b o t h his

local a d m i n i s t r a t o r w h o

d i r e c t l y s u p e r v i s e s his work.

The

Intern re ce i v e s

no salary, but may earn eight t e r m ho u r s
toward

i n t e rn shi p

of credit

an a d v a n c e d degree.
D u r i n g his t e r m of

internship,

the i nte rn

keeps a d a i l y a n e c d o t a l r e c o r d of ac t i v i t i e s , p r o b l e m s
and r e l a t e d theory.

He has c o n f e r e n c e s w i t h his

co l l e g e a d v i s e r as nee ded ,
g e t - t o g e t h e r s w i t h o the r

and takes p a r t

Interns

in in fo r m a l

and f a c u l t y m e m b e r s

u p o n occasion.
T h e col l e g e adv i s e r w o r k s
lo cal a d m i n i s t r a t o r
to t h e
and

in h e l p i n g the

job s i t u a t i o n ,

intern a dju st

as w e l l as w o r k i n g t o m a i n t a i n

Improve r e l a t i o n s b e t w e e n the

local school.

c l o s e l y w i t h the

col lege and t he

132
In an I n t e r v i e w w i t h t he w r i t e r

(August 25,

1952) Dr# B a k e r c o m m e n t e d u pon the B all St ate
I n t e r n s h i p p r o g r a m as fol lows:
1# T he r e a c t i o n s f r o m students as to the
va l u e s of t h e i r I n t e r n s h i p e xpe rie nce s h a v e
b e e n u n i f o r m l y fa v o r a b l e .
A l l s e e m to c o n s i d e r
I n t e r n s h i p to be of more v a l u e than m u c h of
t h e i r r e g u l a r course work.
2. Th e i n t e r n s h i p p r o g r a m is of value to
c o l l e g e p r o f e s s o r s , w h o h a v e w i d e r c ont act s
w i t h p r a c t i c i n g a d m i n i s t r a t o r s as a result
of the pr og ram .
3. The i n t e r n s h i p p r o g r a m gives the local
s u p e r i n t e n d e n t a gr eater sense of r e s p o n s i b i l i t y
to the p r o f e s s i o n , and a b r o a d e r p e r s p e c t i v e ,
since h e a c t u a l l y takes a h a n d In h e l p i n g to
p r e p a r e you ng ed uca t o r s for a d m i n i s t r a t i v e
positions.
A v a l u a b l e b y - p r o d u c t of t h e p r o g r a m
is that it draws the s u p e r i n t e n d e n t Into more
p r o f e s s i o n a l a c t i v i t i e s , and Is b e n e f i c i a l
f r o m the pu bli c r ela t i o n s st and poi nt of b o t h
the l o c a l s c h o o l and the college.
4. I n t e r n s h i p Is a way to raise the level of
the p r o f e s s i o n .
It w i l l cause many p r a c t i c i n g
a d m i n i s t r a t o r s t o b e aware of (and do s o m e t h i n g
about) the t r a i n i n g p r o b l e m s of the p r o f e s s i o n .
The close t ie- up of Int erns hip e x p e r i e n c e s in
the f iel d w i t h the i n s t r u c t i o n a l and r e s e a r c h
p r o g r a m s on the campus is most des ira ble .
At w o - w a y c h a n n e l of c o m m u n i c a t i o n b e t w e e n the
field p r a c t i t i o n e r and the c olle ge p r o f e s s o r
creates an a v e n u e to be t t e r service and Im pr o v e d
relationships•
5. The B a l l State p r o g r a m seems to be g a i n i n g
some m o m e n t u m and strength.
F o u r or f i v e In ter ns
pe r t e r m seems b e t t e r in our s i t u a t i o n t h a n
w o u l d a larger number.
I b e l i e v e we w o u l d like
to h ave some internsh ip periods of longer t h a n
one q u a r t e r (twelve w e e k s ) .
W e are w o r k i n g to
st r e n g t h e n our e v a l u a t i o n pr oce dure .
Superintendents

133
in the a r e a h a v e b e e n invited in for c o n f e r e n c e s
r e l a t i n g t o what t h e college is d o i n g and e x p e c t i n g
in the i nte rns hip p rogram*
6. At presen t, the intern has to p a y h i s own
expenses*
This a r r a n g eme nt may be subject to
c h ang e in the future.
Also, we h a v e a p r o b l e m
in s e t t i n g up an improved s e m i n a r p r o g r a m for
interns, and perhaps more v i s i t a t i o n on the
pa rt of the college adviser*
7. The i nte rns hip p r o g r a m is h e r e to stay*
T h e r e is a p o s s i b i l i t y that a coo per ati ve p r o g r a m
of a r e g i o n a l or sta te- w i d e nature might be w o r k e d
out t o g e t h e r w i t h the other institu tio ns of
g r a d u a t e t r a i n i n g in Indiana*
The I n t e r n s h i p P r o g r a m at N e w Y o r k U n i v e r s i t y ^
Ne w Y o r k U n i v e r s i t y

offers b o t h the

and do ct o r * s degree programs
tion*

master* s

in e d u c a t i o n a l a d m i n i s t r a ­

I n t e r n s h i p e xperiences are pr ovided d u r i n g

the fifth,

si xth or s e v e n t h year

of pr epa rat ion *

Interns hip

in the college p r o f e s s o r s h i p is also

offered at the p o s t - d o c t o r a l level.
D u r i n g the s p r i n g t e r m of 1952,

approximately

one h u n d r e d forty s c h o o l a d m i n i s t r a t i o n majors
we re e n r o l l e d

(some on a p a r t - t i m e basis)

In t e r n shi ps w e r e served.
i n t e r nsh ips

and five

F r o m three to eight

are n o r m a l l y served e a c h term,

and a

2 D e s c r i b e d b y Dr* W a l t e r A* A nder s o n , H e a d
of D e p a r t m e n t of A d m i n i s t r a t i o n and S u p e r vi sio n,
Sc hoo l of E d u c a t i o n , N e w Y o r k U n i v e r s i t y

134
total of about t w e n t y - f i v © I n t e r n s h i p s have be en
served since the b e g i n n i n g of the pro g r a m .
Internsh ips u s u a l l y r e q u i r e f u l l - t i m e w o r k for
semeste r or one sc hoo l year,

and a s e m i n a r p r o g r a m

is c o r r e l a t e d w i t h the f i e l d e x p e r ie nce .
the

one

Oc cas ion all y

in ter n may t a k e a limited amount of co urs e w o r k

d u r i n g t h e internship.
F i f t e e n or more d iff erent
b e e n used in the
location per
a rad ius

Mineola,

Internsh ip p r o g r a m — usu a l l y

intern.

T hes e

of f i f t y miles

sc h o o l systems

locations ha ve
one

locations are w i t h i n

of the u n i v e r s i t y a n d

of var iou s sizes s u c h as t h o s e

Manhase tt, B r o n x vil le,

include
In

and the N e w Lincoln

School.
C o o p e r a t i n g s c h o o l - c o m m u n i t i e s are chosen
largely on the basis
several k i n d s

of b r e a d t h of o p p o r t u n i t y f or

of int ern shi p ex p e r i e n c e s ,

and p r o f e s s i o n a l q ual iti es
and re q u e s t

of the

local ad min i s t r a t o r ,

local sc h o o l for

hours c red it per semester,
se me s t e r h o u r s

of the

is allowed.

the p e r s o n a l

interns.

Six

or a m a x i m u m of twelve
Som e Interns r ec e i v e a

sa lar y of $ 1 5 0 0 to $ 2 5 0 0 p e r year for t h e i r services,
w h i l e others receive
is involved.

a ssi gnm ent s w h e r e n o payment

135
D u r i n g the p a s t three years,

seven i nte rns hip s

have b e e n ser ved in the e l e m e n t a r y school p r i n c i p a l s h i p ,
three in the h i g h s c h o o l p r i n c l p a l s h i p ,
s u p e r lnt end enc y,

t w o in the

two w i t h the S c h o o l E x e c u t i v e

ma gazine, t w o in state survey w o r k ,

one w i t h a

s c hoo l a r c h i t e c t u r a l f irm , and s e v e r a l in college
professorships
satisfactory

of d i f f e r e n t t ypes.

The most

int ern shi p e x p e r i e n c e s inc lud e s u p e r v i s i n g

and inqproving instruction, w o r k i n g w i t h gr oup s of
lay

citizens, w ith gr o u p s

of students,

and c o n d u c t i n g

field res ear ch.
The u n i v e r s i t y s p o n s o r s w e e k l y seminar s for
Interns,
faculty

and

meetings

Intern h a s
adviser,

interns f r e q u e n t l y take pa rt in c ollege
and social g e t - t o g e t h e r s .

a series

Each

of c onf ere nce s w i t h his co llege

i ncl uding meetings p r i o r t o ass ign m e n t

as w e l l as du rin g th e

internship per iod .

has s i m i l a r conferences w i t h t h e

He also

local a d m i n i s t r a t o r

w h o d i r e c t l y super vis es his a cti vit ies .

Interns

are chosen on the basis of t h e i r needs for field
ex perience,

as w e l l as upon t h e i r qu ali f i c a t i o n s

for such service.
a c are ful r e c o r d

E a c h Intern

is r e q u i r e d to kee p

of his p r o f e s s i o n a l act ivi ty,

and

to p a r t i c i p a t e in a w r i t t e n e v a l u a t i o n of his wo rk.

1S6
The c o l l e g e adv ise r makes two or more visits to
confer w i t h the
during the

Intern and the

local a d m i n i s t r a t o r

in te rn s h i p pe riod.

In an i n t e r v i e w w i t h the w r i t e r

(August 24,

1952) Dr. A n d e r s o n c o m m e n t e d upon the N e w Y o r k
U n i v e r s i t y p r o g r a m of i nte rns hip as follows:
1. T h e i nte rns hip p r o g r a m is m a k i n g a w h o l e s o m e
impact upon the rest of the p r e p a r a t o r y p r o g r a m ,
by f o c u s i n g a t t e n t i o n upon the p r a c t i c a l p r o b l e m s
and sit uat ion s in the fi e l d .
2. The r e a c t i o n of interns to the p r o g r a m has
be en e n t i r e l y fav ora ble .
No a dverse c r i t i c i s m
of c o n s e q u e n c e has b e e n received.
3. In r e s p o n s e to re qu e s t s f r o m superi nte nde nts ,
N e w Y o r k U n i v e r s i t y is c o n s i d e r i n g a plan to
h e lp local a d m i n i s t r a t o r s train qua lified
p e r s o n n e l w i t h i n the local s y s t e m f o r a d m i n i s t r a ­
tive duties.
4. T he uni ver sit y Is m a k i n g use of the w i d e
v a r i e t y of o p p o r t u n i t y in the m e t r o p o l i t a n
ar ea of N e w Y o r k f o r I n t e r n s h i p experien ces
of m a n y d i f f e r e n t kinds.
This is a s t r e n g t h
to this p a r t i c u l a r program.
5. More a t t e n t i o n Is b e i n g given t o the need
for more adequate all otment of college funds
and p e r s o n n e l time to p r o p e r l y s upe r v i s e the
pr ogr am.
I nab ility to make p r o p e r advance
ar r a n g e m e n t s in some instances is b e i n g
overcome.
6. E v e n t u a l l y the p r o g r a m may serve ten to
f i f t e e n interns at a time.
A year seems t o be
a more desirable p e r i o d of time tha n one
semester.
It is p r o b a b l e that interns might
p r o f i t mo re f r o m e x p e r ien ces in several locations
than to spend all their time in one job situation.
A t t e n t i o n ne eds to be d i r e c t e d t o t h r e e - w a y

137
c o o p e r a t i v e p l a n n i n g and evaluat ion by the Intern,
the u n i v e r s i t y r e p r e s e n t a t i v e , and t he local
administrator•
7. T h e co llege adviser sh oul d be a t h o r o u g h l y
p r o f e s s i o n a l p e r s o n w h o has the welfare of
b o t h t h e Intern and the local s y s t e m at heart.
He should be e s p e c i a l l y competent In the fi eld
of h u m a n re l a t I o n s •
8. The p r o b l e m of as sum p t i o n of a d m i n is tra tiv e
r e s p o n s i b i l i t y by the intern solves itself.
If he Is a c t u a l l y e mployed by the local school
system, the r e s p o n s i b i l i t y is where it b e l o n g s .
9. O n-c a m p u s w o r k s h o p s in ed u c a t i o n a l leadership,
and more a t t e n t i o n to the techniques and p r a c t i c e s
of d e m o c r a t i c group p r o c e s s e s in the academic
fp r o g r a m mi g h t do m u c h to b r i n g some of the
/ inate va l u e s of Int ern shi p t r a i n i n g Into the
v campus pr ogram.
10. The int ern s h i p p r o g r a m Is b e n e f i t i n g
the u n i v e r s i t y in its r e l a t i o n s h i p s w i t h schools
In the a r e a served.
U n i v e r s i t y p e r s o n n e l learn
f r o m visits to local s c h o o l systems, and Interns
gi ve g o o d ser vic e w h i c h reflec ts credit up on
the t r a i n i n g institution.
11. I n t e rns hip fills the gap b e t w e e n academic
course w o r k and adm ini s t r a t i v e practice.
It
is g a i n i n g s t e a d i l y In I mpo rta nce and p o p u l ari ty.
More student s are r e q u e s t i n g internships each
year.
The d e v e l opm ent of di fferent types of
I n t e r n s h i p , and the re c o g n i t i o n of the b e n e f i t s
to be der ive d f r o m w o r k i n g w i t h lay committees,
are des ira ble ch ara cte ris tic s of future programs.

138
Th e I n t e r n s h i p P r o g r a m at Ohio State U n i v e r s i t y *^
Ohio S t a t e U n i v e r s i t y
and d o c t o r ’s deg r e e pr ogr a m s
ad min ist rat ion .
p r o g r a m Is

offers b o t h t h e master*s
In e d u c a t i o n a l

A unique feature

of the

In ter n s h i p

the o f f e r i n g of a b e g i n n i n g I n t e r n s h i p

at the p r e - m a s t e r ’s level
fu ll- t i m e w o r k for

(usually c o n s i s t i n g of

one quarter)

I n t e r n s h i p at the p r e - d o c t o r a t e

and an advanced
level

(consisting

of f u l l - t i m e w o r k far one semester or one year).
This p r o g r a m is
state, h a v i n g been

largely

In a d e v e l o p m e n t a l

in effect only about t wo years.

However, it has s erved ten or more
to offer an

interns

and seems

i n t e r e s t i n g pat t e r n f o r c ons ideration.

The f o l l o w i n g d e s c r i p t i o n Is a da p t e d f r o m du p l i c a t e d
m a t e r i a l r e l e a s e d b y the un i v e r s i t y in A ugu st,

1952.

In e d u c a t i o n a l a d m i n i s t r a t i o n as In many
other pro f e s s i o n s , the n e e d to combine good theory
and o p p o r tun ity to apply or p r a c t i c e that the ory
is a ppa r e n t In the p r e p a r a t i o n pro g r a m .
Internsh ip

Is one means

or ex per i e n c e

The

of e x t e n d i n g the a p p l i c a t i o n

aspect of the p r e p a r a t i o n p rog ram .

® D e s c r i b e d by Dr.
R o a l d F. Cam pbell, D i r e c t o r
of In ter nsh ips and P r o f e s s o r of Ed uca t i o n , Ohio State
University.

139
The Internship p r o g r a m s hould pro v i d e

the

p r o s p e c t i v e a d m i n i s t r a t o r w i t h an o p p o r t u n i t y to
observe su c c e s s f u l pr act ice , give h i m some a ct u a l
ex per ien ce

in p e r f o r m i n g

and permit

app ra i s a l of h o w w e l l these f u n c t i o n s

are perform ed.

administrative functions,

The p r i o r b a c k g r o u n d

should b e co nsi der ed
suggests that the

of ea ch student

in m a k i n g the assignment.

This

i n t e r n s h i p should be used as a

means of s u p p l e m e n t i n g o ther p r o f e s s i o n a l ex per ien ces .
Fo r

instance,

a person w i t h t e a c h i n g experien ce

l a rgely at the s e c o n d a r y

level might be pl a c e d

w i t h an ele men t a r y princi pal .
m u c h experi enc e in b u s i n e s s

Or,

a student w i t h

a d m i n i s t r a t i o n might

w i s h to work w i t h a c u r r i c u l u m d i r e c t o r or s upervisor.
Manifestly,

any e x t e n s i o n

p r o g r a m w i l l require close
un i v e r s i t y

of the internship

cooper ati on b e t w e e n the

and the pub lic schools.

w o u l d appear to b e an advantage,

Such cooperation

not o nly to the

Intern, but to the c o o p e r a t i n g in sti tut ion s as
well.

For

instance,

the p r o f e s s o r

in the ar ea of

sc hoo l a d m i n i s t r a t i o n w i l l p r o b a b l y be s t i m u l a t e d
to app raise his

courses as a r e s u l t of continuous

contact w i t h school pra cti ces
too, the ad min i s t r a t o r s

and p r o b l e m s .

Then,

in the public schools may

140
f i n d r e a s o n to ex ami ne

their c urre nt p r o f e s s i o n a l

p r a c t i c e s more critically.
Th e r e l a t i o n s h i p Implied in the I nte rn s h i p
p r o g r a m w i l l ope rat e only in an atmosphe re of m utu al
confidence

aid res pect.

Thus, the u n i v e r s i t y has the

o b li ga t i o n to use special care in the
professor

selection of the

or p r o f e s s o r s w h o are to assist

the p rogram.

F u r t h e rmo re,

only those

In s u p e r v isi ng

admini str ato rs

whose a cademic b a c k g r o u n d and a d m i n i s t r a t i v e ability
are cf h i g h qua lit y

should be used In the program.

In Ohio w h e r e there is a w ide range

of

a d m i n i s t r a t i v e pos iti ons a n d of a d m i n i s t r a t i v e
p r e p a r a t i o n there seems

to be need for Internsh ips

at the b e g i n n i n g and a dvanced levels.
B e g i n n i n g I n t e rns hip
The b e g i n n i n g I n t e r n s h i p is av ailable

only to

those peo p l e w h o have completed the b a c h e l o r ' s
and w h o h a v e had at

least one year of s u c c e s s f u l

t e a c h i n g experience.

Interns may be ass ign ed

the a ppr ova l of p er s o n s
su per in t e n d e n t s ,

concerned)

(with

to selecte d

e l e m e n t a r y or sec ond ary principa ls,

local exe cutive heads,
of I nstruction.

degree

or to superv iso rs

The assign men t

or directors

Is d e p e nd ent upon the

141
ex p e r i enc es

deemed most des ir a b l e

in the to tal

gr adu ate p r o g r a m of th e i n d i v i d u a l student.
T h e intern is ex pected to arrange his s che dul e
in s uch a m a n n e r that he ca n spend n o less than
f i f t e e n h o u r s per w e e k at t h e place

of h is assignm ent .

An effort should be made to give the
ra nge

of exper ien ce.

For instance,

intern a wi de
an

intern a s s i g n e d

to a s u p e r i n t e n d e n t

or e xec utive head s hou ld hav e,

among other things,

an opportunity to attend f a c u l t y

meetings,

group conferences,

sc hool b o a r d mee tings.

meetings

of citizens,

Five t e r m hours

and

of college

credit ma y be g r a n t e d for the b e g i n n i n g internship.
Si nce the
public

i nte rns hip is a joint p r o g r a m of the

schools and the university,

intern is a joint res pon sibi lit y.
a d m i n i s t r a t o r to w h o m the

s u p e r vi sio n of the
Th e local

Intern is assig ned s hould

be w i l l i n g to give frequent conferen ce time t o the
intern.

