LeaderSims Overview
Leader Simulations are thoughtfully crafted for current and aspiring school leaders, immersing them in realistic and challenging scenarios that mirror the complexities of everyday school life. These simulations cover critical leadership topics, including equity, social-emotional issues, navigating difficult conversations, and leading change. By engaging in these experiences, leaders develop practical skills and strategies to address diverse challenges effectively. Below, you can find our LeaderSim Overviews:
“End of School Year” Simulation
Your Role: First-year elementary school principal
Timeframe: Nearly to the end of the school year
Challenge: Under pressure, sorting conflicting interests and accurately assessing needs to make a formal plan
Context
As you wrap up your first year, it is time to look ahead; you are responsible for building and staffing a plan to improve academic achievement in the coming year.
Key Characters
- Alana Reynolds, parent of a 5th-grader at risk of retention
- Daniel Tillman, precocious 4th-grader and informant
- Jeffrey Pierce, veteran math teacher
- Nasreen Chakar, a new, well-trained teacher
- Julia Molina, veteran teacher and union representative
Trade-offs to Consider
- Handling the many, various, sometimes conflicting, interests of stakeholders fairly and transparently in your planning while also adhering to deadlines
- Weighing decisions as they may affect degrees of stress and buy-in at your school inversely
Potential Topics for Discussion
- Are you able to reflect your own core values in your decision-making? Or do you proceed pragmatically, adapting to personalities and other pressures? How do you feel about it?
- What are the pressures you experience or have experienced in your school with regard to planning for the coming year? How will you approach them differently based on your simulation experience?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 4. Curriculum, Instruction, and Assessment
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.2, 4.3 Learning & Instruction
- 5.2 Community & External Leadership
- 7.2, 7.4 Building Professional Capacity
Feedback
“One of my favorite aspects of this simulation was witnessing positive feedback or responses to the decisions made, as it provided insight into the potential positive outcomes that could result from my actions. I appreciated the opportunity to provide my own responses as I navigated through the simulation, which added depth to the experience. Additionally, the realism of the scenarios contributed to the overall authenticity of the simulation.”
“Playground Mishaps” Simulation
Your Role: Elementary school principal
Timeframe: Mid-May, the aftermath of a playground incident
Challenge: Dealing with difficult parents while standing by teachers and keeping students front-of-mind
Context
A parent presents evidence of a neglectful teacher and demands that her daughter be moved to a different classroom. The teacher is evasive in her account of the incident. You need to gather information and act in a timely manner.
Key Characters
- Ms. Young, the upset parent of Renika
- Mrs. Brantley, Renika’s classroom teacher
- Ms. Holmes, overburdened AP
Trade-offs to Consider
- While being pressured by an angry parent, taking the time necessary to collect all the facts while keeping focused on the student’s best interest
- Addressing a teacher whose choice to bend a policy jeopardizes a student’s safety while also not allowing the angry parent to dictate your decision
Potential Topics for Discussion
- Responding to parent demands
- Diplomacy and decision-making
- Considering repercussions
Key PSEL Standards
- 2. Ethics and Professional Norms
- 3. Equity and Cultural Responsiveness
- 5. Community of Care and Support for Students
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1 Equity, Inclusiveness, & Cultural Responsiveness
- 5.2 Community & External Leadership
- 6.1, 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“I appreciated how the simulation demonstrated the impact of decisions on the situation, providing valuable insight into cause and effect. The ratings and feedback of choices were helpful in understanding their implications. Overall, the simulation felt realistic, enhancing its effectiveness as a learning tool.”
“Disruptive Teacher” Simulation
Your Role: Elementary school administrator
Timeframe: One day, and two weeks later
Challenge: Responding to a teacher’s inappropriate and over-the-top behavior directed toward other adults
Context
After receiving complaints regarding a teacher’s behavior, you decide to attend a meeting with the subject’s collaborative teaching team. You discover there is one teacher on the team who is “not a team player.”
Key Characters
- Kim Compana, special education teacher
- Diana Walsh, 6th grade teacher, co-teaching with Kim
- Brian Beck, 6th grade teacher
- Christie Lopez, special education teacher
Trade-offs to Consider
- Addressing conflict and risking the loss of experienced teachers
- Avoiding conflict and risking the loss of experienced teachers
- Insisting on behavioral changes, possibly without getting to the root causes
- Exploring root causes of bad behavior, possibly without affecting change
Potential Topics for Discussion
- How to deal with an adult bully who insists they are only focused on the students’ best interests?
- When is it appropriate to intervene when team dynamics go awry?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.2, 4.3, 4.4 Learning & Instruction
- 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“I appreciated the level of detail provided about what was happening in the classroom, making it easy to follow the conversations and understand the situation. The feedback at the end of the simulation was particularly helpful, and I loved it. Having the opportunity to ‘practice’ without real consequences was valuable. Overall, I enjoyed everything about the simulation, especially its realism and portrayal of scenarios that happen frequently.”
“Teacher Blog” Simulation
Your Role: Principal in 3rd year at an elementary school
Timeframe: Several weeks during the school year
Challenge: In a school district committed to expanding the use of technology, you must deal with issues that arise between increasing communication and protecting privacy.
Context
You have received a district mandate, and your staff has received training. Now is the time to promote the use of technology among many reticent teachers while reigning in one renegade without squashing enthusiasm.
Key Characters
- Mrs. Peters, 3rd Grade Teacher, trailblazing blogger
- Mrs. Appleton, pleased parent
- Mrs. Sampson, inquiring parent
- Mr. Viera, displeased and insistent parent
Trade-offs to Consider
- How do you stay alert to and curb recklessness when also encouraging the adaptation of new, quickly advancing technologies, especially when some parents have voiced interest and support?
Potential Topics for Discussion
- Awareness and application of FERPA
- What are the actual and perceived differences between posting students’ work on a classroom or hallway wall versus posting it online?
- When trying to encourage reluctant or beleaguered staff to take initiative, be creative, or expand their skills, how do you incorporate the talents and enthusiasm of the excelling individuals?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.3, 4.4 Learning & Instruction
- 5.1 Community & External Leadership
- 6.1, 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“I enjoyed practicing realistic scenarios in a safe environment, and the feedback provided at the end based on the answers I selected was really helpful.”
“Recognizing and Reporting Abuse and Neglect” Simulation
Your Role: School administrator
Timeframe: Variety of scenarios within a K-8 school
Challenge: Recognizing behaviors accurately while responding promptly
Context
As a school leader, you must know the signs of child abuse and neglect and know how to act sensitively, accurately, and legally toward all parties involved. Several different scenarios are presented for you to determine whether signs of abuse and/or neglect are present.
Key Characters
- Jenna Wheelwright, outgoing teacher, single
- Rodney Johnson, teacher, newcomer to school, newly divorced
- Wilson Spaulding, P.E. teacher and coach, keeps private
- Ginger Estair, Dance teacher, married with two children
- Sasha Noyues, veteran 2nd-grade teacher and mentor, never married
Trade-offs to Consider
- When accusations are made, you need to act promptly and appropriately, as well.
- Trusting that the information given by staff is always in the best interest of students vs. being open to underlying psycho-social issues.
- Practicing discernment while not being afraid to act.
Potential Topics for Discussion
- Assessing and mitigating risk
- Becoming informed of the likelihood and typical patterns of behaviors in any community
Key PSEL Standards
- 2. Ethics and Professional Norms
- 5. Community of Care and Support for Students
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1 Equity, Inclusiveness, & Cultural Responsiveness
- 6.1, 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“My favorite aspect of this simulation experience was the feedback I received for my decisions, which was insightful. The scenarios were excellent, and I appreciated the variety of options available to choose from.”
“Finding and Leveraging Voice (ELL)” Simulation
Your Role: K-8 school principal also serving as a district representative
Timeframe: A period from initial service as a representative through building-level staffing decision
Challenge: Putting a working definition of equity to the test in an environment of restricted resources
Context
Practice finding your voice in determining the best strategy for your ELL program. Then, show leadership by leveraging that voice in contributing to an ESSA plan in collaboration with local and state resources.
Key Characters
- Bernadette Bridge, ELL teacher
- Turner Luce, ELL teacher
- Sasha Noyes, veteran elementary classroom teacher
- Enrico Garcia, parent of a new ELL student
Trade-offs to Consider
- Actualizing your strategy in the face of shifting demands.
- Navigating difficult decisions to meet pressing needs in your building, while also determining your level of engagement at the district and state level, advising on the same topic.
Potential Topics for Discussion
- What techniques have you found best in terms of working through priorities with a group?
- In what areas has your district “found a voice” with regard to collaborating on an ESSA plan?
Key PSEL Standards
- 3. Equity and Cultural Responsiveness
- 4. Curriculum, Instruction, and Assessment
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 9. Operations and Management
Key NELP Standards
- 1.2 Mission, Vision, and Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.2, 4.3, 4.4 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.1, 6.2, 6.3 Operations & Management
- 7.1, 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“I found the simulation to be interactive and appreciated the additional information provided to guide my choices, enhancing the experience. The inclusion of relevant videos and examples resonated with real-world experiences, deepening my understanding of the leadership responsibilities of principals. Being able to provide a rationale for decisions was valuable. The natural and consistent nature of the experiences mirrored day-to-day school issues, providing a genuine real-world experience.”
“Academic Goal Setting” Simulation
Your Role: Middle school principal
Timeframe: Year-to-year
Challenge: Guiding reluctant teacher in a required activity
Context
A veteran social studies teacher habitually sets narrow goals. This year, teachers’ individual goals need to be aligned with the new school goals and curriculum standards. Will your approach motivate, enervate, or irritate this teacher?
Key Characters
- Everett Goodall, 10 years a social studies teacher whose engagement with professional development is waning
Trade-offs to Consider
- Investing the right amount of your attention to motivate a teacher, despite a perception of their reluctance and lack of integrity
- Persuading a teacher to see skills development as integral to students learning subject content, not as an “add-on”
Potential Topics for Discussion
- Motivating faculty to use goal setting as a meaningful practice
- Promoting a growth mindset in seasoned teachers
- Investing one-on-one time with difficult staff vs delegating to others or leaving them to figure out things on their own
Key PSEL Standards
- 4. Curriculum, Instruction, and Assessment
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
Key NELP Standards
- 1.2 Mission, Vision, and Improvements
- 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.2, 4.4 Learning & Instruction
- 6.2 Operations & Management
- 7.3, 7.4 Building Professional Capacity
Feedback
“I appreciate the opportunity to work through scenarios with multiple options and the valuable feedback provided. The real-time feedback based on our answers adds to the authentic feel of the simulation. Additionally, I enjoyed the real-life scenarios presented, as I could relate to them and found them to be realistic.”
“Cultural Competency” Simulation
Your Role: Newly assigned high school principal
Timeframe: First month of the school year
Challenge: Need to identify and address inequity with a popular teacher
Context
In a town experiencing significant shifts in demographics, your district has a stated commitment to “Create High-Quality Learning Experiences that Meet the Needs of Each Child.” How can you address the behavior of a popular teacher who does not understand the impact of their actions in the classroom on a significant portion of his students?
Key Characters
- Mr. Turner, the concerned parent of honors student Kira
- Mrs. Baldwin, active parent of average student Andrew
- Mr. Henton, a well-established and popular teacher
- Dr. Hidalgo, results-oriented superintendent
Trade-offs to Consider
- Balancing the needs and desires of long-time residents with those of newcomers
- Uncovering specific needs and resolving discrepancies in the treatment of students
- Addressing biases and counterproductive habits of entrenched faculty
Potential Topics for Discussion
- Moving established faculty to take a fresh look at their approach
- Identifying implicit bias without blaming
- Confronting low expectations
Key PSEL Standards
- 3. Ethics and Cultural Responsiveness
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 5.1, 5.2 Community & External Leadership
- 6.3 Operations & Management
- 7.3, 7.4 Building Professional Capacity
Feedback
“The highlight of the simulation for me was navigating the challenge of addressing a staff member’s inequitable teaching practices and unconscious biases. I was pleased that he expressed a willingness to learn and improve through our conversation. Furthermore, Dr. Smith’s direct confrontation with Martha made the scenario feel incredibly immersive, and I appreciated the array of realistic choices presented.”
“Stakeholder Management” Simulation
Your Role: High school principal
Timeframe: November, then month-to-month until July
Challenge: Building relationships and improving academic achievement while working with multiple stakeholder groups
Context
At a struggling high school, you’ll have the opportunity to confront behaviors that get in the way of academic achievement.
Key Characters
- AP Karen Mattews and AP Kevin Turner, both administrators held over from the previous principal
- Mrs. Howard, alumna and now actively involved parent
- Mr. Ambrose, an experienced teacher struggling to engage students
- Ms. Simms, a newer, younger, enthusiastic teacher
Trade-offs to Consider
- When met with recalcitrant APs, continue insisting on best practices while risking ever gaining their buy-in
- Upon discovering a practice among teachers that does not help students, insist on a policy change while risking ever gaining their buy-in
Potential Topics for Discussion
- In a situation that demands quick improvements but which is saddled with a lack of resources, will you untangle root causes of frustrations or declare a need to deal with the current reality?
- When safety and security issues arise in a building perceived to be overcrowded, with an ever-shifting population and unhappy teachers, how and where will you assert leadership?
Key PSEL Standards
- 3. Ethics and Cultural Responsiveness
- 4. Curriculum, Instruction, and Assessment
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 9. Operations and Management
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1 Ethics & Professional Norms
- 3.1, 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.3, 4.4 Learning & Instruction
- 5.1 Community & External Leadership
- 6.1, 6.3 Operations & Management
- 7.2, 7.4 Building Professional Capacity
Feedback
“My favorite part of the simulation experience was the collaborative work among team members and the virtual immersion into the daily life of a school leader. The availability of options enabled participants to grapple with competing priorities and make efficient decisions for technical and adaptive challenges. I appreciated the indicators of feelings from all stakeholders and the rationale behind decisions made by participants. The real situations prompted me to contemplate the future and prepare, especially considering the multi-layered real-world issues presented.”
“Middle School Budget Challenge” Simulation
Your Role: Middle school principal
Timeframe: Two weeks
Challenge: Determining the process and executing it under time pressure while also attending to many conflicting perspectives
Context
Your Superintendent requests a 15% budget cut in two weeks. You must determine the process for arriving at the cuts, who to involve in the process, and how to drive alignment around priorities
Key Characters
- Ken Lazarus, school counselor
- John Perez, community activist
- Everett Simms, district technology director
- Maria Hernandez, parent liaison
- Irina Popavitch, math department head
- and five more, each with their own interests
Trade-offs to Consider
- Communicating with your broad constituency with maximum transparency, while controlling the inevitable rumor mill
- Making time for listening to and considering each stakeholder while adhering to a tight deadline
Potential Topics for Discussion
- How can various stakeholder groups be managed to arrive at an optimal result? What are cases in which you have had to balance inputs, and redirect resources?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 4. Curriculum, Instruction, and Assessment
- 6. Professional Capacity of School Personnel
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
- 10. School Improvement
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3,2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 5,1 5.2 Community & External Leadership
- 6.2, 6.3 Operations & Management
- 7.2, 7.3 Building Professional Capacity
Feedback
“I valued receiving feedback on the choices I made, as it’s integral to the learning process to understand the consequences of actions. Engaging in real-world school budget exercises was particularly enjoyable and insightful. Overall, the simulation provided a great learning opportunity through its real-life simulation.”
