A Comprehensive Overview
While each principal intern’s experience is tailored to their specific school context, internships typically follow a general progression of activities designed to provide opportunities to experience leadership practices. These experiences aim to encompass and integrate leadership skills throughout all aspects of principal responsibilities, fostering a comprehensive understanding of the role.
Our integrated approach ensures comprehensive training, combining theoretical knowledge with practical experience. It provides a supportive environment for growth, offering personalized guidance and an appropriate level of direction. This support is tailored to help the intern progress to the next achievable level of skill development.
By addressing challenges constructively and viewing them as learning opportunities, the process not only prepares interns for the complexities of school leadership but also models effective leadership practices they can apply in their future roles as principals.
The WSU Intern Mentoring and Supervision process rests on six key features:
- Relationship Building and Initial Meetings
- Review of Internship Requirements
- Focus Areas for Growth
- Ongoing Support and Guidance
- Supportive Improvement Processes
- Celebrations of Success
The WSU Intern Mentoring & Supervision process described:
1. Key Players–The principal intern mentoring and supervision process is designed to prepare aspiring school leaders for the role of a school principal. The mentoring and supervision process involves three key players:
- Principal Intern: An aspiring school leader gaining practical experience and knowledge.
- Building Principal Mentor: An experienced on-site mentor providing day-to-day guidance and practical insights.
- University Supervisor: An academic mentor ensuring alignment with educational theory and research-based practices.
2. Relationship Building & Initial Meeting— The first meeting with the intern is designed to build relationships and orient both the intern to the program handbook and internship process. This initial orientation meeting is conducted one-on-one with each intern, either in person or via Zoom. The agenda includes getting to know each other by discussing work experiences, hobbies, and summer activities and the like. The intern’s personal goals and expectations for the internship are explored. Time is allocated for scheduling monthly one-on-one meetings for the year and arranging a meeting with the mentor principal. A significant portion of the meeting is dedicated to a thorough review of intern requirements. The session concludes with an opportunity for the intern to ask questions of the field supervisor. Required internship components include: WCEAP common performance tasks; Internship log; Professional Growth Plan (PGP); Self and mentor assessment forms; Final assessment forms (for detail on WSU’s internship support materials, see the candidate internship plan process document).
3. Focus Areas of Development–The mentoring/supervision process concentrates on six crucial areas.
Within the six focus areas of development, emphasis is placed on:
- Leadership Skills:
- Developing decision-making abilities
- Enhancing communication skills
- Building conflict resolution strategies
- Fostering team building and collaboration
- Operations & Management
- School discipline
- Supervision
- Resource management
- Budget
- Scheduling
- Building maintenance
- Developing Vision & School Improvement Plan*:
- Creating a compelling school vision
- Understanding strategic planning processes
- Developing data analysis skills for informed decision-making
- Setting and tracking measurable goals
- Fostering Culture of Learning*:
- Creating a positive school climate
- Promoting professional development for staff
- Encouraging innovation and continuous improvement
- Creating an inclusive learning environment
- Teacher Observation, Analysis & Feedback*:
- Learning effective classroom observation techniques
- Developing skills in providing constructive feedback
- Supporting teacher growth and development
- Gaining experience in teacher supervision & evaluation processes
- Family & Community Engagement*:
- Learning strategies for effective family communication
- Developing skills in building community partnerships
- Leveraging community resources for student success
- Managing stakeholder relationships
* For more detailed information on intern work and responsibilities in each of these areas, please refer to the Common Performance Tasks.
4. Ongoing Support & Guidance–Throughout the internship, the principal and university mentors provide on-going, iterative support, enabling the intern to:
- Reflect on experiences
- Receive regular feedback from the mentor principal and the university supervisor
- Refine approaches based on mentor/supervisor advice
- Navigate the political dynamics of a school system
5. Support & Improvement Processes–When an intern needs additional support, a structured approach that includes the building principal, university supervisor, and principal intern is implemented.
Within the support and improvement process, WSU field supervisors focus on:
- Identification of Need (may come from):
- Self-recognition by the intern
- Observation by the building principal
- Feedback from teachers, staff, parents, or community members
- Concerns raised by the university supervisor
- Initial Discussion with Intern:
- Private, supportive conversation with the building principal and/or university supervisor (dependent on issue and/or identification of need) with the intent of seeking to fully understand the issue of concern
- Clear outline of the observed issue or area for improvement from the viewpoint of the building principal and/or university supervisor
- Opportunity for the intern to share their perspective
- University supervisor involvement to provide additional perspectives and resources
- Connect to relevant best practices, program standards, and course content
- Adjustment of the internship timeline and process (if/as needed)
- Collaborative Problem-Solving:
- Analyze root causes/contributing factors
- Brainstorm potential solutions
- Discuss pros and cons of each approach
- Development of an Action Plan:
- Set clear, measurable goals
- Outline concrete steps for improvement
- Identify necessary resources or additional training
- Establish a timeline for implementation and review
- Increased Support and Guidance (possible supports):
- More frequent check-ins
- Additional shadowing/observation opportunities
- Observations of exemplary practices
- Connections with other school professionals (e.g., counselors, district teaching and learning personnel, special education services)
- Documentation and Regular Check-ins:
- Document issues, discussions, and action plans
- Schedule regular progress monitoring sessions
- Provide ongoing feedback and make plan adjustments
- Reflection and Self-Assessment:
- Encourage intern to reflect on their growth process
- Identify successful strategies and challenges
- Apply lessons to future situations
- Celebration of Growth:
- Recognize and celebrate progress
- Build confidence and motivation
- Integration into Overall Learning:
- Connect experiences to a leadership philosophy
- Discuss handling similar situations as a future principal
- Escalation if Necessary:
- Implement a formal improvement plan if struggles persist
- Involve university program director in severe cases (see due process for conflict resolution included in the program handbook)
6. The overarching aim of this mentoring process is to develop future principals who are able to:
- Improve student learning and well-being outcomes
- Engage with, advocate for, and be an integral part of the school community
- Respond to challenges in confident and competent ways
- Collaborate with faculty, staff, and the community
- Seek help and continually pursue professional growth
- Demonstrate effective instructional leadership
- Manage school operations efficiently
- Cultivate a safe and inclusive school environment
- Set and achieve strategic goals
- Promote ethical leadership with integrity
Artifacts
- Principal Program Handbook
- Orientation PowerPoint
- NELP Building-Level Standards are provided to each mentor electronically.
- Candidate Internship Plan