Comparing the Effect of Two Internship Structures On Supervision Experience and Learning

This study examined whether two different internship structures affected educational leadership students’ supervision experience, beliefs about supervision, and learning of a clinical supervision model. Some students supervised pre-service teachers placed at their schools, while others supervised in-service teachers employed at their schools (a more traditional internship). Students who supervised pre-service teachers reported using the various supervision components to a greater extent than did students who supervised in-service teachers. Although beliefs about the importance of different supervision components did not differ across groups, learning of the clinical supervision model was greater for students who supervised pre-service teachers than for those who supervised in-service teachers