“Cyberbullying” Simulation
Your Role: Middle school principal
Timeframe: During the school year, infractions seem to come one after another
Challenge: Recognizing a true threat where intervention is needed while acknowledging legal rights and preventing learning interferences.
Context
In this simulation, you are a middle school Principal responding to challenges associated with advancing technology.
Key Characters
- Viola Fuss, 6th grade teacher, leading user of technology
- Lois Steam, a pleasant student targeted by on-line postings
- Kay Serah, a very popular 8th grader
- Anna Barkley, target of derisive postings, daughter of PTA President
- Coach Shortz, a no-nonsense football coach, is also a target
- Parents of offenders
Trade-offs to Consider
- Guiding your school and community as students gain increasing access to technology to maximize learning opportunities while addressing the serious downside potentials of life online
- Identifying and dealing with challenges associated with cyberbullying while knowing and applying the growing body of law and court cases addressing cyberbullying and First Amendment rights
Potential Topics for Discussion
- Is the Tinker Test, as presented, useful in managing the misuse of technology in school and in the community?
- How is your school acting to constrain or permit the use of digital devices in the classroom? How are students and parents being
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Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 4. Curriculum, Instruction, and Assessment
- 6. Professional Capacity of School Personnel
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
- 10. School Improvement
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3,2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 5.2, 5.3 Community & External Leadership
- 6.2, 6.3 Operations & Management
- 7.2, 7.3 Building Professional Capacity
Feedback
“Despite typically disliking time constraints, I appreciated the timer in this simulation as it added authenticity and urgency to decision-making, mirroring real-world scenarios. Detailed interactions with stakeholders stood out as a favorite aspect, enriching the experience. Furthermore, the self-reflection components provided valuable think time, enhancing the depth of my decision-making process.”
“Difficult Conversations: Dress Code” Simulation
Your Role: Experienced principal, new to an elementary school
Timeframe: A few weeks in the springtime
Challenge: Addressing a sensitive issue with a teacher effectively
Context
Concerns from staff come to light about the clothing worn by one of your teachers. As you decide how to address this, other issues arise regarding the same teacher.
Key Characters
- Jen Brown, a teacher in problematic spring wardrobe
- Several staff members who point out the problem to you
- Dan Clymer, Math Curriculum Supervisor, after observing Jen Brown in the classroom, raises a different, serious problem
Trade-offs to Consider
- Choosing a direct approach with staff vs. going through a peer to address a problem while risking embarrassment either way
- Tackling all criticisms in a single conversation vs. addressing mthe ost pressing and well-documented issues first, risking upset either way
Potential Topics for Discussion
- Gender dynamics in the workplace
- Gaining trust
- Discerning the best sources of information
Key PSEL Standards
- 2. Ethics and Professional Norms
- 4. Curriculum, Instruction, and Assessment
- 7. Professional Community for Teachers and Staff
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 6.3 Operations & Management
- 7.1, 7.4 Building Professional Capacity
Feedback
“I was impressed with how the scenarios evolved based on my responses, offering in-depth perspectives and guiding me toward the ideal decision. The ability to restart the simulation after choosing incorrectly was valuable, and I appreciated the explanations provided for why certain choices were not optimal. The use of real-life examples enhanced the authenticity of the simulation.”
“New Teacher Evaluation” Simulation
Your Role: Elementary school administrator
Timeframe: Following observation of a 2nd-year teacher
Challenge: Giving fair and useful feedback, addressing a serious deficit, while also interpreting new evaluation rubric
Context
After observing a rote lesson with no higher-level skills or thinking embedded in it, you are to deliver your evaluation. Coincidently, you must also execute a new teacher evaluation based on terms that can be devastatingly misinterpreted.
Key Characters
- Ms. Goodworth, second-year 4th grade teacher
- Maria Harting, an experienced teacher willing to mentor
Trade-offs to Consider
- Investing time directly in improving a new teacher’s instructional skills while losing the objectivity you need to have to evaluate expected growth
- Enlisting the aid of an experienced teacher to guide the new teacher while not ensuring success due to limited time and resources for mentoring
Potential Topics for Discussion
- What evaluation methods and presentations have you found to be most effective in elucidating and motivating needed improvements? Why do you think they work?
Key PSEL Standards
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
- 9. Operations and Management
Key NELP Standards
- 2.2 Ethics & Professional Norms
- 6.1, 6.2 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“My favorite aspect of this simulation experience was witnessing the teacher’s engagement and enthusiasm for improving her practice, as well as her ability to apply knowledge and skills to real-world situations. The dynamic and interactive nature of the simulation profoundly impacted the students’ understanding and application of the subject matter. The ‘stress’ meter effectively gauged the teacher’s stress level, providing valuable insight into the evaluation process. Personally, I found the simulation to be more effective than reading or watching a video, as it allowed me to feel personally involved in the scenario and forced me to consider and weigh options in an interactive manner.”
“Special Education” Simulation
Your Role: First-year principal
Timeframe: Begins prior to the first day of school
Challenge: Expecting pushback from staff and parents as you seek equitable solutions
Context
Anxious parents of a kindergartner present you with a challenge to meet the needs of their chronically ill child. Your understanding of the issues and way of communicating with staff and parents will impact the success of your initiatives.
Key Characters
- The Clarks, parents of chronically ill student
- Nurse Knox, school staff focused on individuals’ safety and security
- Special Education Director Ellen Thompson, the expert on policy and learning theory
- Superintendent Higgins, new to the district, is concerned with resource allocation and equity
Trade-offs to Consider
- Ensuring student safety and security while promoting independence
- Building capacity while maintaining effectiveness
- Pleasing parents within resource constraints
Potential Topics for Discussion
- Fairly allocating scarce resources (money and time)
- Addressing parent and staff anxieties over a student with a serious chronic illness
- Moving entrenched practices of disability management to a “whole child/community” approach
- Dealing fairly with staff who undermine your authority
Key PSEL Standards
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.2, 4.4 Learning & Instruction
- 5.2 Community & External Leadership
- 6.2, 6.3 Operations & Management
- 7.2, 7.3 Building Professional Capacity
Feedback
“The simulation closely mirrored real-life experiences at the elementary level, which enhanced its relevance and applicability. I found value in listening to the problems presented and walking through options for solutions, which provided practical insights. Additionally, the dialogue and feedback received as I progressed through the simulation were informative and enriching.”
“Managing Diversity in a Growing Community” Simulation
Your Role: Superintendent
Timeframe: Prior to redrawing boundaries for a new elementary school
Challenge: Facilitate an effective dialogue among stakeholders that recognizes the impact of growth on diverse student and community needs.
Context
Parents are concerned that new boundaries may result in longer bus rides for some students. But there are also concerns about financial segregation that may result. How can you best work with the community, parents, school board, and your staff to develop an optimal solution?
Key Characters
- Parents
- City Council Members
- School Board Members
- Staff Members
Trade-offs to Consider
- Providing precise guidance vs. general recommendations
- Eliciting input while shaping a dialogue
- Taking direct action while working with stakeholders
Potential Topics for Discussion
- How to prioritize communication among stakeholders.
- Tailoring communication to constituencies
- Maintaining momentum in the face of setbacks
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 3. Equity and Cultural Responsiveness
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Feedback
“I appreciated being put on the spot to test my decision-making skills and handle situations involving schools and students. The simulation was highly engaging and felt incredibly authentic.”
“Leading School Culture Change” Simulation
Your Role: Principal at Easton Elementary School
Timeframe: Early in the school year
Challenge: Navigate resistance to change and build a positive school culture.
Context
In this simulation, you will serve as the principal of an elementary school where academic performance is falling. The faculty and staff are satisfied with the status quo and resistant to change.
Key Characters
- Former colleague
- Prior principal
- Teachers on your staff
Trade-offs to Consider
- Eliciting input while shaping a dialogue.
- Taking direct action while working with stakeholders
- Speaking to hard data while encountering disparate interpretations
Potential Topics for Discussion
- As you encounter a variety of perspectives among individuals and teams, how can you build a coalition that recognizes the need for a culture that supports improved performance?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Feedback
“My favorite aspect of this simulation is the realistic scenario, which mirrors the experiences I anticipate as a future principal taking over an established school and working with a new faculty and staff. The videos shared throughout the simulation enhance its realism, contributing to a more immersive experience. Additionally, the simulation’s focus on real-world issues adds to its authenticity, as all the information presented could potentially be true.”
“Emerging Challenges of Distributed Leadership” Simulation
Your Role: Principal at Oakwood Elementary School
Timeframe: Approaching spring break
Challenge: In this simulation you will face a variety of issues related to working in an environment requiring social distance, as well as several challenges regarding coordination.
Context
The story begins with a real possibility of school closures due to COVID-19. There is limited time to consider impacts and to determine strategies moving forward. How will you manage your time and priorities in the face of these challenges?
Key Characters
- Teachers with a variety of viewpoints
- Concerned parents
- Administrators
Trade-offs to Consider
- Direct action vs. delegation
- Long-term goals vs. short-term urgency
- Maintaining structures and systems vs. developing and reinforcing relationships
Potential Topics for Discussion
- How are you bringing self-awareness and self-management to bear in facing critical challenges?
- In what ways are you flexible as you drive toward shared action?
- To what degree do you anticipate risks, consequences, and impacts and take early steps toward mitigating them?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 4.1, 4.2, 4.3, 4.4 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 7.1, 7.2, 7.3., 7.4 Building Professional Capacity
Feedback
“I found the realistic demands on the administrator’s time in the simulation to be on point with reality, encompassing concerns from various stakeholders and day-to-day crises. The scenario accurately mirrored real-life situations we encounter. Additionally, the feedback provided valuable information for reflection and learning.”
“Administrator: First Week On The Job” Simulation
Your Role: Superintendent in the first week on the job
Timeframe: One week
Challenge: Making first impressions by managing your time, meeting many new people, and setting the right tone
Context
It is your only chance to make first impressions. Your goals include gaining the trust and confidence of community members and district employees and keeping an eye on the big picture while attending to the small things as well.
Key Characters
- Henrietta Olsen, administrative assistant
- Maria Soledad, teachers union leader
- Martina Gronika, middle school principal
- Sheldon Smith, parent, and community organizer
- Jenn Oliviera,a reporter for a local weekly newspaper
Trade-offs to Consider
- Determining when to delegate and when to take ownership while anticipating the broader impact of your actions
- Balancing strategic direction with the shifting demands of daily issues
Potential Topics for Discussion
- How do you pace yourself from the outset? If you inadvertently make an error in the first week, how will you know? How will you correct it?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
- 10. School Improvement
Key NELP Standards
- 1.1, 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 4.2, 4.4 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.1, 6.2, 6.3 Operations & Management
- 7.1, 7.2, 7.3., 7.4 Building Professional Capacity
Feedback
“My favorite part of this simulation experience was gaining a broader perspective and understanding the various influences and complexities at the administrator level. It was enlightening to see the balance between stakeholders and the potential consequences of decisions, even with good intentions. I was also pleased to see that I made the ‘best’ choice in several situations. The real scenarios provided valuable preparation for leadership roles. Additionally, the variety of choices offered when making decisions added depth to the experience.”
“Board Relations” Simulation
Your Role: Superintendent
Timeframe: After the prom
Challenge: Balancing delicate relationships of students, principals, and school board members
Context
After a prominent student’s post-prom prank on a principal’s private property, you must navigate reactions and relationships among board members and others
Key Characters
- Dr. Carol Jackson, high school principal
- Felice Martin, concerned parent
- Sandy Walters, board chair
Trade-offs to Consider
- Responding locally vs. district level
- Managing stakeholders vs. taking direct action
Potential Topics for Discussion
- What challenges are presented when the need for maintaining relationships with the board when those relationships intersects with the superintendent’s responsibilities?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 3. Equity and Cultural Responsiveness
- 5. Community of Care and Support for Students
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 5.2, 5.3 Community & External Leadership
- 6.3 Operations & Management
Feedback
“I enjoyed the opportunity to think critically about each scenario, especially given the interesting storyline and the realism of the situations presented.”
“Community Partnerships: Digital Readiness” Simulation
Your Role: Superintendent, 3rd year in the district
Timeframe: Period of planning and rolling out district-wide initiative
Challenge: Assessing and meeting the needs of the entire community while managing a substantial financial investment
Context
In the role of superintendent, you will work with your leadership team and community members to optimize the roll-out of technology to your district.
Key Characters
- Cheryl Jackson, local business owner and parent
- Various district-level administrators, most promoted from within, who have financial, curriculum, IT, and professional development areas of responsibility
- Assistant Superintendent, new to the district
Trade-offs to Consider
- Balancing strategic considerations with tactical concerns, keeping an eye on the long-term while addressing immediate needs.
- In an era of connectivity and connectivity gaps, being strategic about how you meet families and the community where they are becomes critical to the inclusive learning community you strive to create.
Potential Topics for Discussion
- Inclusive dialogue, effective communication, future thinking
- What specific obstacles do you have in your district when it comes to rolling out big changes and engaging the community?
Key PSEL Standards
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 1.1, 1.2 Mission, Vision, & Improvements
- 2.1, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.2, 4.3, 4.4 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.1, 6.2, 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“The inclusion of real-world scenarios allows me, as a school leader, to thoroughly evaluate all options and strive for the best possible solutions. The videos, showcasing various perspectives, highlight the broad impact of leadership decisions. The feedback, particularly on ‘choice responses,’ enhances my understanding by illustrating that while my thinking aligns generally, there may be better leadership options. Overall, experiencing real-life situations within the simulation is invaluable.”
“Comprehensive Role of School Counselors” Simulation
Your Role: New Counseling Department Chair
Timeframe: First few months of a new school year.
Challenge: To successfully engage counselors in activities aimed at preventing rather than responding to problems, you’ll need to identify root causes, redistribute administrative tasks, and lead change efforts despite growing resistance.
Context
Thornbush Middle School (grades 6-8) was established over 30 years ago in a major metropolitan area. There are 1200 students at Thornbush with three counselors. As the new counseling department chair at Thornbush Middle School, you are tasked with improving the student’s experience by enabling a stronger, more meaningful relationship between them and the school counselors.
Your understaffed counselors at Thornbush spend the majority of their time completing administrative tasks and are justifiably defensive. Further, you’re faced with apathy and resistance from seasoned teachers and staff.
Key Characters
- Key characters include a no-nonsense principal and a counselor with experience in business leadership
Trade-offs to Consider
- Time to collect and analyze data vs. Time to implement change
- Equity vs. Watering down curriculum
- Change Implementation vs. Faculty buy-in
Potential Topics for Discussion
- How does competition from independent schools impact decisions?
- What are the important elements of an equitable selection process for AP and GT program participation?
- Who do you include, and when do you include them in change initiatives?
Key ASCA Standards
- B-PF6c – Collaborate with admin, teachers, and other staff to ensure culturally responsive curricula and student-centered instruction.
- B-PF9d – Develop and implement a plan to address personal and/or institutional resistance to change
- B-SS6 – Collaborate with families, teachers, admin, school staff,f and education stakeholders for student achievement and success
- B-PA2c – Create goals based on data to close the achievement, opportunity, and/or information gaps.