The p r o f e s s o r in the area of e d u c a t i o n a l

ad m i n i s t r a t i o n w i l l also visit the Intern on the job,
confer w i t h the

local a d m i ni str ato rs w i t h w h o m the

intern is w o r k i n g , hold confer enc es w i t h the

Intern

f o l l o w i n g s uch visits, and h o l d a w e e k l y con fer enc e
w i t h the group of interns.
de sir a b l e to h a v e

At times

it may be

other p r a c t i c i n g a d m i n i s t r a t o r s

142
and/or co ll e g e p r o f e s s o r s

assist w i t h this w eek ly

group confere nce .
The

Intern

Is e xpe c t e d to keep a dally

his i n t e r n s h i p experi enc e,

log of

and to make a w r i t t e n

ap pra isa l of t h e to tal e xper i e n c e at the end of
the quarter.

Co pies of these rep ort s are s ubm i t t e d

to the local s ponsor and to the uni ver s i t y supervisor.
S u c h r epo rts

are a part of the d a t a used in a p p r a i s i n g

the w o r k of the

Intern.

A d d i t i o n a l appraisal data Is

ha d f r o m the a d m i n i s t r a t o r w i t h w h o m the Intern has
worked, f r o m co nfe ren ces w i t h his college adviser,
and f r o m his p a r t i c i p a t i o n in the g r o u p con ferences.
Advanced Internship
The

ad vanced Internship is available

those p ers ons w h o have
and w h o h a v e h a d
teaching,

concerned)

co mpleted the m ast e r ' s de gree

at least three years

administration,

A s s i g n men ts

are made

of s u c c e s s f u l

or other school w o r k .

(with the approval of persons

to superi nte nde nts,

or other e d u c a t i o n a l

only to

leaders.

pr inc ipa ls,

superv iso rs,

The as sig nme nt s hould

re present an e x p e r i e n c e closely r ela ted to the p l a c e m e n t
desires of the student.
The I n t e r n s h i p Is a f ull - t i m e assignment for no
less than o ne -ha lf a school year.

The a ssi gnm ent Is

143
made w i t h the a ssu mpt ion that the Intern Is to h e
employed by the local board of edu cat ion as a r e g u l a r
staff member for the d ura t i o n
Thus,

in each case,

of the

assignment.

the school di str ict

co ncerned

needs to concur in the s e l e ct ion of the intern.
Possible po sit ion s w h i c h interns might fill are
those of admini str ati ve as sis tan t
and a cadet princl pal shl p.

The

to t he s upe rin t e n d e n t ,

intern should receive

no less than subsis ten ce s a l a r y and n e c e s s a r y t r a v e l
expense to and f r o m the universi ty.
should probably not be

This amount

less than $ 3 0 0 p e r month.

For this p r o g r a m five hours

of college

credit per

quarter may be granted.
Projects

or field

studies for w h i c h an

may take major r e s p o n s i b i l i t y
follows:

intern

include such items as

the c u r r i c u l u m de v e l o p m e n t p r o g r a m of a

p a r t i c u l a r school, the s c h o o l - c o m m u n i t y r e l a t i o n s
p r o g r a m of a school,
school,

the evaluati on p r o g r a m of a

the sc h o o l plant p r o g r a m of a sc h o o l district,

the e s t a b l i s h m e n t of a cumulative r e c o r d s y s t e m for a
s c h o o l district, etc.
S e v e r a l cr it e r i a are used to e v a l u a t e the w o r k
of the intern.

These

include

all w r i t t e n r e p o r t s

including the field study, p a r t i c i p a t i o n In conferences,
and reports f r o m adm ini str ato rs w i t h w h o m the I nte rn

144
has w o r k e d .

Willingness

of the sc hoo l district

e mploy the intern as a r e g u l a r s t a f f m emb er
leaders hip p o s i t i o n w o u l d , of course,

to

in a

be a s t r o n g

i n d i c a t i o n of s u c c e s s f u l internship.
A p p r a i s a l of the Intern shi p P r o g r a m
As the in ter nsh ip p r o g r a m Is extended,
a p p r a i s a l of It seems necess ary .

This a p p r a i s a l

s h o u l d s t e m f r o m the s pecific p u r p o s e s

of,

learnings e x p e c t e d from, the Internship.
list

cf t h e an t i c i p a t e d
1. A

careful

or the
A partial

learnings is shown be low :

r e a l chance to learn

in h u m a n r e l a t i o n s — w i t h parents,

about the

proble ms

students,

and

lay-

cltizens•
2. An o p p o r t u n i t y to und ers tan d

community

st ruc tur e and co mmunity fo r c e s - - t h e many groups and
their objectives,

the n e c e s s a r y contacts,

and the

press•
3* A
In s t r u m e n t s

p l a c e where legal r e q u i r e m e n t s ,
are seen in

assignment,

of the p e r s o n n e l f u n c t i o n

and supervision.

5. A r eal o p p o r tun ity t o exc hange experien ce
w i t h other

Interns.

and

actual use.

4. Some comprehension
selection,

forms,

In an

int erv iew w i t h the w r i t e r

(August 27,

1952) Dr* R* P. C a m p b e l l com me n t e d upon the Ohio S t a t e
p r o g r a m of int ern shi p as f ollows:
1.
The b e g i n n i n g internship seems t o meet the
needs h e r e in Ohio at the m a s t e r 1s level*
It
helps the student relate theory t o practice, and
p rov i d e s op p o r t u n i t y f o r f i e l d pra c t i c e to meet
the diverse re q u i r e m e n t s of a d m i n i s t r a t i v e
positions•
2* The r eac tio n of interns t o the p r o g r a m has
be en very favorable*
Local admini str ato rs have
ev ide n c e d their sat isf act ion w i t h the p r o g r a m by
th eir r e l u c t a n c e , In some Instances, to re le a s e
the interns f r o m their school systems*
3* The t r a i n i n g institution must assume the
major r e s p o n s i b i l i t y for r e l a t i n g internship
experien ces t o the total t rain ing program.
4* P r e s e n t p r o b l e m s Include sc hed u l i n g
d i f f i c u l t i e s and the fa ct that some local a d m i n i s ­
trators s e e m to be unable to del egate pro per
re s p o n sib ili ty to the intern*
5* The in ter n s h i p p r o g r a m is b e g i n n i n g t o have
an impact u p o n aca dem ic courses in the tra i n i n g
pr og r a m *
As u n i v e r s i t y instructors visit Interns
on the Job, t h e y are r e m i n d e d of p r a c t i c a l
situati ons and materials for class study and
s e m i n a r work.
6.
I nternships may step up individu al p r o m o t i o n s
by as m uch as ten years*
Co mpe t e n t pr inc ipa ls
may f i n d it e a s i e r to step into r e s p on sib le
s u p e r i n t e n d e n c i e s , b y means of the intern shi p
program*
7* F l e x i b i l i t y and e f f e c t ive nes s of i n t e r n s h i p
pr ogr ams might be Increased by state-wide
co o p e r ati on and the est ablishment of a central
office t h r o u g h w h i c h all internships would clear*
8* T h e r e are some kinds of learnin g found most
ea sil y in Intern shi ps w h i c h might well be b rou ght
Into the more f o r m a l i z e d campus program, in the

146
Interests of e c o n o m y and efficiency.
These
in clu de learnings in the are a of group techni que s
(using class and seminar g r o u p s ) , reviews of field
s u rve y fi ndi ngs , and class vis ita t i o n to local
sc hoo l s y s t e m s — w i t h t he res ult ant f ocu s of theory
upon actual job situations and problems.
9.
The internship p r o g r a m is d eve lo p i n g well,
aid is exp ec t e d to expand in the future.
Attention
is b e i n g given to the establ ish men t of procedures
for the s e l e c t i o n of students to enter internships;
the d e v e l o pme nt of more detailed procedures to
be f o l l o w e d by l o c a l a d m i n is tra tor s and u niv ers ity
r e p r e s e n t a t i v e s in the internship p rogram; and
formula tio n, w i t h t h e aid of the S c h o o l Co mmu n i t y
De v e l o p m e n t Study, of an a p p r a i s a l study of the
internship•
The In t e r n s h i p P r o g r a m at
Southern
The u n i v e r s i t y
to be kept
intern^

Illinois U n i v e r s i t y ^
s taf f has d efi n e d three c r i t e r i a

in mind throug hou t the p l a n n i n g of e a c h

program:

be exploited,

(1) the t e a c h i n g profession cannot

(2) the entire

internship p r o g r a m must

always be re ta i n e d at a r e s p e c t a b l e gradua te
pr ofi cie ncy , and

level of

(3) the a d m i n i s t r a t o r of the

c o o p e r a t i n g school must be able to justify the p r o g r a m
to his taxpayers.

Southern

Illinois U n i v e r s i t y w i l l

^ D e s c r i b e d by Neal, Charles D., “Int ern shi p
in T ea c h e r T r a i n ing *. E d u c a t I o n . 7 1:183-9, November,
1950.
A l s o res po n s e s to the sfcatus-survey
q u est i o n n a i r e su bmi tte d to Dr. N e a l (Director of
Te acher Trainin g, S o u t h e r n Illinois University)
September, 1952.

147
not con t r a c t w i t h any public s chool s y s t e m to supply
an Intern year after year in order that the p u b l i c
school s y s t e m ca n p e r m a n e n t l y e lim i n a t e
employed teacher,

supervisor,

a regularly

or an as sistant

administrat o r •
The u n i v e r s i t y operates three types
ship,

all at the master's degree

levels

(2) s u p e r v i s i n g special subjects,

and

of int ern ­

(1) teaching,

(3) a d m l nis tra -

tional.
Interns
ap p l i c a t i o n s
Tr ain ing .

The

are acc epted in the

order

in w h i c h their

are filed w i t h the D i r e c t o r of T eac her
f o l l o win g p r e r e q u i s i t e s

1. G r a d u a t e

students

are ad her ed tos

interested in the

internship

p r o g r a m should file application at the b e g i n n i n g of
the s pri ng quarter,

one t e r m p r i o r to the a n t i c i p a t e d

summer session im m e d i a t e l y p r e c e d i n g the Internship.
2. The pro s p e c t i v e

Intern must meet the a p p r o v a l

of the C h a i r m a n of the Graduate Council,
of T eacher Training,

the D i r e c t o r

and the ad mi n i s t r a t o r

In the

c o o p e r a t i n g school.
3. The sc hoo l in w h i c h the Intern w i l l b e
em ployed must be

approved by the Co lle ge of E d u c a t i o n

and

of the Graduate C o u n c i l of t h e

the C hai rma n

university.

148
4. The candi dat e must meet w i t h the C h a i r m a n
of the G rad u a t e C o u n c i l and the D i r e c t o r of T e a c h e r
T r a i n i n g for the p u r p o s e

of d e s i g n i n g a graduate

cu rriculum*
5. The candidate must be a gr aduate of a r e c o g ­
ni zed college, h ave t h i r t y - t w o h o u r s
credit

of aca dem ic

in e d u c a t i o n — I n c l u d i n g st udent teachin g--

and be a ce rti fie d tea cher in the State
6* T h e c and id ate must h a v e
g r a d e of WC W or better)
and in Speech.

courses

of Illinois*

completed

(with

in E n g l i s h c om p o s i t i o n

Spe cia l exemption may be made by the

c h a i r m e n of these departments*
7.

The

character,

candidate must be of excellent mo r a l

e m o t i o n a l l y stable,

d e m o c r a t i c p r i n c ipl es,
Sc he d u l e

and a scholar*

of W o r k

The g e n e r a l schedule
summers

a p r a c t i t i o n e r of

of work,

i mme dia tel y before and

internship,

i n c l u d i n g the

after the nine months

is as fol low s:

1* A t t e n d summer classes at Southern

Illinois

Univers ity .
2. H o l d sc hoo l pos ition u n d e r internship
s u p e r v i s i o n t h r o u g h a nine-mo nth s school
year*

D u r i n g this time the

intern w i l l be

149
under the direct sup erv isi on

of a campus

consult ant w o r k i n g out of the Office

of the

D i r e c t o r of Tea c h e r T rai nin g.

The f o l l o w i n g

re q u i r e m e n t s must be f u l f i l l e d

in this periods

(a) Fi eld study.
(b) Two Sa tu r d a y

or evening courses.

(c) One-half school time d e v o t e d to
adminis tra tiv e duties

agreed upon by

the s c h o o l admini str ato r,
consultant,

the college

and the intern.

The

co ope rat ing p u b l i c s c h o o l w i l l pay
the intern

ap pr o x i m a t e l y one -ha lf the

re gul a r l y sche duled salary.
(d)

One-half school time d ev o t e d to a
"practicum" as si g n e d by the consultant.
This p r a c t i c u m is a course

of

in str uct ion aimed at cl o s e l y r e l a t i n g
the study of t heo ry and p r a c t i c a l
experience, b o t h b ein g ca r r i e d on
si mul tan eou sly .
3. A t t e n d sum mer classes

at S o u t h e r n

Illinois

Universi ty.
Q u a r t e r hours

of academic credit

the above pro g r a m are as follows:

offered for

150
1. Su mme r cla sse s

12

2. I nte rns hip
(a) F i e l d study

4

(b) S a t u r d a y

8

(c) and

classes

(d) Intern duties and

12

practlcum

48

Total
Adminlstrator

In ter nsh ip

A d m i n i s t r a t o r Interns are assi gne d to w o r k
d i r e c t l y w i t h a master administ rat or

In a public school.

The sch edu le for t h e intern in his d a i l y h a l f - t i m e
duties

In his p u b l i c school position migit w e l l

Include a selection f r o m the f o l l o w i n g
one class, d oin g one ho ur of guidance
w o r k s u p e r v i s i n g p u p i l attendance,
extra-c las s

activit ies for

r e s p o n s i b i l i t y for

listi

teaching

and p e r s o n n e l

assisting with

one hour, a s s u m i n g

one rec rea t i o n p r o g r a m be for e

school or during the

lunch h o u r or a f t e r school,

ta kin g charge of one

study hall,

a s s i s t i n g w i t h records

and reports, h a n d l i n g the ro uti ne duties r e q u i r e d by
the Illinois Hig h Sch ool Assoc iat ion ,
to s u p e rvi sio n of classes,
b o a r d meetings,

g i v i n g one hour

a tten d i n g teach ers

and school

a s s i s t i n g w i t h d e v e l o p i n g the budget,

h e l p i n g de s i g n a sa l a r y schedule, s u p e r v i s i n g and

151
a s s i s t i n g in r o u t i n g s chool buses, h e l p i n g w i t h any
other ad min i s t r a t i v e duties that may nee d attention.
Ro le

of the C o o p e r a t i n g Public School
An

internship is r e q u e s t e d by a pu b l i c

official,

and a c oll ege r e p r e s e n t a t i v e

out to approve the pro p o s e d

school

is th en sent

j o b - s l tua tio n in terms

of

these criteria:
1. The a d m i n i str ato r

and any teacher to w h o m an

intern is a s s i g n e d must possess

a master's degree f r o m

a r e c o g n i z e d i ns t i t u t i o n of higher

learning.

2. The phy s i c a l plant must be one accepted by
the N o r t h C e n t r a l A s s o c i a t i o n of Secondary Schools
the State D e p a r t m e n t

of Education.

3. The equipment,
the p r o f e s s i o n a l

or

i n c l udi ng b o t h the stu dent and

libraries, must be approved u n c o n d i ­

ti ona lly b y the N.C .A. S.C .

or the State D e p a r t m e n t of

Educati on.
4. The s chool s y s t e m must h ave

a minimum

e n rol l m e n t of one hu ndr ed students.
5. The rapport among the student body, faculty,
and

a d m i n ist rat ion must be a ccep tab le by p r e s e n t day

e d u c a t i o n a l standards.
6. The a d m i n i s t r a t o r must be w i l l i n g to cooperate
w i t h the

intern,

and he must re cog niz e the extent to

152
w h i c h a ssi st a n c e and gu ida nce are needed b y the

Intern,

If the p r o g r a m Is t o r e a c h p r o f e s s i o n a l sig nificance.
7.
approve the
wr i t t e n

The c o o p e r a t i n g b o a r d

of edu cat ion must

in ter n s h i p p r o g r a m b y I s s u i n g a r e g u l a r

contract to the

intern, and adopt

a resolution

to this effect.
Ro le of the Intern
A p p l i c a t i o n s for

internship are r e c e i v e d in the

office of t h e D i r e c t o r of T e a c h e r Trai ning.

U p o n the

receipt of a re que st f r o m a p u b l i c s c h o o l a d m i n i s t r a t o r
for an intern for t h e f o l l o w i n g sch ool year, a
candidate Is r e c o mm end ed and sent to i nte rvi ew the
p r o s p ect ive adm in i s t r a t o r .

U s u a l l y d u r i n g Ap r i l or

May p r e c e d i n g the s c h o o l year of internship,

an

accepted candidate f o r internship, w i t h his c ollege
adviser, plans a sum m e r ' s p r o g r a m on-campus to serve
as a b a s i s for the su b s e q u e n t
Sometime d uri ng the
arranged for the
intern,

In ter n s h i p program.

summer session a m e e t i n g is

cooper ati ng

school a dmi nis tra tor ,

and the D i r e c t o r of T e a c h e r Trai ning.

the

Here,

a complete d a i l y s c h e d u l e for the f o l l o w i n g school year
is worked out.

At the end of the nine months of

Internship, the student arranges w i t h h i s college
adviser the final summer's p r o g r a m on the campus.

153
This

completes hia r e q u i r e m e n t s f o r the master*s

degree•

Role

of the U n i v e r s i t y Consultant
The u n i v e r s i t y consultant wor ks in close

co nne cti on w i t h the c o o p e r a t i n g sc hool a d m i n i s t r a t o r
in s u p e r v i s i n g the intern d uri ng the e n t i r e nine
months pro gram.

The u n i v e r s i t y consultant makes a

m i n i m u m of one v i s i t

a m o n t h to the

sc hoo l where he is employed.

intern in the

He spends the entire day

e v a l u a t i n g the p r o g r a m and d i s c u s s i n g p rob lem s w i t h
b o t h the intern and the public sc h o o l administ rat or.
In

addition to these mon t h l y meetings,

consultant
on the

conducts Sa tur day seminars

average

the un ive rsi ty
on-campus,

of once a month, where interns meet

for d isc us s i o n of the ir p r o g r a m and the p r o b l e m s that
have arisen in connection w i t h it.

E a c h intern is

ex pec ted to keep a d a y - b y - d a y rec ord of the pro ble ms
he has encountered, the

solutions he w o r k e d

these, and his a p p r a i s a l of the results
U n i v e r s i t y consultants

out for

obtained.

are f i n d i n g that s u c h a d ay-by-

day record, pro p e r l y kept,

is an Invaluable

instrument

In e v a l u a t i n g the student*s p rogr ess and growth, and
In p r o v i d i n g a bas is

for r e v i s i n g and i mproving the

p r o g r a m of supervision.

