Abstract
This paper examines the education administrative internship and offers a conceptual model for transition from the prevailing reactive and traditional model toward the emerging integrated and evolving model. This transition requires a close examination of the assumptions, classifications, and cognitive constructs that influence contemporary internship programs. This paper proposes that the administrative internship move toward a set of outcome-driven, diagnostic and developmental experiences that promote administrative competence through increased ability to make accurate and appropriate decisions. A description of an internship program that incorporates these characteristics is included as an example of prototype programs.
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