- B-PA7c – Explain and model the appropriate role of the school counselor
Key NELP Standards
- 1.1, 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.3 Learning & Instruction
- 5.2, 5.3 Community & External Leadership
- 6.1, 6.2 Operations & Management
- 7.2, 7.3 Building Professional Capacity
Feedback
“This scenario feels highly relevant to my administrative journey, and I appreciated the opportunity to navigate it and make decisions based on the provided information. Being able to replay the scenario multiple times allowed me to explore different responses and gain insight into their outcomes. Additionally, the realistic feedback from counselors added depth to the experience and enhanced my learning process.”
“Difficult Conversations: Race” Simulation
Your Role: High school principal in 4th year
Timeframe: Beginning one Tuesday in March
Challenge: Identifying problems, determining your involvement, and prioritizing actions and constituencies
Context
You are confronted with a volatile situation brought to light via social media. You are called on to lead your school through the complexities of race as an issue in the classroom, in the community, and in the broader societal landscape.
Key Characters
- Rose Glass, an active community member
- Theresa Wright, a young, studious, idealistic English teacher
- Eve Alulation, assistant superintendent, wary of fads in education
Trade-offs to Consider
- Addressing sensitive issues such as conversations about race within the classroom while identifying how teaching professionals and district staff can best support those conversations.
- Balancing curriculum needs with demands from students and the community to go beyond the prescribed curriculum.
Potential Topics for Discussion
- To what degree does your district have a common reference and framework for talking about race?
- How do conversations about race figure into a broader district communications strategy?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 3. Equity and Cultural Responsiveness
- 4. Curriculum, Instruction and Assessment
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 8. Meaningful Engagement of Families and Community
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.2, 4.3, 4.4 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.2, 6.3 Operations & Management
- 7.2, 7.3 Building Professional Capacity
Feedback
“I enjoyed the format of this simulation, reminiscent of a ‘choose-your-own-adventure’ book, with diverse outcomes based on input. It provided a challenge, prompting me to consider longer-term plans of action rather than quick fixes. The variety of options to choose from added depth to the decision-making process.”
“Equity: Exploring Beneath the Surface” Simulation
Your Role: Associate Superintendent, 1st year in a district supervising 5 high school principals
Timeframe: Over the course of a full school year
Challenge: Ensuring equitable learning opportunities for students of color, while also attending to your own and others’ biases while framing your message about equity. In essence, building policies and structures to serve equity while acknowledging both material differences and political interests.
Context
You support five high schools, most of which struggle to raise academic performance and graduation rates. As you analyze the data, your high-performing outlier (aka your “model school”) emerges as a special challenge, depending on your interpretation of the data and choice of priorities.
Key Characters
- Martin Workman, Board Member
- Gabriela Romero, Principal of “model” high school
- Reginald Williams, District Superintendent
Trade-offs to Consider
- As you try to send a consistent message regarding your commitment to address institutional biases, you must decide where to be most visible. The least likely “problem situation” may require your attention first, while others may be baffled by your focus on a predominantly “white” school.
Potential Topics for Discussion
- In your role, which liaisons are best to nurture as you choose to establish a fresh “take” on equity in your district? Do you tend to turn to the top leaders, peers, and colleagues or consult from the bottom up?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 3. Equity and Cultural Responsiveness
- 6. Professional Capacity of School Personnel
Key NELP Standards
- 1.1, 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.2, 4.3 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.1, 6.2, 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“My favorite part of the experience was the feedback, as it provides valuable insights into leadership within a district. I appreciated the opportunity to respond as I would in real-life situations, with the added benefit of being able to think before responding. Additionally, seeing the results and consequences of our decisions was enlightening.”
“Girls Basketball Coach” Simulation
Your Role: High school administrator
Timeframe: Basketball season
Challenge: Balancing inputs and parent complaints in responding to allegations regarding a highly valued staff member
Context
A parent at the high school where you are the school leader goes to a school board meeting to complain about the way the girls’ basketball coach is treating the players on the team.
Key Characters
- Ms. Eden Harper-Lee, alarmed parent of basketball player
- Geraldine Harris, local newspaper reporter
- Dr. Bernard Carver, diligent superintendent
Trade-offs to Consider
- Addressing a parent’s concern and risk of losing the winningest coach in school history
- Admitting that you dropped the ball early on with the parent and losing credibility with your superintendent
- Keeping confidentiality while giving the impression that you are hiding or ignoring a problem
Potential Topics for Discussion
- Is your school culture consistent in behavioral expectations of students and adults in the classroom and in sports activities?
- If you misspeak, how can you repair a breach of confidentiality?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 6.3 Operations & Management
- 7.2, 7.3 Building Professional Capacity
Feedback
“The scenario presented a real-world example, acknowledging the potential complexity of similar situations while highlighting the steps involved. Despite room for the coach’s growth, the situation was addressed in a manner that preserved cohesion and gracefully tackled the issue. Dealing with the parent with limited information added to the challenge. Overall, having real-life examples enriched the experience.”
“Middle School Turnaround (Implementing Change)” Simulation
Your Role: Newly assigned middle school principal
Timeframe: The months prior to the beginning of a new fiscal year
Challenge: Building accountability, commitment, and trust to turn around a failing school
Context
You are a new school leader taking over a failing middle school with an entrenched staff and little community support. As you seek to get a handle on the school’s finances, finger-pointing abounds.
Key Characters
- Candy Rittenhof, non-assertive bookkeeper
- Anita Hammer, 7th year teacher who is ready for improvement
- Saul Wellingood, 27th-year honors math teacher
Trade-offs to Consider
- Handling pressure to make immediate improvements while taking the time to develop relationships
- Inviting participation in decision-making while not overwhelming staff who feel blamed for past errors
- Showing determination to establish correct procedures, not unduly burdening classroom teachers, while also requiring accountability and demonstrating transparency throughout the system
Potential Topics for Discussion
- How do you assure legal compliance and the knowledge staff need to buy into new procedures?
- How can you use a mundane procedural improvement as an opportunity to build trust and openness? When do you chose just to tell people what’s to be done, rather than influence them to develop and institute improvements as they see necessary?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 2. Ethics and Professional Norms
- 3. Equity and Cultural Responsiveness
- 6. Professional Capacity of School Personnel
- 9. Operations and Management
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 4.4 Learning & Instruction
- 6.1, 6.2, 6.3 Operations & Management
- 7.2, 7.3, 7.4 Building Professional Capacity
Feedback
“I appreciated the collaborative aspect of holding meetings with various stakeholders, where we could share perspectives and find common ground on potential solutions, which added depth to the experience. The videos of staff explaining their views enhanced the simulation, making it more enjoyable, engaging, and realistic. Additionally, discovering the background information about each choice and making mistakes provided valuable learning opportunities.”
“Navigating the Politics of Equity-Based Budgeting” Simulation
Your Role: Superintendent with several years of experience
Timeframe: Covers the entire school year
Challenge: The key challenge is balancing the needs of various stakeholders to reach outcomes that are equitable for students and families
Context
In this simulation, you will play the role of superintendent in a traditionally well-regarded district that is experiencing significant population shifts with a host of changing needs. Your challenge is to work with a variety of stakeholders to develop and pass a budget that will provide funding in an equitable manner. This will call for a different process than that which has been used in the past – it is a significant change that must be managed.
Key Characters
- Board Members with individual agendas
- Cabinet Team with different priorities
- Community Leaders focused on disparate issues
Trade-offs to Consider
- Facilitating discussion and exchange of ideas in balance with directing toward what you believe to be the optimal path
- Taking action on your own vs. managing dialogue among stakeholders
Potential Topics for Discussion
- Identifying areas of inequity within a district
- Managing multiple stakeholder groups
- Determining how to measure success
- Optimizing Board and Cabinet Collaboration
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 3. Equity and Cultural Responsiveness
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 1.1, 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.2, 4.3, 4.4 Learning & Instruction
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.1, 6.2, 6.3 Operations & Management
- 7.1, 7.2, 7.3, 7.4 Building Professional Capacity
“Small School District Budget Crisis” Simulation
Your Role: Superintendent with 2 years of experience
Timeframe: Budget planning period for the upcoming year
Challenge: In this simulation, you will face the challenge of navigating a budget shortfall as a new Superintendent, balancing transparency and strategic decision-making while managing competing priorities and maintaining a focus on students’ needs.
Context
This simulation involves a new Superintendent taking over a small school district that happens to be the primary employer in the community. When a budget shortfall is discovered, the Superintendent must decide which resources to involve in the resolution while balancing transparency and strategy among key constituencies. Decide which conditions warrant more persistence versus flexibility while keeping the focus on students.
Key Characters
- Union Rep
- Board Coach
- Board Member
Trade-offs to Consider
- Considering the needs of specific community members while deciding what is in the best interest of students.
- To what degree can you balance transparency and confidentiality?
Potential Topics for Discussion
- What have been the most problematic/successful efforts at cutting budgets at schools in the district?
- How does credibility get built within a school, and how can a new leader without credibility gain influence?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 3. Equity and Cultural Responsiveness
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.3 Ethics & Professional Norms
- 3.1 Equity, Inclusiveness, & Cultural Responsiveness
- 5.1, 5.2 Community & External Leadership
- 6.1, 6.2 Operations & Management
Feedback
“I found it valuable to learn about the scenarios of leadership through real-life experiences depicted in the videos.”
“Social Media (Integrity in Community)” Simulation
Your Role: High school administrator
Timeframe: Begins the night of a home football game
Challenge: Acting fairly, ethically, and legally when informed of a dangerous situation for students apart from the school setting
Context
Upon finding a phone with messages describing an underage drinking party that is going on presently, you must choose an action. There is an inevitable fall-out when dealing with diverse interests and constituencies.
Key Characters
- Grace Davis, a popular, well-rounded student
- Liz Smith, mother of two socially active students
- Tom Regaler, Girls Basketball Coach with two teenage sons
- Chief Arthur McAndrew, school alumnus, well-connected in the community
Trade-offs to Consider
- Recognizing the bounds of your authority and the extent of your responsibility
- Acting assertively when you perceive a true threat to students’ safety and well-being, whether in school or in the community
Potential Topics for Discussion
- Respecting the rights of other adults to assert their perspectives and family norms
- Communicating effectively in the age of social media
Key PSEL Standards
- 2. Ethics and Professional Norms
- 5. Community of Care for Teachers and Staff
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
Key NELP Standards
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 4.1, 4.2 Learning & Instruction
- 5.1 Community & External Leadership
- 6.1 Operations & Management
- 7.2 Building Professional Capacity
Feedback
“The simulation closely resembled real-life school situations, making it highly relevant and practical. I found it engaging and interesting, with the scenarios feeling realistic and immersive.”
“Value-Based Leadership” Simulation
Your Role: School leader at High Ridge Academy
Timeframe: Early in the school year
Challenge: This simulation experience is designed for the conscious application of the values guiding your vision and actions as a leader.
Context
Some members of the eighth-grade football team seem to be bringing their gregarious gridiron behavior into the classroom, upsetting some members of the school community.
Key Characters
- Amy, a veteran teacher
- Sarah, a novice teacher in Amy’s department
- Coach Tim, coach of the football team
- Clarissa, a concerned teacher
- Students
Trade-offs to Consider
- Making decisions based on school values while considering the context
- Supporting staff members while challenging them at the same time
- Balancing the needs and desires of different stakeholders
Potential Topics for Discussion
- Reflect on how you may or may not consciously apply the values you want to guide your vision and actions as a leader.
- In working with different constituencies with different perspectives, what “levers” can you apply to grow a values-based culture?
- What are the 3-5 values, either personal or at school, that you aspire to apply in your everyday decision-making?
Key PSEL Standards
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Feedback
“I found the scenario to be realistic and appreciated the diverse perspectives offered, which added depth to the experience. The choices presented were engaging, and I liked how the simulation adapted to my responses. Hearing different perspectives on the issue was enjoyable and insightful. Additionally, receiving feedback on my responses was valuable for learning and reflection.”
“Student in Crisis” Simulation
Your Role: High school principal
Timeframe: The aftermath of a student’s suicide
Challenge: Guiding your school and community with utmost sensitivity while also ensuring continuity of learning and growth
Context
Suicide is a tough reality among our teens and, as such, an inevitable tragedy for our schools. This simulation allows practice for school leaders to navigate a loss due to suicide.
Key Characters
- Unnamed positions of an SRO, APs, guidance counselors, and teachers are present in the scenario.
Trade-offs to Consider
- Being timely and efficient in your notifications while also being accurate and sensitive
- Prioritizing communication and summoning staff resources while also acknowledging strong feelings that may arise, even for your leaders
- Allowing time for a process of grieving while also assuring that students and staff proceed with learning
Potential Topics for Discussion
- Does your district or school already have a crisis plan in place?
- What considerations do you have for implementing a plan in light of the experience gained in this simulation?
Key PSEL Standards
- 2. Ethics and Professional Norms
- 5. Community of Care and Support for Students
- 7. Professional Community for Teachers and Staff
- 8. Meaningful Engagement of Families and Community
Key NELP Standards
- 2.1, 2.3 Ethics & Professional Norms
- 3.1, 3.2, 3.3 Equity, Inclusiveness, & Cultural Responsiveness
- 5.1, 5.2, 5.3 Community & External Leadership
- 6.3 Operations & Management
Feedback
“The simulation presented a real-world, current situation that students and schools often encounter, prompting explicit consideration of the necessary steps. It underscored the importance of following the right process in such scenarios. Participating in the simulation provided a clearer understanding of the steps involved in assisting a student in crisis. I found the feedback at the end particularly valuable, as it explained our choices and their rationale.”
“Student Support (Transgender)” Simulation
Your Role: High school principal
Timeframe: End-of-year and into the next school year
Challenge: Respecting privacy while ensuring student security
Context
You are called on to address the needs of a family whose 16-year-old student is transitioning gender. While considering the family’s desire for privacy, you will have to also address the concerns of other stakeholders.
Key Characters
- The Blakes, engaged parents of transitioning student
- Mrs. Danes, a resourceful and respectful school counselor
- Superintendent Jeske, an experienced and cautious administrator
Trade-offs to Consider
- Clarifying the issues for all stakeholders while ensuring security for all students
- Promoting understanding/acceptance of gender-fluidity while protecting privacy and acknowledging uneasiness some will express
- Addressing fears and misunderstandings of community members, in the absence of written policy guidelines
- Managing effects of gossip when privacy is breached
Potential Topics for Discussion
- Planning for and managing restroom and sports team dilemmas
- Acknowledging your own biases, while acting as a leader with a potentially hot-button issue
- Maintaining a focus on students’ well-being in the midst of distractions
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 3. Equity and Cultural Responsiveness
- 5. Community of Care and Support for Students
- 8. Meaningful Engagement of Families and Community
Key NELP Standards
- 1.2 Mission, Vision, & Improvements
- 2.1, 2.2, 2.3 Ethics & Professional Norms
- 3.1, 3.2 Equity, Inclusiveness, & Cultural Responsiveness
- 5.3 Community & External Leadership
- 6.1, 6.2, 6.3 Operations & Management
- 7.2 Building Professional Capacity
Feedback
“I appreciated the inclusion of a scoring system at the end, which provided a tangible measure of my performance. The ability to type my own response allowed for deeper critical thinking, enhancing the overall experience. Additionally, the availability of files added depth to the scenarios.”
“Synergistic Leadership” Simulation
Your Role: You are the new principal of Easton Elementary.
Timeframe: Second week of the school year.
Challenge: How will you manage expectations while enlisting vital stakeholders to drive toward an equitable solution for students and the school community?
