Desmontaje del modelo cognitivo evaluado

An insight into the work practices of principals and their decision-making skills was provided by Stella at a primary principals’ association district conference in 2013. Stella commented on the value of the opportunity of listening to others and their approaches to

decision making. She then noted in her detailed evaluation that ‘reassuring that what I do is consistent with what others do and that we are accessible to each other for

advice/guidance’. There were three aspects to the comment that are interesting in terms of scenario-based learning. Stella described the importance of affirming her own practice, the need for consistency of practice and the role of networking as a mechanism to provide advice and guidance. In many ways, the peer-learning process of sharing a scenario provides a quality assurance dimension to the principals and their learning. This is especially important for the way in which it confirms to principals like Stella that the decisions which are being made are appropriate and are of consistent quality. Mezirow refers to this interactive process as ‘consensual validation’ (1991, p. 198).

Meldrum (2011) provides an overview of an Australian scenario-based learning activity for physical education teachers that highlights how scenario-based learning is often future orientated for the way in which it provides skills for participants to meet not only present situations but future challenges. As Meldrum succinctly notes, ‘we need to develop and deliver programs that address future challenges and develop the problem solving imagination of our students’ (2011, p. 143). Her words have strong resonance for

equipping the skills sets not only of students, but also of educational leaders and aspiring leaders. The phrase ‘problem-solving imagination’ captures the need for school leaders to think strategically, tactically and creatively when addressing areas of concern, conflict and contested expectations.

The need for future orientation is also captured in an informative study of mentoring by Rowley (1999) who provides valuable insights into the qualities and dispositions needed by effective leaders. In discussing quality mentoring, Rowley described mentors ‘capable of communicating hope and optimism’ and then noted that ‘quality programs take value

mentoring highly and take it seriously, mentoring will attract a caring and committed teacher’ (1999, p. 24). Realistically, not all teachers, leaders or aspiring leaders are capable of communicating hope and optimism. Principals will be no different at times to other veteran teachers who may have lost their positive outlook. This was why design elements in a scenario incorporating the nature of collaboration and reflection needs to be carefully considered to maximise the effectiveness of the professional learning.

Quality programs for school leaders must be purposeful to practical needs, skills based and accommodate a reflective dimension which allows participants to be actively involved in their learning. An example of this active involvement was provided by Anna, an

experienced principal and participant in an interview I conducted as part of my field work. Anna commented in relation to the use of reflection and the ‘frenzied environment’ in which she worked at times, of the importance of developing ‘personal skills around self- regulation’ and strengthening ‘your own cognitive patterns when you are under stress’ (Transcript, WS750043, p. 3). In the same way Maisy, another experienced principal, referred to the value of using scenarios as being able to ‘think about your own thinking’ (Transcript, WS750051, p. 5). For this reason, part of my field work has examined scenario-based professional learning in decision making as an appropriate form of professional development for school leaders, their leadership teams and aspiring leaders. Reflective practice incorporating elements of trust, reflection, self-awareness, analysis and the development of active listening skills are important dimensions to the success of this process.

Experiences incorporating collaboration, reflection and craft knowledge are a key starting point for any consideration of professional learning experiences that accommodate the dual needs of current and future school leaders. Begley and Johansson refer to educational

administrators as having often ‘a low tolerance for abstract models and theoretical debate when they stray any distance from the practical problems of the day’ (2008, p. 423). In a study on leadership capacity building and succession planning, Fink (2010) describes the need for developing leaders to be part of challenging activities that stretch their skills sets and capacity through appropriate professional learning, mentoring and performance feedback.

One of my firm intentions as a facilitator of professional learning was to show that the learning journey continues beyond the workshop or conference presentation and that the dilemmas discussed in the workshops can be explored in the context of the home school. For this reason, the scenarios I developed were freely available to those who were part of the workshops so that school leaders could share and workshop them in their home schools.

In my approach to professional learning, I am guided by the description given by Darling- Hammond and Richardson for one-off or stand-alone professional learning as the

‘ineffective “drive-by” workshop model of the past’ (2009, p. 46). Questioning the benefits of the one-off workshop, these two researchers advocate instead for a new research driven model of high quality professional learning. In their comments on professional learning, Darling-Hammond and Richardson warned of models of practice where the content was ‘simply providing a forum for teachers to talk’ rather than ‘enhancing teachers’

competence’ (2009, p. 47).

Daniella, an aspiring leader who was a participant in the Ethical Decision Making Course, confirmed in an interview this real sense of the danger of teacher talk without a formal scaffold in place to guide discussion. She reflected on the danger posed by ‘simply a bunch of people chatting about something’ and drew a distinction between being ‘too

experiential’ and ‘not actually critical’ (Transcript, WS750045, p. 9). The scenarios that have been developed for inclusion in the Ethical Decision Making Toolkit were governed by Darling-Hammond and Richardson’s mantra of ‘enhancing teachers’ competence’. They have been designed to encourage reflective practice and to develop problem-solving skills guided by ethical considerations.

Daniella, in her final comments as part of the interview I conducted with her, confirmed the validity of peer learning and the shared professional practice which utilises scenarios for professional learning. She concluded:

And interesting to see the range of thinking and coming up with gosh, I hadn’t thought of that. It adds to your own repertoire, hearing people and the way that they think. So it’s always, always valuable (Transcript, WS750045, p. 12).

Daniella’s comments were endorsed by Anna who commented on her personal

engagement. Anna used the phrase ‘bringing to the surface’ to describe how scenarios drew out from participants ‘perceptions, arguments, whatever that you couldn’t do in any other way, I don’t think’ (Transcript, WS750043, p. 6).

In the next section of this professional practice initiative I briefly comment on material published by the Organization for Economic Co-operation and Development (OECD). This material is a useful resource to assist school leaders in building ethical workplace cultures that empower members.