154
In an i n t e r v i e w w i t h the w r i t e r

(September 12,

1952) Dr. N e a l com me n t e d upon the Southern

Illinois

U n i v e r s i t y p r o g r a m of i n t e r n s h i p as follows:
We are n o w in our f o u r t h year of internship, and
h a v e b e e n s t u d y i n g it very carefully.
In the
e v a l u a t i o n s f r o m twelve interns and their p r i n cip als ,
w e f i n d n o t h i n g but go od b e i n g said about the
pr ogram.
So far as we can tell, i nte rns hip has
g r e a t l y Imp r o v e d our r ela t i o n s h i p s w i t h the
c o o p e r a t i n g schools.
W e f e e l that our p ro c e s s of
co o p e r a t i v e p lan n i n g and evaluation is adequate for
the p res e n t .
R e s e a r c h al ong this line is
co nti nui ng, and future Internships may be mo dif i e d
as a result of this r e s e a r c h — we should know more
two or three years f r o m now.
Our main pro bl e m s
s e e m to be (a) s e c u r i n g q ual ified s u p e r vi sor y
p e r s o n n e l w h o have p r a c t i c a l experience In the
p u b l i c sch ool s as w e l l as ha v i n g academic training,
and (b) the fact that we must use public schools
located more than 4 0 miles f r o m the campus, thus
I n c r e a s i n g the d i f f i cul tie s of su per vis ion and
c o r r e l a t i o n w i t h the campus program.
The Internship P r o g r a m at
T e a c h e r s C o l l e g e . Col u m b i a U n i v e r s i t y 5
T e a c h e r s College, C o l u m b i a University,

offers

an i n t e r n s h i p p r o g r a m in e d u c a t i o n a l a d m i n i s t r a t i o n
for d o c t o r a l candida tes .
the college

D u r i n g the sp r i n g term,

1952,

enrolled a p p r o x i m a t e l y seven h u n d r e d f i f t y

school a d m i n i s t r a t i o n majors
fi fty f u l l - t i m e students)

(including one h u n d r e d

and twelve Internships w e r e

5 D e s c r i b e d b y Dr. E. Ed mun d Reutter, Jr.,
A s s o c i a t e P r o f e s s o r of Ed uca t i o n and C o o r d i nat or of
I n t e r n s h i p Pr ogr am, T eac her s College, Col umbia
Universlty•

156
served*

A t o t a l of about f i f t y - t h r e e Interns have

p a r t i c i p a t e d In the p r o g r a m since
1947•

Most

of these

its inception in

internships ha ve been served

d u r i n g the s e v e n t h year of the p r e p a r a t i o n program,
w i t h a few at the p o s t - d o c t o r a l level*

Approximately

on e-t hir d of the in t e r n s h i p s have been on a f ull -ti me
b a s i s for one year, and two-thir ds

of t h e m on a half-

time basis*
A l t h o u g h tw e n t y - f i v e di ffe ren t schoolcommunitles
per

intern

(locations) have b e e n used,
is the n o r m a l arrangement*

school-comniunities r a n g e

one location
The c o o p e ra tin g

in size f r o m small villages

to large cities, w i t h most of th e

internships b e i n g

se rve d in small cities of the five t h o u s a n d to thirty
th ous and p o p u l a t i o n

class*

The

average d ist a n c e of

the com mun ity f r o m the campus is a p p r o xi mat ely f i f t e e n
miles*

S c h o o l - c o m m u n i t i e s are chosen for s uch

ch ara ct e r i s t i c s as t h e general
leadership in the school,

quality of staff and

b r e a d t h of opport uni ty for

s e v e r a l kinds of i nternship experiences,
and p r o f e s s i o n a l

and the p e r s o n a l

qualities of the local a d m i n ist rat or*

D u r i n g the past three years, fiv e
have been served In

internships

the el eme n t a r y s c h o o l p rln clpalshlp,

eight in the h i g h school p r i n c ip als hip ,

sev en t e e n in

156
the s u p e r i n t e n d e n c y , two in the State D e p a r t m e n t
Ed uca tio n,

of

two in p r o f e s s i o n a l mag azi ne editorship,

and one in u n i v e r s i t y administration.
of tw elv e s e m e s t e r hours
ex periences.

M a x i m u m credit

is allowed for int ern shi p

In addition to college credit,

the

av erage Intern re ceives a salary of a p p r o x i m a t e l y
$1 75 p e r m o n t h for h a l f -t ime work.
The

college provides opportun iti es for

to get tog eth er

Interns

In Informal sessions w i t h college

f a c u l t y me mbers, to talk over common pr obl ems .
R e g u l a r s e m i n a r sessions
as freque nt

are also required,

conferences w i t h the intern*s

ad viser and with the local

as w ell

college

a dministrator un d e r w h o s e

direct s u p e r v i s i o n he Is working.
The

candidate

in ter n s h i p assignment
character, health,
record.

The

is recommended for

largely on the b a s i s

social maturity,

and

of his

college

judgment of his college ad viser and the

c o o r d ina tor of Internships
paramount.

a particular

T w o or more

in these mat t e r s

is

candidates are r e c o m m e n d e d

fo r e a c h job, and the

local ad min ist rat or makes the

fi nal selection.

intern is r e q u i r e d to keep

rather

The

complete w r i t t e n records

in the field,

of his exp eri enc es

and to h e l p p repare

a joint eva lua t i o n

157
report

(at the en d of t h e

c o o p e r a t i o n w i t h his

Internship period)

In

college adviser a n d the l ocal

administrator.
In an in ter v i e w w i t h the writer

(August 26,

1952) Dr. R e u t t e r c o m m e n t e d as follows upo n the
in ter n s h i p p r o g r a m at Teachers College:
1. A p p r o x i m a t e l y 65 p e r cent of our gra dua te
st ud e n t s in e d u c a t i o n a l a d m i n istr ati on Tat t he
do ct o r a l level) h a v e had actaninistrative experience.
In general, those w i t h previous e xpe ri e n c e do
not take in ter nsh ips .
Last year we h ad eight
interns d o i n g h a l f - t i m e w o r k for a w h o l e year,
and four spent f ull -time in internships.
W e are
f o r t u n a t e in this m e t r o p o l i t a n a r e a in h a v i n g
m a n y o p p o r t uni tie s other than i nternships for
students t o gain p r a c t i c a l experienc e in the field.
Some w o r k p a r t - t i m e in the Coopera tiv e Project
in E d u c a t i o n a l A d m i ni str ati on, some help in the
M e t r o p o l i t a n School S t u d y Council, and others
assist in th e Institute of F i e l d Studies.
2. The r e q u i r e d intern shi p s e m i n a r b rings
t o g e t h e r m emb e r s of the f a c u l t y to w o r k w i t h Interns
on p r o b l e m s b r o u g h t In f r o m f iel d exp eriences.
S e v e r a l college staff members go out into the fie ld
a great deal.
These t hings have a w h o l e s o m e
ef fec t upon the total p r e p a r a t i o n program.
3. Interns ha ve b e e n u n i f o r m l y e n t h u s i a s t i c
about the value of the interns hip pr ogram.
F a v o r a b l e r eac t i o n has al so been r e c e i v e d f r o m
su p e r i n t e n d e n t s and boards of education.
The
ra pp o r t (between the local s cho ol a d m i n i s t r a t o r
and the college representatives) es tab lis hed
p r i o r to and d u r i n g the internship has been of
great v a l u e to all concerned.
So far w e h a v e
b e e n Ibrtunate in p l a c i n g interns In situations
w h e r e th ey h ave had consi der abl e success.
4. The two ba s i c problems of finance and
su p e r v i s i o n are r e c e i v i n g close attention.
A l t h o u g h Interns he re r eceive hig h e r salaries
th an in most other sections of the country, many

158
w h o could profit f r o m Internship ex p e r i e n c e s
cannot a v a i l t hemselves of the op por tun ity b e c a u s e
of f i n a n c i a l consid erat ion s I n v o l v i n g f a m i l y
responsibility.
In the matter of s u p e r v i s i o n and
co ord ina tio n, there is a need f o r improved
p r o c e d u r e s so that college r e p r e s e n t a t i v e s w i l l
ha ve more ac curate and complete k now ledge
c o n c e r n i n g wha t exp eri enc e the local a d m i n i s t r a t o r
Is gi v i n g the intern.
5, There Is tremendous interest In i n t e rns hip
pr og r a m s today.
Standard c e r t ifi cat ion in the
fu tur e may r eq u i r e in ter nsh ip of t he i n e x p e r i e n c e d
ad ministrator.
The trend seems t o be toward
In cre a s e d emphasis upon t r a i n i n g in h u m a n re lat ion s
and g r o u p techniques.
P o s s i b l y the b e t t e r
in t e r n s h i p pr ogr a m s of the fu ture may be p a t t e r n e d
after med ica l i nte rns hip s— i n v o l v i n g f u l l - t i m e
w o r k for at least a year, and act ually living
in the local co mmu nit y du rin g the i nte rns hip
per i o d •
The

I nte rns hip P r o g r a m at U n l v e r s l t y

of C h i c a g o ^

Co ntr ary to the reported f i n d i n g of W h e a t o n ’s
studyP

the U niv ers ity

p r o g r a m of
Ho wever,

internship in educati ona l adminis tra tio n.

some ex per ime nta tio n has been done a l o n g this

line in recent
(1944,

of Ch icago has no organized

1945,

years.

1946)

s c h o o l systems.

Dr. Reavis pl ace d three interns

in Oak P a r k and C hi c a g o pu bli c

The

Interns ser ved un der top

6 D e s c r i b e d b y Dr.
W i l l i a m Reavis, P r o f e s s o r
of E d u c a t i o n a l A dmi nis t r a t i o n , U n i v e r s i t y of Chicago,
and Dr. Cyrus Houle, D e a n of U n i v e r s i t y College,
U n i v e r s i t y of Chicago.
7 W h e a t o n , Go r d o n A., op. cit.

159
ad m i n i s t r a t o r s

in f u l l - t i m e

p e r i o d of one year.

internship w o r k for a

These three

interns stepped

di re c t l y into r e s p o n s i b l e adm ini str ati ve p o s i t i o n s
in Illinois, W i s c ons in,

and Florida.

In an i n t e r v i e w w i t h the w r i t e r
1952) Dr.

Reavis

commented as follows

(August

15,

concerning

internships:
1. Th e values of internship are obvious.
We
had n o t rouble p l a c i n g our interns in fine p o s i ­
tions, and all three students spoke most f a v o r a b l y
of t hei r Interns hip experiences.
How e v e r , our
u n i v e r s i t y has not yet seen fit to e s t a b l i s h a
p o l i c y w h i c h wo uld encourage a continu ing
i n ter n s h i p program.
2. Int ern shi p should be of one year*s duration.
It is most Important that the internship be served
in an e x c e l l e n t sc hool system.
Not everyone
w i l l succeed as an intern.
P rob a b l y only the
most p r o m i s i n g c a n d i d a t e s should p a r t i c i p a t e
In such a program.
3. In ter nsh ip should be p r o v i d e d during the
s i x t h or s e v e n t h year of p rep ara tio n, i.e.,
b e y o n d the m a s t e r ^ d egr ee level.
B a c h I ntern
s hould be c l o s e l y associated w ith his college
adviser, as w e l l as w i t h the local a d m i n i s t r a t o r
w h o di rectly supervises his w o r k in the field.
Instruc tio n should be related by means of informal
conferences.
The intern should r eceive at least
h a l f salary d u r i n g the period of his i n t e r n s h i p
and sho uld also receive credit f r o m the u n i v er sit y
t o war d his adv anced degree.
A n o t h e r phase of t h e exp eri m e n t a t i o n

in

interns hip s c ond uct ed by U n i v e r s i t y of C h i c a g o was
d e s c r i b e d b y Dr. Houle
August

15, 1952).

(interview w i t h the writer,

Dr. Houle,

c omm en t i n g f r o m the

160
st and poi nt

of a U n i v e r s i t y De an,

students w h o had
be twe en
Dean.

spoke of six graduate

interned f o r periods

1940 and 1950, w i t h tit le of A s s i s t a n t to the
Their

jobs Involved w o r k w i t h p eople in the

fi eld of adult education.
di re c t l y r e l a t e d

T hese internships were not

to the field of e d u c a t ion al

a d m i n i s t r a t i o n in the pu blic schools.
served as a staff officer to the Dean.
re s p o n s i b l e
the

of one year each,

for office detail,

E a c h intern
E a c h was

and for one segment of

adult education program.
D e a n Houle stressed the importance of the

ev alu ati on sessions co ndu cte d w i t h each intern.
de finite time was set aside

once per m ont h wh en

A
the

De an and the intern sat down together and exchanged
vi ewp o i n t s

about

pr ogr e s s .

The

the

the

job si tuat ion and the intern*s

intern wa s fr ee to a s k questions

job situation and why certain

These evaluation sessions w e r e
to b o t h pa rticipants.

about

things were done.

judged to be of value

D e a n Hou le

indicated that

internsh ip should be r ese rve d for the top s t u d e n t s —
pe rso ns w i t h o u t s t a ndi ng a b i l i t y and p ersonality.
For s u c h persons, h e b e l i e v e s
is h i g h l y superior.

the internsh ip p lan

161
The I n t e r n s h i p P r o g r a m at U n i v e r s i t y of G eor g i a ®
The U n i v e r s i t y of G e o r g i a has

an e xce llent

p r o g r a m of l n s e rvl ce t r a i n i n g for p r a c t i c i n g
a d m i n i s t r a t o r s , and wh i l e the p r o g r a m Incorporates
some of the p r i n c i p l e s and p r o c e d u r e s
It Is Dr. Sprowles

opinion

w i t h the writer, A u g u s t 28,
Is es sentially d i f f e r e n t

of internship,

(expressed In an In ter vie w
1952)

that the p r o g r a m

in p u r p o s e

and org anization

f r o m intern shi p as d efined in this study.
c o rre spo nd enc e b e t w e e n the w r i t e r
officials s ubs tan tia tes Dr.

and universi ty

Sp rowles

A c cordingly, no d eta i l e d d e s c r i p t i o n

opinion.
of the Uni ver s i t y

of G e o r g i a p r o g r a m is inc lu d e d In this
seems appropriate, however,

Further

study.

It

to make b r i e f m ent ion of

the fact that the G e o r g i a p r o g r a m fe atu res u n i v e r sit ysp ons ore d wor ks h o p s
administrators,

and se min ars for p r a c t i c i n g

v i s i t a t i o n b y u n i v er sit y p rof ess ors

local sc hoo l systems, f i e l d studies,

in

and efficient

e d u c a t i o n a l s erv ice to c o o p e r a t i n g s c h o o l - c o m m u n l t i e s •
Th ese things are

charact eris tic s of good Internsh ip

pr ograms, as w e l l as of lnservlce t r a i n i n g programs.

8 D e s c r i b e d by D r . Lee Sprow les , A s s o c i a t e
P r o f e s s o r of E d u c a t i o n a l A d m i n i s t r a t i o n , U n i v e r s i t y
of Georgia.

162
The I n t e r n s h i p P r o g r a m at U n i v e r s i t y of M a r y l a n d 9
The U n i v e r s i t y of M aryland en rol led a p p r o xim ate ly
ei ghty school a d m i n i s t r a t i o n majors
p a r t - t i m e students)

(most of w h o m were

d u r i n g the s p r i n g term,

s p o n s o r e d one In te rns hip d u r i n g that term.

1952, and
The

in ter n s h i p pro g r a m , w h i c h is o rga nized on the basis of
f u l l - t i m e w o r k for one semester, has

served a total of

f i f t e e n interns since its b e g i n n i n g in 1947.
I n t e r n s h i p experiences are n o r m a l l y p r o v i d e d
the fifth,

sixth,

and s eve nth years of the p r e p a ra tor y

p r ogram, d e p e n d i n g upon

Individual c irc um s t a n c e s .

T w e n t y - s i x d i f f ere nt s c h o o l - c o m m u n i t l e s
h a v e b een used.
In one or two

Involving several

(locations)

Most of the Intern*s time is spent

locations.

one or two w e e k s

in

However, he us ually spends

in school survey w o r k and v i s i t a t i o n
locations,

to supplement the bal anc e

of the i n t e r n s h i p experience.
The

c o o p e ra tin g s cho ol- com m u n i t l e s

v a r y in size

f r o m small rur al v ill a g e s to large cities.
include s u c h locations
Rockville,

G amb ril ls

They

as W a s h i ngt on, D. C.,

and Bladensburg, Ma ryland,

all

9 D e s c r i b e d by Dr. C lar e n c e A. N ewe ll,
P r o f e s s o r of E d u c a t i o n a l A d m i n i str ati on, U n i v e r s i t y
of Maryland.

165
s itu a t e d w i t h i n a r adi us
campus.

of twen ty - o n e miles f r o m the

T h e y are chosen on the basis

ex cel l e n c e of their s chool systems

of the

and staffs,

together w i t h their p r o v i s i o n f or b r e a d t h
s hip ex periences.
co mmunities,

P r o m among these

the pr osp ect ive

un ive r s i t y adviser

adviser,

and

select the

the

approved school-

intern and his

jointly select

location to be used.

of in ter n­

Then the

the p a r t i c u l a r

intern, the univers ity

local sch ool aut h o r i t i e s

specific situation

jointly

(or situations)

f or the

internship.
At pr esent the Intern re cei ves n o salary.
may earn twelve to sixteen sem e s t e r h o u r s
toward the master's

or d oct o r ' s degree.

He

of credit
D u r i n g the

past three years, ten i n t e r ns hip s h a v e been served in
the s eni or or junior h i g h s c h o o l pr lnc l p a l s h l p ,

one

in the e l e m e nta ry school s u p e r i n t e n d e n c y , one in the
Na tio nal E duc a t i o n A s s o c i a t i o n
supervl sor shl p,

offices,

two in county

and one in t each ers c ollege a d m i n i s t r a ­

tion.
Types

of internship e x p e r ie nce s w h i c h h a v e been

fo u n d to be most s a t i s f a c t o r y I nclude
community surveys,
i n struction,

(a) con duc t i n g

(b) s u p e r v i s i n g and inqproving

(c) w o r k i n g w i t h gro ups of lay citizens,

(d) w o r k i n g w i t h groups of students.

There has bee n

164
a n o t i c e a b l y g r e a t e r d e m a n d on the part of h i r i n g
authorit ies f o r gr adu ate s w h o h a v e had Interns hip
ex p e r i e n c e than for those w h o have h a d no s u c h
experience•
The p r o s p e c t i v e

Intern flies a w r i t t e n

t i o n f o r assig nme nt to Internship.
Is filed w i t h the college a dvi ser

Prior to

the student confers w i t h his

adviser and w i t h the

college

local a dmi n i s t r a t o r w h o Is to

su pervise his wo rk in the
conferen ces

This a p p l i c a t i o n
several months

b e f o r e the In ter nsh ip is to be g i n .
internship,

applica­

job situation.

These

are co nti nue d as n eed ed d u r i n g the p e r i o d

of internship,

and are s upp lem ent ed by a re g u l a r

intern seminar hel d b i - w e e k l y

on the campus.

The

intern is req u i r e d to keep careful w r i t t e n records of
his work.

Th ese records are of value in the

p r e p a r a t i o n of a Joint evaluation report
the intern, his

college adviser,

involving

and the local

ad mlnlstrator.
D u r i n g the course of the internship p e r i o d the
college adviser visits the scene
for the pu rposes of
between

(a) m a i n t ain ing de sir abl e r ela tio ns

the u niv ers ity

and the coopera tin g school,

(b) h e l p i n g the Intern to adjust
and

of the intern's work,

to the local situation,

(c) w o r k i n g coopera tiv ely w i t h the local

165
ad min ist rat or.
Intervals

N o r m a l l y these vi s i t a t i o n s

of two weeks

occur at

throughout the semester.