Context
The Superintendent shares concerns relative to declining performance for EL students at your school. He tells you he favors finding ways to improve the existing English Immersion Program, but that he would like to hear your perspective and recommendations in two weeks.
Key Characters
- Dr. Sisiska, Superintendent
- Teachers across several elementary grades
- Representatives from Community Support Organizations and Social Services
Trade-offs to Consider
- Persistence vs. Adaptation
- Flexibility vs. Assertiveness
- Collaboration vs. Direction
Potential Topics for Discussion
- How are these four elements of leadership interconnected:
- (a) organizational structure
- (b) leadership behaviors
- (c) external forces
- (d) beliefs, attitudes, and values
- How can these four elements be aligned and harmonized effectively?
- How do external forces drive educational leaders to collaborate and strategize?
Key PSEL Standards
- 3. Equity and Cultural Responsiveness
- 4. Curriculum, Instruction and Assessment
- 5. Community of Care and Support for Students
- 6. Professional Capacity of School Personnel
- 9. Operations and Management
Feedback
“The simulation provided a somewhat real-world experience akin to being a principal, allowing me to make decisions in a safe environment. It mirrored real-life expectations and provided valuable experience with deadlines, contributing to a comprehensive learning experience.”
“Special Ed – Annual Case Review” Simulation
Your Role: First-year principal, serving as Public Agency Representative during a special education annual case review meeting.
Timeframe: During the school year, following the release of midterm grades.
Challenge: Prioritizing actions and stakeholders. Expecting pushback from staff and parents as you seek equitable solutions.
Context
You are confronted with a volatile parent situation brought on by past parent-and-teacher relations. The angry parent of a 5th grader presents you with a challenge to meet the needs of their special education student. Your understanding of the issues, federal requirements, and way of communicating with staff and parents will impact the success of your initiatives.
Key Characters
- Special Education Teacher of Record: Ms. Pati; licensed mild disabilities special education teacher new to the school.
- General Education (5th grade) Teacher: Ms. Murphy; concerned with Zoey’s placement in her classroom and ability to succeed given the demands of the academic content.
- Parent: Mrs. Scott, Parent of Zoey, a 5th grade student receiving SPED services under eligibility categories Mild Intellectual Disability and Speech Impairment.
- Instructional Strategist: Mr. Qwik; in charge of the schools MTSS team.
- Speech Therapist: Ms. Wild; licensed Speech Language Pathologist.
Trade-offs to Consider
- Resource constraints –vs- Parental needs.
- Addressing parent concerns –vs- Cost and Time Constraints
- Supporting staff implementation demands – Cost Constraints
Potential Topics for Discussion
- Awareness and application of IDEA and ESSA.
- Approval of personnel and resources is needed to address student educational goals in order to receive FAPE.
- Support of all educators responsible for implementing the IEP.
Key PSEL Standards
- 3. Equity and Cultural Responsiveness
- 5. Community of Care and Support for Students
- 8. Meaningful Engagement of Families and Community
- 9. Operations and Management
Key CEC Advanced Preparation Standards
- 3. Programs, Services, and Outcomes
- 5. Leadership and Policy
- 6. Professional and Ethical Practice
- 7. Collaboration
Feedback
“The meeting itself was a remarkable experience, feeling incredibly real as the participants engaged directly with me through the camera. This setup put me in the spotlight, requiring quick thinking to keep the student as the primary focus. I appreciated the challenge of choosing the most appropriate choice, mirroring real-life situations where quick decisions are necessary, and sharpening my critical thinking skills. As I progressed, I found enjoyment in the experience and particularly appreciated the feedback provided at the end, offering real-time insights for future Academic Review Committee (ACR) meetings.”
“Equity Centered Leadership” Simulation
Your Role: Principal, Juniper Middle School (6-8)
Timeframe: Beginning of the school year.
Challenge: You are trying to understand root causes of and implement processes to address declining academic performance (especially in math) in your growing students of color population.
Context
You are the principal of Juniper Middle School, where overall trends seem to be going in the right direction. However, on deeper analysis, you uncover another story . . . a concerning trend that students of color, a growing population in your school, are underperforming, and not making progress or growth in significant content areas (particularly math). A significant number of students of color are also being over-identified for special services, making your participation significantly higher than the national average. Students of color are also disproportionately engaged in disciplinary measures. You will deal with perceptions and biases that tend to cause students of color to feel disenfranchised and may limit their potential.
Key Characters
- Ms. Thompson, 6th-grade math teacher
- Mr. Rentmeister, 8th grade math teacher
- Mrs. Herzog, 7th grade math teacher
- Mr. Wilson, 7th grade math teacher
Trade-offs to Consider
- Teacher Involvement and Ownership –vs- Time
- Leadership Team Commitment –vs- Teacher / Student Involvement
- Working in Teams –vs- Working with Individuals
- Authoritarian –vs- democratic leadership
- Stick –vs- Carrot solutions
- Off the cuff –vs- research-based interventions
Potential Topics for Discussion
- Obstacles to teachers recognizing the need for professional development
- Value of Diverse Learning Communities
- Methods for building and sustaining ownership/commitment
Key PSEL Standards
- 3. Equity and Cultural Responsiveness
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
Feedback
“My favorite part of the simulation was observing the repercussions of each decision I made, akin to a ‘choose your own adventure’ book with real-life implications for my future as an educational leader. The feedback provided at the end on each of my decisions was highly appreciated, offering valuable insights into their outcomes. Additionally, having a description or rationale for why my choices were positive was beneficial. Despite initially making wrong choices, I found it valuable to have the opportunity to fail privately in the simulation, recognizing that this won’t always be the case in real-life scenarios.”
“Bias in the Hiring Process” Simulation
Your Role: Superintendent of Gunderson Community School District
Timeframe: Meeting with the School Board
Challenge: Recognize and influence potential hiring biases
Context
The school board has requested a voice in the process of selecting and hiring a new high school principal. You will deal with biases in the process as they arise.
Key Characters
- Argent Maxwell, Board President
- Henry VandeVander, Board Vice President
- Irene Goodsen, Board Member
- Jim Stockwell, Board Member
- Jann Pearson, Board Member
- David Hanson, Andrew Taylor, Kraig Krammer, Lisa Carter – Candidates
Trade-offs to Consider
- Community Acceptance –vs- Community Needs
- Qualifications –vs- Board Acceptance
- Board Perspective –vs- Your Perspective
Potential Topics for Discussion
- Awareness of bias (self and others).
- Potential impacts of unaddressed bias
- Needs of community –vs- needs of students –vs- needs of Board.
Key PSEL Standards
- 2. Ethics and Professional Norms
- 3. Equity and Cultural Responsiveness
Feedback
“I appreciated the flexibility to select multiple options from the list, which allowed for a tailored approach to decision-making. The choices presented were engaging and thought-provoking, enhancing the overall experience. Overall, I enjoyed every aspect of the simulation.”
“Planning for Student Achievement” Simulation
Your Role: Chair of Apptown Middle School (6-8) Counseling Dept.
Timeframe: The latter half of the school year.
Challenge: You are seeking to understand the root causes of and implement processes to reduce dramatically increasing truancy at your school.
Context
For years, Apptown Middle School (AMS) has served a largely diverse working- class residence that took pride in their community values, stability, and cross-cultural connections. As societal change (signified by refurbished houses, micro-breweries, and coffee cafes) has slowly but steadily pushed its way into the neighborhood, the traditional community is feeling a loss of community spirit and connection.
Key Characters
- Principal Ms. Amanda Roberts, hands-on, sense of urgency
- AP, Mr. Adam Peterson, needs details, facts, and time to do it right
- Dean of Students, Ms. Devon Smith, student advocate, teamwork
- Lead Teacher 6th, Mrs. Camilla Zuniga, new, quiet, concerned
- Lead Teacher 7th, Mr. Jadyn Taylor, vocal, direct, quick decisions
- Lead Teacher 8th, Ms. Kym Lee, cautious, thoughtful, avoids conflict
Trade-offs to Consider
- School analysis –vs- school-community analysis of issues
- Punitive –vs- student-centered interventions
- Immediate –vs- long-term initiative focus
- Authoritarian –vs- democratic leadership
- Stick –vs- Carrot solutions
- Off the cuff –vs- research-based interventions
Potential Topics for Discussion
- The complexities of absenteeism
- Creation of Network Improvement / Learning Communities
Key ASCA Standards
- M5 – Collaboration,
- M6 – Leadership, and
- M7 – Promote student academic outcomes
- B-PF 6 & 9
- B-SS 2 & 6
- B-PA 2, 4
“Improving STEM Achievement” Simulation
Your Role: Superintendent of a mid-size District outside a large metropolitan city.
Timeframe: First few months of a new school year.
Challenge: Your leadership team and district must determine a response to a drop in enrollment due to middle and high school student migration to more progressive independent schools.
Context
At the start of the new school year, the district’s leadership team notes a drop in enrollment due to middle and high school students leaving to attend a more progressive district nearby. A state report shows that about half of the district’s college enrollees are dropping out or failing in their first year of post-secondary education. The report also shows that the students are poorly prepared in the STEM fields, given the number of remedial science and math classes they are required to take.
Key Characters
- Ms. Riley – Board Chair
- Dr. Radcliff – Principal
- Ms. Jackson – Principal
- Ms. Presley – Principal
- Mrs. James – Board Member
Trade-offs to Consider
- Short vs. Long-Term Focus
- Enhanced Curriculum vs. Teacher Commitment
- Internal Solutions vs. Connection with Business Community
- Hiring vs. Growing Dual Credit Certified Teachers
Potential Topics for Discussion
- Strategies to hire and retain Dual Credit Certified Teachers?
- How to create partnerships with local businesses?
- How can we improve the integration of STEM with all disciplines?
Key PSEL Standards
- 1. Mission, Vision, and Core Values
- 4. Curriculum, Instruction and Assessment
- 6. Professional Capacity of School Personnel
- 7. Professional Community for Teachers and Staff
“Overcoming Resistance” Simulation
Your Role: You are Head of School for Stoneybrook Academy
Timeframe: One school year
Challenge: In this simulation, you will manage consensus and commitment to changes in a group with diverse perspectives and beliefs. You will be called upon to manage group members who are very resistant to change in the implementation of the STEM Program
Context
Stoneybrook Academy is located in an affluent suburb of a large metropolitan area. You have been in this position for the past 4 years and have worked hard to develop credibility and rapport with the faculty and staff. The school’s mission statement was updated last year. After much discussion, the following was added:
“The School will prepare students to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions. These are the kinds of skills that students develop in science, technology, engineering, and math, including computer science. We will enhance our STEM curriculum to meet these growing needs.”
You were challenged to align programs with this vision enhancement as quickly as possible.
Key Characters
- Lauren Order, Board President
- Ira Call, Head of Math Department
Trade-offs to Consider
- Satisfaction of Stakeholders with Diverse Perspectives and Needs
- Public –vs- Private Agendas
- Speed of Implementation –vs- Commitment of Key Stakeholders
Potential Topics for Discussion
- Alignment of Diverse Perspectives
- Overcoming Resistance / Achieving Alignment
- Managing Diverse Expectations
Core Competencies
- Mission and Vision
- Instruction and Learning
- Professional Community for Teachers & Staff
“Boarding School Advisor” Simulation
Your Role: Academic Advisor at a residential boarding school
Timeframe: The week following fall midterm assessments and grade reports.
Challenge: In this simulation, you will advocate for interventions that you and your colleagues identify that your advisee needs while collaborating with the advisee’s family who does not necessarily want their child to have these recommended supports.
Context
Throughout the first half of the fall term, it has become evident that your advisee is struggling to keep up with the academic expectations of their new school, Crane Hill Academy. They are not yet enculturated to the school and have fallen behind in their coursework. Who will you turn to in order to build a solid support team with this student? How will you address their parents’ perspective?
Key Characters
- Cameron – 9th Grade student, new to boarding school
- Cameron’s Parents – Want to support his transition to residential life while reinforcing academic success.
- Math Teacher – Notices Cameron’s eroding performance
- Dorm Head – Responsible for supporting residential students within their assigned dorm.
- Tutor – Assigned to students based on fit with their needs.
Trade-offs to Consider
- Working as a team vs working individually
- Leading vs letting solutions generate organically
- Balancing your commitment to a student’s academic success while partnering with their parents, who have a different perspective
Potential Topics for Discussion
- What are some warning signs of student burnout?
- How can you build alliances in support of students?
- How to discuss information with families when it is contrary to their opinions and/or beliefs?
Core Competencies
- Developing as a Professional
- Professional learning and ethical practice
- Mission, Vision, and Core Values
- Community of Care and Support for Students
- Meaningful Engagement of Families and Communities
NAIS Standards
- Middle School: 1,2,3,6
- Secondary School: 1,3,6,7
- Parents: 7,8
TeacherSims Overview
Teacher Simulations are expertly designed for educators, providing immersive experiences that mirror real-life classroom challenges. These simulations cover essential teaching topics, including Parent-Teacher Conferences, IEPs, Classroom Management, and more. By participating in these scenarios, teachers build practical skills and confidence to navigate diverse classroom situations with professionalism and empathy. Below, you can explore our TeacherSim Overviews:
Building Inclusive Classrooms: “Defending Challenged Books” Simulation
Your Role: 6th grade teacher
Timeframe: A couple days at the school
Challenge: Navigating the use of a book that focuses on LGBTQIA identity
Context
You have a reading project where your 6th graders make 30 second commercials to encourage peers to read their book. This week one of the posted commercials on the class website included the book George by Alex Gino about a transgender elementary student. A parent contacts you about seeing this commercial on the class website and wants it taken down.
Key Characters
- Clarissa, one of your 6th grade students who put up the video about the book George
- Gabe, one of your 6th graders
- Angela, parent of Clarissa
- Kate, parent of Gabe
- Lauren, the school librarian
Trade-offs to Consider
- Addressing parent concerns while also addressing needs of students.
- Trying to figure out what message will be sent to students if a book not allowed, versus how that will be interpreted by concerned parents.
- Dealing with the administration and school board while helping students advocate for their interest.
Potential Topics for Discussion
- How to navigate family concerns will addressing diverse identities in the school
- How to teach about diversity within our communities to young ages
- How to professionally respond to families and administration when there is not agreement
Key CAEP Standards
- 1 – Understanding and Addressing Each Child’s Developmental and Learning Needs
- 3 – Assessing, Planning, and Designing Contexts for Learning
- 5 – Developing as a Professional
Key InTASC Standards
- 1 – Learner development
- 2 – Learning differences
- 3 – Learning environments
- 7 – Planning for instruction
- 9- Professional learning and ethical practice
Feedback
“I appreciated the combination of selecting options and typing my own responses, as it provided guidance while still fostering critical thinking in the written portions. The realism of the topic stood out as my favorite aspect, providing helpful insights. Overall, the simulation was valuable for learning how to handle specific situations effectively.”
Building Inclusive Classrooms: “Affirming Diverse Families” Simulation
Your Role: 3rd grade teacher
Timeframe: A couple days at the school
Challenge: Navigating the use of the book And Tango Makes Three by Peter Parnell and Justin Richardson
Context
You have a reading project where your 3rd graders make 30 second commercials to encourage pairs to read their book. This week one of the posted commercials on the class website included the book And Tango Makes Three which focuses on 2 same sex penguins and a baby given to them by a zoo keeper. One parent was not happy about the topic.
