41 results on '"INTERNSHIP programs"'
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2. Preparing Principals through High-Quality Internships. Policy Update. Vol. 30, No. 1
- Author
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National Association of State Boards of Education (NASBE) and Muñiz, Jacqueline
- Abstract
Eighteen percent of principals leave their posts annually, according to the most recent federal data. Departing principals cite inadequate preparation and professional development as a key reason for leaving. Yet principal preparation programs have been slow to keep up with the changing demands of the profession. This policy update shares how state leadership can help equip and retain more school leaders by taking steps to strengthen these programs.
- Published
- 2023
3. NOAA Education Accomplishments Report: Advancing NOAA's Mission through Education, Fiscal Year 2019
- Author
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National Oceanic and Atmospheric Administration (NOAA) (DOC)
- Abstract
This guiding document outlines five goals and supporting objectives that help advance National Oceanic and Atmospheric Administration's (NOAA's) mission through education: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Safety and Preparedness; (4) Future Workforce; (5) Organizational Excellence. In this report, NOAA introduces the reader to students whose restoration project saved their shoreline from a hurricane, a meteorology class that learned the art of high-stakes weather forecasting, and an educator from South Dakota who brought his students to a NOAA lab in Mississippi so they could see the ocean for the first time. The stories shared in this report show how today's youth are emerging as the next generation of problem-solvers. Educators and partners empower students to take action and make changes in their schools and communities, whether convincing school administrators to rethink cafeteria waste or educating their communities about climate change. Across these different projects, the reader can see how students gather data, challenge norms, and take the initiative to address environmental problems that they see around them in the places and spaces they care about.
- Published
- 2019
4. Preparing Principals for Pre-K in Illinois: The Prairie State's Story of Reform and Implementation. Education Policy. [Overview]
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New America and Lieberman, Abbie
- Abstract
In 2010, Illinois passed legislation making significant changes to its principal preparation and licensure policies. With the goal of improving student outcomes and closing achievement gaps, the state updated standards for principal preparation programs with a focus on instructional leadership. Illinois's reforms were ambitious, requiring all programs to reapply for approval from the state board of education under the new standards. Included in the legislation was something unique to Illinois-- a call to prepare all principals to lead pre-K students. This overview of the report, "Preparing Principals for Pre-K in Illinois: The Prairie State's Story of Reform and Implementation" includes both a history of the reform efforts and a look at how implementation has fared nearly a decade after the legislation was signed into law. It also offers lessons and recommendations for other states looking to follow Illinois's lead and ensure principals are equipped to lead pre-K and early grade classrooms. [For the full report, see ED599865.]
- Published
- 2019
5. Navigating the Shift to Intensive Principal Preparation in Illinois: Policy Brief
- Author
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Southern Illinois University, Illinois Education Research Council, University of Chicago Consortium on Chicago School Research, White, Bradford R., Pareja, Amber Stitziel, Hart, Holly, Huynh, Michelle Hanh, Klostermann, Brenda K., and Holt, Janet K.
- Abstract
In 2010, Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs, with the goal of advancing statewide school improvement through strengthening school leadership. This effort was ambitious and sweeping, calling for radical shifts in previous practice, including: (1) A targeted principal endorsement, instead of a general administrative certificate; (2) Formal partnerships with school districts in preparation program design and delivery; (3) More selective admissions criteria and processes; (4) Focus on leading all students, including students with disabilities, English Language Learners, and early childhood education; (5) Collaborative support for candidates from highly qualified faculty supervisors and mentor principals; and (6) A competency-based internship, with an emphasis on demonstrated leadership skills. For many decades prior to the redesign, principal preparation had typically consisted of administrative courses such as school law, finance, and educational theory, followed by an internship consisting of a set number of hours that were mainly spent shadowing a principal. Programs varied greatly in the quality of both course content and mentoring and generally had few, if any, selection criteria beyond what was required by the college or university. Meanwhile, a growing body of research evidence indicated that principals play a critical role in improving student performance and leading effective schools. This research identified the importance of principals as effective instructional leaders rather than simply efficient building managers, and identified key components of effective principal preparation programs, including: targeted recruitment and selection, a rigorous curriculum focused on instruction and school improvement; integration of coursework and fieldwork; and robust, sustained internships that allow candidates to gain leadership experience working with an expert mentor. As a result, traditional principal preparation began to be perceived as providing inadequate training, and principal preparation programs became the target of intense scrutiny. For the past two years, the authors have studied the implementation of Illinois' new principal preparation programs and the changes that have occurred as a result of the new policy. In this policy brief, they highlight key findings and implications from the second phase of the study. The full findings and analysis are presented in the final report. [For the final report, "Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2," see ED567016.]