In an Inter vie w with the w r i t e r

(October 30,

1952) Dr. N e w e l l commented as follows u p o n the
University

of Mar yla nd

internship p r o g r a m :

Our interns h a v e been u nif o r m l y e n t h u s i a s t i c
c o n c e r n i n g the value of their In t e r n s h i p
experie nce s.
W e f e e l that the p r o g r a m is e d u c a ­
t i ona lly sound and thorou ghl y d e s i r a b l e — p ar t i c u l a r l y
w i t h r es p e c t to the administ rat ive p r o v i s i o n s of
the program.
M u c h still remains to be done In the
area of e v a l u a t i n g the experiences of the intern
and e v a l u a t i n g the g r o w t h of the Intern.
In
general, more e mphasis needs to be p l a c e d upon
the h u m a n r e l a t i o n s aspect of p r o f e s s i o n a l
training.
Internship experiences Inv ol v i n g
leadership activities of a dem ocr ati c nature in
w o r k i n g w i t h adults in group p r o c e s s e s have a
p a r a l l e l in on-campus committee work.
In t e r n ­
ship tends to make u n i v e r s i t y w o r k mor e r e a l i sti c
and to give point and purpose to a c a d e m i c study.
W e f e e l that our Internship p r o g r a m has also
b e n e f i t e d the u niv er s i t y b y e s t a b l i s h i n g closer,
f r i e n d l i e r relations w i t h local s c h o o l-c omm uni tie s
in this area.
Other Internship Programs
T*ie U n i v e r s i t y of P i t t s b u r g h is I n a u g u r a t i n g a
p r o g r a m of internship in ed u c a t i o n a l a dmi n i s t r a t i o n
this year.

The f o l l o w i n g descri pti on of this ne w

p r o g r a m is adapted f r o m materials r e l e a s e d August,
1952, b y Dr. W i l l i a m A. Yeager, P r o f e s s o r of E d u c a t i o n
and D i r e c t o r of Courses in School A d m i n i s t r a t i o n ,
U n i v e r s i t y of Pittsburgh.

166
The S c h o o l of E d u c a t i o n
P i t t s b u r g h has
do cto r a t e

of the Un ive r s i t y of

entered upon a n e w p r o g r a m on the

level for the p r e p a r a t i o n of e duc ati ona l

leaders for the pu b l i c schools*
for

field experie nce s

program,

two

The first

In order to provide

as a n e c e s s a r y part

lines of experiences are in operation*

of these consists

t h r o u g h f i e l d studies,

of field experiences

the most

significant aspect

of w h i c h is in ed u c a t i o n a l surveys
E a c h c a n d ida te for the doctor's

of s chool systems.

degree in school

a d m i n i s t r a t i o n is r e q u i r e d t o pa r t i c i p a t e
more of these e d u c a tio nal surveys.
internship.

of that

in one or

The second i3 the

This statement concerns the

latter part

of this program.
Nature of the In ter nsh ip
In order to provide f o r
in the actual adm inistration
In t e r n s h i p has been
means

of medicine,

of a school system,

C omp ar a b l e p r o f e s s i o n a l

social work,

and p ubl ic

ad min i s t r a t i o n offer excellent illustrations of
success

in p r o v i d i n g p r a c t i c a l experience th rough

this means.

the

ge nerally accepted as the best

of achievement.

fields

adequate experiences

Medicine, p a r t i c ula rly , has been

s u c c e s s f u l in u t i l i z i n g the Internship for this

167
purpose.

The p u r p o s e s

of the Internship in e d u c a t i o n a l

a d m i n i s t r a t i o n are, first,
better

to give the candidate a

insight In one or more selected school systems

Into the na t u r e and scope of the adm inistrative
process,

in w h i c h he should be able t o observe the

o p er a t i o n of the s e v e r a l f unct i o n s of sch ool
a d m i n i s t r a t i o n , s u c h as the development
e d u c a t i o n a l program,

sound b udg e t a r y procedures,

re lat ion s w i t h the b o a r d of education,
of Instruction,
and,

of the

s u p e r vi sio n

and a d m i n i s t e r i n g te ach ing personnel;

second, to e nable

the candidate to actually

p e r f o r m on the Job some specific assignments for
w h i c h he must accept complete r esponsibility.

Such

as sig n m e n t might include any one or more of the
above,

or any other a ssi gne d function p e r t a i n i n g to

the a d m i n i s t r a t i o n

of a sc hoo l system.

I n t e r n s h i p Flan
W h e n the p r o s p e c t i v e Intern has

com pleted a

c o ns i d e r a b l e b o d y of h i s basic preparation for the
doctorate

(say sixty semester ho u r s

of his p o s t ­

g r a d u a t e w o r k ) , he Is assigned to a selected school
s y s t e m w h i c h may offer h i m opportunities f o r his
f u r t h e r dev elo pme nt
Th is

a l o n g lines suggested above.

Is o r d i na ril y a h a l f - t i m e

assignment.

Normally,

1B8
he reports

to the school s y s t e m the first

of the week*

D u r i n g this

time he wil l be g ive n a

chance to o bserve the se ver al functio ns
administration

three days

of e d u c ati ona l

and of leadership in action.

He will

also be as si g n e d the r e s p o n s i b i l i t y for one or more
sp ec i f i c r e s p o n s i b i l i t i e s

to be agreed upon.

tasks may b e i ll ust rat ed as follows*
a w o r k s h o p f or teachers,
preparation,
community,

(2) assist

(3) make cost studies,

(1) conduct
In b udg et
(4) study the

(5) make p u p i l p o p u la tio n studies,

(6) mak e b u i l d i n g surveys,
p r ogram,

These

(7) set up a g uidance

(8) set up a t est ing program,

p u p i l record program,
r e l a t i o n s pro g r a m .

and

(10) set up a pu bli c school

Of course,

T h e s e activities, however,

(9) set u p a

there are man y others.

should be

so ar ran ged as

to continue t h r o u g h a p eri od of time and f o r w h i c h
the Intern assumes almost

complete r e s p o nsi bil ity .

The p resent plan contemplates that the intern
will remain
semester,

In the sc ho ol s y s t e m f o r a p eri od

a l t h o u g h C ooperative P r o g r a m In E d u c a t i o n a l

A d m i n i s t r a t i o n r e c o m men ds that a year,
w i l l be preferable.
university

of one

If possible,

The st u d e n t w i l l receive

credit equivalent to h a l f time

eight s eme s t e r hours)

for the Internship.

(six to
He w i l l

169
also continue his u niv er s i t y p r e p a r a t i o n

(six to eight

semester hours).
The intern sets up a sc hed ule
keeps

a day to day r e c o r d of his

observations
evaluates hi s
completion

of activities,

internship,

of the op erat ion of the school's program,
own progress,

and makes a report at the

of his internship.

r e cei ve a de sig n a t e d title,

As an intern he should

such as Assistant to the

Su p e r i n t e n d e n t , w h i c h is recomme nde d.
su per intendent,
his

The

or someone d ele g a t e d by him, becomes

local sponsor, ren d e r s some

and evaluates

makes

the w o r k of the

p r epared by the u niv ers ity .
supervis ion t hr o u g h p l a n s

s u p e r v iso ry service,

intern on forms
The uni ver s i t y provides

and p roc edu res and

v i s i t a t i o n to the intern on the job.
Payment for the

services of the intern by the

school s y s t e m is r e c o m m e n d e d up to $ 1 5 0 0 for the
semester.
by

However,

any amount mu tually

agreed upon

the sch ool s y s t e m and the intern will be acceptable.

It should be r e m e m b e r e d

that it will be difficult to

induce candidates fo r the intern shi p to secure leaves
of absence, w h i c h w i l l b e c o m e ne ces sar y in most
instances for f u l l - t i m e graduate students, unless they
receive some compensation.
that many of these

It must be re mem ber ed also

likely young people h a v e financi al

170
obligations and must r e c e i v e some f i n a n c i a l support.
It

is p r e s u m e d , of course,

services w h i c h interns

that the nature of the

render to the school s y s t e m is

s u c h that value r ece ive d is given.

The school s y s t e m

s hould re ceive benefit f ar above any e xpe ndi tur e for
services rendered.
D e v e l o p m e n t of E d u c a t i o n a l L e a d e r s h i p , a Coo per ati ve
Undertaking
The no t i o n has come to pr e v a i l that the
d evelopment

of e d u c a t i o n a l leaders must become a

c o ope ra tiv e under tak ing .

This means that the uni ver sit y

w i l l assume r e s p o n s i b i l i t y for the
preparation

i nstitutional

of the e d u c a t i o n a l leader.

S c h o o l systems

must contribute their share in this u n d e r t a k i n g by
p r o v i d i n g o ppo r t u n i t i e s for the se persons

to secure

pr a c t i c a l experie nce s e sse n t i a l to a t hor o u g h u n d e r ­
st and ing of the f u n c t i o n of ed uca tio nal
It

is p r o p o s e d that s u p e r in ten den ts

leadership.

of schools should

assist a lso in s p o n s o r i n g suc h persons in t h e i r sc hoo l
systems by m a k i n g p o s s i b l e

the above opportunities,

as w e l l as a s s i s t i n g in the c a n d i d a t e s 1 p r o f e s s i o n a l
development.

This th e o r y of c o o p er ati ve r e s p o n s i b i l i t y

has already bee n a c c e p t e d in the m edical p r o g r a m by
means of w h i c h interns

are sponsored by staff

171
p h y s i c i a n s and are paid whil e I n t e r n i n g In their
h o s p i t a l work.

It Is also accepted

in the f i e l d s

of

in du s t r y and social work.
Application
It

is proposed that this p r o g r a m of Internsh ip

b e g i n w i t h the fall semester as of September,

1952.

S i nce b u d g e t a r y p r o v i s i o n w i l l n eed to be made b e f o r e
the end of

the fiscal year, we

are i nvi t i n g school

systems t o make application for one or more
Interns

at this time.

prospective
leaves

interns

of these

In addition, w e are Inviting

to make ap plication,

so that

of absence may be secured for the fa ll s e m e s t e r

and other nec ess ary arrangements made, b o t h by the
intern and by the

local school system.

It should be added that this p r o g r a m is
d e v e l o p i n g r api dly

among the bet ter instit uti ons

t h r o ug hou t the U n i t e d States, n o t a b l y T eac h e r s College,
C o l u m b i a University; New Y o r k U n i v e rs ity ; P e n n s y l v a n i a
State College; Un ive rsi ty of Maryland;

and others.

should be e m p h a s i z e d that the a s s i g nme nt

of an i ntern

in sc h o o l administ rat ion to a school s y s t e m
co nt e m p l a t e s

It

that the intern w i l l r e n d e r services

to the s ch o o l s y s t e m In payment f o r the r e m u n e r a t i o n

172
m u t u a l l y ag r e e d upon between the sc h o o l s y s t e m and
the

Intern.
The task of e d u c a tio nal

leadership in these

days is one of great significance.
not only t o Improve ed uca tion al

Th e p r o b l e m is

leadership in the

field of s c h o o l a dmi nistration, but to enc ourage
yo unger men to b e c o m e q ual i f i e d ed u c a t i o n a l

leaders

and to assume the r e s p o n s i b i l i t y of ass is t i n g in the
d i rec t i o n

of the great pu bli c s chool system.

Ways

and

means mus t be found w i t h i n the p r o f e s s i o n itself for
the g r o w t h and d e v e l opm ent

of its e d u c a tio nal leaders.

The U n i v e r s i t y of Iowa is also pl an n i n g to
in a u g u r a t e a n e w p r o g r a m of internships
a d min ist rat ion .

in ed u c a t i o n a l

Dr. Dan Cooper, Ass oc i a t e P r o f e s s o r

of E d u c a t i o n a l A d m i n i s t r a t i o n , U n i v e r s i t y of Iowa, w h o
has b e e n i n s t r u m e n t a l in p l a n n i n g this program,
in dic ate s

(interview w i t h the writer, A ugu st 26,

that he believes

1952)

internship to be a coming thing.

su ggests that it may gradually bec ome
e s s e n t i a l in the tr ain i n g program.

a re cog n i z e d

He stresses the

Im p o r t a n c e of field trips, visita tio ns, and survey
w o r k t o p r e c e d e Internship experiences.

He

173
P e n n s y l v a n i a S t a t e C oll ege
interesting type
s e rve

conducts

of i n t e r n s h i p p r o g r a m in w h i c h interns

a t o t a l of e ight we eks,

circulating through a

v a r i e t y of a d m i n i s t r a t i v e po sit ion s.
r o t a t i o n s y s t e m allows

N orm all y,

this

e a c h intern to spend two w e e k s

w i t h each of f o u r d i f f e r e n t
p r o g r a m has b e e n

an

administrators.

in o p e r a t i o n since

The

1947-1948,

and

has b e e n c o n c e r n e d e x c l u s i v e l y w i t h internsh ips in
general administrative

positions

and s u p e r v i s i n g p r i n c i p a l s h i p s )

(superintendences
r a t h e r than w i t h

e l e m e n t a r y or s e c o n d a r y s cho ol p r i n c i p a l s h i p s .
Dr.

0. H. A u r a n d ,

P r o f e s s o r of Educat ion ,

P e n n s y l v a n i a State C ollege,
this pro g r a m .
Au g u s t 27,

1952)

administrators
He feels

He reports

is the coo rdi nat or of

(interv iew w i t h the wr i t e r ,

that r e a c t i o n s f r o m b o t h

and

interns h a v e been most gr ati fyi ng*

that the b r e a d t h of ex per ien ce

b y the r o t a t i o n s y s t e m h a s

some def i n i t e advanta ges

over the more co m m o n p a t t e r n
to a single

occasioned

of a s s i g n i n g the

job s i t u a t i o n for a f u l l term.

plans are g o i n g f o r w a r d f o r

However,

a d d i t i o n a l ex p e r i m e n t a t i o n ,

and wh ile P e n n s y l v a n i a State w i l l

continue t o p r a c t i c e

r o t a t i o n of s e r v i c e w i t h some interns,
do ubt l e s s see s e r v i c e

intern

a few will

in d i f f e r e n t types

of s i t u a t i o n s —

i n c l u d i n g a s s i g n m e n t to one location for a full term*

174
Duke University

offers

an Internship p r o g r a m

for those see k i n g a d o c t o r a t e degree
ad min istration*

The

one f ull year's work)

Internship

(which consists

of

f ol l o w s two years of residence

study beyond the master's degree*

P rof ess or E* C.

B o l m e i e r ^ of D u k e U n i v e r s i t y reports
concerning

In school

as follows

the value of the program:

”The D u k e Interns pl ace d In p u b l i c schools so
far dec lar e that their experiences h a v e given
t h e m Insights into problems of school a d m i n i s ­
t r ati on that could not po ss i b l y h a v e been
re ceived In t r a d i t i o n a l course work*
The v a l u e
of the p r o g r a m f r o m the s u p e r int end ent 's point
of view Is Indicated by the fact that, in all
Instances, the Intern has been offered a per man ent
p o s i t i o n In the s y s t e m . ”

1 E. C. Bolmeier, ”lnternships In S cho ol
A d m i n i s t r a t i o n ” , The N a t I o n * s S c h o o l s , Vol. 50,
No* 5 (Noventoer, 1952 p* 55

)

.

CHAPTER V
A C O M P A R I S O N CP C E R T A I N C H A R A C T E R I S T I C S
CP S E L E C T E D PRO GRA MS OP INT ERN SHI P IN
EDUCATIONAL ADMINISTRATION

A-

The I n t e r n s h i p P r o g r a m
T a b l e 16 shows that in the s i x traini ng

institutions

listed,

a total of t w e n t y - s e v e n interns

were ser v i n g internships du rin g the 1952 spring term.
Twelve of these internships

(44 per cent) were

sponsored by Teachers College,

C o l u m b i a Unive rsi ty.

In the same six institutions, w h e r e a total
of one hun d r e d

thirty- thr ee internships h ave b e e n

served since the programs

started,

fi f t y - t h r e e

per cent) were sponsored by Teachers College,
Univers ity ,

and twenty-five

(40
Co lu m b i a

(19 per cent) b y N e w Y o r k

University.
In ter nsh ip experiences are n o r m a l l y p r o v i d e d
only In the s e v e n t h year
degree)

(just p r i o r to the doc torate

at Tea che rs College,

internships, p r i m a r i l y

Columbia.

A few

in college p r o f e s s o r s h i p s ,

have b e e n offered at the p o s t - d o c t o r a l level by
Te achers College,
Universi ty.

Columbia, as well

as by New Y o r k

Other Institutions r e p o r t e d that

internships are normally offered d u r i n g the f i f t h

176

T A B L E 16
C O M P A R A T I V E E N R O L L M E N T S IN I N T E RNS HIP P R O G R A M S *
No. Interns
enrolled
spring t e r m
1952

T o t a l n umb er
internships
served since
p r o g r a m started

Ball S t a t e T. C.

3

18

Ne w Y o r k U n i v e r s i t y

5

25

Ohio State U n i v e r s i t y

2

10

So uth ern

4

12

12

53

1

15

27

133

111. Unlv*

T* C., C o l u m b i a Univ.
U n i v e r s i t y of M ary lan d
Totals

* D a t a secured t h r o u g h use of a s t a t u s - s u r v e y
q u e s t i o n n a i r e (see A p p e n d i x B for copy of
questionnaire) w i t h un i v e r s i t y officials c o n d u c t i n g
i n t e r n s h i p p r o g r a m s at B a l l State T e a c h e r s Co llege;
New Y o r k Un i v e r s i t y ; Ohio State Uni ver sit y; Sou t h e r n
Illinois Un i v e r s i t y ; Teachers College, C o l u m b i a
University; and U n i v e r s i t y of Maryland*

177
year

(just p rio r to the m a s t e r ’s degree)

and d uri ng

the sixth and seventh years by those

Institutions

g r a n t i n g degrees above the m a s t e r ’s.

The pattern

appears to permit the
any year

serving of internships during

of graduate s cho ol preparation

two of t he r e p o r t i n g institutions

in at least

(see Table

17).

T A B L E 17
Y E A R S IK W H I C H INTERN SHI P E X P E R I E N C E S
ARE NORMALLY PROVIDED
5 t h year
6 t h year
(master* s )
Ball St. T. C.

X

X

New Y o r k U.

X

X

Ohio Sta te U.

X

S. 111. Univ.

X

7 t h year
(doctoral)

X

of M ary lan d

X
X

* R e s e r v e d for interns
The

X*

X

T.CColumbia
U.

Post­
doctoral

X

X

X

:------------

in p r o f e s s o r s h i p

lack of un if or m i t y in internship programs

is not r e s t r i c t e d

to a consideration of the year

w h i c h such experi enc es

are offered.

in

A comparison cf

the time b ases on w h i c h internships are organized in
the v a r i o u s

institutions shows great v ari ati on among

178
the se ver al p r o g r a m s - - a n d In some cases
fl e x i b i l i t y w i t h i n a single program.
there

is n o u n a n i m i t y

constitutes

of thought

extreme

Obviously

as to what

a s t a n d a r d Internship in terms

devoted to It

(see T a b l e

of time

18)•

T A B L E 18
T I M E B ASE S U P O N W H I C H I N T E R NS HIP S A R E ORGANIZED
Ball S t a t e T. C.

P u l l time for

New Y o r k U n i v e r s i t y

F u l l time or part time,
d e p e n d i n g upon the intern*s
assignment, for one semester
or one acade mic year

Ohio State U n i v e r s i t y

P u l l time (usually) for one
quarter in the beginning
internship program.
Pull
time for one semester or one
year in the advanced pr ogr am

Southern 111. Univ.

