InternshipsPrerequisites | Important Information | Format Options | Course Registration Grading | Proposal Forms
In addition to field-based projects and other leadership experiences incorporated throughout the program of study, CAS students also complete a capstone internship. Positioned near the end of the student’s formal academic preparation, the internship provides an opportunity for immersion in the authentic work worlds of educational leaders. Under the guidance of a university instructor and a field-based supervisor-mentor, students will apply and extend the knowledge and skills developed throughout their course of study.
Prerequisites for the internship include:
- matriculation in the CAS program;
- at least 24 credit hours with grades of B or better, including EDUC 673 (Leadership in Educational Settings) and 3 additional required courses. (In the rare case when transfer credits are accepted upon admission, at least 20 of this 24- credit prerequisite must have been earned at Binghamton University);
- a completed Internship Proposal, including signature indicating approval of field-based supervisor-mentor (a certified
administrator). Proposed internships will only be approved if they:
- include leadership experiences at both the school building and district levels; (working with your mentor, complete a Job Description Form outlining your plans for your internship).
- are grounded in the student’s Personal Plan for Self-Improvement; (New Personal Plan must be attached to the Proposal.) and
- expand the student's leadership experiences, knowledge, and skills (per NYS standards and competencies).
and are located within a one-hour drive from university campus.
Students are responsible for finding or creating their own internships. Occasionally, intern opportunities are advertised publicly. However most are developed through students’ professional networks and individualized negotiations with administrators interested in helping particular candidates advance. Students are encouraged to cultivate contacts and contribute to school leadership and district committee work throughout their programs of study. Such contributions can increase the chances that key advocates will recognize your leadership potential and support your internship proposal.
Full-time immersion is preferable to part-time or summer internships, for marketability as a future applicant for educational leadership positions. All internships should be structured to provide leadership responsibilities of increasing breadth and depth over time. Overall, the quality of interns’ capstone experience, and its direct connection to NYS competencies for building and district leaders, will be key determinants of any format options approved.
Eligible candidates have four options for internship format:
- Full-time for one semester of the academic year (minimum 15 weeks). Full-time means the intern works a minimum 6-hour block of time during the regular student school day, plus additional time along with the field-supervisor beyond regular school hours, as appropriate.
- Half-time for full academic year. Half-time means the intern works a minimum 3-hour block of time during the regular student school day, plus additional time along with the field-supervisor beyond regular schools hours, as appropriate.
- Half-time for one semester of the academic year plus full-time summer (minimum 6 weeks during the summer.) Full- and half-time are defined as in #1 and #2 above.
- Individually negotiated. This format option is tailored to the needs of the prospective intern and the opportunities available in a particular school district.
Upon approval of the Internship Proposal by the Program Coordinator, students will be permitted to register for and attend a required seminar (EDUC 692) in conjunction with their internships in the field. Part-time interns will register for the seminar in two consecutive semesters at 2-credits each; full-timers once at 4-credit hours.
Personal Plans and Internship Grading
A final product for the internship seminar is a new Personal Plan. This requirement is a third occasion to reflect, assess leadership competencies, and plan for the future. Field supervisor-mentors will complete end-of-internship assessments of students. Additional course expectations and requirements are dependent on the particular instructor responsible for EDUC 692 in any given semester. Satisfactory-Unsatisfactory grades for EDUC 692 will be issued after the entire internship is completed and the third Personal Plan is judged acceptable by the seminar instructor.