- Published
- 2016
6. Principal Preparation Program Toolkit
- Author
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Illinois State University, Center for the Study of Education Policy
- Abstract
The Center for the Study of Education Policy utilized several grants to develop principal preparation program tools to assist programs in the implementation of the new standards and requirements for the licensure of school principals and assistant principals. Also, with the help of another grant in partnership with several PK-12 school districts, additional tools were developed for both the university and school districts to use in implementing a program for the development of potential principal candidates. The tools found in this toolkit have been developed and used in programming for principal preparation and for the principal preparation program internship. The tools were developed with the assistance of the following Principal Preparation Programs in Illinois: Illinois State University, Loyola University, North Central College, Southern Illinois University Edwardsville, and Western Illinois University; and PK-12 School districts: Bloomington District #87, East Aurora District #131, Quincy District #172, and Catholic Schools of in the Dioceses of Peoria, Rockford and Springfield. The following tools are included: Program Improvement Tool: (1) Logic Model: Illinois Principal Prep Program Continuous Improvement and Review Process; (2) IL Principal Preparation Program Continuous Improvement Cycle (8 Step); (3) Evaluation Capacity Building Matrix; (4) Principal Prep Program Evaluation Self-Assessment Tool; (5) Principal Preparation Program Evaluation Self-Assessment Rubric; and (6) Principal Preparation Program Data Collection Matrix. Program Use Tools: (7) Principal Preparation Program Candidate Self-Assessment Tool; (8) Principal Preparation Program Candidate Assessment Tool (Aligned to the Self-Assessment Tool); (9) Principal Preparation Program Candidate Reference Form (Aligned to the Self-Assessment & Candidate Assessment Tools); (10) Principal Preparation Program Dispositions Assessment Tool & Self-Test; (11) Interview Questions for Potential Principal Preparation Program Candidates--ISLLC; (12) Interview Questions for Potential Principals--IL Performance Standards for School Leaders; and (13) Principal Preparation Program REVISED Internship Assessment Scoring Rubric. Internship Tools: (14) EA&NCC IL-PART Principal Prep Intern Application Process; (15) Internship Competency Checklist; (16) Internship Calendar Sample; (17) Internship Evidence Chart; (18) Internship Overview Sample; (19) QPS-WIU Competency Assessment Log; (20) QPS-WIU Principal Internship Action Plan; (21) QPS-WIU SREB Critical Success Factor Guide; and (22) QPS-WIU SREB Critical Success Factor Log. Mentor Tools and Forms: (23) Mentor Certification Form; (24) Mentor Log Sample; (25) Mentor Intern Meeting Notes Form; (26) Mentor Principal Planning Guide Form Blank; (27) QPS-WIU Interview Questions Principal Mentor; and (28) QPS-WIU Principal Mentor Application. Roles and Responsibilities in the Internship: (29) Responsibilities of Mentor, Supervisor, Intern. Internship Supervisor Tools: (30) ISU Supervisor Intern Meeting Notes Form; and (31) Intern Observation Sample.
- Published
- 2016
7. Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2
- Author
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Southern Illinois University, Illinois Education Research Council, University of Chicago Consortium on Chicago School Research, White, Bradford R., Pareja, Amber Stitziel, Hart, Holly, Klostermann, Brenda K., Huynh, Michelle Hanh, Frazier-Meyers, Mary, and Holt, Janet K.
- Abstract
In 2010, Illinois policymakers sought to advance statewide school improvement by strengthening school leadership. Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs with the goal of ensuring future principals would be "highly effective in leadership roles" and prepared "to improve teaching and learning and increase academic achievement and the development of all students" (Programs for the Preparation of Principals in Illinois, 2016). The new requirements, which went into effect in 2014, called for the reauthorization of all programs and several radical shifts from the status quo. First, all programs had to establish formal partnerships with school districts so that they would be more aware of and responsive to district needs. Second, principal internships required candidates to illustrate the mastery of critical competencies rather than complete observations and log hours. Third, principal training was required to emphasize creating instructional leaders able to catalyze school change rather than developing managers. Fourth, programs also needed to prepare all principals to work with all students from pre-K to twelfth grade, including students with disabilities and English language learners (ELLs). Finally, programs were expected to collect and utilize data for continuous improvement. The current study provides the first statewide, in-depth examination of how Illinois programs and their district partners have interpreted this policy and redesigned their training. Overall, the authors find that Illinois' principal preparation has undergone extensive change. While programs vary, many have made significant alterations to courses, staffing, and district partnerships, and the internship experience has undergone a fundamental change. In this report, the authors will describe these shifts and provide stakeholders' perspectives on their successes and the challenges. The following are appended: (1) Project Advisory Board; (2) Methodology; and (3) Supplementary Data Tables.
- Published
- 2016
8. Preparing Youth for College and Career: A Process Evaluation of Urban Alliance
- Author
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Urban Institute, Theodos, Brett, Pergamit, Michael R., Edelstein, Sara, George, Taz, and Freiman, Lesley
- Abstract
This report presents baseline and process study findings of an evaluation of the Urban Alliance high school internship program, which provides training, mentoring, and work experience to high school seniors from distressed communities in Washington, DC, Baltimore, Northern Virginia, and Chicago. The report, which focuses on the program's operations in DC and Baltimore in the 2011-12 and 2012-13 program years, explains the internship program model and its various components; describes the characteristics of youth participants; and presents findings from dozens of interviews and focus groups with program staff, youth, job mentors, and other stakeholders. An appendix contains a detailed description of the data and methods used during the course of the process study.