F u l l time fo r one year
months)

T. C m ,

P u l l time for some i nt e r n ­
ships, and h a l f time for
others, on a yearly basis

C o l u m b i a Univ.

Un ive rsi ty of M ary la nd

Table

one quarter

(nine

P u l l time for one semester

19 indicates that a t o t a l of e i g h ty- sev en

different sc hoo ls

and locations h a v e b e e n u s e d by the

r e p o r t i n g I n s t i tu tio ns
interns hip pro gr a m s .

in connection w ith their

1 79
T AB L E 19
N U M B E R OF D I F F E R E N T S C H 0 O L - C O M K U N I T I E S
(LOCATIONS) U S E D B Y S IX T RAI N I N G
I N S T I TUT IONS F O R T H E I R
P R O G R A M S OF INTERNSHIP

Number
Ball State Teachers College
Ne w Y o r k Univer sit y

6
15

Ohio St ate Univer sity

8

So uthern

7

Illinois U nive rsi ty

Te ach ers College,

Col umbia

U n i v e r s i t y of Maryland

25
26*
87

Total

* Report f r o m Un iver sit y of Maryland
Indicates that p r a c t ic all y all of the
I n t e r n ’s time is spent in one location,
but that he may spend one or two we eks
in v i s i t i n g schools, to supplement the
b a l a n c e of his Internship experience.
In the other r e p o r t i n g Institutions,
the Intern norma lly remains in one
location for the period of his internship,
a lth o u g h visitati on may pre ced e or be
c orr el a t e d w i t h his internship assignment.
A comparison
communities

of types and sizes of school-

in w h i c h internships were served shows

that each tra ini ng institution utilizes
local schools and school systems

a va rie ty

of

In communities

ra n g i n g In size f r o m small villages to large cities.

180
TABLE 20
D I S T A N C E OP C O O P E R A T I N G S C H O O L - C O M M U N I T I E S
P R O M THE TRAINING INSTITUTION

Number of miles f r o m
campus to most
fr e q u e n t l y used
locations

Average
nu m b e r
miles

Ball S t a t e T. C.

41

90

25

0

39

New Y o r k Univers ity

40

30

20

8

29

Ohio S t a t e Un ive r s i t y

10*

10*

10*

10*

10

So uthern

97

50

40

9

49

15*

15*

15*

15*

15

2

12

111. Univ.

T. C., C o l u m b i a Univ.
U n i v e r s i t y of Ma ryland

8

-•16

22

* A v e r a g e d istance only was reported.
Th e data pr ese nte d in Table 20 indicate that
the av erage distance of the four most f r e q u ent ly used
in ter nsh ip locations f r o m each of t h e six r e p o r t i n g
colleges and u niversities

is 25.3 miles.

In the

m e t r o p o l i t a n areas of New Y o r k City and W a s h i n g t o n
D. C. the average distance
institutions

Is less.

Training

located farther away f r o m m e t r o p oli tan

areas are obliged to use s c h o o l - c o m m u n l t i e s more
remote f r o m their
di ffi cul tie s

campuses,

thereby ca u s i n g more

in the proper s u p e r v isi on

of the program.

and Int egr ati on

181
Only one of the six: rep orting Institutions
(Southern Illinois University) has a wri tte n agreement
or contract w i t h the c o o p e rat ing school- com mun ity .
The t r a i n i n g institution pays the c oop era tin g school
or a d m i n i s t r a t o r for supervising the

intern*s w o r k In

none of the cases.
The two factors exerting greatest Influence upon
the selection
ships

of school-co mmu nit ies

in w h i c h Intern­

are se rve d w ere re ported as follows

(see Table

21 ):
(a) E r e a d t h of opportunity for s everal kinds
of i nte rns hip experiences.

„

(b) Per s o n a l ana p r o f e s s i o n a l qualities

of the

local adm inistrator.
It Is Interes tin g to note that
t r a i n i n g institution does
to secure a suitable

in only one

the I n t e r n ’s own effort

location carry we igh t

in

i n f l u enc ing his assignment to location.
It is not
cent)

su rpr i s i n g that seventy-one

of the n i n e t y - s e v e n Internships

during the three-year period
training

institutions

reported served

1949-1952 in five

(see Table 22) were served In

su p e r I n t e n d e n c i e s and principalships.

Such positions

comprise the b u l k of admini str ati ve posts
field of education.

(73 per

More significant,

in the

in the w r i t e r ’s

162

TA E L E 21
F A C T O R S I N F L U E N C I N G C H O I C E OF C O O P E R A T I N G
S C H O O L - C O H K U N I T I E S U S E D FOR INTERNS HIP
P U R P O S E S B Y S I X T R A I N I N G IN STI TUT ION S
W e i g h t of Influence
(responses 1
Greatest
Some
Nona
Proximity to the t r a i n i n g
institution
Personal and p r o f e s s i o n a l
qualities of the local
adminis tra tor
Re q u e s t of the
for interns

6
6

local school

S p e c i a l opportunity for one
specific type of int ern s h i p
experience

1

3

2

2

3

1

B r e a d t h of opport uni ty for
several kinds of interns hip
experiences

6

General quality of staff and
leadership in the local school

4

A r r a n gem ent s made by Intern
seeking training

1

2
5

TABLE 22
TYPES OF ADMINISTRATIVE POSITIONS IN WHICH INTERNS HAVE SERVED 1949-1952
Ball
State
Elementary School
Principalship
Sr. or Jr. High School
Principalship
Local Superintendency
County Superlntendency
Supervising (or 12 grade)
principalship
State Dept, of Education
Private School (K-12)
Directorship
Supervisor Student
Teaching
Professional Magazine
Editorship
School Architectural Firm
College Administration
State Survey as Consultant
Executive Offices of N.E.A.
Totals

New York
Univ.

Ohio
State U.

7

7
1
11

2
2

Southern
111. U.

*

Columbia

UniV. of
Maryland

1

5

1

5

5
- - yi

10

3

2

«

•

1

T. C.,

*#
2

2
2
2
1
1
2

2
1

1
1

19

22

*

6

35

15

* Numbers not given In response to questionnaire.
** No differentiation made between supervising principalship and superlntendency, for
purposes of Internship classification.

a>

184
opinion,

Is the gr o w i n g t e nd e nc y t o provide

e xperiences

in other types

(a) service

In the state department

(b) service w i t h p ub l is h er s

of positions suc h as
of education,

of p r o f e s s io n al materials,

(c) w o r k w i t h s ch o ol ar c hitectural firms,
survey

and consul ta t or y act ivities,

responsibility

and

(d) state

(e) e xe c utive

in p r o f e s s i o n a l organizations at the

state and n a t i o n a l

levels.

New Y o r k U n i v e r s i t y has done
pr om ote

Intern s hi p

internships

a great deal to

of the more u n u s u a l types.

W a l t e r A. A nd e r s o n , Chairm a n, Departm e nt

of

A d m i n i s t r a t i o n and Sup ervision, New Y o r k U niversity,
says :
"There is great need t o prepare p ro m is i ng
young p eo p le f or administrative posts in state
and n a ti o na l ed u cation agencies and organizat ions.
The chances are good that the young man or w o m a n
w h o wo r ks closely w it h top-flight educational
leaders In such agencies and organizations and w h o
has competent gu idance and supervision f r o m a
u n i v e r s i t y w i l l re ceive u nusual preparation.
It is important that this type of intern ha ve a
v a r i e t y of a d m i n i s t r a t i v e and supervisory
experiences, Including those that take place In
the central office, In connection w i t h re s e a r c h
studies , and in field s e r v i c e s . 11

^ A nd e rs o n, W a l t e r A., "internships in Sc h oo l
A d m i n i s t r a t i o n , " The N a t i o n *s Schools , November,
1952, p. 53.

185
E.

C.

B o l m e i e r , Pr o fe s so r of Educat ion, Duke

U n i v e r s i t y , 2 re ports an I nternship currently being
served In the S p e c i a l Devices Center at Port
W a s h i n g to n ,

Ne w Y o r k , b y

is also a c a pt a in
out that

"this

a d oc t or a l candidate who

In the Army,

Dr. Bolmeier points

i n t e r n ’s experiences

ment and u t i l i z a t i o n of

in the d e v e l o p ­

learning aids should suggest

desirable ad a pt a ti o ns to public education and
admi nlstrat i o n •w
Other po s si b i l i t i e s for future In t er n sh i p
assignments

include experiences wi th labor unions,

city a dm i nistration,
chambers
at the

in dustrial pe r so n ne l offices,

of commerce,

local,

state,

and various soci al agencies
and n at i o n a l

levels.

is also re a s o n to b e l i e v e that u n iv e rs i ti e s
w el l en d ea v or to h e l p
and train
teachers
positions

(by means

There
might

local school systems select

of inter nship programs)

al ready e m pl o ye d

promising

in those s ch o ol systems for

of administration.

The g r o w i n g emphasis

in pr ograms

upon the value of direct experience
h u m a n r el a ti o ns

in the area of

(as opposed to practice

keeping, b u d g e t making,

of int ernship

in re co rd

and r ou t i n e a d mi n istrative

2 Bolmeier, E. C., Ibid., p. 55.

186
detail)
23.

Is i l lu s tr a te d by the d a t a p re s en t ed

In Table

A l t h o u g h opinion is somewhat d i vided as to w h i c h

types

of Internship experiences h av e p r o v e n to be most

satisfa c to r y,
success
groups

there Is more agree m en t

of Internships
of students

devoted

concer ni n g

largely to w o r k i n g w i t h

and w i t h groups

of lay-citizens

tha n Is the case w i t h respect to intern sh i ps d e vo t ed
to f o l l o w i n g the ro ut ine of p r a c t i c i n g admini st r at o rs .
In r es p on s e to the question,
noticeably

’’Has

greater demand on the part

there b e e n a

of h i r i n g

a u t h o r it i es for graduates who ha ve h a d

internship

exp e ri e n c e than for those wh o have h a d no such
e x p e r i e n c e ? ” r e pr e se n ta t iv e

officials

in four

I n s t i t ut i on s answered y e s .

Two re plies

In d icated

It was too soon to judge.
A l l officials questioned w e r e

unanim ous

a n s w e r i n g no to the f o l l o w i n g question:
b e l i e v e that a y o u n g person

in

”D o you

is apt to be more

s u c c e s s f u l In e ducational a dm i n i s t r a t i o n

if he goes

str aight

through his u nd ergraduate

p ro g ra m ,

I n c l u d i n g Internship, to the d o c t o r ’s degree--

than

and g ra duate

if he Interru pts hi s f or m al t r a i n i n g at the

b a c h e l o r ’s or m a s t e r ’s level to t e a c h for t w o or more
years, then completes his doctorate pr ogram,
internship?”

In other words,

the

cons ensus

omi tting
of opinion

187

T A B L E 23
S A T I S F A C T O R Y A N D U N S A T I S F A C T O R Y TYPES OF I N T E R N S H I P
E X P E R I E N C E S AS R E P O R T E D B Y SIX TRAINING- IN STITUTIONS
W h a t types of inter nship experiences h a ve been found
to be most s a t i s f a c t o r y , fairly satisfactory, or least
satisfactory?

Type of
Experience
Conducting
c om m u n l t y
surveys
Working with
b u d g e t or
financial
affairs
Working with
r ec ords and
administrative
forms
S u p e r v i s i n g and
Imp r o v i n g
Instruction
Working with
groups of
lay citizens
Working with
groups of
studen ts
Following
r o u t i n e of the
practicing
a d m i n i s tr a to r s

No e x p e r i ­
ence or
bas i s for
evaluation

Most
satis­
factory

Fairly
satis­
factory

3

1

2

3

2

1

2

3

3

2

1

4

1

1

Least
satis­
factory

1

5

2

1

2

2

Other ( s p e c i f y ) : C o n d u c t i n g field research, w o r k wi th
staff personnel, plant and business a d mi n istration,
aux i l i a r y services, board of education meetings

188
is that a competent e d u c at i on a l

ad ministrator needs

to u nd e rs t an d t e a c h i n g and to ha v e ha d teac hing
experience.

A c c o r d i n g to this report,

internship

is

no substitute for t e a c h i n g experie n ce In the p r e p a r a ­
tion of p ri n ci p al s and

superintendents.

In r eply to the qu e st i on ,

"Has there been any

evidence of ’e x p l o i t i n g 1 the intern

(I.e., conti n ui n g

a l ea rning experience, for the be n ef i t
s ch o o l - c o m m u n i t y after that

of the

local

experience has been

learned)?" officials In fo u r of the re p orting
institutions ans wered no, w h i l e officials
instit u ti o ns a n swered y e s .

However,

in two

two of the rio

answers w e re q u a l i f i e d w i t h a st atement to the effect
that r ep r es e n t a t i v e s

of the t r a i n i n g institutions are

ob liged to be constantly
of the intern.
that the
exercises
B.

on guard against exploi ta t io n

The conclusion Is that danger exists

Intern may be exploited,
close supervision of the

unless

the university

Internship program.

The Intern
Fi ve out of the six r ep o r t i n g colleges

u n i v e r s it i es state that the prospe ct i ve
r e q u i r e d to file w i t h the he a d
his

and

intern Is

of the department

or

d e s i g na t ed re p re s en t at i ve a w r i t t e n appli c at i on

f or assign ment

to Inter nship.

This applica t io n is

189
f i l e d several weeks

or months b e f o r e the sta rting

date of the p r o p o s e d internship period*
Th e p ra ctice of ca r ry i ng academic
d ur i ng the

internship pe r i o d var ies

Most of the

course w o r k

considerably.

institutions p ermit the intern to take

one or two academic

courses d u r i n g his Internship,

b ut e xceptions are so n um erous

as to re n de r invalid

any conclusion that there is a definite pattern
f ol l o w e d in the several instit utions.
S ou t he r n Illinois U n i v e r s i t y re quires
to live in the commu nities
their Internships.

interns

In w h i c h they are s er v in g

The other five r e p o r t i n g i n s t i t u ­

tions h av e no su c h re q uirement,

a l t h o u g h efforts

are

made in some Instances for Interns to identify
t he m se l ve s rather closely w i t h local situations.
Pour institutions report

that their interns

r e c e i v e approximately h a l f salary f o r t heir services.
S al aries

are p a i d by the

communitles.

c o o p e ra t in g school-

In no case does the

Intern r ec e iv e

m o n e t a r y r em u ne r at i on f r o m the t r a i n i n g Institution.
Two institutions report that their interns r e ceive
no salary f r o m any source at p r esent, but express a
hope

that this condition may be m od i f i e d In the near

future.

190
In r e s p o n s e to the question,

"What co n ta c t does

the intern ha ve w i t h his college adviser

(field sponsor)

duri ng i n t e r n s h i p ? 11 all s i x re po r ti n g institutions
stated that c o n f e r e n c e s be tween the
college adviser w er e h el d
(b)

intern and his

(a) prior to assignment,

at time of assignment,

(c) during

internship as

needed, and

(d) at r eg u l a r w eekly or b i- w eekly

Intervals.

A s i milar re s po n se was received

answer
the

in

to a qu e st i on co n ce r n i n g conferences b e t w e e n

intern and

the local admi nistrator w h o di rectly

supervises hi3 w o r k in the cooperating schoolcommunity.

A l l s ix r e p o r t i n g institutions also

stated that each intern has
i nv o lving b o t h h is
ad minis trator.
co nferences,

one or more conferences

college adviser and the

local

In addition to these sche duled

o cc a si o n a l

Intern seminar sessions

and

i nf ormal g e t- t o g e t h e r s f o r Interns and college
f a c u l t y members
i nstitutions.

are s po n so r ed by all of the r e p o r t i n g
Regular

intern seminars are r e po r te d

In f ou r instit u t io n s.
R es p o n s e s

to the question,

"Does the Intern

have an o p p o r t un i ty to a ssume a substantial st atusleadership role
and

in staff meetings,

l a y - c i t i z e n s 1 g ro ups?" were

statements.

The co n cl u si o n

staff committees,

qualified by lim iting

is t h at such opportunity

191
Is quite

limi ted In ma ny instances,

depending upon

the situation.
The d a t a p r e s e n t e d in Table 24 show that many
factors

are involved in ch oosing an

i n t e r n s h i p assignment.
weight

The fact or h av i ng the greatest

of in fluence is the

f a c u l t y member.

intern fo r his

judgment of a single college

One of the fa ctors having the

i nf l u en c e is the i n t e r n ’s own request.
as s c h o l a s t i c record,

character,

least

F ac t or s such

and social maturity

r a n k high.
T ABLE 24
F A C T O R S I N F L U E N C I N G CHOICE OF INTERN FOR H I S I NT E RN S HI P
Weig ht of Influence
(ch eck)
Greatest
Some
None
S c h o l a s t i c r e c o r d and a ca d em i c
rank
J ud g m e n t of a college faculty
member
J ud g me n t of a co m mi t te e of
c ol lege facu lty
Character
Physical Health
S o c i a l m a tu r i t y
S p e a k i n g ability
P e r s o n a l appea r an c e
S uc c e s s in p re vious job or
field ex p er i en c e
I n t e r n ’s r e q u e s t for a p a r t i c u l a r
assignment
C h o i c e by chance (first come,
f ir s t served)

3

3

6
2
4
3
4

2
2
2
2
4

2

' r
2
‘T"

2

3

4

1

1

2

3

1
6

192
D a t a c o n c e r n i n g re c o r d s w h i c h the inte rn is
r e q u i r e d to ke e p d u r i n g his
in T a b l e
require

25.
the

Five

of t h e s i x r e p o r t i n g in s titutions

intern to keep a daily a n e c d o t a l r e c o r d

of some kind;
report

internship are r ep o r t e d

four r e qu i re

a c o m p r e h e n s i v e pr o je c t

and an e v a l u a t i o n p aper; w h i l e

the s i x i n s t i t u t i o n s r eq u i r e
c o m p i l a t i o n of fo r m s

only th ree of

the in t er n to keep a

and p r o c e d u r e s u s e d by the

local

school.
T A B L E 25
W H A T R E C O R D S IS THE I N T E R N R E Q U I R E D
TO KEEP DURING HIS INTERNSHIP
Check
Yes
No
D ai l y a n e c d o t a l r e c o r d of a ct i vi t ie s ,
p ro b l e m s and r e l a t e d theory
C o m p r e h e n s i v e r e p o r t of p r o j e c t s and
a ct i vi t i e s (at end of internship)
C o m p i l a t i o n of f or m s and p r o c e d u r e s
use d by the local s chool
E v a l u a t i o n of his i n t e r n s h i p ex p e r i e n c e s
(at end of Internship)
H e l p p r e p a r e joint e v a l u a t i o n r eport
(intern; c o llege adviser; local a d m i n i s t r a t o r
C.

5

1

4

2

3

3

4

2

4

2

The College Adviser
A l l s i x i n s t i t u ti o ns

(Ball S t at e T ea c he r s

C ol l eg e , N e w Y o r k U n i v e r s i t y ,

Ohio State U n iv e rs i ty ,

S o u t h e r n Il linois Un i v e r s i t y , T e a c h e r s C o l l e g e
Columbia University,

and U n i v e r s i t y of Maryland)

193
r ep o r t that the college ad viser

(I.e., the university

faculty member wh o s u p e r v i s e s

interns In the field)

te ac hes other college classes

in addition to his

duti es w i t h the intern sh i p program.