Key Characters
- Sarah, one of your 3rd grade students who put up the video about And TangoMakes Three
- Keith, one of your 3rd graders
- Angela, parent of Sarah
- Kate, parent of Keith
- Lauren, the school librarian
Trade-offs to Consider
- How to support a curriculum that teaches diversity of families, while supporting the individual desires of families?
- How to support students’ interest in the curriculum while considering school policies?
- How can you build allyship among families and colleagues while respecting differences?
Potential Topics for Discussion
- Teaching about diversity within our communities to young ages
- Professionally responding to families and administration when there is not agreement.
- Building allyship around a curriculum that teaches about diversity.
- Advocating for books in early childhood that may be challenged.
Key CAEP Standards
- 1 – Understanding and Addressing Each Child’s Developmental and Learning Needs
- 3 – Assessing, Planning, and Designing Contexts for Learning
- 5 – Developing as a Professional
Key InTASC Standards
- 1 – Learner development
- 2 – Learning differences
- 3 – Learning environments
- 7 – Planning for instruction
- 9- Professional learning and ethical practice
Feedback
“I appreciated the ability to type my own responses, which added an interactive element to the experience. The feedback received at the end was valuable, and I found the issue addressed to be relevant.”
Building Inclusive Classrooms: “Positive Learning Environment” Simulation
Your Role: 6th grade teacher Timeframe: Two school days
Timeframe: A couple days at the school
Challenge: Continuing to build a positive classroom culture while working with an unengaged learner, and while addressing student behaviors outside of classroom norms.
Context
One morning, you notice one of your students arrive who is usually energetic and cheerful, but who seems down and disengaged today, and then disruptive. How will you engage him? After working through scenarios with him, on the next day, one of your students makes fun of another in a very public way. How will you address it?
Key Characters
- Eric, one of your 6th graders
- Ashley, one of your 6th graders
- Shania, one of your 6th graders
Trade-offs to Consider
- How can you manage disruptions to classroom trust while making timely progress?
- When to be flexible and when to be consistent?
- How can you draw on your own experiences in dialoguing with students around classroom culture?
Potential Topics for Discussion
- Determining when you should continue attempting to engage a student versus allowing them some space
- How to respond to breaches in class culture and repair ruptures in trust between students
- How to interact with students in the beginning of class procedure depending on your instructional plans
Key CAEP Standards
- 1 – Understanding and Addressing Each Child’s Developmental and Learning Needs
- 3 – Assessing, Planning, and Designing Contexts for Learning
- 5 – Developing as a Professional
Key InTASC Standards
- 1 – Learner development
- 2 – Learning differences
- 3 – Learning environments
- 7 – Planning for instruction
- 9 – Professional learning and ethical practice
Feedback
“I enjoyed the opportunity to reflect on ways to enhance my strategies for fostering a positive learning environment. Hearing the diverse perspectives of classmates added depth to the experience. The challenging nature of the scenarios made them feel authentic and contributed to a realistic simulation.”
“Facilitating Alignment” Simulation
Your Role: Team Chair for Special Ed at Westley High School
Timeframe: Several days of preparation for a one-hour meeting with an unhappy parent
Challenge: Achieve alignment of perspectives and expectations for Henry Lin’s growth
Context
You are the Team Chair for Special Education at Westley, a relatively new school in a growing district near a large metropolitan area. Your experience includes being a teacher and school counselor, and now you work with tier 3 students. The shift to virtual learning during the pandemic significantly impacted students, especially those in special education. A parent, Zhu Lin, is requesting hour-for-hour compensation for the time her son, Henry Lin, missed in-person services.
Key Characters
- Ms. Armstrong: Special Education Teacher for Henry Lin
- Zhu Lin: Concerned mother of Henry Lin
- Henry Lin: Special education student at Westley
Trade-offs to Consider
- Quantity vs. quality of contact with students
- Tangible vs. social-emotional needs
- Relationships vs. structure and processes
- Academic advancement vs. engagement/relevance in unique circumstances
- Group vs. individual communications
Potential Topics for Discussion
- How to manage parental expectations in novel situations
- Aligning perspectives on academic and social-emotional goals
Key ASCA Standards
- Understanding cultural, social, and environmental influences on student success
- Consulting to support student achievement
- Assessing and reporting program results to the school community
Feedback
“I appreciated the opportunity to receive feedback on my responses to questions, which helped me understand my thought process. Visualizing the meeting enhanced the realism of the simulation, and I enjoyed the variety of decision-making options available.”
“Parent-Teacher Conference” Simulation
Your Role: 8th Grade Teacher
Timeframe: The night of parent-teacher conferences at your school
Challenge: Navigate a conference with the parent of an unengaged learner and determine the next steps
Context
This simulation centers on teacher-parent communication regarding student performance. A common challenge arises when the teacher views the conversation as addressing the student’s performance, while the parent is more focused on the teacher’s performance.
Key Characters
- Parent of an 8th-grade student
- Principal
Trade-offs to Consider
- Adhering to process vs. adapting to circumstances
- Providing information vs. active listening
- Making timely progress vs. allowing more time for dialogue
Potential Topics for Discussion
- Balancing clear communication about the student’s performance with eliciting the parent’s input and perspective
- Prioritizing urgent issues vs. conveying what feels most important
- Assessing your self-awareness and self-management during conferences with parents
Key CAEP Standards
- 4: Supporting Each Child’s Learning Using Effective Instruction
- 5: Developing as a Professional
Key InTASC Standards
- 7: Planning for Instruction
- 9: Professional Learning and Ethical Practice
- 10: Leadership and Collaboration
Feedback
“I found the response choices to be realistic and reflective of decisions teachers often face, while the parent’s reactions felt authentic and representative of contemporary classroom dynamics. Dealing with a dissatisfied parent was a valuable experience for all teachers. My favorite aspect was having visibility into other options and receiving feedback on the choice I made. The feedback provided at the end was particularly insightful.”
“Supporting Student Identities” Simulation
Your Role: Fourth Grade Teacher
Timeframe: Close to the start of a new school year
Challenge: Manage the aftermath of a sensitive incident in the classroom with both students and parents
Context
This simulation involves addressing what appears to be prejudice or bullying related to a student’s religious identity. You will navigate the situation with the parents of the students involved, your class, and the principal.
Key Characters
- Aisha: A student in your class
- Joe: A student in your class
- Aisha’s Mother
- Joe’s Mother
- Principal
Trade-offs to Consider
- Immediate safety vs. restoring class community
- Traditional classroom management vs. restorative practices
- Providing information vs. active listening
Potential Topics for Discussion
- What factors should you consider when responding to a crisis or critical situation in your classroom?
- Are there aspects of student identity you feel uncomfortable addressing?
- How do you prepare for conversations with parents on sensitive issues?
- What does restorative justice look like in your school?
Key CAEP Standards
- 1: Understanding and Addressing Each Child’s Developmental & Learning Needs
- 3: Assessing, Planning, and Designing Contexts for Learning
- 5: Developing as a Professional
Key InTASC Standards
- 3: Learning Environments
- 7: Planning for Instruction
- 9: Professional Learning and Ethical Practice
Feedback
“Experiencing a challenging scenario that felt realistic was engaging. I particularly enjoyed the feedback provided at the end, which added value to the experience.”
“Classroom Challenges: Learning Loss” Simulation
Your Role:First-year 7th Grade Math Teacher at Apple Valley Middle School
Timeframe:First week of the school year
Challenge: Address student learning loss disguised as misbehavior in the classroom
Context
As a first-year teacher, you teach five 40-minute sections of 20-25 students each. During the first week, you are tasked with collecting formative data on students’ math knowledge and skills relative to grade-level expectations, as well as an inventory of their social-emotional state and needs.
Key Characters
- Clarissa Jones – Student
- Ms. Jones – Clarissa’s Mother
- Michael Stanger – Student
- Mrs. Stanger – Mike’s Mother
- Ms. Donan – At-Risk Teacher
- Ms. Thomas – Principal
Trade-offs to Consider
- Balancing individual needs vs. all students’ needs
- Choosing effective communication venues and strategies
- Allocating time for instruction vs. individualized activities (differentiated instruction)
Potential Topics for Discussion
- Recognizing subtle signs of learning loss
- Strategies to address learning loss effectively
- Planning and implementing differentiated instruction
Key InTASC Standards
- #1: Learner Development
- #2: Learning Differences
- #6: Assessment
- #7: Planning for Instruction
- #8: Instructional Strategies
Feedback
“Similar to previous simulations, I found satisfaction in discussing strategies for student engagement. Learning new approaches was enriching, and the detailed scenarios lent a sense of realism to the experience.”
“Managing Classroom Disruptions” Simulation
Your Role: English Language Arts Teacher at Rolling Hills High School
Timeframe: Two days
Challenge: Manage an 11th-grade student’s (Marlow Sellers’) disruptive behavior
Context
In this simulation, you play the role of an English teacher managing a consistently disruptive student, Marlow Sellers. Despite his reputation, you’ve built a fragile relationship with him based on trust and personal connection. You’re concerned about breaking this trust but must address his behavior, which is affecting the learning environment and the entire class.
Key Characters
- Ms. Rogers: Principal
- Ms. Amelia Salinas: Your Mentor
- Mr. Cartwright: Behavioral Specialist
- Coach Rivers: Basketball Coach
- Marlow Sellers: 11th-grade student
- Andrew William: 11th-grade student
Trade-offs to Consider
- Individual attention vs. all students’ attention
- Stick vs. carrot solutions
- Building trust vs. managing disruptions
- Immediate results vs. long-term results
- Optimizing learning vs. building relationships
Potential Topics for Discussion
- Balancing short-term and long-term results
- Challenges of engaging other resources
- Trade-offs between focusing on one student vs. the entire class
Key CAEP Standards
- 5: Developing as a Professional
Key InTASC Standards
- 3: Learning Environments
- 7: Planning for Instruction
- 9: Professional Learning and Ethical Practice
Feedback
“I appreciated the opportunity to select the resolution I deemed most fitting, while the live videos added an authentic touch to the experience. Additionally, receiving feedback prompted me to approach my decisions with greater critical thinking.”
“Star Athlete” Simulation
Your Role: Third-year Language Arts Teacher at Altamont High School
Timeframe: Last two weeks of the first semester
Challenge: Decide how to handle Grafton Wallace’s failing grade in your class, balancing ethical considerations and stakeholder pressures
Context
Grafton Wallace, a star basketball player, is failing your English Composition class. Despite multiple chances to improve, he has prioritized other commitments. With three days left in the grading period, he approaches you about his eligibility for the next semester, asking for assistance or leniency. You’ll need to navigate this situation while addressing input from other stakeholders, each with their own perspectives.
Key Characters
- Grafton Wallace: Student
- Ms. Wallace: Grafton’s Mother
- Mrs. Morales: Peer Teacher
- James Shurtz: Basketball Coach
- Ms. Brown: Principal
Trade-offs to Consider
- Policies and procedures vs. student and parental needs
- Consistency vs. flexibility
- Interpretation of Standard 3.B.3
Potential Topics for Discussion
- Ethical considerations in decision-making
- Determining who should make the final decision
- Balancing consistency and leniency
- Administrator support for teacher decisions
- The role and purpose of grades in high-stakes decisions like student eligibility
- Addressing personal bias in similar situations
- Personal vs. organizational values
- The role of athletics in students’ social and emotional development
Key Standards
- InTASC Standard #9: Professional Learning and Ethical Practice (9e, 9g, 9l)
- CAEP Standard 1: R1.4
- MCEE Standard: 3.B.3
Feedback
“I found the inclusion of real-life videos with real actors to be a highlight of the experience, as it made the scenarios feel authentic and immersive. The questions prompted deep reflection on how I would respond, enhancing the realism of the simulation. Overall, the live videos contributed significantly to creating a genuine real-life experience.”
“Applying Effective Classroom Management” Simulation
Your Role: Middle school teacher
Timeframe: One week during the school year
Challenge: Address classroom challenges by encouraging teamwork, building interpersonal teacher-student communication, and applying social-emotional skills to classroom management
Context
You’ve prepared an experiential lesson for your class. After taking attendance, you notice a student who is often late is missing. When they finally arrive, they are disruptive and challenging. You must decide how to manage the student, maintain a productive class environment, and seek appropriate support.
Key Characters
- Disruptive student
- Other students
- Counselor
- Homeroom teacher
- Parents
- New Teacher Coordinator
Trade-offs to Consider
- Addressing disruptive behavior directly vs. enlisting others for information and support
- Communicating with stakeholders in person vs. electronically
- Setting boundaries vs. confronting behavior
Potential Topics for Discussion
- Deciding when to continue engaging a student vs. allowing them space and time to reflect
- Gauging your own emotions during challenging classroom situations
Key CAEP Standards
- 1: Understanding and Addressing Each Child’s Developmental and Learning Needs
- 3: Assessing, Planning, and Designing Contexts for Learning
- 5: Developing as a Professional
Key InTASC Standards
- 1: Learner Development
- 2: Learning Differences
- 3: Learning Environments
- 7: Planning for Instruction
- 9: Professional Learning and Ethical Practice
“Supporting Classroom Mental Health” Simulation
Your Role: Middle school teacher
Timeframe: Fall semester
Challenge: Address classroom mental health challenges, including rumored self-harm, slurs, and parent concerns, while determining the appropriate level of support needed
Context
It’s late September, and you’re still getting to know your students, who vary widely in academic and social-emotional skills. Some students struggle with regulation, demanding significant time and attention. One student is re-entering the classroom after a psychiatric hospitalization, and several others are receiving school mental health services. You’ll support these students while maintaining the classroom climate.
Key Characters
- 7th-grade students
- Parents
- Counselor
Trade-offs to Consider
- Urgency vs. importance
- Autonomy vs. reliance on support systems
- Self-monitoring vs. monitoring the classroom
Potential Topics for Discussion
- Balancing engagement with allowing students to struggle independently
- Setting a classroom climate focused on emotional safety
- Determining how much you can manage independently while waiting for specialist support
Key CAEP Standards
- 1: Understanding and Addressing Each Child’s Developmental and Learning Needs
- 3: Assessing, Planning, and Designing Contexts for Learning
- 5: Developing as a Professional
Key InTASC Standards
- 1: Learner Development
- 2: Learning Differences
- 3: Learning Environments
- 9: Professional Learning and Ethical Practice
“Respect In the School Environment” Simulation
Your Role: Middle school teacher
Timeframe: Mid-October
Challenge: Integrate a new student into your classroom while maintaining established behavioral expectations and fostering a culture of respect
Context
This simulation presents scenarios that require you to build and sustain a culture of respect among students and between you as the teacher and your class. As you integrate a new student, previously assigned student roles are contested, leading to challenges that test your ability to maintain classroom harmony and fairness.
