Effective Internships: Building Bridges Between Theory and Practice

The Job Realities of Beginning and Experienced Assistant Principals

“…School systems also are grooming future school leaders using "succession planning" programs intended to provide meaningful leadership experiences for teachers who aspire to the principalship (Scott, 1999). Partnerships have the potential to identify and recruit qualified principal candidates, select effective mentor principals to work with these candidates, and allow candidates to engage in ongoing and substantive leadership experiences as part of their formal internship Cunningham & Sherman, 2008). These fieldbased learning opportunities can be aligned with course content, allowing participants to apply and experiment with ideas in practice (Barnett, 2003); districts also can release candidates from their teaching duties to perform leadership tasks beyond their classroom responsibilities (Milstein & Krueger, 1993).…”

Leadership for school improvement – linking learning to leading over time

“…Their understanding and expectations of what school leader education should include, and how it should be carried out, created tensions in the training practice. Their expectations were largely in line with a traditional understanding of learning, and the internationally criticised form of school leader education (Cunningham andSherman 2008, Cosner et al 2018).…”

“…Leadership training has also been criticised for primarily focusing on general areas of knowledge that are weakly linked to students' learning and results. Understanding of instructional leadership and ways to lead improvement work has proved to be particularly important for strengthening students' learning, but generally receives less attention in international school leader education (Cunningham and Sherman 2008). Several researchers (e.g.…”

The Influence of Individual Factors on Hospitality Students’ Internship Satisfaction: The Mediation Role of Perceived Importance

“…Karunaratne & Perera (2019) assessed the effectiveness of the internship program on the degree to which the trainee is exposed to gain skills in three areas; academic skills, personal skills and enterprise skills. Cunningham & Sherman (2008) summarized that successful internships: require students to take responsibility for the given assignment or opportunity; require the students to develop knowledge and skills that can be applied in a variety of settings; linking academic theory and practice in a possible and efficient way; feasible and sustainable in the work schedule of all parties; provide openness and access to whatever is needed to complete activities; and ensure that job training prepares students to take on administrative roles with confidence and competence.…”