In none

of the

s i x programs surveyed does a college adviser devote
f u l l time to the Internship program.
Some p ro v ision Is made

in five

of the six

Institutions for r e d u c i n g the college a d v i s e r ^
t ea c hi n g

(class)

load in p r o p o r t i o n to the number

of interns for w h o s e gu i da n ce he Is responsible.
Three institutions make p r o v i s i o n for r e d u c i n g the
teaching load approxi m at e ly
each Intern supervised.

one hour p e r w e e k for

One I nstitution reports a

tw o-hour per w e e k pe r Intern r e du c t i o n

of teaching

load, and one institution r ep o rt s a three-hour per
w e e k re duction on the same basis.

No f i x e d plan

is r ep orted in the r e m a i n i n g institution.
conclusion is that the t e ac h i n g
adviser is reduced,

load of the

on the average,

and one-half hours per w e e k for

The
college

ap p roximately one

each I ntern under his

guidance•
In reply to a q u e s t i o n concer ni n g h o w many
interns one person should attempt to supervise
time work,

including p la c em e nt , visita ti o n,

and evaluation)

officials

(full­

guidance,

In the s i x r ep o rt i ng

194
I ns t i tu t io n s s tated n u m b e r s r a n g i n g f r o m eight to
twenty, w i t h the average

computed to be fifteen.

Tea chers Co l lege, Columbia, prefers to spread the
r e s p o n s i b i l i t y for superv i si o n of interns
s ev e r a l college staff members,
t hr e e to five

among

e a c h of w h o m su pervises

Interns, r ather than to h a ve

one pe r s o n

s up e rvise f i f t e e n Interns as a f u ll -time assignment.
This

I n st i tu t io n appears to be the only one of the

s ix In w h i c h the word

"internship" is r e c o g n i z e d In

the title of t he person w h o directs
p ro gram.

E. E d m u n d Re u tt er ,

Jr., currently serves

in a p o s i t i o n e nt itled C oo r di n at o r
Program.

the Internship

of Internship

T hi s p os i ti o n also carries w i t h It a

p r o f e s s o r i a l r an k w h i c h may vary f r o m as sistant to
f ul l p r of e ss o rs h i p,
occupies

d e p e n d i n g upon the individual w h o

the position at a given time.

I ns titutions,

the p erson w h o d i rects

In the other

or coordinates

internships carries no special title w i t h respect
to the In ternship program.
R e s p o n s e s to the question,

"Does the college

adviser v isit the intern at the scene of the intern*s
work?" were unanimously y e s .

In f o u r institutions,

the v i s i t a t i o n p r o g r a m consists

of approximately two

v is i ts per term, ea c h visit b e i n g one-half day In
length.

One in s ti t ut i on reports b i -w eekly v i s i t a ti o n

195
d ur i ng the first h a l f
fre q u e n t

v i s i t a t i o n thereafter,

i nd i vi d u a l situation.
reports

of the semester, with

that

The

de pending upon the

So u th e rn Illinois Univer s it y

the co l le g e adviser is an off-campus

con s ul t a n t w h o vi s it s the
f ul l day at

intern on the

job for a

least once per month.
co llege a d v i s e r ’s responsibilities

s e v e r a l in s ti t ut i on s are tabulated

In Table

all insta nces his r e s p o n si b il i ti e s

Include

t a i n i n g r e l a t i o n s b e tw e e n

of the

s u p e r v i s e s the

26.

In

(a) m a i n ­

(b) h e lp i ng the

to adjust p r o p e r l y to the local situation,
w o r k i n g closely w i t h the

in the

the college and the

c o o p e r a t i n g school - co m mu n it y ,

In t h r e e

leas

and

intern
(c)

local school administr ator.

six institutions the college ad viser
internship w o r k of the

In only one I n s t i t ut i on does

student,

and

the college ad vi ser w o r k

d i r e c t l y w i t h the c o o p e r a t i n g - s c h o o l staff.

196
T A B L E 26
R E S P O N S I B I L I T I E S OF THE IN T ERN'S C OL L EG E A D V I S E R
la the co llege adviser

(field sponsor)

re s po n si b le

for:
Response
Yes
No
S u p e r v i s i n g di r ec t l y the
of the s t u d e n t ?

In ternship w o r k
3

M a i n t a i n i n g r e la t i o n s be tween
c oo p er a ti n g school?

3

college and
6

H el p i n g the intern to adjust to the
local s i t u a t i o n ?

6

W o r k i n g c l osely w i t h the
adminlstrat or?

6

local

W o r k i n g d i rectly w i t h the cooperatingschool s ta f f?

1

5

CHAPTER VI
CONCLUSIONS AND RECOMMENDATIONS CONCERNING
I N T E R N S H I P P R A C T I C E S IN T H E P R O F E S S I O N A L
PREPARATION

OF E D U C A T I O N A L A D M I N I S T R A T O R S

A r e v i e w of the f i n d i n g s
p o s s i b l e the f o r m u l a t i o n
recommendations

of this study makes

of c er t ai n

concerning

conclus i on s

Internship programs

and
in

e d u c a t i o n a l a dm i ni s t r a t i o n .
A.

G e n e r a l C o nc l us i on s
There

is little a gr eement

among e d u c at o rs

as

to w h a t c o n s t it u te s an H i n t e r n s h i p w in e d u c a t l o n a l
administration.

Abbreviated field

experiences

i n v o l v in g o b s e r v a t i o n and limited p a r t i c i p a t i o n are
c a l l e d internships
o th e r areas

in some lo c al i ti e s, w h i l e

inservice t r a i n i n g pr o gr a ms

administrators

for p r a c t i c i n g

are si m il a r l y de s i g n a t e d .

Between

t hese two ex tremes sire i n t e r n s h i p p r o g r a m s
in l ength f r o m twelve w ee k s

ranging

on a p a r t - t i m e b as i s to

one year on a f u l l - t i m e basis
experiences

in

and

i nv o lv i ng

ranging f r o m highly specialized research

in some p a r t i c u l a r p h a s e of e d u c a t i o n to the b road
r ou t i n e s

of the p u bl i c s chool s u p e r i n t e n d e n c y and

principalship•

198
R e p r e s e n t a t i v e , ongoing internship programs
v a r y sign If lcantly

In their o r g a n i z a t i o n . s c o p e . and

s u p e r v i so r y p r o c e d u r e s .
at different
institutions;

graduate

Internships are

levels

are or ganized

offered

in the several training
on va r yi n g t im e bases;

h av e no common de n om i na t or as to types or extent
a dm i ni s t r a t i v e experie nces provided for the
and are

of

intern;

characterized by few common standards

of

su pervisory procedures.
The number of internships and the n umber of
in stltutions

offe rlng programs

of in ternship are

increasing.

F o l l o w i n g the pattern of an expanded

p r o g r a m of off-campus student teaching at the u n d e r ­
graduate

level,

graduate schools

are

opportunities for suitable placement
in e ducational administration.
institutions have

inaugurated

d ur i ng the past two y e a r s .
p la n n i n g stage,

seeking; addit ional
of interns

Several tra ining
internship programs

h e w programs, n ow in the

are scheduled to be initiated

in

the n e ar future.
Internship programs
university

are e s t e e m e d .

College

and

officials curre nt l y engaged in directing

internship p ra c tices endorse such pro grams most
e nt h us i as t ic a ll y .

Interns

and local school

199
adm i ni s t r a t o r s are r e p o r t e d to be unanimous

in their

f a v o r a bl e r e a c t i o n s to the I nt e rn s hi p p r ograms w i t h
w h i c h they h av e been associated.
be a g r o w i n g w e i g h t

of opinion in favor of internships,

as ex pressed by l ea ding educators
o rg a nizations

There appears to

and p r o f e ss i on a l

in the f ie l d of education.

of p r o f e s s i o n a l

Th e volume

literature d ealing with internships

is a ls o increasing.

There

is g e n e r a l agreement

of two objec tives

of programs

concer n in g the value

of i n t e r n s h i p .

These

objectives ares
(a) to d e v e l o p b etter

admini strators than

could be d e v e l o p e d in an on-campus p r o g r a m of largely
t h e o r e ti c al training,
(b) to guide the intern in better u n d e r s t a n d i n g
and e va l ua t in g t h e o r y
T he s e are the

in terms of practice.
only two objectives rated as

" i m p o r t a n t " or Mv e r y i m p o r t a n t ” b y all twenty of the
le ading educa t or s s e l e c t e d to serve as a jury of
experts•
There is ge neral agreement

concerning the

a cc e p t a b i l i t y of fo u r cr it e r i a for evaluating
intern s hi p p r o g r a m s .

T h e s e c ri t e r i a are:

200
(a) the I n t e r n s h i p should consist

largely

of si g ni f ic a nt a d m i n i st r at i ve w o r k n ec e ss a ry to the
w e l l - b e i n g of an on - g o i n g e d uc a ti o na l p rogram--not
s o- c a l l e d Mm a d e 11 work;
(b) the

internship should p ro vide substantial

opportu n it y for c re ative th ou ght and action on the
pa rt of the Intern;
(c) the internship should make p ro v ision for
joint planning,
his

action,

college adviser,

and e v al u at i on by the Intern,

and the

supervising admini s tr a to r

In the co o pe r at i ng school-community;

and

(d) the In t e rn s hi p should make p ro v is i on for
fle x i b i l i t y
needs

in type of assig nment to better meet the

and interests

of the Individual i nt e r n — as

d e t e r m in e d by h i m s e l f and his adviser(s).
These four c r i t e r i a were rated as "fully
a cc e pt a bl e " by s e v e n t e e n or more members

of the Jury

of twenty experts.
There is general accept a nc e of five assumptions
w h i c h should un d er l ie
internship.
(a)

or be Inherent in programs

of

These assump ti o ns ares
interns h ip s hould reduce the d u a l i s m

b e t w e e n theory and p r a c t i c e — in the sense of
p r o f e s s i o n a l k n ow l ed g e versus

ability to administer;

201
(b)

Interns h i p should have as Its c e ntral

p ur p os e the p r o f e s s i o n a l prepa r at i on

of the Intern;

(c) intern sh i p should p r o m o t e d e si rable gr owth
of the

intern toward competent democratic

lea dership

in his p r o f e s s i o n a l re latio nships w i t h sc hool
empl oyees,

students,

l a y - c i t i z e n s , and o r ga nized

c om m u n i t y groups;
(d)

internship,

to be of m a x i m u m value to the

intern, r e q u i r e s his readiness

in the areas

of g e n e r a l

and p r o f e s s i o n a l education;
(e)

Intern s hi p should provide o p p o r t u n i t y for

the intern to carry real admin i st r at i ve responsibility.
E i g h t e e n or more members
experts

of the jury of twenty

indicated agreement w i th each of these five

ass umpt i o n s •
I n t e r n s h i p pro grams
b e t w e e n co l leges

improve r e la t i o n s h i p s

and the cooper at i ng sc h oo l - c o m m u n l t i e s

in their r e s p e c t i v e a r e a s .

School systems

and p r a c ­

t ic i ng adminis t ra t or s b e co m e acquai nted w i t h new
ideas e ma n a t i n g f r o m colleges, and the colleges

in

t ur n b e c o m e more acutely aware of problems and
p ra c ti c es

in the field.

Interns

often serve in a

liason c a pa c it y between

colleges

and local school

systems, w i t h a mutually be n ef i c i a l result.

Interns

202
p r o v i d e p oints

of creative contact b et w e e n the fa culty

and s t a f f of t h e

local s c h o o l and the

faculty

of the

g r a d u a t e school.
I n t e r n s h i p is an int egral part
preparatory program.

of the

total

The t en dency in some in stances

to d i v o r c e the i n t e r n s h i p f r o m direct r e l a t i o n s h i p
w i t h other p o r t i o n s

of the p r e p a r a t o r y p r o g r a m

minimizes

its e f fe c t i v e n e s s as an instrument fo r the

promotion

of c ap a bi l i t y for future p r o f e s s i o n a l

growth.
the

Confidence

in the s u p e r v i s o r y abi lity of

local a d m i n i s t r a t o r does not p re c lu d e the

desirability

of c o n t i n u i n g g ui dance

f r o m the t r a i n i n g
of the

in stitution.

The p o t e n t i a l i t i e s

i n t e r n s h i p can be re a l i z e d

three-way
ad viser,

and s u p e r v is i on

only by means

c o o p e r a t i o n be tween the intern, his
and the

co llege

local administrator.

I n t e r n s h i p pr o gr a ms
r a i s i n g the

of

afford o pp o rt u ni t ie s fo r

leveI of the p r o f e s s i o n .

relationship between

The close

internship experie n ce s in the

f ie l d and the i n s t r u c t i o n a l and r e s e a r c h programs
on - c a m p u s f a c i l i t a t e s the
s er v ices.

As

the

y ou n g e d u c a t o r s

Improvement

of e d u c a t i o n a l

local a d m i n i s t r a t o r helps p r e p a r e

for a d m i n i st ra t iv e positio n s, he

205
tend s

to d e v e l o p a b r o a d e r p e r s p e c t i v e and a g r ea t er

sense

of r e s p o n s i b i l i t y to the p r o f e s s i o n .
I n t e r n s h i p empha si z es

e f f e c t i v e usage

As

and

of p r o f e s s i o n a l k n o w l e d g e and theory

in t er m s of p r a c t i c a l
function

the m e a n i n g

is served,

situations.

In so far as this

the i n t e r n s h i p is desir able.

it goes be y o n d this f u n c t i o n and a t tempts to

develop

imitative p r o f i c i e n c y

techniques
becomes

in the m e c h a n i c s and

of s chool m a na ge m e n t

less

desirable.

routine,

The qu a l i t y

e x p e r i e n c e must be s a f e g u a r d e d b y
ti ve p l a n n i n g ,

analyzation,

Intern ship provides

in t er n s h i p

of internship

continuing coopera­

and e valuation.
a. c o n t i n u i n g , c om p re h en s lve

e x p e r i e n c e in a d m i n i s t r a t i v e r e s p o n s i b i l i t y to one
significant school-community s i t u a t i o n .
f e a t u r e w h i c h is un i qu e
It

Th i s

is a

in i n t e r n s h i p - t y p e training.

Is s u p e r i o r t o a series

f ie l d e x p e r i e n c e s be c au s e

of brief,
it p r o v i d e s

disconnected
the

intern

w i t h an o p p o r t u n i t y to d e v e l o p a Mf e e l ,f for the
In its entire ty.

job

In no other type t r a i n i n g is the

p r o s p e c t i v e a d m i n i s t r a t o r e n a b l e d t o r e a l i z e this
objective•

204
I n t e r n s h i p makes an Impact up on the on-campus
program.

By f o c u s i n g a t te n t i o n u po n p r a c t i c a l pr o b l e m s

and si t ua t i o n s

In the field,

I n t e r n s h i p s t im u la t es

c re a t i v e t h i n k i n g and gives p oint and p u r p o s e to
a c a d e m i c study.
ships

Traditional

on-campus

line and

tend to be modified.

group processes

staff r e l a t i o n ­
More d e m o c r a t i c

are s ub s t i t u t e d for c o n v e n t i o n a l

c l a s s r o o m p r o c e d u r e as p r of e ss o rs ,

Interns,

a d m i n i s t r a t o r s w o r k to g et he r o n -c a mp u s
In a c ommon p r o f e s s i o n a l cause.

administrators
program.

in by Interns

rec eive attention

The s ol u t i o n

the a s si s t a n c e

class

and s i g n i f i c a n t

and p r a c t i c i n g
in the on-campus

of such p r o b l e m s

of experts

local

and off-campus

M a t e r i a l s fo r

and se minar study become more v i t a l
as p r o b l e m s b r ou g ht

and

often demands

in the r e l a t e d d i s c i p l i n e s

of sociol o gy , p s yc h ol o gy , p u b l i c a d m i n i s t r a t i o n ,

and

g o v e r n m en t , r e s u l t i n g In more e f f e c t i v e use of the
t ot a l r e s o u r c e s

of the t r a i n i n g Institution.

I n t e r n s h i p pr o gr a m s p r o v i d e
professors

to continue

and d e v e l o p m e n t .
In t he f i e l d

As

o p p o r t u n i t i e s f or

their own p r o f e s s i o n a l g r ow t h

college p r o f e s s o r s

vi s it

interns

and confer w i t h local a d m i n i st r at o rs ,

they be c om e mo re alert to c o n t e m p o r a r y f i e l d p r ob l em s
a nd a d m i n i s t r a t i v e practices.

20 5
The
h as

aize of the c o o p e r a t i n g school or c o m m u n i t y

no ap p ar e n t effect

upon the e xcellence

Internship e x perience.

of the

E f f e c t i v e internships,

as

r e p o r t e d by officials

c o n n e c t e d w i t h all p ro g r a m s

surveyed, w e r e

in c ommunities r a n g i n g

f r o m small
T he

served

v i l l a g e s t o large cities.
d i s ta n ce

of the c o op e ra t in g

f r o m the t r a i n i n g I n s t i t u t i o n has
supervisory provisions
supervision

in size

school-community

an effect upon

in i n t e r n s h i p s ,

P r op e r

and i n t e g r a t i o n of internship pr o gr a ms

w e r e r e p o r t e d to be

less effective,

or at

least mo re

difficult, w h e r e i n t e r n sh i ps w e r e served at di s ta n c e s
g re a t e r than f o r t y miles f r o m the campus.
T h r e e f ac t o r s
upon

exert

the gr e atest

i n fl uence

the se l ec t io n of s c h o o l - c o m m u n i t l e s

i n t e r n s h i p s are s e r v e d .

T h e s e factors

in w h i c h

are:

(a) p e r s o n a l and p r o f e s s i o n a l q ua l i t i e s
the

of

local a d m i n i st r at o r,
(b) b r e a d t h of o p p o r t un it y for s e v e r a l kinds

of i nt e rn s hi p e x p e r i en c es ,
(c) di s ta n ce
college campus.

of the s c h o o l - c o m m u n i t y f r o m the

206
R e p o r t s f r o m institutions

surveyed Indicate

that 75 per cent of all Internships
the t h r e e - v e a r p eriod

served during

1949-1952 w e r e served

in

superintendencies

and p r l n c l p a l s h i p a .

s p e c i a l i z e d types

of internships, su ch as w o r k in

e xe c utive

of state and n a tional organizations,

offices

p r o f e s s i o n a l ma g a z i n e editorship,
of e d uc a ti o n,

state department

e d u c a t i o n a l research,

a d m i n i st r at i on ,

More

and college

are re c eiving an increasing amount

of att ention.
O pinion is divided c oncerning w h i c h types

of

in t e rn s hi ps h a v e proven to be most s a t i s f a c t o r y .
In gen eral, w o r k w i t h students,

staff,

lay-citizens,

sind o rg a n i z e d c om m un i ty groups appears to be f av o re d
over w o r k w i t h budgets,

records,

and administrative

forms.
Four f a ctors

exert the gr e atest

influence upon

the choice of & graduate student f o r assignment

to

internship.

In order of their importance,

by officials

conn ected w i t h all programs surveyed,

t hese

factors
(a)

as reported

ares

Judgment

of a college fac ulty member,

(b) s o c i a l maturity,

207
(c)

character,

(d) s cholastic r ecord and
There
educative.

is d a nger that
Unless

internships may he m i s -

the q u a l i t y of direct

is p r o p e r l y safegua r de d b y means
be tween

the college

danger that
as to de fy

academic rank.

and

experience

of cooperative

the local school,

effort

there

is

internship expe riences may be so disc onnected
integration;

so repetitive

of

automatic

skills as to become narrov/ing;

or so divorc e d f r o m

acceptable theory as to result

in un d es i ra b le

W it h ou t

learnings.

close s up e rv i si o n and guid ance f r o m the

college,

the intern may be unable to di sc r im i na t e between
desirable
observed

and undesi r ab l e a dm inistrative practices
in the field

situation.