Key Characters
- New Student
- Classroom Student Helper
- Lab Student Helper
- Principal
- Other Students
Trade-offs to Consider
- Consistency vs. flexibility
- Direction vs. autonomy
- Intervention vs. independence
Potential Topics for Discussion
- The role of self-awareness in recognizing how emotions impact decision-making in the classroom
- Determining when it is appropriate to assign a student to a leadership role in the classroom
- Anticipating reactions and handling the need to apologize for your conduct in the classroom
Key CAEP Standards
- 1: Understanding and Addressing Each Child’s Developmental and Learning Needs
- 3: Assessing, Planning, and Designing Contexts for Learning
- 5: Developing as a Professional
Key InTASC Standards
- 1: Learner Development
- 2: Learning Differences
- 3: Learning Environments
- 7: Planning for Instruction
- 9: Professional Learning and Ethical Practice
“Creating Lesson Plans” Mini-Simulation
This mini-simulation is designed for preservice or newer teachers to explore the process of lesson planning. Participants will navigate the considerations involved in creating effective lesson plans, including aligning with standards, engaging students, and incorporating assessments. It provides opportunities to develop and reflect on strategies for crafting comprehensive and impactful lessons.
Context
Participants assume the role of a teacher planning a lesson for their class, considering objectives, curriculum alignment, student needs, instructional strategies, and assessment methods. The goal is to balance these elements to create a lesson that is engaging, educational, and achievable within the allotted time.
Key Characters
- Teacher: Responsible for crafting the lesson plan, making decisions about content, structure, and delivery.
- Students: The diverse learners whose needs, interests, and learning styles must shape the lesson plan.
Trade-offs to Consider
- Curriculum Standards vs. Student Interests: Balancing curriculum requirements with student engagement.
- Complexity vs. Manageability: Crafting a detailed plan versus a simpler, more effective approach.
- Flexibility vs. Structure: Allowing room for adjustments versus a highly structured plan.
- Time Constraints vs. Content Depth: Covering material efficiently while ensuring deep understanding.
Potential Topics for Discussion
- Lesson Objectives and Goals: Clearly defining the learning outcomes.
- Alignment with Standards: Integrating curriculum and state standards into the lesson plan.
- Engagement Strategies: Designing lessons that accommodate diverse learning styles and interests.
- Assessment Methods: Evaluating student understanding and adjusting instruction as needed.
- Adaptation and Flexibility: Modifying lesson plans based on feedback, performance, or classroom dynamics.
Key CAEP Standards
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
- Standard 2: Clinical Partnerships and Practice
Key InTASC Standards
- 1: Learner Development
- 2: Learner Differences
- 7: Assessment
- 8: Professionalism
- 10: Leadership and Collaboration
“Student Refuses to Take Off Hat” Mini-Simulation
This mini-simulation is designed for preservice or newer teachers to explore classroom management techniques. Participants will evaluate strategies for handling a situation where Jake refuses to remove his hat, which violates the school’s dress code, and consider the potential consequences of their approach.
Context
Ms. Johnson is teaching a lesson when she notices Jake wearing a hat against school policy. After requesting he remove it, Jake refuses. Ms. Johnson must decide how to enforce the dress code while maintaining a respectful and productive classroom environment.
Key Characters
- Ms. Johnson: The teacher tasked with enforcing school policies while managing behavior tactfully to preserve student dignity.
- Jake: The student refusing to comply, presenting a challenge in enforcing rules and addressing potential underlying issues.
Trade-offs to Consider
- Enforcing Rules vs. Building Relationships: Balancing strict enforcement with maintaining a positive rapport.
- Public Correction vs. Private Discussion: Deciding whether to address the issue publicly or privately to avoid embarrassment.
- Immediate Disciplinary Action vs. Understanding the Context: Weighing immediate consequences against exploring potential personal or cultural reasons for Jake’s behavior.
- Consistency vs. Flexibility: Applying the dress code uniformly while considering individual circumstances.
Potential Topics for Discussion
- Classroom Management Techniques: Strategies for enforcing school policies and managing non-compliance.
- Balancing Authority and Empathy: Enforcing rules while understanding and supporting students’ perspectives.
- Impact of Different Responses: Exploring potential outcomes of various approaches to non-compliance.
- School Policies and Procedures: Communicating policies clearly and handling infractions appropriately.
Key CAEP Standards
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
- Standard 2: Clinical Partnerships and Practice
Key InTASC Standards
- 3: Learning Environments
- 4: Content Knowledge
- 5: Instructional Strategies
- 7: Assessment
- 8: Professionalism
“Student Refuses to Put Phone Down” Mini-Simulation
This mini-simulation is designed for preservice or newer teachers to explore classroom management strategies. Participants will evaluate approaches Ms. Carter can take to address a situation where Sarah, a student, refuses to put away her phone during class, considering the potential consequences of each action.
Context
Ms. Carter is teaching when she notices Sarah distracted by her phone. After asking Sarah to put it away, she refuses. Ms. Carter must determine the best course of action to maintain classroom order, uphold school policies, and foster a positive classroom environment.
Key Characters
- Ms. Carter: The teacher managing the situation, tasked with balancing authority and empathy to ensure an appropriate and effective response.
- Sarah: The student refusing to put her phone away, challenging Ms. Carter’s classroom management skills and requiring a thoughtful approach.
Trade-offs to Consider
- Immediate Action vs. Long-Term Relationship: Balancing immediate disciplinary measures with the potential impact on the teacher-student relationship and class atmosphere.
- Consistency vs. Flexibility: Enforcing rules consistently while considering individual circumstances and underlying issues.
- Public Correction vs. Private Discussion: Addressing the issue publicly to assert authority or privately to avoid embarrassing the student.
- Firmness vs. Empathy: Being firm in rule enforcement while understanding and supporting the student’s perspective.
Potential Topics for Discussion
- Classroom Management Strategies: Effective techniques for managing distractions like phone use.
- Balancing Authority and Empathy: Enforcing rules while maintaining a supportive and respectful environment.
- Impact of Different Approaches: Short- and long-term effects of various responses to non-compliance.
- School Policies and Procedures: Applying and communicating policies related to phone use and behavior.
Key CAEP Standards
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
- Standard 2: Clinical Partnerships and Practice
Key InTASC Standards
- 2: Learner Differences
- 3: Learning Environments
- 5: Instructional Strategies
- 7: Assessment
- 8: Professionalism
“Creating an Engaging Learning Environment” Mini-Simulation
This mini-simulation is designed for preservice or newer teachers to explore strategies for engaging students in a lesson on environmental sustainability. Participants will navigate methods to spark interest, sustain engagement, and facilitate meaningful discussions on this critical topic.
Context
Mr. Xavier is introducing a lesson on environmental sustainability. His goal is to capture students’ attention and inspire dialogue about this essential issue. The simulation involves selecting and applying effective strategies to engage a diverse group of students with varying levels of interest.
Key Characters
- Mr. Xavier: The teacher leading the lesson, enthusiastic about environmental sustainability and seeking to implement effective engagement strategies.
- Students: A diverse group with varying levels of interest and knowledge about environmental issues. Their reactions will depend on Mr. Xavier’s chosen methods.
Trade-offs to Consider
- Interactive vs. Lecture-Based Methods: Balancing interactive activities (e.g., discussions, projects) with traditional lectures to optimize engagement.
- Complexity vs. Accessibility: Ensuring the lesson is challenging yet understandable for all students.
- Immediate Engagement vs. Long-Term Understanding: Deciding between strategies that quickly capture attention versus those that foster deep, lasting comprehension.
- Student Interests vs. Curriculum Goals: Aligning the lesson with both student interests and curriculum standards.
Potential Topics for Discussion
- Effective Engagement Techniques: Methods like real-world examples, hands-on activities, and multimedia to captivate students.
- Assessing Student Interest: Strategies to gauge and respond to students’ interest and prior knowledge.
- Balancing Depth and Accessibility: Presenting complex topics in an age-appropriate and relatable way.
- Creating a Safe Learning Environment: Conducting respectful and inclusive discussions on environmental issues.
Key CAEP Standards
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
- Standard 2: Clinical Partnerships and Practice
Key InTASC Standards
- 1: Learner Development
- 3: Learning Environments
- 5: Instructional Strategies
- 7: Assessment
- 9: Content Knowledge
CounselorSims Overview
Counselor Simulations are thoughtfully crafted for school counselors, offering immersive experiences that reflect the dynamic and sensitive nature of their roles. These simulations delve into critical topics, including school safety, student crises, student support, leading a counseling program, and more. Through these scenarios, counselors gain practical strategies and skills to handle complex situations with care and expertise. Below, you can explore our CounselorSim Overviews:
“Data Driven Counseling” Simulation
Your Role: Chair of a High School Counseling Department
Timeframe: First few months of a new school year.
Challenge: In this simulation you will select and leverage data to benchmark and effectively and efficiently improve student performance on standardized tests.
Context
In a school, resistant to change, you will lead a student performance improvement initiative. You must identify best sources for, then collect and disaggregate available data in an effort to identify areas / practices where improvement is most needed. You must identify strategies to deal with resistance and engage others in the change process while addressing leadership’s concern regarding time and resources. Where both district and building leadership are most interested in seeing results, you’ll need to address both sets of needs with your strategy.
Key Characters
- Principal Perez, known for participatory leadership
- Mrs. Jackson, a concerned single parent of three daughters at Windsor
- Ms. Thomas, Math Department Chair
- Ms. Wong, College and Career Readiness Coordinator at District
Trade-offs to Consider
- Time to Collect Data vs. Time to Implement Change
- Stakeholder Engagement vs. Time to Produce Results
- Focus on Local Issues vs. Addressing District Concerns
Potential Topics for Discussion
- At what point in a change initiative do you engage a team?
- How much data is “enough”?
- What are effective techniques for overcoming resistance?
- How do you identify “stakeholders”?
Key ASCA School Counselor Professional Standards
- B-PF7 – Demonstrate leadership through the development and implementation of a school counseling program
- B-PF9 – Create systemic change through the implementation of a school counseling program
- B-SS6 – Collaborate with families, teachers, admin, school staff and education stakeholders for student achievement and success
- B-PA1 – Create school counseling program beliefs, vision and mission statements aligned with the school and district
- B-PA5 – Assess and report program results to the school community
Feedback
“I particularly enjoyed the realistic day-to-day interruptions incorporated into the simulation experience. The scenarios felt authentic, and the live video scenes truly immersed me in the moment.”
“Leading A Virtual School Counseling Program” Simulation
Your Role: Chair of a High School Counseling Department
Timeframe: The weeks following a mid-March switch to virtual school
Challenge: In this simulation you will face, prioritize and deal with a variety of issues and challenges associated with transitioning to and working in a virtual environment.
Context
You are the Chair of the Counseling Department at Altamont High School, grades 10 – 12. Including yourself, there are 5 counselors serving 2146 students. You have 705 seniors looking forward to being the 50th graduating class and 742 sophomores struggling to get integrated into the social fabric of your tradition-steeped school.
Key Characters
- Principal Stout, known for participatory leadership, ready to retire
- Polly Moffit, new, well-liked English teacher
- Andrea Gallegos, the “go-to” Assistant Principal
- Variety of students and parents, suddenly at a virtual distance
Trade-offs to Consider
- Quantity of contact with students vs. quality
- Identifying and meeting both tangible and Social-Emotional needs
- Training Focus on Relationships vs. Maintaining Structure and Processes
- Academic Advancement vs. Engagement/relevance in extraordinary circumstances
- Tempering Group vs. Individual Communications
Potential Topics for Discussion
- In a novel situation, do you stay-the-course, or revisit goals with your team?
- How do you prioritize the relative importance of each of your major goals when faced with upheaval?
Key ASCA Standards
- Demonstrates understanding of impact of cultural/social/ environmental influences on student success/opportunities
- Consult to support student achievement and success
- Assess and report program results to school community
Feedback
“The simulation provided insight into my decision-making process in specific situations, offering valuable experiential learning. The scenarios felt authentic, akin to real-life experiences, enriching the overall learning process.”
“School Safety” Simulation
Your Role: School Counselor at a middle school of 500 students
Timeframe: One hectic school day, and the next day
Challenge: In the face of a potential threat to students, you will work with others to respond decisively, while balancing conflicting considerations. In the process of this simulation, aspects of your leadership style may be revealed.
Context
The day begins with a nervous, reluctant informant coming to you. Working with your school’s Crisis Response Team (CRT), you must analyze information appropriately as events unfold, then take the recommended corresponding actions to ensure best outcomes for your students and community.
Key Characters
- Derek, a nervous 7th grader
- Kent DeForrest, Assistant Principal
- Lauren Order, SRO
Trade-offs to Consider
- At each decision point, you and the CRT must choose between highlighting safety vs. routine, transparency vs. privacy, security vs. ease-of-access, and keeping a focus on your building vs. on the wider community.
Potential Topics for Discussion
- In situations with uncertainty, do you find that “cooler heads” always prevail?
- When working with a team, where do you find yourself most effective in emergencies?
- After experiencing this simulation, what comes to mind regarding better building preparation, as well as personal aspects of your leadership style on which you want to reflect?
Key ASCA Standards
- B-PF 3: Develops collaborative relationships with stakeholders to support student achievement and well-being.
- B-PF 4: Demonstrates leadership in the development and implementation of a comprehensive school counseling program.
- B-SS 6: Supports school policies, procedures, and practices that foster safe, respectful, and inclusive environments for all students.
Feedback
“The simulation felt highly applicable to real-world scenarios, offering practical insights. The inclusion of videos added impact and realism to the experience, while the variety of choices presented enriched the decision-making process.”
“Comprehensive Role of School Counselors” Simulation
Your Role: New assistant principal
Timeframe: During the school year
Challenge: In this simulation you will identify methodologies and resources necessary to design a comprehensive school counseling program and support school counselors.
Context
Thornbush Middle School (grades 6-8) was established over 30 years ago in a major metropolitan area. There are 1200 students at Thornbush with 3 counselors, including a chairperson for the school Counseling Department, Ms. Ophelia Perez. How can school counselors be supported in their roles / interactions with administrators, parents, higher education and most importantly, students.
Key Characters
- Dr. Xavier Blake, no-nonsense principal
- Bruno Masterson, counselor with experience in business leadership
- Ophelia Perez, recently promoted to Counseling chair
Trade-offs to Consider
- The clarity of role that your proposed process will produce vs. the speed of implementation.
- Considering overall school climate, including faculty and staff morale, when building trust and moving toward the execution of your vision.
Potential Topics for Discussion
- What are the steps and elements of a comprehensive school counseling program?
- What time commitment is required by faculty / staff to create a comprehensive school counseling program.
Key ASCA Standards
- B-PF 4: Demonstrates ethical decision-making and adherence to professional standards to support student well-being and success. (Aligns with PSEL 2: Ethics and Professional Norms)
- M 2: Advocates for equitable policies, practices, and programs that foster cultural responsiveness and promote success for all students. (Aligns with PSEL 3: Equity and Cultural Responsiveness)
- B-PF 5: Collaborates with staff, families, and community members to create a supportive and caring school environment. (Aligns with PSEL 5: Community of Care and Support for Students)
Feedback
“This scenario feels highly relevant to my administrative journey, and I appreciated the opportunity to navigate it and make decisions based on the provided information. Being able to replay the scenario multiple times allowed me to explore different responses and gain insight into their outcomes. Additionally, the realistic feedback from counselors added depth to the experience and enhanced my learning process.”
“Student in Crisis” Simulation
Your Role: High school principal
Timeframe: The aftermath of a student’s suicide
Challenge: Guiding your school and community with utmost sensitivity, while also ensuring continuity of learning and growth
Context
Suicide is a tough reality among our teens and, as such, an inevitable tragedy for our schools. This simulation allows practice for school leaders to navigate a loss due to suicide.
Key Characters
- Unnamed positions of an SRO, AP’s, guidance counselors and teachers are present in the scenario.
