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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Geography of Principal Internships in North Carolina  \nTimothy A. Drake  \nNorth Carolina State University  \nKevin C. Bastian  \nUniversity of North Carolina  \nPrincipal preparation programs play an important role in developing future school leaders’skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on internships by examining the pathways of interns from prior-to post-internship employment. We find that internships are highly localized around interns’prior-and post-employment schools but not their preparation program, with wide variability in placements between programs. Interns’demographics do not play a large role in shaping the geography of internship placements. However, we find that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements. We conclude by highlighting the limitations and discussing implications for future research.  \nKeywords: administration, certification/licensure, clinical education, clinical practice, descriptive analysis, educational policy, geography, internships, leadership, longitudinal studies, principal preparation, principals, regression analyses, school administration, school leadership  \nDecades of research supports the finding that principals playa key role in fostering productive and equitable school environments associated with positive student growth and achievement (Leithwood et al., 2004; Robinson et al., 2008) . Effective school principals leverage human relations, instructional, and organizational management skills to support teachers’instruction, organize collaboration and professional learning communities, build productive school climates, and strategically manage school personnel (Grissom et al., 2021) . Importantly, the skills and practices needed to become an effective school principal are often first developed in principal preparation programs (PPPs; DarlingHammond et al., 2022) .  \nResearch on PPPs finds internships—structured opportunities where principal candidates learn the work of school leadership in hands-on, authentic ways—are widely considered the most important component of candidates’ leadership development (Barnett et al., 2009; Reyes-Guerra & Barnett, 2016) . High-quality internships are positively associated with leadership knowledge (Hafner et al., 2012), career intentions (Orr, 2011), and working in leadership roles (Braun et al., 2013; Pannell & Sergi-McBrayer,  \n2020) . Despite its importance, internship quality varies widely between PPPs (Anderson & Reynolds, 2015) . Reasons for this variation can include differences in the structural components of the internship, including the number of hours interns are required to complete; internship placement and the location of their internship school(s); interns’ role and position; the selection and preparation of interns’ principal mentors and coaches; and the types of leadership activities interns complete (Anderson & Reynolds, 2015; Clayton & Myran, 2013; Drake, 2022; Drake et al., 2023a; Fusarelli et al., 2019; Reyes-Guerra & Barnett, 2016; Thessin et al., 2020) .  \nIn this study, we focus on one important and understudied component of principal internships—the geography of internship placements. In a previous study, we found schools hosting an intern have lower values on leadership and overall environment, have higher teacher att","cbCaiok70M8YvLZv","https://ap.wps.com/l/cbCaiok70M8YvLZv","pdf",832014,18,"English","# Research Focus\n## Research Questions\n## Data and Methods\n## Key Findings","[{\"question\":\"What does the study investigate about principal internships?\",\"answer\":\"It examines the geography of internship placements—where internships occur relative to the principal preparation program and the intern’s prior and subsequent employment.\"},{\"question\":\"What data and time span are used to answer the research questions?\",\"answer\":\"The analysis uses internship placement data from 12 principal preparation programs in North Carolina covering 2015–16 through 2018–19, combining descriptive and regression-adjusted statistics.\"},{\"question\":\"How do intern demographics and program type relate to internship placement geography?\",\"answer\":\"Intern demographics have limited influence, while preparation program type is strongly related to how internship placements are geographically distributed.\"}]","The Geography of Principal Internships in North Carolina | PDF",1792069135,45]