- Published
- 2014
9. Preparing Principals for Success with English Language Learners: Challenges and Opportunities in Illinois
- Author
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Reeves, Alison and Van Tuyle, Vicki
- Abstract
This paper explores the challenges and opportunities of the English Language Learner (ELL) components of Illinois' new principal preparation legislation [Illinois Public Act 96-0903]. In 2011, Illinois passed Illinois Public Act 96-0903 creating new rules for principal preparation programs requiring institutions or organizations certifying students for the principalship to revise programs to align with the legislation. Illinois Public Act 96-0903 focuses on partnerships with schools districts, rigorous candidate selection, an expanded performance-based internship and required program content. With regard to required program content, Illinois Public Act 96-0903 includes provisions that require principal preparation programs to help candidates meet the needs of a few specific populations including English language learners, students with disabilities or 504 plans, and gifted students. Through a review of the English language learner provisions of a newly redesigned principal preparation program at Downstate University, the implications for program implementation and policy are explored.
- Published
- 2014
10. Student Teaching Abroad: An Experience for 21st Century Teachers
- Author
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Landerholm, Elizabeth and Chacko, Jacob B.
- Abstract
Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience.
- Published
- 2013
11. Improving Administrative Internship Programs: Perceptions of Illinois Principals
- Author
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Kersten, Thomas, Trybus, Margaret, and White, Daniel
- Abstract
As the efficacy of educational administration programs has come under increased national scrutiny, one area which has received particular attention is the administrative internship component. In Illinois, various professional, governmental, and state-supported organizations such as the Commission on School Leader Preparation, Illinois Council of Professors of Educational Leadership, and the Wallace Foundation have focused attention on the internship experience. A recent report to the Illinois General Assembly by the Illinois School Leader Task Force included a series of recommendations to improve the quality of school leadership programs. One of the recommendations suggested improvement of the administrative internship. There is a growing body of research which confirms the difference highly effective principals can make. Therefore, this study was designed to gather important information from the perspectives of Illinois principals about the nature and scope of Illinois university K-12 administrative internship programs. Principals presented recommendations regarding the types of experiences that should be included in the internship to adequately prepare administrators for their first administrative position. In addition, principals offered professors of education administration suggestions to improve other internship components. This manuscript reports the results of this research study.
- Published
- 2009
12. Case Studies of Leading Edge Small Urban High Schools. Relevance Strategic Designs: 6. Perspectives Charter School
- Author
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Education Resource Strategies, Shields, Regis Anne, Ireland, Nicole, City, Elizabeth, Derderian, Julie, and Miles, Karen Hawley
- Abstract
This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high schools across the country in designing new ways to "do school" while outperforming most high schools in their local districts. ERS found that Leading Edge Schools deliberately create high-performing organizational structures, or Strategic Designs, that deliberately organize people, time, and money to advance their specific instructional models--the set of decisions the schools make about how they organize and deliver instruction. They create these Strategic Designs through four interconnected practices: (1) Clearly defining an instructional model that reflects the schools' vision, learning goals, and student population; (2) Organizing people, time, and money to support this instructional model by (a) investing in teaching quality, (b) using student time strategically, and (c) creating individual attention for students; (3) Making trade-offs to invest in the most important priorities when faced with limits on the amount, type, and use of people, time, and money; and (4) Adapting their strategies in response to lessons learned and changing student needs and conditions. Using these strategies as their framework, ERS assessed case study school practices and quantified their resource use. They did this by creating a set of "diagnostic indicators" that describe how schools best use their resources for improving student performance. They are used throughout the case studies to illustrate resource use. ERS hopes that these case studies will serve multiple purposes: to generate ideas about implementing strategies in schools; to help develop new small schools and reform existing schools; and to engage colleagues, principals, and teachers in conversations about what is possible in their districts. Appendices present: (1) Resource strategies; (2) Perspectives sample student schedule; (3) Perspectives graduation requirements; and (4) Perspectives staff list. (Contains 11 notes and 7 figures.) [For the full report, "Strategic Designs: Lessons from Leading Edge Small Urban High Schools," see ED544382.]
- Published
- 2008
13. The Instructional Planning Experiences of Beginning Teachers
- Author
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Ball, Anna L., Knobloch, Neil A., and Hoop, Sue
- Abstract
The purpose of this collective case study was to understand the nature of planning and the influences on planning among intern and novice teachers in Illinois. Sixteen intern teachers and 15 novice teachers participated in reflections, focus group interviews, and individual interviews. In regard to the nature of planning, both intern and novice teachers planned as a mental process, conceptualized and prioritized content, and utilized a daily or hourly planning approach. Interns differed from novices in the use of adaptation of lesson planning approaches. In regard to influences on planning, both interns and novices noted knowledge and experience, schedules, school administrators, facilities, technology, and resources, students, personality, and impracticality of planning methods. Further, intern teachers and novice teachers had unique influences on planning based upon their differing contexts, expectations, and teaching experiences. (Contains 1 figure and 2 tables.)
- Published
- 2007
14. Research Fresh from Florida. Proceedings of the National Agricultural Education Research Conference (26th, Orlando, Florida, December 11, 1999).