Bl ind fo l lo w in g

of

local exa mple contr ibutes to the s t at u s- q uo and may
be m i s - e d u c a t i v e
There

in effect.

is danger that

interns may be e x p l o i t e d .

Care must be taken to see that the
jected to constant re p et i t i o n

intern is not

of routine

tasks

he has p r e v i o u s l y de monstrated his competence,
for the benefit
p er m itted

of the

local school.

in w h ic h
merely

He must be

and en c ou r ag e d to have a v a ri e ty of types of

ad m i nistrative experiences,
needs

sub­

in accordance w i t h his

and the scope of educati o na l ad m inistration

208
as a profession.

I nt e rn s hi p is only one of several methods by
w h i c h the p reparation p r o g r a m may he made more
effective.

Other

laboratory and field experiences may

be equally valua b le

in h e l p i n g the p rospective

t ra t or to underst a nd
ships

of theory

and

appreciate

and practice,

p r o f e s s i o n a l knowledge

adminis­

the pr o p e r r e l a t i o n ­

and to further his

and c ompetence.

The

experienced

a dm i ni s tr a to r

may derive more b enefit f ro m cl a ssroom and

se minar study

alone,

or f r o m field

trips

or survey w o r k

co mbined wi t h his on-campus p r o g r a m of study--whereas
the

i n e xp e ri e nc e d trainee may profit most f r o m a continu

ing exper ience

in adminis tr a ti v e r e s p o n s i b i l i t y

of an

internship nature w h i c h enables h i m to develop a nf e e l ?l
for

the

job in

its entirety.

W h a t e v e r method

is used

V

to promote the effect i ve n es s
for the
that

individual student,

there

practice.

of the pr e p a r a t o r y p r o g r a m
it should be recognized

is no essential d i c h o t o m y between
Theory

as taught

practical

as pr actice

is b a r r e n

and pointless.

theory and

in the c l as s r o o m may be as

itself.

P r actice w i thout

The d u a l i s m be tween

theory

the two

is a ciualism only in the sense that both are component
parts

of the whole.

for purposes
tory process.

They cannot be

of dissection
In re ality

separated

and analysis
they are

one.

except

of the p r e p a r a ­
As

internship

209
helps
theory

to b r i n g about a b e t t e r balance
and

practice

in the p re p ar a to r y program,

serves a l egitimate purpose.
other types
B•

in the fu n c t i o n of

of laboratory

The same may be

it
said for

and field experiences.

Recomme n da t ions

Th®

intern ship should be standardized

the period

of time

considered

to be the most desirable

internship service.

devoted

to i t .

in terms

One school

year is

length of time for

I nternship-type experiences

lesser duration should be designated by

of

other titles,

such as field p r ac t ic e s or w o r k experience programs.
The

internship should be served at the p o s t ­

master 1s l e v e 1 , p re f er a b l y
formal t r a i n i n g .

during the

seve nth year of

Viith due regard for the ex cellent

master's

degree p r o g r a m of internship conducted by

Southern

Illinois University,

students by and
master's degree,

large have
sufficient

it appears do u bt f ul that

acquired,

prior to the

a d mi n istrative knowle dge

and pr o f e s s i o n a l maturity to re alize m a x i m u m b e ne f it
from a r e s p o n s ib l e
The

internship assignment.

internship s h o u I d , at the doctorate

be an estab 11shed part

leve1 ,

of the pr of s s s i on a 1 training of

all school adminis t ra t or 3 who have not previously

of

210
d e m o n s t r a t e d th e ir competence in respon s ib l e
administrative positions.
opt i on a l l y available
also,

Internship should be

to exper ienced admini st r at o rs

in terms of their needs

and d esires for

a d d i t i o n a l t ra i n i n g leading to more r e s p o n s i b l e or
d if f er e nt kinds

of administrative positions.

F u l l - s c a l e , f u l l - time internship should be
p r e c e d e d by other field e x p e r i e n c e s ,

Gu i de d visits,

o bs ervations, f i e l d trips, p a r t i c i p a t i o n in field
surveys

and research,

school study councils,

and other

l ab o r at o r y - t y p e experiences should be p r o v i d e d prior
to in te rnship.

The isolation of on-campus

classroom

i ns t r u c t i o n f r o m pr a ctice in the field bod es
the f u tu re

of the profession,

e x p e r i en c es b o t h

ill for

A variety of laboratory

on-campus and off-campus en riches

the t o t a l p r e p a r a t i o n p r o g r a m and makes for
c o m p r e h e n s i v e and accurate

concept

a more

of re s po n si b il i ti e s

and o p p o r t un i ti e s in educational administration.
The

internship should p r ov i de op p o r t u n i t y for

.ludicious us e

of g ra duate in3t ltution p e r s o n n e l .

i n c l u d i n g persons f r o m fields related t o e d u c a t l o n a l
administration.

Any tendency to re l eg a te

r e s p o n s i b i l i t y to the

total

local s chool a d m i n i s tr a to r

s h o u l d be v i g o r o u s l y resisted.

While the

local

211
a d m i n i s t r a t o r in his
r e s p o n s i b i l i t y for
in the

own r ig h t assumes

direct

superv is i ng the w o r k of the intern

local situati on,

the training institution should

not r e l i n q u i s h its r es p o n s i b i l i t y for continuing
gu idance

of the intern d u ri n g this phase

p r o f e s s i o n a l preparation*
sessions

of his

R eg u la r on-campus seminar

i nv o lving other interns and members

g ra d ua t e s chool f a cu l t y should be provided.
c on f er e nc e s

of the
Informal

and discus sion groups, t o gether w i t h

c or r el a te d r ea d i n g and study should be encouraged.
The gr a d u a t e

Institution s hould assume major r e s ­

p o n s i b i l i t y for r e la t i n g Internship experiences
the f i e l d to the total p re p a r a t o r y program.
p r e s u p p o s e s effective usage of guidance

In

This

services,

as w e l l as ma t er i al facilities and p e r s o n ne l resources
on-campus•
Administrators

in c o op e ra t in g school-com m un i ti e s

shou ld be invited t o p articipate in i nternship wo r kshops
and c o n f e r e n c e s .
should
basis

Members

initiate wo r kshops

of the co llege faculty
and conferences

on the

of mutual respect and for the unified purpose

of I m pr o v i n g the quality of e d u c a t i on a l administration.
As a d m i n is t ra t or s

and college professors come to a

sat i s f a c t o r y u n d e r s t a n d i n g of the op p ortunities

and

2X2
responsibilities

of internships,

will be fostered.

Both the college and the local

school w i l l bene f i t .
may w e l l
future

lead to

and

i n t e r n s h i p should

admini s t r a tive

of preparation for

improved e d u c a tional

Include several kinds of

experiences.

The discovery and e v a l u a ­

of an i n t e r n ’s major strengths

only come about
trative work.
an

improved programs

intern

exper i e n c e

and w e a k n e s s e s can

through varied experiences

in a d m i n i s ­

Inasmuch as the future development

in his

is dependent

tional

and conferences

in the field.

The

tion

Such workshops

school a d m i n istrators

practice

cooperative effort

upon

of

total competence as an administrator
this assessment, he should have some

in e a c h of such Important areas

a d m inistration

in e d u c a ­

as

(a) p e r s o n n e l administration,
(b)

admin i s t r a t i o n

of student activities,

(c) a d m i n i s t r a t i v e relationships w i t h members
of the f a c u l t y and board

of education,

(d) w o r k w i t h c i t i z e n s 1 groups,
(e)

and

commu n i t y surveys.

He might w e l l be assigned major r e s p o nsibility
in connection w i t h project s
areas

In one or more of these

of human relati o n s h i p s .

In addition,

an

213
i n e x p e r i e n c e d intern should have at

least b r i e f

e x p e r i e n c e in other areas such as
(a) b u d g e t
(b) records

and finance,
and administrative forms,

(c)

a u x i l i a r y services,

(d)

school plant management,

and

(e) daily administrative routine.
Th e Intern should keep adequate records
his

internship e x p e r i e n c e .

of

S u c h records should

include s
(a)

an anecdotal account

w e e k l y a ctivities,
(b)

problems,

of his daily

and related theory;

a report of special projects undertaken,

i n c l u d i n g p e r t i n e n t data relative to facts
procedures

or

involved,

and actions

obtained,

taken or r e c o m m e n d a ­

tions made;
(c)
forms,

a compilation of materials, a d m i n i s t r a t i v e

equipment,

organization,

methods and procedures

used in the co o p e r a t i n g school-community;
(d) a fi n a l comprehensive

evaluation p a p e r

c o n c e r n i n g the quality and value of his total
I n t e r n s h i p experience.
The f o l l o w i n g c r i t e r i a should be used for
e v a l u a t i n g the

internship:

214
(a) The

Internship consists

largely of

si g n i f i c ant admin i s t r a t i v e w o r k necessary to the
w e l l - b e i n g of an on-going ed u c a t i o n a l program, not
so-called

f,m a d e H work,

(b) The internship provides substantial
o p portunity for creative thought and action on the
part of the intern,
(c) The internship makes provi s i o n for
c o n t i n u i n g joint pl anning,
by

action,

and evaluation

the intern, his college adviser,

and the

local

a d m i n i s t r a t o r in the c o o p e r a t i n g school-community,
(d) The in t e r n s h i p makes provision for
f l e x i b i l i t y in types of assignments to meet
i n d i v i d u al needs and

interests,

as determined by

the intern and his p r o f e s s i o n a l associates,
(e) The intern s h i p involves the i n t e r n ’s contin u ­
ing administrative r e s p o n s i b i l i t y to a particular
s c h o o l - c o m m u n i t y si tua t i o n for a considerable period
of time, p r e f e r a b l y one school year,
(f) The
m a s t e r ’s degree

internship is served at the p o s t ­
level, p r e f e r a b l y during the seventh

year of fo r m a l training,
(g) The internship provides
I ntern to work,

opportunity f o r the

as an a d m i n i s t r a t i v e assistant,

in

215
d emocratic group processes

Involving lay-citizens

and school p e r s o n n e l In the

cooperating school-

community •
(h) The intern s h i p provides the
variety of a d m i nistrative
and special,

intern w i t h a

experiences, b o t h routine

including most of those

a dministrative position(s)

common to the

in w h i c h he serves his

internship.
(i) The

internship is integrated with

p r e p a r a t ory p r o g r a m by means
c orrelated study,

of seminars,

the total

conferences,

and other guidance and supervision

of the intern by members

of the college faculty.

b

i

b

l

i

o

g

r

a

p

h

y

A.

BOOKS

Brownell, S. M . , "Some Needed Adj u s t m e n t s In Courses
of S c h o o l Admin i s t r a t i o n In the Light of War
D e m a n d s , " National Society of College Teachers
of E d u c a t i o n * 29th Y e a r b o o k *
Ann Arb o r , Michigans
Ann A r b o r Press, 1944*
pp* 71-76.
Campbell, Clyde M . , Pract i c a l A p plications of
D e m o c r a t i c Administration.
New York: Harper and
brothers, 1§52.
p. 299.
Dewey, John, Experience and E d u c a t i o n .
The Macmillan Co., 1 9 & 8 • pT 13.

N e w Yorks

Dewey, John, "The Rela t i o n of Theory to Practice In
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p. 150.
Faunce, Roland C., and Nelson L. Bossing, D e v e l o p i n g
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N e w Yorks P r e n t i c e - H a l l ,
I n c J~, T95TT
pTT§7.
F e a t h e r s tone, W i l l i a m B., A F u n c t i o n a l C u r r i c u l u m for
Y o u t h . New Y o r k s A m e r i c a n B o o k Co.~ 1950.

pZ <TT6.

Finney, Ross L., A S o c i o l o g i c a l Philosophy of E d u c a t i o n .
New Yorks The Macmillan Co., 1934.
pp. 539-540.
Gates, A rt h u r I., et al., E d u c a t i o n a l P s y c h o l o g y .
New York: The Macmillan Co., 1942.
p. 299.
Good, C a rter V., Barr, Douglas, The Me t h o d o l o g y of
E d u c a t i o n a l R e s e a r c h . New Y o r k : t). AppleionC e n t u r y Oo., 1035.
p. 286.
Grace, A l o n z o G., "The P r o f e s s i o n a l P r e p a ration of
S c h o o l Personnel," N a t i o n a l Society for the Study
of E d u c a t i o n , Part II.
Chicagos tfne U n i v e r s i t y of
"Chicago P r e s s , 1946.
p. 176.
Gulick, Luther and L. Urwlck, Papers on the Science of
A d m i n i s t r a t i o n . New Y o r k : Institute of Public
A d m i n istration, Colu m b i a Univ., 1937.
p. 13.

218
H a g g e r t y , M. E., T r a i n i n g the S u p e r i ntendent of Schools.
B u l l e t i n of t h e Univer s i t y of Minnesota, XXVTTTT
No. 17, April, 1925.
Haldane, J. S., O r g a n i s m and E n v i r o n m e n t .
Conn.: Yale P r e s s , 1917.
p. 99.

New Haven,

Hanna, Lavonne, et al.. Group Processes In S u p e r v i s i o n .
B u l l e t i n of the As s o c i a t i o n for S u p e r v i s i o n and
C u r r i c u l u m Development.
W a s h i n g t o n D. C.s The
N a t i o n a l E d u c a t i o n Association, 1948.
p. 59.
Junge, Charlotte, Off-Campus Student T e a c h i n g ,
A s s o c i a t i o n for Student Teac h i n g (50th Yearbook)
L o c k Haven, P e n n s ylvania: c/o State Teachers
College, 1952.
p. 33.
Koopman, G. Robert, Alice Miel, and Paul J. Mlsner,
D e m o c r a c y In School A d m i n i s t r a t i o n . New Yorks
A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1543.
p. 281.
Lund, John, The Educa t i o n of School A d m i n i s t r a t o r s .
B u l l e t i n No. 6. W a s h i n g t o n t>. C.: United States
Office of Education, 1941.
p. 74.
Marshall, J. E., editor, D e v e l o p i n g Leaders for
E d u c a t i o n . A report o f t h e W o r k Confer e n c e of
P r o f e s s o r s of E d u c a t i o n a l Admin i s t r a t i o n at
Endlcott, N e w York, 1947.
p. 47.
N a t i o n a l E d u c a t i o n Association, The Amer i c a n S c h o o l
S u p e r l n t e n d e n c y . 3 0 t h Yearbook, A m e r i c a n A s s o c i a ­
tion of S c h o o l Administrators.
W a s h i n g t o n D. C . :
N a t i o n a l E d u c a t i o n Association, 1952.
p. 397.
Newell, Clarence A., H a n d b o o k for the D e v e l o p m e n t of
I n t e rnship Programs in E d u c a t i o n a l A d m i n i s t r a t i o n .
N e w York! C o o p e r a t i v e P r o g r a m In E d u c a t i o n a l
A d m i n i s t r a t i o n , Middle Atlantic Region, Teachers
College, C o l u m b i a University, May, 1952.
p. 4.
Newlon, Jesse H., E d u c a t l o n a l A d m i n i s t r a t i o n a
S o c i al P o l i c y . N e w York! Charles S c r i b n e r ^
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p. 261.
Otto, H e n r y J., E l e m e n t a r y School Organization and
A d m i n i s t r a t i o n . N e w York! 1). Appleto n - C e n t u r y
C o . , I n c ., 1944.
p . 300.

2X9
Flttenger,
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T55T.

Benjamin P., Local Public School A d m l n l s t r a
New York: McGraw-Hill Book Company, Inc.,
p. 103.

T h e Q u e s t i o n n a i r e . R e s e a r c h Bulletin of the N a t i o n a l
E d u c a t i o n Association.
VIII, No. 1, January, 1930
p. 18.
Reeder, W. G., The Fundamentals of Public School
A d m i n i s t r a t i o n . New York: The Macmillan Company,
T 9 4 1 . p. 11.
Riso, S i s t e r Mary Karen, The Prof e s s i o n a l E d u c a t i o n
of S c h o o l A d m i n i s t r a t o r s . typ e w r i t t e n doctoral
d i s s ertation.
New YorW: F o r d h a m University,
1950.
p. 110-112.
Sears, Jesse B., The Nature of the Admini s t r a t i v e
P r o c e s s • New York: M c G r a w - H l l 1 Book Company,
I n c . , 1950.
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S h o res, F u n d a mentals of C u r r i c u l u m D e v e l o p m e n t .
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Tyler, R. W., ”T r a i n i n g Administrative Officers for
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C o l u m b i a University, 1950.

220
B.

PERIODICAL ARTICLES

Alberty, Harold, "Administrative Leadership In the
H i g h S c h o o l , " E d u c a t i o n a l Leadership, V:433.
April, 1948.
e
Ander s o n , W a l t e r A., "Internships in School A d m i n i s ­
tration," The N a t i o n 1s S c h o o l s . November, 1952,
Bolmeier, E. C., "internships in School A d m i n i s t r a ­
tion," The N a t i o n 13 S c h o o l s , L:55, November, 1952.
Campbell, R o l a n d P., "Educational Leadership In Group
P l a n ning," E d u c a t i o n a l A d m i n i s t r a t i o n and S u p e r ­
vision, X X X I I : 193-202, April, 1946.
Cocking, W a l t e r D., "Education of an A d m i n istrator,"
The N a t i o n 1s S c h o o l s , XXVIII:31-32, July, 1941.
Conant, James B., "News In R e v i e w , " The N a t i o n 1a
S c h o o l s , L:102, August, 1952.
Cooke, D. H . , "The S u c c e s s f u l A d m i n i s t r a t o r Is a
L e a d e r , " American School Bo a r d J o u r n a l , CXI:29,
October, T § 4 £>•
E i k e n b e r ry, D. H., "The P r o f e s s i o n a l Training of
S e c o n d a r y Sc h o o l P r i n cipals," School Review,
X X X V II:508, September, 1931.
Fixley, E. H., "Governing Factors In the Construction
of T r a i n i n g Programs for Superintendents of
S c h o o l s , " E d u c a t i o n a l A d m i n i s t r a t i o n and S u p e r ­
v i s i o n , XXIV:632-633, April, 1938.
Hill, Ci M., "Trends in the T e a c h i n g of School
A d m i n i s t r a t i o n , " School and S o c i e t y , XXVIII:33-35,
July 8, 1933.
Hunt, H. C., "Why Not Internships for School
A d m i n i s t r a t o r s , " School M a n a g e m e n t . X V I I I : 12,
Fe b r uary, 1949.
Kilpat r i ck, W i l l i a m H.« "A R e c o n s t r u c t e d Theory of the
E d u c a t i v e Process," Teachers College Record,
X X X I I : 556-558, March, 1 9 3 1 7 “

221
McGrath, G. D., MThe w e e d for Improving the Social
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LXXI:180, November, 1950.
Melby, Ernest L . , ”L e a d e r s h i p is Release of
C r e a t i v i t y , ” Sc h o o l E x e c u t i v e , LXVIII:33,

November,

194137

Neal, Charles D., ”lnternship In Teacher T r a i n i n g , ”
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Strayer, G. D., ”E d u c a t i o n of the Superintendent of
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S c hool and S o c l e t y , XXVIII:289, March, 1926.
Ullrich, P. H., ’’Colleges Make Big Strides In School
A d m i n i s t r a t o r T r a i n i n g , ” The Nation's Schools,
XI:43, April, 1933.
V e n d e r Werf, L., ’’New Concept of Teacher P r e p a r a t i o n , ”
P e abody Journal of E d u c a t i o n , July, 1950, 71.
Vincent, W. S., ”E x p e r i e n c e S c h o o l for A d m i n i s t r a t o r s , ”
S c h o o l E x e c u t i v e , LXVIII:37-40, March, 1949.

