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We expect administrators to learn on the job, but responding to conflicts in a virtual world helps them learn without real-world consequences.
American schools are facing a crisis in the lack of professional learning for school leaders.
These leaders are required to be licensed, which usually entails a two-year program at a university or college. However, once they actually begin their careers, most of them will tell you that any further professional learning comes on the job. This vacuum of professional learning among principals and superintendents means many have to stub their toes by learning from mistakes, leading sometimes to grave consequences and almost certainly to less-than-optimal outcomes.
In my research, I’ve worked extensively with simulations that help our school leaders continue their professional growth well past their licensing requirements. Effective simulations present relevant scenarios that offer leaders the opportunity to listen and learn from their peers and to gain experience without risk.
Key findings of my research in using computer simulations for educational leadership professional development (PD) include:
- Discussions generated by the simulations are the most valuable aspect of the experience, according to participant responses
- Simulations spurred critical thinking, with participants indicating that the experience caused them to think more deeply about their decisions and their consequences
- Participants said the simulations helped them to see the perspectives of others
- Participants said they felt more confident about their abilities to lead during complex situations following their participation in simulations.
Inspiring leaders to examine their decisions