- Author
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American Association for Agricultural Education.
- Abstract
The following are among the 47 papers included: "Academic Performance and Retention of College of Agriculture Students" (Garton, Dyer, King); "Perceptions of Recent Graduates and Employers about Undergraduate Programs in the College of Agriculture and Natural Resources at Michigan State University" (Heyboer, Suvedi); "Survey of Early Leavers" (Fanno, Cole); "Selecting a Major in Agriculture" (Wildman, Torres); "An Assessment of Agricultural Literacy in K-8 Schools" (Igo, Leising, Frick); "Comparison of Elementary Teachers' Use of Agriculture in Their Teaching" (Wilhelm, Terry, Weeks); "Developing a Process for an Elementary and Middle School Agriculturally Based Curriculum" (Hikawa, Trexler); "Measuring the Ethical Cognition Effect of a Videotape Livestock Show Ethics Education Program" (Goodwin, Briers, Murphy); "Status of Community Service Learning in 4-H Programs" (Wyble, Kotrlik); "Teams in Agricultural Education" (Cummins, Townsend); "Using Multivariate Analysis Techniques to Identify Factors Influencing FFA (Future Farmers of America) Membership in High School Agricultural Education Programs" (Gliem, Gliem); "Economic Impact of Supervised Agricultural Experience Programs in Georgia" (West, Iverson); "Supervised Agricultural Experience" (Camp, Fallon, Clarke); "Changes in Missouri SAE (Supervised Agricultural Experience) Programs" (Graham, Birkenholz); "Integrating Science in Agricultural Education" (Balschweid, Thompson); "Developing a Web-Based System to Address Accountability and Reporting Needs for Cooperative Extension" (Radhakrishna, Pinion);"Confirming Perception" (Lippert, Radhakrishna, Plank); "Perceptions of the Louisiana Legislature toward the Louisiana Cooperative Extension Service" (Hodson, Kotrlik); "Assessing Farmers' Internships and Needs for Specialty Corn and Soybean Information in the Lower Illinois River Basin" (Swanson, Samy, Sofranko, Harper, Frerichs); "Perceptions of Stakeholders toward Linkages and Curriculum in Urban Agricultural Education Programs" (Trede, Russell); "Developing an Urban Agricultural Education Program" (Russell, Trede); Using the AgEd Network as an Instructional Tool to Integrate Technology in the Classroom" (Thompson; Nelson); "Higher-Order Thinking Skills versus Lower-Order Thinking Skills" (Edwards, Briers); "Career Choices and Factors Influencing Career Change among Agricultural Education Graduates" (Garton, Cartmell); and "Cognitive Abilities of Preservice Teachers" (Torres). Also included are critiques of each paper and 11 poster abstracts. (MN)
- Published
- 1999
15. Voices of Superintendents: 'Give Us Relevant and Challenging Preparation for a Tough Job'
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Tripses, Jenny, Hunt, John W., and Watkins, Sandra G.
- Abstract
This manuscript reports results from two open-ended questions from a larger descriptive study that sought to gather perceptions from practicing Illinois superintendents on coursework and other program characteristics in superintendent preparation programs. The study surveyed all Illinois superintendents (873 districts) using an online survey. We asked superintendents two open-ended questions about the knowledge and skills that should be included in superintendent preparation programs and what advice they might offer professors of educational administration to improve superintendent preparation programs. Responses to the first question essentially aligned with national standards for school leadership preparation. When asked to provide advice to superintendent preparation programs, practicing superintendents stated the importance of program relevancy to rapidly changing and challenging school district environments. Respondents provided important insights into moral leadership, political acumen, university faculty credibility, and characteristics of learning experiences. The most often mentioned learning experience was the internship. No respondent reported his or her internship experience had been too rigorous. (Contains 1 table.)
- Published
- 2013
16. Designing Principal Preparation Internships to Strengthen School Leadership
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Risen, D. Michael and Tripses, Jenny S.
- Abstract
The purpose of this study was to analyze changes made to the design of a principal preparation internship. The study is based in part upon findings of a previous study on internship practices in Illinois administrator preparation programs (Tripses, Philhower, Halverson, Noe, & Morford, 2005) which found discrepancies in the design of internship programs based upon the state standards for principal preparation programs. Revisions were based upon a review of the current literature and faculty analysis of student performance under the previous internship design. Revisions involved clarification of expectations for students through the design of the internship, creation of effective assessments connected to these expectations, and finally employing sound instructional pedagogies to create the kind of leaders American society deserves.
- Published
- 2008
17. Business/Industry Internship for Occupational Teachers Project. Final Report.
- Author
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Southern Illinois Univ., Carbondale.
