Administrative Internship in an Elementary School

Between April 23, 1980, and May 30, 1980, the writer served as intern to the principal of Mt. Zion Grade School in Mt. Zion, Illinois. The purpose of the internship was to gain a better understanding of elementary school administration and gain experiences as a building level administrator in an elementary school. During this period of time, a detailed daily log was maintained by the writer. Also, the writer was involved in the vast majority of activities of the supervising principal during this period as well as completing specific assignments as delegated by the principal. During the field experience, the intern had the opportunity to observe and/or work with students, teachers, parents, administrators, board members, and representatives of the news media. The assignment was challenging and productive. In addition, the writer prepared a written description and analysis of the following major experiences – student discipline experience, kindergarten orientation program, reassignment of elementary teachers, student assignment process, and developmental first grade. Following the internship, the writer compiled and edited the daily log, analyzed and recorded the five major experiences, and prepared her conclusions and recommendations. Twenty conclusions concerning elementary school administration and eight conclusions relative to the elementary principal internship were presented. Fifteen recommendations concerning administration were presented. They are summarized below: 1. Good student discipline requires cooperation between teachers and administrators. thorough investigation of all serious incidents, and extreme care in the use of measures that imply humiliation. 2. Elementary principals can be more effectinve in implementing change if they involve their teachers as soon as possible, spend a great deal of time working with those involved in the change, develop personal credibility with their teachers, and be cognizant of timing considerations when presenting requests to the central office. 3. Elementary principals can improve their effectiveness by the use of written communications, delegation of appropriate tasks, advance planning, and the development of specific procedures to handle delicate situations. 4. Principals can promote positive public relations by developing their listening skills and scheduling events that involve both students and parents. The writer concluded with ten recommendations concerning the elementary principal internship. They are summarized below: 1. Internships for prospective elementary principals can be improved by assignment outside home district, more formal status for the position, a larger duration, and a greater variety of assigned tasks and responsibilities. 2. The intern should attempt to keep track of his time spent by function and attempt to schedule his internship within close proximity to anticipated entry into a principalship. 3. Universities should attempt to schedule seminars or other meetings between interns, school administrators, and university personnel during or close to times scheduled for internships. The writer concluded that serving an elementary administrative internship can be very beneficial preparation for such an assignment. On the other hand, there is a great deal of room for improvement in existing administrative internships