As the academic year draws to a close, the summer break presents a valuable opportunity for aspiring school leaders in school districts to invest in their professional development. While many educators may view this period as a well-deserved break, dedicating time and effort to continue learning during the summer can profoundly impact one’s growth as a school leader.
Aspiring school leaders constantly search for ways to develop their skills and knowledge. While traditional training and professional development forms can be helpful, simulations offer a unique and engaging way to learn and practice real-life scenarios.
Simulations help to significantly close the “experience gaps” that educators are aware of and enhance regular pre-service training in several ways. The technology ensures that even novice teachers can practice teaching techniques that are crucial yet difficult in a classroom environment.
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.