- Abstract
After refining the Illinois Model for Occupational Teacher Internship, 20 practicing occupational teachers in public schools field tested the model to determine the nature and value of the concept of business/industry internships. Some major findings from data on intern evaluations revealed that (1) the internship provided an educationally meaningful experience, (2) understanding of their field was enhanced through learning about job attitudes and expectations, and experience with new equipment, (3) personnel at the work sites were willing and able to provide needed assistance, and (4) time to accomplish the internship was difficult to find. Evaluations from employers were positive, indicating that the interns sought out activities and were satisfied by their performance as professionals seeking to attain skills for later use in the classroom. It was concluded that the Illinois Model was acceptable in terms of transportability and diffusion. Suggestions and recommendations are made concerning teacher awareness of opportunities for internships in industry, and the part that schools and universities should play in such efforts. The appendixes contain various examples of forms and correspondence used in the study. (HD)
- Published
- 1976
18. A Study of the Library Technical Assistant in Illinois.
- Author
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Illinois Univ., Urbana. Library Research Center., Bloom, Janet, Bloom, Janet, and Illinois Univ., Urbana. Library Research Center.
- Abstract
Seeking a better understanding of the position of the Library Technical Assistant (LTA) in the library world, this study presents an overview of the LTA in Illinois, exploring problems related to their training and employment and providing a general description of the LTA. The first phase of this examination consists of an identification of the existing junior college and college programs in Illinois for LTA training and a description of these programs, covering such areas as curriculum, class scheduling, and composition of faculty. These programs are compared to each other and to standards recommended by the American Library Association (ALA). Phase two of the study, based on questionnaire responses, describes the LTA as a student and then as a library employee, including such factors as age, sex, experience education, and reasons for entering the program. Recommendations arising from the study include more formalized training programs in line with ALA standards, more formal delineation of job duties in job descriptions, and a better understanding on the part of library administrators of the proper realm of duties of the LTA. (Author/SL)
- Published
- 1975
19. A Follow-Up Study of Participants in Illinois Projects Funded with Education Professions Development Act (553) Grants for Fiscal Years 1969-1973. Final Report.
- Author
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Northern Illinois Univ., De Kalb. and Ellis, Joseph R.
- Abstract
Fifteen Illinois Education Professions Development Act (553) funded projects, mainly directed toward professional development in vocational-career education, provided the basis for the followup study. The projects, which varied in scope, activity, and duration were: More Effective Staff Utilization, In-Service Education for Teachers of Disadvantaged Youth, Pre-Service Training in Environmental Occupations, Workshop on Career Education for Elementary School Principals, Health Occupations Teacher Education Program, Occupational Education Administration Training, In-Service Work Experience Internship Program for Occupational Education Teachers, Data Processing Institute for Teachers, Writing Measurable Objectives for Vocational Education, Pre-Service Training in Environmental Maintenance, VOTEC X349: A Correspondence Course in Leadership Development in Vocational Education, Teacher Education in Vocational and Technical Education, Vocational Education Institute: Leadership Development, Pre-Service Administration by Competency, and Internship for Leadership in Occupational Education. Interview results with 20 project personnel and 98 participants are presented as generalized responses to interview questions. Data from 301 questionnaires (60 percent return) are reported compositely, as well as individually for 13 projects. Both interview and questionnaire data indicated important positive changes in participants' professional performance and high achievement of intended project objectives. The 36-page appendix contains copies of the questionnaire, interview guides, and additional tabulated data. (EA)
- Published
- 1975
20. The Implementation of a Model Competency Based Graduate Program in Occupational Education Administration: Phase 3: Final Report.
- Author
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Southern Illinois Univ., Carbondale. Dept. of Occupational Education.
- Abstract
The document reports on a model, performance-based, interdisciplinary program to prepare vocational directors in Illinois. Five objectives in the Occupational Education Administration Model's third year were: (1) field-test the model; (2) develop implementation strategies for a transportable program; (3) provide experiences that would assure the attainment of 159 administrative and leadership competencies to 10 program participants; (4) place all participants in occupational education leadership positions by September 1975; and (5) qualify all participants to receive State of Illinois Level 1 supervisory certification. The degree of achievement of the objectives and the project's procedures are recounted briefly. Participants served internships for a school year, supervised in working on the 159 performances by a local cooperating administrator while completing course requirements for supervisory certification and engaging in enrichment activities. Forty pages offer project personnel information, followed by two three-page sections summarizing the project's evaluation and conclusions. The evaluation data is interpreted as bearing out the project's emphasis on interpersonal proficiency, and the project has prepared employable Occupational Education Administrators, but refinement of the orientation provided the project's instructors is needed. Extensive appendixes (66 pages) include the competency list, the performance assessment system, two followup studies, and a project evaluation. (AJ)
- Published
- 1975
21. The Computer Assisted Language Learning Outreach Project for Education.
- Author
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Illinois Univ., Urbana. Language Learning Lab. and Chung, Ulric
- Abstract
The Computer Assisted Language Learning Outreach Project for Education (CALLIOPE) was established in 1985 to enhance foreign language instruction in Illinois elementary and secondary schools through inservice teacher education in the form of short workshops, intensive summer institutes, and an internship program. The specific approach is to encourage and facilitate the use of computer technology by foreign language teachers. A description of the program outlines its purpose and approach, inservice program elements, a roundtable conference used for information dissemination, and a brief critical analysis of the program and future directions. Appended materials include a list of workshop dates, locations, staff, and number of attendees from January 1986 through February 1988, a list of topics discussed as part of the summer institute curriculum, a list of 1986 and 1987 summer institute participants and their individual project topics, and a summary of the proceedings of the May 1987 roundtable conference. (MSE)