A P P E N D I X E S

SURVEY-APPRAI5AL QUESTIONNAIRE
Concerning Programs of internship in Educational Administration

(name and position of person answering questionnaire)

(mailing address)
I

; l.f
; I
:2eJ
I
I
It.|
f
5.1
I
6f1
f
7*|
I
6.7
t
^

(date)

OBJECTIVES
How do you evaluate the following objectives of an internship program? (check)
| very
|
fnot very f
| important limportant limportant I
To make a gradual transition from preparation I
1
|
I
I
to full-time administration.
1
I_________ f
To put the ideal of "learning by doing" into
f
§
I
'§
practice at the graduate school level*
I
I
I
i
To guide the interne in better understanding
!
I
|
f
and evaluating theory in terms of practice*____ I_________ I
j
To instil in the intern an acceptable interpre|
|
I
|
tation of a code of professional ethics. ______ I
I
j_______
1
To help the intern develop desirable profesl
i
l
t
sional habits, interests and ideals.
!
f
^ ________ To test whether more training is needed before I
I
I
the intern begins full-time administration.
l
i
l
t
To provide practical work experience with lay- I
I
citizens in an ongoing educational program.
j
I
I
i
To develop better administrators than could be |
|
1
developed in an on-campus program of largely
f
f
[
I
theoretical trainings_________________________ 1_________ E_________ j__________ ?
Other objectives and/or comments:

(please specify)

2
224
II.

CRITERIA
How acceptable do you find the following criteria for evaluating internship
programs?
1*

The internship should consist largely of significant administrative work
necessary to the well-being of an on-going educational program— not socalled "made" work*
fcheck |
fcheckl
Ifulljr acceptable
|
I fvery important
^acceptable with reservations!
" | limportant
i
i
ihot acceptable
I
~~i Inot very important
Comment:

2#

The internship should involve the intern>s assumption of real and con­
tinuous administrative responsibility for the work he does and, insofar
as legally and/or morally possible, for the results of his work*
icheck i
ifully acceptable
l
__l
lacceptable with reservations •
i
inot acceptable
1
1

___
fveiy important
limportant
Inot very important

jcheck 1
§
E
z

5

I

Comment:

3*

The internship should provide numerous opportunities for the intern to
serve as a status-leader in democratic group processes involving
teachers, students, parents, and other lay-citizens.
f c h e c k ^ ________________________ Icheck"f
5?
1 Ivery important
|fully acceptable
I
S
I limportant
lacceptable with reservations |
I
I
"1 fhot very important
fnot acceptable
1
Comment:

1|«

The internship should provide substantial opportunity for creative
thought and action on the part of the intern*
ghiilly acceptable
I
lacceptable with reservations#
tiot acceptable
I

Comment!

1 Ivery important
1 limportant
r |not very important

jcheck I
1
I
1
\
5

^

225

The internship should include a substantial amount of guided reading and
study designed to correlate the funded knowledge of the profession to the
practical situation at hand*
check
ifully acceptable
1
^acceptable with reservations f
;not acceptable
1

i
f
?
?

ivery important
limportant
Inot very important

icheck I
5
£
5
-

Comments

The internship should involve periodic visitation at the ’’scene of action11'
by the college-adviser (field-sponsor) for purposes of conferring with snd
assisting the intern, and evaluating his work in terms of the local job
situation*
iclieck I
Irully acceptable
1
§
lacceptable with reservations i
|
aiot acceptable
f
=

Ivery important
limportant
Inot very important

icheck
§
5
|

|
§
£
=

Comments

The internship should make provision for joint planning, action, and
evaluation, by (a) the intern, (b) his college-adviser, and (c) the superv i sing-administrator in the cooperating school-community*
gcheckl
gfully acceptable
'
I
|
^acceptable with reservationsT'
I
not acceptable
I
I

________„ _______
ivery important
limportant
fnot v e r y important

check'i
£
i
=

1
I

Comments

The internship should be served at or near the completion of the graduate
student»s formal program of professional preparation*
icheck I
i
jfully acceptable
I
lacceptable with reservations \
inot acceptable
?
1

Comments

fvery important
limportant
|not very important

check
1
i
1

i
|
f
s

226
The internship should involve a considerable block of time, at least
(check) /I quarter/ / /I semester/ 1 / A year/ / /2 years/ / on a full-time
basis, or the equivalent,
icheck I
flully acceptable
i
I
lacceptable with reservations I
f
m o t acceptable
^
^

__________________________
|very important
limportant
mot very important

fchecK I
=
!
I
s
s
=

Comment:

The internship should make provision for flexibility in time allotment to
better meet the needs and interests of the individual intern— as determined by
himself and his adviser(s).
|check'|
foully acceptable
I
j
Iac ceptable with~*res ervations I
I
inot acceptable
I
I

icheck I

§veiy important
limportant
Inot very important

I
I

|
I

Comment:

The internship should make provision for flexibility in type of assignment to
better meet the needs and interests of the individual intern— as determined
by himself and his adviser(s).
Icheck
Ifuiiy acceptable
I
lacceptable with reservations 1
fnot. acceptable
1

§
I
1
1

:_______________________ icheck |
I
£
fvery important
limportant
inot very important
_

Comment:

The internship program should be conducted at a respectable graduate level of
proficiency (i.e. meet recognized standards of accrediting agencies as to
qualifications of instructors, supervision, teaching load, material resources,
professional ethics, evaluation, credits, etc.).

ich'eok Iz
ifuljiy acceptable
f
lacceptable with “reservations f
fnot acceptable*
I

Comment:

s

I

1

Ivery important
limport.-mt
inot very important

icheck
=
l

13.

' 227
The internship program should not substitute an intern for a regular teacher
or administrator in the cooperating school-community (i.e. should not Jeopard­
ize the continued employment and privileges of the complete, regular staff).
gcheck'
Ifullly acceptable "" *
\
la'cceptable wlih reservations I
jioi acceptable
|

j
g
f
I

jveiy importani
kmporiant
jhou very important

jcheckTI
j
I
r~
|

Comment:

lU.

Other criteria (specify):

15.

Further comment:

note:

Permission is requested to give credit to you for ideas and suggestions
given in your comments. Do you give permission to use y our name in
connection with such quotations?. Please check: /yes / /
/no / j

6
ASSUMPTIONS

228

To what extent do you agree that the following assumptions should underlie
programs of internship?
1*

Internship should reduce the dualism between theory and practice (in the
sense of professional.knowledge vs. ability to administer)#
icheck I
fagree
|
|
Comment:
iagree with
|reservations

f
1

I

Idisagree
2.

Internship should have as its central purpose the professional prepara­
tion of the intern— not economical educational service to the cooperating
school-community#
I check f
s

5

|agree__
.
t
fagree with
freservations i

;

Comnent:

1

Idisagree
3*

Internship should promote rapid and desirable growth of the intern toward
competent democratic leadership in his professional relationships with
school employees and students*

f check
i
■
■ - j

■i

Comment:

fagree
Iagree with
freservations
fdisagree
U.

Internship should promote rapid and desirable growth of the intern toward
competent democratic leadership in his professional relationships with
lay-citizens and organized community groups.
Icheck I

Comment:

Iagree________ I
iagree with
I"
Ireservations I
Idisagree
5*

Internship should promote rapid and desirable growth of the intern toward
social and emotional maturity*
§ checK I
Comment:
fagree
iagree with
T
freservations |

7
6*

Internship, to be of maximum value to the intern, requires his readiness
in the areas of general and professional education (i*e* he must possess
prior to internship, some breadth of general and professional education,
and some knowledge of the theory and practice of administration)*
I check j
I

7*

229

5

3

Iagree
f
iagree with
§
freservations I

|
|
!

Idisagree

f

I

Comment;

Internship should substantially improve the quality of the total prepar­
atory program by providing individualized instruction and flexibility in
content and method to meet the peculiar interests and needs of the
individual trainee*
I check 1
Iagree
iagree with
ireservations

Comment:

I
|
f

Idisagree_____ [
8*

Internship should provide opportunity for the intern to carry real
administrative responsibility which is very beneficial to him in his
preparatory program*
I check ?
Iagree
I
iagree with
"|
ireservations I
Idisagree

9*

Comment:

j
f
!

I______ |

Other assumptions

(specify):

)

230

8
IV.

FUTURE FR0GRAM5
What should be the internship program of the future (i.e. nature and scope
of experiences; tendency to become a requirement; part that field surveys
should have in the program; advisability of college-adviser living in the
cooperating community while working with a group of interns; etc.)?

231
Status-Survey Questionnaire
Concerning Selected Programs of Internship in Educational Administration

(name and position of person answering questionnaire)

(name of training institution)

(date)

The Program
ko# enrolled
Spring term 19$2
1* i Total No. School Admin* Majors (approx'»)
, « , taking
1
' '
tralr
‘
j rfo. students
internship
training'
; Comment:

2

.

3*

No*
total number"of students who have participated in the
internship program tpedate;

Years in which internship experiences are normally provided:
Check
f Fifth year (Master^s)'
j Sixth Year
S Seventh freer (boctoraT
! Post-Doctoral

h+

Time basis upon which internship is organized:

frar-i3Se” "
! Half-time
! 6ne-fourth time
I Other (describe

.............................
.

.

..

j
1
1
j

j

J
1

No*
j No* of different school-communitiea (locations) used

1
No#

6. 1 No* of different locations used by any one intern

j

j
j

232
• 2 7.

T^rpes of cooperating school-communities used:
TJKecT
’Rural'
Village or iown (less than
pop. J
Small city (£.666-29^999 p ° p ‘ >
Large m
000 or more pop.7
m

8*

Distance of cooperating school-communities from the training institution:
I Name of town (or schooTT

9*

INo* of miles

Is there a written agreement or contract between the training institution
and the cooperating school-community?
Check

j yes j

| jno

10*

Does the training institution pay the cooperating school or administrator
for supervising the intern*s work?
Check I yes I
j
= no

11.

’What factors influenced choice of cooperating school-communities used for
internship experiences?
_____________________
Weight of Influence
(check)
Greatest Some i None
|
•
♦
Proximity to the training institution
{
|
Personal and professional qualities of the local
1
i
administrator
" ..
Request of the local school for interns
Special opportunity for one specific type of
\
internship experience.
J
- .*
1n
Breadth of opportunity for several kinds of
j
internship experiences
i
I
General quality of staff and leadership in the
1
:
1
;
local school
..... )
*
Arrangements made by intern seeking training
i
Other (explain)
i
-------------------------------- j

233
- 3 12*

What is the amount of credit toward the degree required or allowed for
internship experiences?
; Mo* of term hrs* (specify if
semester hrs*)
j Has ter* s program jboctoral prog*
Minimum required
1
i
I'-iaximum allowed (total;
Maximum aL lowed Cone term)
|
j
Maximum 5& of total credits required for
S
j
degree which may be earned in internship
(Comment)

13*

In what types of administrative positions have students interned during the
past three years?
\ No. of interns
l
i
:
:
--- f ’..........

i Elementary school principalship
I Senior or junior high school principalship
1 Local superintendency
; Assistant suberihtendencv
County superlnten&ehcy
""
Supervising princIpalship
State Department! of Education
Other (explain)

llu

What types of internship experiences have been found to be most satisfactory.)
fairly satisfactory^ or least satisfactory?

I Type of Experience
i Conducting community surveys
IWorking with budget or financial
I affairs
IWorking with records and adminisj trative forms
j Supervising and improving instruci tion
i Working with groups of lay citizens
i Working with1 groups of students
!Following routine of the practicing
Iadministrators
jOther (specify)

!No experfairly j least
lienee or
satis- j satisibasis for
factory! factory ievaluation

( most
[ satis| factory
I
I
I
[
I
|
I
*
t

1
:

:
f

1
j
1
j

234
-

lf>.

h

-

Has there been a noticeably greater demand on the part of hiring authorities
for graduates who have had internship experience than for those who have had
no such experience? Check [yes j
11 "f jno j
j
Comment:

16,

Do groups of interns have get-togethers sponsored by the college for talking
_______________________
over common problems
Check
4
j Regular seminar sessions
! Is tiie college staff represented

i
I

..- -i...... .
I
:

.-i
i
:

[(Comment)

17*

What kinds of professional and social activities are engaged in jointly by
interns and college faculty:
______ ______________
Check
I ¥es | No j Frequency j
T College departmental staff meetings
j
j
j Paculty-intern social activities
'
!
f" 7 !
j
j (Comment)

18,

Do you believe that a young person is apt to be more successful in education­
al administration if he goes straight thru his undergraduate and graduate
program, including internship, to the doctor's degree— than if he interrupts
his formal training at the bachelor's or master's level to teach for two or
more years, then completes his doctorate program, omitting internship?
Check: jyea |
j jno j
j Comment:______________ ________________

19*

Has there been any evidence of "exploiting” the intern (i.e. continuing a
learning experience for the benefit of the local school-community after
that experience has been learned)? Check: 1)fes f
I Ino j
I
Comment:

The Intern
20.

Does the prospective intern file a written application for assignment to
internship? Check: I'tea I
] jNo !
1
If yes, when?

235
- $ -

21*

Does the intern cariy a program of academic course work during his
internship? Checks jYes j
j j Mo j
j If yes, describes

23#

Is the intern required to live in the community in which he is having his
internship experience? Check: [Yes I
i Ifa> I
1

2U *

Does the intern receive a salary (or other monetazy remuneration) for his
services?
I— CKScE-----_________
j Yes
| Mo
j From the cooperating school-coimunity
I
j
j"^rbm the' draining institution ~ r" '
r
j
]
I (Indicate approximate amouni)
"
"
j

2^*

1
j
?
I
f

What contact does the intern have with his college-adviser (field sponsor)
during internship?
^
_________
j Check '
~]
| Conference prior to assignment
j
~*1
1 Conference at time of assignment '
"
I
1
I Conferences during Iniernsnip as needed
1
| Conferences at regular weekly"'intervals
I Other (describe briefly)

26,

What contact does the intern have with the local supervising-administrator
during his internship?_______________________________________ ___________
^
I Check
|
[Conference prior"to assignment
!
I
|Conference at time of assignment
1Conferences during internship as needed
jOther (describe briefly)

27,

Does the intern have one or more conferences during his internship which
involve both his college-adviser and his supervising-administrator?
Check: jYes j
j I'Nol
I

I

28,

Does the intern have an opportunity to assume a substantial statusleadership role in:
Check
TSF
1
mg
L Staff meetings?
i StaiT commaittees?
jlay-ciiizen »s groups T
Other (specify)

29 •

Is the intern held directly responsible to the local supervising-admlnistra
tor for his action in the field situation? Check: IYes !
i j No 1

jScholastic record and academic rank
I Judgment of a college faculty member
! Judgment of a committee of college faculty
1 Character
1 Physical health
| Social maturity
l Speaking ability
1 Personal appearance
j Success in previous job or field experience
j Intern's request for a particular assignment
jChoice by chance (first come, first served)

Weight of influence 1
(check)
I
Greatest Some Nonej
»
1

j
;
1
i
1
j
1

t
t

i
i
i
:
:
:
:
t
|
!

.

f
i
j

1

| Other (explain)

What records is the intern required to keep during his internship?
[check
|Yes !Wo
Daily anecdoted record of activities,problems & related theoiy ]
j
Comprehensive report of projects & activities (at end of
j
I
internship)
1
j
Compilation of forms & procedures used by the local school
j
Evaluation of his internship experiences (at end of Internship i
help prepare joint evaluation report (intern; college-adviser; j
j
local administrator)
i
I
Other (describe)

{
t
i

\
1
1
1
j
i

»i:
1
}
i
?

The college-adviser
32,

Does the college-adviser (field-sponsor) teach regular college classes in
addition to his work with the internship program? Check j ^es j jj Noj
Other assigned duties or responsibilities? ______________ -'"
' 1

| ^
Jf§!

33«

What provision is made for reducing the college-adviser's teaching (class)
load in proportion to the number of interns for whose guidance he is
responsible?
_____
I**"" Check
[ Approximately 1
hour per week for each Iniern
[
1 Approximately 2hours per week for each intern
I
jApproximately 3hours per week for each intern”
j

I
I
I
j

I Other (explain)

|

~

3U«

Does the college-adviser visit the intern at the scene of the intern*s work?
Check: s Yes \
t ifooi
I If yes, describe average number and
length of visits:________________ __________________________________________

35*

Is the college-adviser (field sponsor) responsible for:
!Check
___________
_______[Yes' 1 N o
| Supervising dlrecily Die internship work of ihe student^
]
I
j Maintaining relations between college and cooperating school? j
j
IHelping the intern to adjust to the local situation?
1
I
jWorking closely with the local administrator?
j
j
|Working directly with the cooperaiing-school staff 7
T*""" r
jOther (specify)

36,

What is the title of the college-adviser who supervises the internship
program? (specify) ________________ __________________________________

37 •

How many interns should one person attempt to supervise (full-time work,
including placement, visitation, guidance and evaluation)?
Number of interns i
;

Further Comment:

Interview Check-list

238

Cname"and position of interviewee)

(name of training institutionJ

(date;

1*

What provision is made for flexibility in the length of time of the intern­
ship experience (i.e. consideration for prior experience, demonstrated
ability in college work, etc.)?

2.

What provision is made for flexibility in type of assignment to fit the
needs of the individual intern (i.e. use of guidance information, student's
own preference, faculty judgment, etc.)?

3.

What impact, if ary, is the internship having upon the rest of the prepara­
tory program (i.e. regular academic courses, the instructors themselves,
etc.)?

239
- 2 -

lw

What reactions have you had from students as to the value of their intern­
ship experiences?

5>«

What are the main strengths of the present program, as you see them?

6.

What are the main weaknesses or problems of the present program, as you
see them?

7•

What do you consider to be the future of educational administration
internship programs in general (i.e. modifications as to nature and
scope, tendency to become a requirement, etc.)?

240
-

3

-

8* What are your plans or desires as to the future of this particular program?
(a) number of interns?
(b) length of internship period?
(c) more than one internship session per student?
(d) supervisory modifications?
(e) cooperative planning and evaluation?
(f) changes in types of internship experiences?

9* What special qualifications or abilities should the faculty-adviser
(field-sponsor) possess to a marked degree?

10* How and to what extent is it possible for the intern to assume adminis­
trative responsibility, when legal and moral responsibilities lie with
the practicing administrator?

11*

Granting that it takes the practicing administrator at least a year to
know his own school-community sufficiently well to become really effective
in educational leadership, how can the intern expect to have a satisfactory
administrative experience in less time?

241
-

h

-

12•

Are there some kinds of learning found most easily in internships which
might well be brought into the more formalised campus program, in the
interests of econony and efficiency? If so, what are they - and to what
extent might they be brought in? (i.e. leadership activities of a
democratic nature in working with adults in group processes, etc.)

13.

How is the internship program benefiting or hurting the training institution
in its relationships with the cooperating school-communities ?

Hi.

General comment (including points of interest in the status-survey
questionnaire)•