Trade-offs to Consider
- Being timely and efficient in your notifications, while also being accurate and sensitive
- Prioritizing communication and summoning staff resources, while also acknowledging strong feelings that may arise, even for your leaders
- Allowing time for a process of grieving, while also assuring that students and staff proceed with learning
Potential Topics for Discussion
- Does your district or school have a crisis plan already in place?
- What considerations do you have for implementing a plan, in light of experience gained in this simulation?
Key ASCA Standards
- B-PF 4: Demonstrates ethical decision-making and adheres to professional standards to support student success. (Aligns with PSEL 2: Ethics and Professional Norms)
- B-PF 5: Collaborates with stakeholders to create a supportive school environment that fosters student well-being. (Aligns with PSEL 5: Community of Care and Support for Students)
- B-PF 6: Builds a professional learning community that enhances staff collaboration and professional growth. (Aligns with PSEL: Professional Community for Teachers and Staff)
- B-SS 2: Engages families and community partners in meaningful ways to support student achievement and development. (Aligns with PSEL: Meaningful Engagement of Families and Community)
Feedback
“The simulation presented a real-world, current situation that students and schools often encounter, prompting explicit consideration of the necessary steps. It underscored the importance of following the right process in such scenarios. Participating in the simulation provided a clearer understanding of the steps involved in assisting a student in crisis. I found the feedback at the end particularly valuable, as it explained our choices and their rationale.”
“Student Support (Transgender)” Simulation
Your Role: High school principal
Timeframe: End-of-year and into the next school year
Challenge: Respecting privacy while ensuring student security
Context
You are called on to address the needs of a family whose 16-year-old student is transitioning gender. While considering the family’s desire for privacy you will have to also address the concerns of other stakeholders.
Key Characters
- The Blakes, engaged parents of transitioning student
- Mrs. Danes, a resourceful and respectful school counselor
- Superintendent Jeske, experienced and cautious administrator
Trade-offs to Consider
- Clarifying the issues for all stakeholders while ensuring security for all students
- Promoting understanding/acceptance of gender-fluidity while protecting privacy and acknowledging uneasiness some will express
- Addressing fears and misunderstandings of community members, in the absence of written policy guidelines
- Managing effects of gossip when privacy is breached
Potential Topics for Discussion
- Planning for and managing restroom and sports team dilemmas
- Acknowledging your own biases, while acting as a leader with a potentially hot-button issue
- Maintaining a focus on students’ well-being in the midst of distractions
Key ASCA Standards
- B-PF 1: Establishes a program vision and mission that align with school and district priorities to promote student success.
- M 2: Advocates for equitable policies, practices, and procedures to promote the success of every student.
- B-PF 5: Collaborates with staff, families, and community members to create a culture of care and support for students.
- B-SS 2: Develops partnerships with families and community organizations to support student success.
Feedback
“I appreciated the inclusion of a scoring system at the end, which provided a tangible measure of my performance. The ability to type my own response allowed for deeper critical thinking, enhancing the overall experience. Additionally, the availability of files added depth to the scenarios.”
“Planning for Student Achievement” Simulation
Your Role: Chair of Apptown Middle School (6-8) Counseling Dept.
Timeframe: The latter half of the school year.
Challenge: You are seeking to understand root causes of and implement processes to reduce dramatically increasing truancy at your school.
Context
For years, Apptown Middle School (AMS) has served a largely diverse working- class residence that took pride in their community values, stability, and cross-cultural connections. As societal change (signified by refurbished houses, micro-breweries, and coffee cafes) has slowly but steadily pushed its way into the neighborhood, the traditional community is feeling a loss of community spirit and connection.
Key Characters
- Principal Ms. Amanda Roberts, hands-on, sense of urgency
- AP, Mr. Adam Peterson, needs details, facts, time to do it right
- Dean of Students, Ms. Devon Smith, student advocate, teamwork
- Lead Teacher 6th, Mrs. Camilla Zuniga, new, quiet, concerned
- Lead Teacher 7th, Mr. Jadyn Taylor, vocal, direct, quick decisions
- Lead Teacher 8th, Ms. Kym Lee, cautious, thoughtful, avoids conflict
Trade-offs to Consider
- School analysis –vs- school-community analysis of issues
- Punitive –vs- student-centered interventions
- Immediate –vs- long-term initiative focus
- Authoritarian –vs- democratic leadership
- Stick –vs- Carrot solutions
- Off the cuff –vs- research-based interventions
Potential Topics for Discussion
- The complexities of absenteeism
- Creation of Network Improvement / Learning Communities
Key ASCA Standards
- M5 – Collaboration,
- M6 – Leadership, and
- M7 – Promote student academic outcomes
- B-PF 6 & 9
- B-SS 2 & 6
- B-PA 2, 4
“Advanced Program Dilemma” Simulation
Your Role: New counselor at Spalding Middle School
Timeframe: First few months of a new school year.
Challenge: To better align current tasks to a comprehensive school counseling role and review existing selection criteria and processes to improve equity in Spalding’s Advanced Program participation.
Context
This simulation addresses issues surrounding Advanced Program participation goals and criteria. It seems that current AP participant demographics at Spalding Middle School do not mirror those of the school or community population. In this simulation, you will deal with issues including equity, self-awareness, data analysis and interpretation, communication, advocacy, and time.
Key Characters
- Mr. Rogers, 6th Grade Counselor
- Ms. Orton, 8th Grade Counselor and Department Chair
- Ms. Wilson, Senior Teacher
- Mrs. Jacobsen, Assistant Principal
- Ms. Nobles, New Teacher
Trade-offs to Consider
- Time to Collect and Analyze Data vs. Time to Implement Change
- Equity vs. Watering Down Curriculum
- Change Implementation vs. Faculty Buy-In
Potential Topics for Discussion
- How does competition from independent schools’ impact decisions?
- What are important elements of an equitable selection process for AP and GT program participation?
- Who do you include and when do you include them in change initiatives?
Key ASCA Standards
- B-PF6c – Collaborate with admin, teachers and other staff to ensure culturally responsive curricula and student-centered instruction.
- B-PF9d – Develop and implement a plan to address personal and/or institutional resistance to change
- B-SS6 – Collaborate with families, teachers, admin, school staff and education stakeholders for student achievement and success
- B-PA2c – Create goals based on data to close the achievement, opportunity and/or information gaps.
- B-PA7c – Explain and model the appropriate role of the school counselor
Independent School Overviews
Independent School Simulations are thoughtfully crafted for heads of schools, boarding school advisors, teachers, and independent school staff, immersing them in realistic and challenging scenarios that mirror the complexities of everyday school life. These simulations cover critical leadership topics, including equity, social-emotional issues, navigating difficult conversations, and leading change. By engaging in these experiences, independent school staff will develop practical skills and strategies to address diverse challenges effectively. Below, you can find our Independent School Simulation Overviews:
“Aftermath of a Disciplinary Event” Simulation
Your Role: Head of Harkness Academy
Timeframe: After the prom
Challenge: Balancing delicate relationships of students, your school administrative team, and board members
Context
After a prominent student’s post-prom prank on the Dean of Students private property, you must navigate reactions and relationships among board members and others.
Key Characters
- Dr. Carol Jackson, Upper School Head
- Philip Ontero, Dean of Students
- Felice Martin, a concerned parent and Board of Trustees member
- Sandy Walters, Board Chair
Trade-offs to Consider
- Responding locally vs. schoolwide level
- Managing stakeholders vs. taking direct action
- Enforcing protocols / guidelines vs. managing key relationships.
Potential Topics for Discussion
- What challenges are presented when maintaining relationships with the board members that intersect with the Head of School’s responsibilities?
Core Competencies
- Ethics and Professional Norms
- Equity and Inclusion
- Student Support
- Meaningful Engagement of Families and Community
- Operations and Management
“Value Based Leadership” Simulation
Your Role: School leader at High Ridge Academy
Timeframe: Early in the school year
Challenge: This simulation experience is designed for the conscious application of the values guiding your vision and actions as a leader.
Context
Some members of the eighth-grade football team seem to be bringing their gregarious gridiron behavior into the classroom, upsetting some members of the school community.
Key Characters
- Amy, a veteran teacher
- Sarah, a novice teacher in Amy’s department
- Coach Tim, coach of the football team
- Clarissa, a concerned teacher
- Students
Trade-offs to Consider
- Making decisions based on school values while considering context
- Supporting staff members while challenging them at the same time
- Balancing the needs and desires of different stakeholders
Potential Topics for Discussion
- Reflect on how you may or may not consciously apply the values you want to guide your vision and actions as a leader.
- In working with different constituencies with different perspectives, what “levers” can you apply to grow a values-based culture?
- What are the 3-5 values, either personal or at school, that you aspire to apply in your everyday decision-making
Core Competencies
- Student Support
- Professional Capacity
- Meaningful Engagement of Families and Community
- Operations and Management
“Parent-Teacher Conference” Simulation
Your Role: 8th Grade Teacher
Timeframe: The night of parent-teacher conferences at your school.
Challenge: In this simulation you will navigate a conference with the parent of an unengaged learner and determine the next steps.
Context
The central issue of this sim is communication between a teacher and a parent about the performance of the student. The problem of practice is that parent-teacher conferences can end up being difficult conversations for the teacher if the teacher assumes the conversation is about the performance of the student while the parent wants it to be about the performance of the teacher.
Key Characters
- Parent of 8th-grade student in your class
- Head of School
Trade-offs to Consider
- Adhering to process vs. adapting to circumstances
- Providing information vs. active listening
- Making timely progress vs. expanding time for dialogue
Potential Topics for Discussion
- To what degree do you focus on providing the parent with clear messages about their student’s performance and behavior versus eliciting more of their input and perspective?
- In the flow of a conference with parents, how do you balance that which you feel is urgent with what feels most important to convey?
- How would you rate your levels of self-awareness and self-management when conferencing with parents?
Core Competencies
- Learner Support and Strategies
- Professional Learning
- Planning for Instruction
- Leadership and Collaboration
“Overcoming Resistance” Simulation
Your Role: You are Head of School for Stoneybrook Academy
Timeframe: One school year
Challenge: In this simulation, you will manage consensus and commitment to changes in a group with diverse perspectives and beliefs. You will be called upon to manage group members who are very resistant to change in the implementation of the STEM Program.
Context
Stoneybrook Academy is located in an affluent suburb of a large metropolitan area. You have been in this position for the past 4 years and have worked hard to develop credibility and rapport with the faculty and staff. The school’s mission statement was updated last year. After much discussion, the following was added:
“The School will prepare students to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions. These are the kinds of skills that students develop in science, technology, engineering, and math, including computer science. We will enhance our STEM curriculum to meet these growing needs.”
You were challenged to align programs with this vision enhancement as quickly as possible.
Key Characters
- Lauren Order, Board President
- Ira Call, Head of Math Department
Trade-offs to Consider
- Satisfaction of Stakeholders with Diverse Perspectives and Needs
- Public –vs- Private Agendas
- Speed of Implementation –vs- Commitment of Key Stakeholders
Potential Topics for Discussion
- Alignment of Diverse Perspectives
- Overcoming Resistance / Achieving Alignment
- Managing Diverse Expectations
Core Competencies
- Mission and Vision
- Instruction and Learning
- Professional Community for Teachers & Staff
“Classroom Challenge: Learning Loss” Simulation
Your Role: First-year teacher at Apple Valley Middle School
Timeframe: First week of the school year
Challenge: In this simulation, you will be confronted by student learning loss disguised as misbehavior in the classroom.
Context
In this simulation, you play the role of a first-year 7th Grade math teacher at Apple Valley Middle School. You teach five 40-minute sections of 20 – 25 students each. During this first week of school, you have been directed to collect formative data on each student’s math knowledge and skills as compared to grade-level expectations, along with an inventory of each student’s social-emotional state and needs.
Key Characters
- Clarissa Jones – student
- Ms. Jones – Clarissa’s Mother
- Michael Stanger – studen
- Mrs. Stanger – Mike’s Mother
- Ms. Donan – At-Risk Teacher
- Ms. Thomas – Head of School
Trade-offs to Consider
- Individual vs All Student’s needs
- Various Communication Venues and Strategies
- Instruction Time vs Individualized Activities (Differentiated Instruction).
Potential Topics for Discussion
- Recognizing the subtle signs associated with learning loss
- Strategies to effectively address learning loss in the classroom
- Planning and implementing differentiated instruction
Core Competencies
- Learner Development
- Learning Differences
- Assessment
- Planning for Instruction
- Learner Support and Strategies
“Managing Classroom Disruptions” Simulation
Your Role: English Language Arts Teacher at Rolling Hills High School.
Timeframe: Two days
Challenge: Manage an 11th-grade student’s (Marlow Sellers’) disruptive behavior.
Context
In this classroom simulation, you play the role of an English teacher striving to be effective despite a consistently disruptive student (Marlow Sellers). He has a reputation among all teachers as disruptive, but you’ve worked with him for some time now and have managed to develop a fragile relationship based on a strong personal connection. You’re nervous about breaking this trust, but at the same time can’t allow his behavior to continue to negatively impact/hijack the entire class. You fear that your hard-fought, safe learning environment is gradually evaporating.
Key Characters
- Ms. Rogers, Head of School
- Ms. Amelia Salinas – your Mentor
- Mr. Cartwright – Behavioral Specialist
- Coach Rivers – Basketball Coach
- Marlow Sellers – 11th-grade student
- Andrew William – 11th-grade student
Trade-offs to Consider
- Individual Attention –vs- All Students Attention
- Stick –vs- Carrot solutions
- Building Trust –vs- Managing Disruptions
- Immediate –vs- Long Term Results
- Optimizing Learning –vs- Building Relationships
Potential Topics for Discussion
- Generating short –vs- long term results
- Challenges associated with engaging other resources
- The tradeoffs associated with focusing on one –vs- others
Core Competencies
- Professional Learning
- Learning Environments
“Star Athlete” Simulation
Your Role: Third-year Language Arts teacher at Altamont High School
Timeframe: Last two weeks of first-semester
Challenge: Grafton Wallace, the star player on Altamont’s state championship basketball team, is failing your English Composition class. His eligibility for the 2nd semester rests with your decisions regarding how to handle what seems to be turning into an ethical situation.
Context
Grafton Wallace, star basketball player for Altamont High School, is failing your English Composition class. He has been given repeated opportunities to improve his grade in your class throughout the semester, but until now, his priorities have been on other things. Now, with three days remaining in the grading period, he comes with a concern regarding eligibility during the next critical semester and a plea for assistance and/or leniency. You need to decide how to deal with Grafton and a number of other stakeholders, each quick to “offer” their differing perspectives.
Key Characters
- Grafton Wallace – Student
- Ms. Wallace – Grafton’s Mother
- Mrs. Morales – peer teacher
- James Shurtz – Basketball Coach
- Ms. Brown – Head of School
Trade-offs to Consider
- Policies / Procedures vs. Student / Parental Needs
- Consistency vs. Flexibility
Potential Topics for Discussion
- Ethical Considerations
- Who should make the decision?
- Consistency vs. Leniency
- Administrator support for the teacher’s decision(s).
- Role and purpose of grading/grades in determining high-stakes decisions such as student eligibility.
- Role of personal bias in seeing similar situations differently based on race/gender/age/background, etc.