- Published
- 1988
22. Model Graduate Program in Occupational Education. A Cooperative Study.
- Author
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Illinois State Univ., Normal., Southern Illinois Univ., Carbondale., Ramp, Wayne, and Anderson, Edward
- Abstract
The purpose of this research project was to develop a competency-based model graduate program for administrators of vocational education in Illinois. Directed through the joint efforts of two universities, the project involved the identification of 158 administrative competencies and an assessment of how these competencies might be achieved. Other objectives of the study include: (1) determining the feasibility of granting graduate credit for field experience, internship, or proficiency in administration, (2) identifying the problems attendant on cooperative efforts by two or more universities in offering joint graduate Programs, (3) determining the feasibility of implementing the model program as part of existing programs within the university structures in Illinois, and (4) identifying component parts of the model program which may be used for developing inservice workshops. A major recommendation of the study states that the 158 competencies should be used to develop a graduate program for vocational education administrators. (JS)
- Published
- 1972
23. A Faculty Internship Program for William Rainey Harper College.
- Author
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Birkholz, John R.
- Abstract
A systematic internship program for teachers is essential in maintaining high quality instruction in the junior college. This study investigates the need for junior college teachers and the type of preparation they require. It also covers existing college internship plans and the type of education desired for junior college teachers of business in Illinois. The purpose of the study was to develop an internship plan for William Rainey Harper College. A two-part program was developed. The intern first takes a course relating to the junior college and business education. In this course he forms an outline for the course he will teach during the second part of his internship. The intern must also attend weekly seminars on the problems of interns and the philosophy and problems of the junior college. Upon completion of this program, the intern is expected to have developed satisfactory instructional objectives in course design as well as skill in selection and utilization of instructional materials. (MS)
- Published
- 1969
24. TEACHING INTERNSHIPS-CORE PROGRAM.
- Author
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Southern Illinois Univ., Carbondale., Midwest Technical Education Center, Clayton, MO., and Saint Louis Community Coll., MO.
- Abstract
TO DEVELOP TEACHERS FOR STUDENTS IN SEMIPROFESSIONAL OR CAREER PROGRAMS, THE JUNIOR COLLEGE DISTRICT OF ST. LOUIS AND ST. LOUIS COUNTY AND THE SOUTHERN ILLINOIS UNIVERSITY UNDERTOOK A MIDWEST TECHNICAL EDUCATION CENTER PROJECT, FUNDED BY THE FORD FOUNDATION AND CALLED THE TEACHING INTERNSHIP-CORE PROGRAM. GRADUATE CREDIT, AS WELL AS FINANCIAL HELP, CAN BE OBTAINED FOR THIS PROGRAM, WHICH OFFERS THE FOLLOWING--(1) INTERN TEACHING, (2) OBSERVATION OF MASTER TEACHER METHODS, (3) ORIENTATION TO STUDENT PERSONNEL SERVICES, (4) ORGANIZATIONAL ORIENTATION, (5) CASE STUDIES, (6) FIELD EXPERIENCE, (7) COURSE WORK, AND (8) SEMINARS. THE CANDIDATES MUST BE COMPETENT IN AN ACADEMIC OR TECHNICAL DISCIPLINE RELATED TO TECHNOLOGIES IN AGRICULTURE, BUSINESS, ENGINEERING, HEALTH, AND PUBLIC SERVICE, MUST COMMUNICATE WELL, AND MUST BE AWARE THAT TEACHING (INSTRUCTIONAL RESEARCH AND DEVELOPMENT) IS THE MAIN RESPONSIBILITY OF THE JUNIOR COLLEGE, AS OPPOSED TO SUBJECT RESEARCH AND PUBLICATION IN THE UNIVERSITIES. THE INTERN'S PERFORMANCE WILL BE EVALUATED AND HE IN TURN WILL EVALUATE THE PROGRAM. CONSIDERABLE BENEFIT IS EXPECTED FOR THE SCHOOL, THE TEACHERS, AND THE STUDENTS. (HH)
- Published
- 1967
25. Applicant Evaluation of Residency Programs in a Virtual Format: A Mixed-Methods Study.
- Author
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Tout, Wala, Oyola, Sonia, Sharif, Zakaria, and VanGompel, Emily White
- Subjects
SCHOLARSHIPS ,INTERNSHIP programs - Abstract
Background and Objectives: The first all-virtual residency application cycle took place in 2021. Virtual programming can reduce cost, time, and travel burden; these may be especially beneficial to applicants with fewer resources and those from underrepresented backgrounds (URM). Little is known about how applicants evaluate key ranking factors, especially in a virtual format. This study aimed to assess how applicants evaluated programs in the virtual cycle.Methods: We surveyed 271 fourth-year students at three Chicago medical schools after rank-list submission and prior to receiving match results in March 2021. The survey included questions on online content and importance of different ranking factors as well as open-ended questions on how participants evaluated their most important factors. We analyzed quantitative data using descriptive statistics and χ2 tests. We analyzed qualitative data using thematic content analysis.Results: Applicants cited goodness of fit, geographic location, program reputation, fellowship opportunities, and work/life balance as the top-five most important factors. URM applicants were more likely to prioritize diversity at institution or location (P<.0001). Interactions with residents and faculty and opportunities to observe interprogram dynamics were key to assessing fit but were often limited by the virtual format. Additional emergent themes provided recommendations for future cycles. Program websites and videos were rated as the most important online content types.Conclusions: This study provides information about how applicants evaluated the factors they deemed most important in assessing and ranking programs, which can help residency programs improve their recruitment efforts. [ABSTRACT FROM AUTHOR]- Published
