Internship Information

EDA 899 Internship in Educational Administration and Supervision

Context: The internship in Educational Administration and Supervision (EDA 899) is a component of the Certificate of Advanced Study (C.A.S.) program in Educational Leadership. It is offered in cooperation with local public schools or other educational agencies. The internship is a requirement for certification for school administrator roles in New York State. Hence, for those students preparing to become practicing administrators, the internship is a required component of the C.A.S. program.

To qualify for an internship sponsored by the C.A.S. program in Educational Leadership the following requirements must be met:
  1. Matriculation in the C.A.S. program in Educational Leadership at Syracuse University.
  2. Completion of at least 18 credit hours in educational administration (EDA) courses, including the five core Educational Leadership courses: EDA 712, 722, 732, 742, and 752.
  3. Completion of 48 credit hours of graduate study, which may include courses from the masters degree.
  4. Submission of an application for an internship experience in the semester prior to the start of the experience.
  5. Approval of the major advisor, the Internship Coordinator, and the Internship Field Supervisor, as evidenced by their signatures on the application form.
  6. The completion of a detailed job description which reflects the core program competencies and provides opportunities for both building-based and district level responsibilites..
Certification: Those students approved to enter an internship will apply for an Intern Certificate from the New York State Education Department. This credential permits the school system to use the intern for all regular administrative duties, including evaluation of personnel. Currently, a New York State Internship Certificate is valid for two continuous years, provided the intern is matriculated in the C.A.S. program. The intern participates in an administrative assignment approved by the Internship Coordinator, and maintains a professional portfolio, and meets all other requirements as outlined in the EDA 899 syllabus. The Internship Certificate cannot be renewed or extended beyond two years.

A student must register for at least 3 credits of EDA 899 during the first semester in which the internship is being pursued. However, the student should not register for EDA 899 until the application for the internship has been approved and signed by all parties. The intern attends a bi-weekly seminar on campus which helps with internship concerns and experiences. A variety of programs are presented at these seminars and there is opportunity to share ideas and experiences among participants. Other requirements are outlined in the syllabus.

An ideal internship will involve full-time work in an administrative setting for a full year. Minimum time requirements will be full-time for one semester, or at least half-time for two semesters. Half-time assignments must ensure a release from other non-administrative assignments for at least half-time. In other words, a student may not serve an internship on top of a full-time teaching position.

Joint responsibility lies between the field agency and the university for determination of the intern's job description. The job description must be developed and approved by signature of the Internship Coordinator before the internship starts. The internship is based on the following:
  1. Educational leadership for school improvement should be the central focus of all the experiences of the intern.
  2. The intern should be encouraged to analyze each decision or course of action to see how it relates to a theoretical view of the process of change. Crucial to this analysis will be a consideration of alternatives and their rationales.
  3. Since human relations are so important in administration, the intern should have a variety of relationships with many people in order to gain greater depth in the interpersonal understandings.
  4. The intern should undertake some activities for which she or he has major responsibility.
  5. There should be a balance of activities between those providing a general understanding of total school operation and those giving meaning to specific jobs as they relate to the system.
  6. The intern should endeavor to learn as much as possible about the nature of the institutional structure in which the individual is working.
  7. Interns should assess their own abilities with the purpose of determining how she or he can best utilize these abilities within the internship experience.
Core Experiences: Reflecting these general guidelines, the syllabus for EDA 899 specifies the tasks and experiences that are expected of all interns. These core experiences relate to the program standards and dispositions. Among the core experiences included are: engaging with children and youth in the schools in a regular and systematic fashion; attending Board of Education meetings; participating in shared decision-making processes; meeting with non-professional staff; participating in meetings which involve policy development; studying the policies and actions of the collective bargaining units represented in the district; working with parent groups; participating in the community; studying and engaging in school-business-community partnerships; attending Committee on Special Education meetings, and studying policies and practices associated with special education; studying the budget of the school and district and becoming familiar with the various contexts and agencies that impact schools and analysis of data in order to improve programs and determine priorities. Students should contact the program secretary for detailed information related to the core experiences required.

Application Process:
Before an internship agreement is reached, the intern must prepare a job description, have it endorsed by the school district and submit it for approval by signature of the Internship Coordinator for Educational Leadership as well as the intern's advisor. Students are cautioned to obtain university approval prior to accepting an internship assignment.

Appointment of a specific person to an internship position is negotiated between the school district or BOCES, the university, and the individual concerned, with each party accorded the right to withdraw from consideration before any contracts are signed if, for any of the parties, the assignment is seen as less than satisfactory.

Salaries paid to interns may vary from none to beginning administrator levels, depending upon the policy of the local agency. These salary arrangements are the responsibility of the intern and school district to determine. Some interns may choose to negotiate an unpaid leave of absence from their teaching duties to complete their administrative internship requirement.

Supervision and Assessment:
The supervision of interns is a responsibility of both the university and the local district. The university supervisor cooperates with the field supervisor(s) through visitation and other communications. There is no set pattern for frequency or intensity of supervision since it varies widely with the nature and success of each internship. There is a minimum of one field visit a semester by the university supervisor.

The day-to-day supervision and assistance to interns are the responsibilities of the field supervisor. Communication between the college and field supervisors is important to the success of the internship and in avoiding problems or misunderstandings which might arise.

During the C.A.S. program, the student will develop a leadership portfolio. Experiences and tasks completed during the internship will contribute to the portfolio. At the conclusion of the C.A.S. program, the student will present their completed leadership portfolio at a scheduled review. This portfolio should reflect the leadership skills that have been developed throughout the program and a means to document growth and understanding of lessons learned.