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.

In this well-balanced blend of research and practice, Glatthorn and Fox succeed in making the important link between teacher evaluation and teacher development, providing a strong case for a thorough understanding of both in the creation of a healthy environment for student learning. In practical, relevant terms the authors discuss specific supervisory issues that confront principals, and do so through the lenses of four teacher categories: productive, novice, marginal, and passive. With appropriate cautionary comments about the hazards of placing teachers into such generic categories, they provide important perspectives on well-referenced patterns of typical teacher behavior. Most important, the authors frame their ideas and recommendations in language that practitioners will find meaningful and useful.The first chapter opens by outlining a clear, conceptual framework of eight teacher behavior categories and weaves into these categories various skills and abilities that might be observed at basic, intermediate, and advanced levels. While on the surface this framework may appear a bit simplistic, it can also be viewed as a succinct mechanism for trying to analyze the very complex and sometimes personal task of evaluating and supervising teachers, and recommending appropriate developmental paths in which to grow. What strengthens the model's usefulness as a supervisory tool is the authors' accompanying discussions pertaining to adult learning. In clear, practical language those in supervisory capacities are guided through brief discussions of adult cognitive development, motivation, and career development, in ways that create logical connections for strengthening quality teaching in all teachers.These discussions provide a natural conduit into chapter two, which steps from a discussion of strengthening teachers individually, to conversations about the creation of a learning community. Operationalizing the term learning community in better ways than most texts, it explains to administrators that ongoing teacher development must rest upon a basic "learning-centered culture" (p. 15). Supervisors can create and sustain such an environment by "facilitating work conditions, effective services, and professional relationships" (p. 15). True to form, the authors then delineate specific examples that capture the essence of each of these three components.