- 2022
- Full Text
- View/download PDF
26. Engaging Cook County's Next Generation of Conservation Leaders.
- Subjects
- *
FOREST conservation , *FOREST reserves , *JOB skills , *FINANCIAL literacy , *INTERNSHIP programs - Abstract
The article discusses the success of the Conservation Corps program of the Forest Preserves of Cook County, Illinois, which employs youth and adults in restoring public land. Topics include the focus on the program on the basic job skills, hard work and environmental awareness needed to pursue a career in conservation and related fields, the financial literacy workshops and industry-recognized certifications offered by the program and the growth of interns participating in the program.
- Published
- 2018
27. Highlighting the Innovative Work of Another Affiliate The Illinois Internship Program.
- Author
-
Chang, Patti
- Subjects
INTERNSHIP programs ,APPRENTICESHIP programs ,HIGH school students ,COLLEGE students - Abstract
The article offers information on the internship program being offered by the National Federation of the Blind of Illinois. Topics covered include its funding of summer internship for high school and college students, how to apply for programs and how the winners are chosen, and a letter from one of the recipients of an internship stipend on the significance of the program for her.
- Published
- 2015
28. Inner-City Futurism.
- Author
-
Klein, Ezra
- Subjects
- *
NEW schools , *VOCATIONAL education , *VOCATIONAL education of African Americans , *INTERNSHIP programs , *JOB shadowing ,AUSTIN Polytechnical Academy (Chicago, Ill.) - Abstract
The article focuses on the opening of the Austin Polytechnical Academy in Chicago, Illinois in fall 2007. The institution is a vocational school supported by the Chicago Manufacturing Renaissance Council (CMRC). Austin Polytech hopes to give poor African American students options for their chosen career. Junior students at Austin will be encouraged to do internships, job shadowing and workplace development.
- Published
- 2007
29. Illinois library system has multitype internships.
- Subjects
PUBLIC libraries ,INTERNSHIP programs ,TRAINING of library employees - Abstract
Reports that the Corn Belt Library System in Normal, Illinois, has launched a multitype internship program to enable its staff to utilize in-service training in any type of library in the system. Funding for the program; Duration of the program; Institutions that have agreed to provide work experience.
- Published
- 1979
30. Putting in the time and effort.
- Subjects
- *
LAMENESS in horses , *INTERNSHIP programs - Abstract
The article focuses on Dr. Emily Barquet, a veterinary intern at the Wauconda, Illinois-based Merritt and Associates veterinary clinic. Dr. Barquet has completed her degree from Tuskegee University in Tuskegee, Alabama and worked as a veterinary technician at a clinic which had several interns and resident doctors. At Merritt and Associates, Dr. Barquet has several responsibilities including assisting in surgery, taking care of patients and lameness examination.
- Published
- 2013
31. Lighting a Path.
- Author
-
Vera, Vanessa
- Subjects
- *
LAW schools , *INTERNSHIP programs , *EDUCATION , *LAW students ,CHRISTO Rey High School (Chicago, Ill.) - Abstract
The article offers information on the quality of education offered at the Cristo Rey High School in Chicago, Illinois. The school's mandatory corporate internship program, that was originally conceived as a way for its students to pay tuition, provides students an exposure to different businesses and professions. George Escareno, a student of Cristo Rey, states that the school offered him a better opportunity to succeed by meeting lawyers and other professionals through the internship program. Also presented are views of Vanessa Vera, a junior at Cristo Rey, who likes the school's atmosphere and discusses her internship experiences.
- Published
- 2009
32. An Apprentice School.
- Subjects
PRINTING plants ,EDUCATIONAL planning ,APPRENTICESHIP programs ,APPRENTICES ,LEARNING ,EDUCATION ,INTERNSHIP programs - Abstract
The article provides information on the pre-apprentice program of the Lakeside Press of Chicago. The school is established out of the need of a large printing establishment for properly qualified workmen and it is also a printing plant itself. It explains that boys are taken to the school at the level which is known as that of preapprentice in which the students will spend one and three-fourths hours daily doing academic work devoted to lessons in designs, mathematics, English, elementary science and history and the remaining time will be spent in shop work.
- Published
- 1913
33. A Student's Perspective.
- Subjects
COLLEGE seniors ,AGRICULTURE ,INTERNSHIP programs ,UNIVERSITIES & colleges ,GRADUATE education - Abstract
Presents the perspective of three seniors from the University of Illinois on what it means to be majoring in technical systems management (TSM). Details on the internship experience of Sahra Kloth at Pioneer Hybrids; Concept of TSM; Versatility of the TSM major; Reasons of Nathan Kincaid for choosing th TSM as a profession.