- Potential conflict of personal values versus organizational values
- Role of athletics and activity participation in the social/emotional development of children
Core Competencies
- Professional Learning
- Professional Responsibility
“Applying Effective Classroom Management” Simulation
Your Role: Middle school teacher
Timeframe: One week during the school year
Challenge: In this simulation, you will play the role of a middle school teacher who must address classroom challenges by encouraging teamwork and partnerships and building interpersonal teacher-student communication. You’ll be able to reflect on how you apply social-emotional skills to your classroom management.
Context
One morning, after spending a lot of time in preparation, you are ready to engage the class in an experiential lesson. You walked into class, took attendance, and saw that a student who is often late appears to be missing. When the student finally does show up, they are disruptive and challenging. How will you deal with the student and the class, and who can you turn to for support?
Key Characters
- Disruptive student
- Other students
- Counselor
- Homeroom teacher
- Parents
- New Teacher Coordinator
Trade-offs to Consider
- When to address disruptive behavior directly vs. enlisting others for information and support.
- When to communicate with stakeholders in person vs. electronically.
- When to set boundaries vs. when to confront behavior.
Potential Topics for Discussion
- Determining when you should continue attempting to engage a student versus allowing them space and time to cool off or reflect on their behavior.
- Gauging one’s own emotions in the midst of a challenging classroom situation.
Core Competencies
- Learner Development
- Learning Differences
- Assessment
- Planning for Instruction
- Learning Environments
- Professional Learning
“Classroom Mental Health” Simulation
Your Role: Middle school teacher
Timeframe: Fall semester
Challenge: In a class that has students with a variety of orientations, you’ll need to address rumored self-harm, slurs in the classroom, and parent concerns while considering what level of support you’ll need.
Context
The simulation begins at the end of September and you’re still getting to know your students. They are fairly typical as a group, though there’s quite a range of academic and social-emotional skills. There are a couple of kids in the class who are having a really hard time maintaining their regulation in the classroom and they seem to be taking a lot of time and attention from the group as a whole. There’s a student coming back from a psychiatric hospitalization and you’re supporting her re-entry plan. Several of your students receive school mental health services.
Key Characters
- 7th grade students
- Parents
- Counselor
Trade-offs to Consider
- Urgency vs. Importance
- Autonomy vs. Reliance
- Self-monitoring and Monitoring classroom
Potential Topics for Discussion
- Determining when you should continue attempting to engage a student versus allowing them to struggle on their own.
- Creating emotional safety means an intentional focus on how to set a classroom climate.
- While asking a specialist for support is worth pursuing, consider what you may be able to do on your own if that support is not immediately available.
Core Competencies
- Learner Development
- Application and Knowledge of Content
- Planning for Instruction
- Professional Learning
“Classroom Behavior Management” Simulation
Your Role: Middle school teacher
Timeframe: One week during the school year
Challenge: In this simulation, you will play the role of a middle school teacher who must address classroom challenges by encouraging teamwork and partnerships and building interpersonal teacher-student communication. You’ll be able to reflect on how you apply social-emotional skills to your classroom management.
Context
One morning, after spending a lot of time in preparation, you are ready to engage the class in an experiential lesson. You walked into class, took attendance, and saw that a student who is often late appears to be missing. When the student finally does show up, they are disruptive and challenging. How will you deal with the student and the class, and who can you turn to for support?
Key Characters
- Disruptive student
- Other students
- Counselor
- Homeroom teacher
- Parents
- New Teacher Coordinator
Trade-offs to Consider
- When to address disruptive behavior directly vs. enlisting others for information and support.
- When to communicate with stakeholders in person vs. electronically.
- When to set boundaries vs. when to confront behavior.
Potential Topics for Discussion
- Determining when you should continue attempting to engage a student versus allowing them space and time to cool off or reflect on their behavior.
- Gauging one’s own emotions in the midst of a challenging classroom situation.
Core Competencies
- Learner Development
- Application and Knowledge of Content
- Planning for Instruction
- Professional Learning
“Creating Lesson Plans” Simulation
Simulation Snapshot: This mini-simulation is designed for preservice or newer teachers to explore the process of lesson planning. Participants will navigate the various considerations involved in creating an effective lesson plan, including aligning with standards, engaging students, and incorporating assessments. The simulation provides an opportunity to develop and reflect on strategies for creating comprehensive and impactful lesson plans.
Context
The simulation places the teacher in the role of planning a lesson for their class. They must consider several factors to create a well-structured and effective lesson plan. These factors include the lesson’s objectives, alignment with curriculum standards, student needs, instructional strategies, and assessment methods. The teacher needs to balance these elements to ensure the lesson is engaging, educational, and achievable within the allotted time.
Key Characters
- Teacher: The primary character responsible for creating the lesson plan. They must make informed decisions about the content, structure, and delivery of the lesson.
- Students: The learners who will be impacted by the lesson plan. Their diverse needs, interests, and learning styles must be considered when developing the plan.
Trade-offs to Consider
- Curriculum Standards vs. Student Interests: Balancing the need to meet curriculum standards by incorporating student interests and needs to keep the lesson engaging.
- Complexity vs. Manageability: Deciding between developing a more complex, in-depth lesson versus a simpler, more manageable plan that ensures clarity and effectiveness.
- Flexibility vs. Structure: Choosing between a highly structured lesson plan with specific steps and time allocations versus a more flexible plan that allows for adjustments based on student responses.
- Time Constraints vs. Content Depth: Managing the amount of content covered in a lesson within the time constraints, while ensuring that students gain a deep understanding of the material.
Potential Topics for Discussion
- Lesson Objectives and Goals: How to clearly define and articulate the learning objectives and goals for a lesson.
- Alignment with Standards: Ensuring that the lesson plan aligns with curriculum and state standards, and how to integrate these standards effectively.
- Engagement Strategies: Techniques for designing lessons that engage students and accommodate diverse learning styles.
- Assessment Methods: Develop appropriate assessment methods to evaluate student understanding and adjust instruction as needed.
- Adaptation and Flexibility: Strategies for adjusting lesson plans based on student feedback, performance, and unforeseen classroom dynamics.
Core Competencies
- Learner Development
- Learner Differences
- Assessment
- Leadership and Collaboration
- Professional Learning
“Student Refuses to Take Off Hat” Simulation
Simulation Snapshot: This mini-simulation is designed for preservice or newer teachers to explore classroom management techniques. In this scenario, Ms. Johnson encounters a situation where Jake refuses to remove his hat in accordance with the school’s dress code policy. The simulation allows participants to evaluate various strategies for handling this situation and the potential consequences of each approach.
Context
Ms. Johnson is conducting a lesson when she notices that Jake is wearing a hat, which is against the school’s dress code policy. After asking Jake to remove the hat, he refuses. Ms. Johnson needs to decide how to address the situation in a manner that enforces the school policy while maintaining a respectful and productive classroom environment.
Key Characters
- Ms. Johnson: The teacher responsible for upholding school policies and managing classroom behavior. She must handle the situation tactfully to ensure compliance with the dress code while preserving student dignity.
- Jake: The student refusing to take off his hat. His defiance presents a challenge for Ms. Johnson in terms of enforcing rules and addressing possible underlying issues.
Trade-offs to Consider
- Enforcing Rules vs. Building Relationships: Deciding whether to strictly enforce the dress code immediately or to address the situation in a way that maintains a positive relationship with Jake.
- Public Correction vs. Private Discussion: Balancing the need to address the issue publicly to assert authority versus handling the matter privately to avoid embarrassing the student.
- Immediate Disciplinary Action vs. Understanding the Context: Weighing the benefits of immediate disciplinary action against the potential need to understand if there are personal or cultural reasons behind Jake’s choice to wear the hat.
- Consistency vs. Flexibility: Ensuring consistent application of the dress code policy while being flexible enough to consider individual circumstances and potential exceptions.
Potential Topics for Discussion
- Classroom Management Techniques: Effective strategies for managing adherence to school policies, including dress codes, and how to handle non-compliance.
- Balancing Authority and Empathy: Approaches for enforcing rules while demonstrating understanding and support for students’ perspectives.
- Impact of Different Responses: Analyzing the potential outcomes of various responses to a student’s refusal to comply with dress code policies.
- School Policies and Procedures: Understanding and communicating school policies clearly to students and handling infractions appropriately.
Core Competencies
- Learning Environment
- Content Knowledge
- Instructional Strategies
- Assessment
- Professionalism
“Student Refuses to Put Phone Down” Simulation
Simulation Snapshot: This mini-simulation focuses on classroom management strategies for preservice or newer teachers. Ms. Carter faces a challenge when a student, Sarah, refuses to put away her phone during class. The simulation explores various approaches Ms. Carter can take to handle the situation effectively, highlighting the potential consequences of each option.
Context
Ms. Carter is teaching a class when she notices that Sarah is distracted by her phone. After requesting that Sarah put her phone away, Sarah refuses to comply. Ms. Carter must decide on the most appropriate course of action to address the situation while maintaining a positive classroom environment and upholding school policies.
Key Characters
- Ms. Carter: The teacher dealing with the phone issue. She must manage the situation with a balance of authority and empathy, ensuring her response is appropriate and effective.
- Sarah: The student who refuses to put her phone away. Her behavior challenges Ms. Carter’s classroom management skills and requires a thoughtful response.
Trade-offs to Consider
- Immediate Action vs. Long-Term Relationship: Deciding between taking immediate disciplinary action to enforce rules and considering the impact on the student-teacher relationship and overall classroom atmosphere.
- Consistency vs. Flexibility: Balancing the need to consistently enforce rules with the flexibility to address individual circumstances and underlying issues.
- Public Correction vs. Private Discussion: Choosing between addressing the issue in front of the class to assert authority or handling it privately to avoid embarrassing the student.
- Firmness vs. Empathy: Determining how to be firm in enforcing rules while showing understanding and support for the student’s perspective.
Potential Topics for Discussion
- Classroom Management Strategies: Effective techniques for managing phone use and other distractions in the classroom.
- Balancing Authority and Empathy: How to enforce classroom rules while maintaining a supportive and respectful environment for students.
- Impact of Different Approaches: Analyzing the potential short-term and long-term effects of various responses to student non-compliance.
- School Policies and Procedures: Understanding and applying school policies related to phone use and student behavior.
Core Competencies
- Learner Differences
- Learning Environment
- Instructional Strategies
- Assessment
- Professionalism
“Creating an Engaging Learning Environment” Simulation
Simulation Snapshot: In this mini-simulation, preservice or newer teachers will navigate the challenges of starting a lesson on environmental sustainability. The objective is to engage students in the topic, fostering interest and dialogue about this crucial subject. Participants will explore different strategies to maintain student engagement and facilitate a meaningful conversation.
Context
Mr. Xavier is a teacher preparing to introduce a lesson on environmental sustainability to his class. His primary goal is to capture students’ attention and spark their interest in this vital issue. The simulation involves choosing and implementing various strategies to engage students effectively and sustain an active discussion throughout the lesson
Key Characters
- Mr. Xavier: The teacher leading the lesson on environmental sustainability. He is enthusiastic about the topic but is seeking the most effective methods to engage his students.
- Students: A diverse group of learners with varying levels of interest in environmental issues. Their engagement and reactions will vary based on the strategies Mr. Xavier employs.
Trade-offs to Consider
- Interactive vs. Lecture-Based Methods: Choosing between interactive activities (e.g., group discussions, hands-on projects) and traditional lecture methods, considering how each approach impacts student engagement.
- Complexity vs. Accessibility: Balancing the depth of the topic with the student’s ability to understand and relate to the material, ensuring that the lesson is both challenging and accessible.
- Immediate Engagement vs. Long-Term Understanding: Deciding between strategies that grab students’ attention quickly versus those that build a deeper, long-term understanding of environmental sustainability.
- Student Interests vs. Curriculum Goals: Aligning the lesson with students’ interests while meeting curriculum objectives and standards.
Potential Topics for Discussion
- Effective Engagement Techniques: Discuss various methods for engaging students, such as using real-world examples, interactive activities, and multimedia resources.
- Assessing Student Interest: Strategies for gauging and responding to students’ levels of interest and prior knowledge on the topic.
- Balancing Depth and Accessibility: How to present complex topics in an age-appropriate and understandable manner.
- Creating a Safe Learning Environment: Ensuring that discussions about environmental issues are conducted in a respectful and inclusive manner.
Core Competencies
- Learner Development
- Learning Environment
- Instructional Strategies
- Content Knowledge
- Assessment
- Instructional Strategies
Student Perspective: “Leadership Challenge” Simulation
Your Role: High School Student
Timeframe: A couple weeks at the start of the semester.
Challenge: Navigate through live and online challenges, applying leadership practices along the way to facilitate positive outcomes.
Context
You find yourself being asked for advice from two friends about how to interact with each other. As challenges mount, you consider various options to support each of them. At the same time, you encounter online bullying in a chatroom, and need to determine how you will respond, if at all.
Note that while this simulation is from the perspective of a student, it is designed to enable teachers and administrators an opportunity to reorient their point of view to engage with challenges faced by students.
Key Characters
- Nathan – a good school friend
- Sofia – Nathan’s current girlfriend
- Amelia – a former friend of yours and Nathan’s who has returned to school
- Leadership teacher
- Counselor
- Chat room participants
Trade-offs to Consider
- Taking initiative in encouraging communication among peers vs. letting them work things out on their own.
- Getting an adult involved early in a situation vs. waiting until some time has passed.
- How to be courageous in dealing with difficult issues while at the same time demonstrating good judgement.
Potential Topics for Discussion
- The actions you take or ignore in a situation related to bullying can have a tremendous impact on a person’s life.
- While the dynamics of social media and online culture can be volatile, it is never a good idea to initiate or perpetuate hostility, even if somehow it seems like the “courageous” thing to do.
- Students can find themselves sucked into the social drama through a lack of action or by going along with their friends.
Core Competencies
“Boarding School Advisor” Simulation
Your Role: Academic Advisor at a residential boarding school
Timeframe: The week following fall midterm assessments and grade reports
Challenge: In this simulation, you will advocate for interventions that you and your colleagues identify that your advisee needs while collaborating with the advisee’s family who does not necessarily want their child to have these recommended supports.
Context
Throughout the first half of the fall term, it has become evident that your advisee is struggling to keep up with the academic expectations of their new school, Crane Hill Academy. They are not yet enculturated to the school and have fallen behind in their coursework. Who will you turn to in order to build a solid support team with this student? How will you address their parents’ perspective?
Key Characters
- Cameron – 9th Grade student, new to boarding school
- Cameron’s Parents – Want to support his transition to residential life while reinforcing academic success.
- Math Teacher – Notices Cameron’s eroding performance
- Dorm Head – Responsible for supporting residential students within their assigned dorm.
- Tutor – Assigned to students based on fit with their needs.
Trade-offs to Consider
- Working as a team vs working individually
- Leading vs letting solutions generate organically
- Balancing your commitment to a student’s academic success while partnering with their parents, who have a different perspective
Potential Topics for Discussion
- What are some warning signs of student burnout?
- How can you build alliances in support of students?
- How to discuss information with families when it is contrary to their opinions and/or beliefs?
Core Competencies
- Developing as a Professional
- Professional learning and ethical practice
- Mission, Vision, and Core Values
- Community of Care and Support for Students
- Meaningful Engagement of Families and Communities
Key NAIS Standards
- Middle School: 1,2,3,6
- Secondary School: 1,3,6,7
- Parents: 7,8