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Standard 8: Guidance, Assistance and Feedback

The program sponsor has an effective system by which the candidate's performance is guided, assisted and evaluated in each field experience. In this system, at least one field/clinical supervisor and at least one program supervisor provide complete, accurate and timely feedback including constructive suggestions for improvement to the candidate.

For internship programs:

The definition of "field experiences" includes, but is not limited to, the responsibilities of the internship assignment.

The candidate’s faculty advisor serves as the university supervisor for all embedded fieldwork as well as signature assignments that are carried out in the field. The university supervisor meets with the candidate on a regular basis and at designated intervals (once a semester), reviews and approves all field experiences and related signature assignments (See Appendix 2). During the embedded fieldwork activities and signature assignments carried out at the school site or in the district, the candidate will regularly consult with her/his district mentor and university supervisor. During coursework with embedded fieldwork and signature assignments, candidates present selected items from their experiences and discuss the insights that they have gained through participation in these experiences. Thus, both the university supervisor and the course instructor will oversee the completion of embedded field experiences and signature assignments along with the district mentor. The Candidate Portfolio for Administrative Field Experience/ Administrative Internship and Signature Assignments clarifies the roles of each person and provides a place for signatures and notes for each review (See the review and feedback page of the Candidate Portfolio for Administrative Field Experience/ Administrative Internship and Signature Assignments in Appendix 2).

Administrative fieldwork and intern supervisors of the Educational Leadership and Administration Program are experienced school and district leaders who maintain ongoing contact with the schools and districts in the areas in which they supervise candidates (See Section 8 of the Preconditions). The reputations of these supervisors, their experience, and their ability to provide guidance to candidates is of the highest caliber and they are connected to the current reality of schools through their work with districts, district leaders, and site leaders.


As mentioned in Standard 7, an initial assessment (see Appendix 13– the same assessment used for Clear Credential candidates) of the intern is made in the orientation and this provides a map for planning development activities. The responsibilities assigned to the intern should not only include the mandatory signature assignments and fieldwork activities, but also include activities indicated to assist the intern in developing all areas of competency.

To ensure that the intern has intensive support, the university supervisor is in contact each week utilizing a well developed structure to not only provide assistance, but to continually review progress, and provide opportunities for continued growth. Please see Appendices 6, 7, 8, and 9 for the four different documents used by the university supervisor in the intensive support of interns: Weekly call conference notes (Appendix 6), Structures and Process for Our Work Together (Appendix 7), Summary and Reflections of the Semester (Appendix 8), and the Professional Growth Plan (Appendix 9). These documents are added to the candidate’s portfolio in a special section for the intern-specific work in the Candidate Portfolio for Administrative Field Experience/Administrative Internship and Signature Assignments (Appendix 2).

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