- Published
- 2003
34. Bradley University Creates Library Internship.
- Subjects
- *
INTERNSHIP programs , *OCCUPATIONAL training , *EDUCATION - Abstract
This article reports on the internship program that encourages and rewards students pursuing careers in librarianship to be offered by Bradley University in Peoria, Illinois, beginning with the fall 1991 semester. Paid full-time, nonprofessional library staff wages, interns will divide their time evenly between the classroom and the library. Interns will work in rotation throughout several library departments, including, Access Services, Collection Services, Government Documents and Collection Management, and Reference and Information Literacy. Ellen Watson, director of the University's Cullom-Davis Library estimates that between working and going to class, interns will spend a total of two-and-a-half years in pursuit of their Master of Library and Information Science degree. The interns will also qualify for the university's forgivable loan program, in which the university will fund an individual's education if the person pursues a field having a shortage of faculty and then works for the university after graduation. In exchange, Bradley will forgive interns from repaying the loan. The first graduate student to be selected is Marilyn Marshall.
- Published
- 1990
35. State raises the bar.
- Author
-
Harris, Rebecca and Baser, Dominique
- Subjects
TRAINING of school principals ,EDUCATIONAL leadership ,JOB qualifications ,INTERNSHIP programs ,TEACHING experience ,EDUCATION - Abstract
The article reports on an election that will be conducted by the Illinois State Board of Education in May 2010 which intends to amend rules to strengthen the quality of school leadership. Principals are expecting an improvement on internships that they are required to complete. Information on the elimination of the Type 75 examination on educational theory is also presented.
- Published
- 2010
36. At 18, Blogging His Way Into Elite Social Scene.
- Author
-
Konigsberg, Eric
- Subjects
- *
COLLEGE students , *BLOGS , *INTERNSHIP programs - Abstract
This article reports on the summer of Illinois college student James Kurisunkal. The student's hobby of following the elite of New York City on a blog called Park Avenue Peerage began in his dorm room in Illinois. The hobby quickly grew in content and hits and led to a summer internship at "New York Magazine" where he covered a few of the social events of the season in addition to performing the typical duties of an intern. On his off time, he volunteered in a soup kitchen.
- Published
- 2007
37. Intern programs provide low cost access to new talent.
- Author
-
Atkinson, William
- Subjects
INTERNSHIP programs ,BUSINESS interns - Abstract
Focuses on the supply chain management internship program offered by the Macomb, Illinois-based Western Illinois University (WIU). Subjects for which WIU is offering the program; Benefits of the program to students and teachers of purchasing; Scholarship received by a WIU undergraduate and graduate student per month; Expectations of interns regarding provision of housing and training facilities from their employers.
- Published
- 2003
38. Students Learn The Trade At Universal Music & Art.
- Author
-
McCormick, Moira
- Subjects
- *
MUSIC stores , *ASSOCIATIONS, institutions, etc. , *NONPROFIT organizations , *YOUTH & drugs , *INTERNSHIP programs - Abstract
Reports on the Universal Music & Art Shop in Chicago, Illinois, a record store owned and operated by the non-profit organization Youth Service Project (YSP). Internships which are offered to high school students by the store; Comments of YSP chief executive officer G. Sequane Lawrence; Cost of music at the store, which was founded to help children with substance abuse problems.
- Published
- 2001
39. An Illinois Program Pays Minority Students to Take Unpaid Internships.
- Author
-
Jaschik, Scott
- Subjects
INTERNSHIP programs ,APPRENTICESHIP programs ,MINORITY college students ,FEDERAL aid to higher education - Abstract
The article reports on the Minority Internship Program for minority college students in Illinois in 1986. The program offers selected minority college students a monthly stipend of $1,000 and arranges for them to receive summer and one-semester internships in businesses, associations and the local government of Illinois.
- Published
- 1986
40. WANT YOUR CAREER TO GROW? EXPLORE THE GROWMARK SYSTEM.
- Subjects
COOPERATIVE agriculture ,FARM supplies wholesalers ,AGRICULTURAL processing ,INTERNSHIP programs - Abstract
The article features the farm supply and grain marketing organization Growmark System of Growmark Inc. in Bloomington, Illinois. It provides manufacturing, processing and wholesale of farm supplies to their cooperative members. The organization provides career opportunities to college students by providing actual working experience during summer interns. It mentions that during the 50th anniversary of Growmark internship program in 2009, 50-70% of students were hired for full-time positions.
- Published
- 2009
41. Dear diary ... student keeps record of online internship.
- Subjects
- *
INTERNSHIP programs , *WEBSITES - Abstract
Presents an excerpt from Northwestern University senior James Pinnick's diary about his daily experiences as an intern with LATimes.com, the Web site of the `Los Angeles Times' as part of an assignment through the Medill School of Journalism. Editing of photo captions; Choosing archive stories for the final `Seinfeld' episode; Responsibilities as entertainment editor.
- Published
- 1999
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