Preparation for the Administrative Internship
| DOI | https://doi.org/10.1108/eb009615 |
| Published date | 01 February 1967 |
| Date | 01 February 1967 |
| Pages | 148-156 |
| Author | LEONARD CHAFFEE,DONALD J. McCARTY,HARRY RANDLES,FRANCIS M. TRUSTY |
| Subject Matter | Education |
148
THE
JOURNAL
OF
EDUCATIONAL ADMINISTRATION
VOLUME
V,
NUMBER
2
OCTOBER,
1967
Preparation
for the
Administrative Internship
LEONARD CHAFFEE, DONALD
J.
MCCARTY, HARRY RANDLES,
FRANCIS
M.
TRUSTY
The State University
of New
York
at
Buffalo, Cornell University,
The University
of
Rochester,
and
Syracuse University joined
forces with Ford Foundation support
to
provide
a
summer experi-
ence
for
administrative interns.
The
program's central focus
was
the development
of
educational leaders. Interns from each
of the
four universities were brought
to
Cornell University. Interns
and
professors from each university
in the
program were viewed
as
a social system, providing
an
opportunity
for
participants
to
diagnose their
own
social behavior.
Two
factors contributed
to
the process:
the
creation
of an
"open" climate
to
foster inquiry
and
a
high degree
of
cooperation among staff
and
interns.
The
first two weeks
of the
summer experience were devoted
to
sensi-
tivity training which accomplished several related objectives:
more accurate perceptions
of
self;
increased accuracy
in
perceiv-
ing
the
effect
and
affect
of
one's behavior
on
others; greater
understanding
of
interaction between groups
and
inductively
derived understanding
of
social
and
behavioral theories.
An
instrument
for
evaluation
was
prepared
by the
interns. Among
the "high points" they identified,
two
items were most frequently
and about evenly mentioned: sensitivity training
and
day-to-
day relationships.
The
reactions
of the
interns
as a
whole
was an
affirmation
of the
experience
as a
meaningful contribution
to
their personal
and
professional growth.
The most pervasive problem facing American education today
is to identify those men and women who will be the educational
statesmen of tomorrow. Leadership is, in essence, the capacity
to move other people, to change the direction of their ideas,
actions, and behavior. In other words, the dramatic change agent,
not the steady stabilizer of the status quo, is in demand. Educa-
tional programs must produce exceptional persons equipped to
undertake this challenging new role. Due to the prestige and
PROFESSOR LEONARD CHAFFEY
is now
Dean, College
of
Education,
Wichita State University, Kansas; PROFESSOR DONALD
J.
McCARTY
is
now Dean, College
of
Education, University
of
Wisconsin; PROFESSOR
HARRY RANDLES
is
Associate Professor
of
Educational Administration,
Syracuse University,
New
York; PROFESSOR FRANCIS
M.
TRUSTY'
is now
Chairman, Division
of
Educational Administration, University
of
Tennessee.
To continue reading
Request your trial