Exploring the experiences of administrative interns

Purpose – The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences. Design/methodology/approach – For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences. Findings – The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor. Originality/value – The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

Administrative Interns as Legitimate Participants in the Community of Practice

In recent years, many programs in Educational Administration have added the requirement of an administrative internship. This paper explores how internship learning differs from classroom learning using a theoretical framework of legitimate peripheral participation. The paper also explores how the internship impacts both the intern and the mentor as well as how reflection opportunities can be built into the internship. The paper concludes with an Intern Transition Model.