As new teachers enter the classroom, they will find themselves in a difficult environment where diversity, equality, and inclusion (DEI), as well as antiracism and Critical Race Theory, are being questioned. This instills dread in our teacher candidates, limiting their ability to construct a culturally responsive and anti-racist curriculum.
Having been involved with simulations for over 30 years and working with leaders in different industries around the world, I have experienced firsthand just how powerful sim-based learning can be. Advancements in neuroscience and the recognition of how biases/heuristics influence decision-making, substantiate that simulations are the best modality to provide deep and fundamental learning. And because simulations can effectively be delivered in so many ways, they are considered one of the most versatile learning tools available. While simulations are used to train other high stakes jobs such as pilots, healthcare providers, firefighters, and soldiers, simulations are not a widely recognized training modality in the K-12 space…yet.
Working with graduate students who are preparing for administrative careers and school leadership presents the need to balance academics with practicality. Understanding theories of leadership is important. Practicing what to do in decision-making situations is critical. For the last two years, much of the practicality has come from the use of simulations.
Given the urgent challenges caused by the Covid-19 pandemic, districts may not believe it possible to continue to effectively focus on the critical objective of building a leadership pipeline. Fortunately, by deploying online simulations, districts can provide both sitting and aspiring leaders with developmental opportunities to experience problems of practice in a collaborative and communication-rich manner. Online, collaborative simulations provide organizations a chance to contextualize learning for their participants even when it is not possible to be together in person.
There is no doubt that COVID-19 is creating a new normal for everyone across the globe. Historically, times like these have often led to the most extraordinary outcomes. The Washington Post recently published an article on how Sir Isaac Newton used his time at home during the black plague to do his best work. Our current circumstances are quite similar and the most innovative leaders in education will use this disruption to not only think about how and what content is being delivered to students, but also to identify alternative learning opportunities for educators as well as the current and aspiring leaders in their districts.
When faced with extraordinary circumstances we think about each other and come together to work out solutions that are in the best interest of our clients, partners, and employees. The unprecedented outbreak of the Coronavirus COVID-19 and the global public health crisis it has spawned is one of those extraordinary circumstances. As many of our clients move to remote modes of teaching to ensure the safety of their communities, we thought it important to point out that SchoolSims simulations can be utilized asynchronously.
Why have so many strategies and interventions to achieve school reform been largely unsuccessful? Research has shown that in most cases, it is because of administrators who, through no fault of their own, lack the breadth of experience necessary for success. In any major organizational change effort, especially in an organization as complex as the education system, leadership is a key. In fact, the role of leadership in education is one of the more daunting positions in any industry.
What’s the most effective way to learn? Learning by doing. But how do you learn by doing when you can’t “do” until you learn? Since we also believe that Experience is the Best Teacher™, our simulations essentially accelerate time and manufacture experience.
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.
There is a silent crisis undermining school improvement efforts. As in any major organizational change effort, leadership is a key ingredient to success. However, in educational leadership, the abilities to communicate, coordinate, and make decisions are not enough to address the “painful” trade-offs regularly faced by leaders in education. Their challenge is not just about making good decisions, which is daunting enough. They must also manage highly-public and often emotionally-charged issues among a diverse student and adult population. The state of our leadership pipeline, though, and our efforts to support their work, call for a dramatic shift in approach.