In this interview, we sat down with Dr. LeAnne Salazar Montoya, Assistant Professor of Educational Policy and Leadership at the University of Nevada, Las Vegas, to discuss her involvement with simulations and why she believes it is essential for educators to implement simulation learning into their programs.
Teachers have the most critical role in the school, developing students and setting them up for success as they continue their education. Teacher retention and morale are low as educators continue to find a way to handle the everyday challenges that are evident in schools today. The cumulative impacts of the educational disruptions have affected both teachers and students. Although administrators naturally have plans for school improvement, supporting teachers must come first. There are ways for school leaders to support their teachers right now which are small steps to help make a difference in the classroom and keep teachers in the field and the district.
Across many industries, building experience for staff is a significant challenge. According to a report conducted by LinkedIn, training employees is a top priority, yet managers continue to be dissatisfied with the learning and development in the workplace. The effectiveness and efficiency of skills training can be increased using methods based on cutting-edge technology and tried-and-true learning strategies. One strategy is simulation training, which involves placing participants in realistic, immersive situations where they can practice new skills under conditions similar to their jobs. These practical situations frequently include game components that improve motivation, focus, and learning.
Despite being linked to long-term academic and professional achievement, social and emotional learning frequently goes unnoticed in U.S. public schools. The COVID-19 pandemic has increased the urgency of providing children with social and emotional assistance. In this time of crisis, educators have also looked for new connections to make and have rethought how students may collaborate actively to learn.
Leading a school is a difficult job. Significant obligations and unforeseen difficulties encourage frequent turnover. No matter what stage of the leadership continuum an individual is at, districts should prioritize continual support and development for principals and other school leadership responsibilities.
Effective teachers are better at instructing students. Instructors are better prepared to become effective teachers when they have access to ongoing experiential learning opportunities and professional development materials, particularly if their pupils have learning needs or are performing below or above grade level. Any teacher professional development initiatives should have student achievement as their ultimate objective. Teams of teachers are engaged in the most productive professional development when concentrating on their pupils’ needs. They collaborate to learn and solve problems to guarantee that every student succeeds. Below are eight things teachers say they need in effective professional development for their schools.
The goal of a school leader is frequently to make things easier for staff members and to promptly and effectively give a framework for problems involving kids, the team, or the school. To do this, some schools cultivate new abilities, such as curiosity and divergent thinking, to encourage fresh ideas and increased innovation. The leadership programs are unfamiliar with these kinds of talents. Roleplay, practical work experience, and immersive simulations are ways to improve these new talents.
It is essential to stay current on cutting-edge techniques, technology, legal and regulatory disputes, and social or economic trends that have an impact on schools because school leadership is a demanding position. Too frequently, the obligations of the job leave little time for you to invest in your professional development. How can we strike a balance between the demands of school life daily and the requirement to advance as leaders continually?
A significant new research report from the Learning Policy Institute and The Wallace Foundation emphasizes the significance of federal, state, and district policies that foster the availability and quality of principal preparation and professional development programs as state leaders continue to consider the best use of federal funding to improve education in the wake of the COVID-19 pandemic. According to the research, a school principal’s preparation and professional development affect their leadership effectiveness and are linked to good outcomes for teachers and students.
Simulated work-based learning allows users to practice the skills obtained in the classroom in a “real-world setting” without ever having to leave their seats. Imagine yourself as an aspiring educational leader needing the practice to face everyday challenges that will be presented to you in the workplace; there is a simulation for that.