Identifying Perceptions of Superintendent Internship Site Supervisors on the Relevance and Impact of Internship Activities

Oct 15, 2026

Uploaded by acoobca

This study explored district superintendents’ perceptions in Texas and Arizona regarding the internship activities of superintendent candidates they supervised. Twenty superintendents participated in interviews using five uniform questions. A qualitative analysis of interview responses examined which activities were meaningful or not, what should be required or avoided, and advice for future site supervisors. Findings support superintendent preparation programs for improved admissions, training, and candidate experiences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Purpose of the Study

Research Questions

Methods and Procedures

Identifying Perceptions of Superintendent Internship Site Supervisorson the Relevance and Impact of Internship Activities Thomas W. Harvey Lamar University Michael Schwanenberger Northern Arizona University Jimmy Creel Lamar University Johnny O’Connor Lamar University Gary Martin Lamar University Robert Nicks Lamar University This study explored the perceptions of district superintendents in Texas and Arizona concerning the internship activities of superintendent candidates they supervised. Twenty superintendents agreed to participate in interviews. Five uniform questions were presented during the interviews. A qualitative analysis of interview responses is shared, and conclusions are provided. Keywords: Internship, Superintendent Preparation, District Leadership Education Leadership Review, Volume 23, Number 1, Fall 2022 237 School district leaders play a critical role in improving student outcomes, ensuring quality instruction, and the ability to turn around struggling public schools (Scott, 2017) . They must do this, despite other people and events that might be in opposition. There are virtually no documented instances of troubled school districts being turned around without intervention by an effective leader. Many other factors may contribute to such turnarounds, but leadership is the catalyst (Leithwood, et al. 2004) . Superintendent preparation programs, therefore, have a significant responsibility in their admissions, training, and approving of candidates seeking superintendent licensure. Preparation program completers must be able to meet the current political, social, and economic environments and have the knowledge, skills, and dispositions to meet the demands of the superintendency. Preparation programs that provide relevant field experiences activities help interns understand and relate to the superintendent’s role and responsibilities (Thiede, 2020) . Interns must meet the requirements of the university or program supervisor and district site supervisor. They are observed, mentored, and assessed by both. The intern and program and district site supervisors become accountable for the breadth, depth, and rigor of the experience. It is the site supervisors, however, that allow certain activities and opportunities to be afforded in their districts. Research in this area indicates the best manner of improvement is found through an exchange process in which the superintendent, building administrators, teachers, board of education members, and the community simultaneously work with each other (Petersen & Barnett, 2005) . The internship is a culminating experience for most educational leadership preparation programs. It is an approach to learning that McCarthy (2010) termed a“merging of experience, cognition, and behavior”(p. 131) . The National Educational Leadership Program (NELP) standards require programs to assign or approve site or district intern supervisors that have demonstrated effectiveness as an educational leader within a district setting; understand the specific district context; is present fora significant portion of the internship; is selected collaboratively by the intern and is provided with training by the supervising institution (NPBEA, 2018) . These site supervisors are typically superintendents (small districts) or assistant superintendents (large districts) and vary greatly inexperience, commitment, and ability to provide meaningful opportunities for the intern. Given this dilemma, this study sought perceptions from the vantage point of experienced and successful site supervisors. Purpose of the Study There is a scarcity of research on superintendent preparation. Despite state, national, and program standards, these bodies seldom, if at all, cite detailed intern activities to be undertaken. The purpose of this study was to explore the perceptions of superintendent internship site supervisors regarding activities they found to be meaningful and relevant, acti

FAQs

What was the study’s primary purpose?

To explore site supervisors’ perceptions of which superintendent internship activities were meaningful and relevant, which were not, which should be required or avoided, and what advice should guide future site supervisors.

How many research questions guided the interviews?

Five research questions guided the study, asking about relevant and meaningful activities, irrelevant activities, required activities, activities to avoid, and advice for new supervisors.

What research methods were used in the study?

The authors collaboratively developed interview questions, then interviewed twenty experienced district-level superintendents in Texas and Arizona. The same questions were asked to all participants and responses were recorded for qualitative analysis.

Oct 15, 2026

Uploaded by acoobca