Addressing reality: A model for learner driven and standards-based internships for educational leadership programs

Abstract

In many professions, internships apply classroom learning to the actual professional setting with the guidance of mentors. Internships, as a component of education for educational leaders has been roundly criticized. This paper describes the research and design process employed as an internship experience for a new Master’s degree program in educational leadership. The result is a flexible, site, and intern specific internship model applying principles of heutagogy as interns learn about Complex Adaptive Systems within schools. Unexpected positive outcomes for interns and the schools they serve are discussed.