Political Leadership Tool #2: Interactive Online Simulations

• In Event: Developing Political Leadership among K-12 Public School Leaders: Imagining a Future of Research-Based Tools

Abstract

Our second research-based tool consists of immersive online simulations that place current and aspiring superintendents in politically charged, time-sensitive scenarios requiring immediate decision-making and strategic thinking. Simulation-based learning can enhance decision-making capabilities and develop learners’ capacity to navigate complex organizational dynamics in educational settings (Chen et al., 2021). In leadership preparation specifically, simulations can provide authentic contexts to practice responding to political, ethical, and community challenges while promoting equity consciousness through reflective engagement with real-world dilemmas (Azukas et al., 2025; Marchitello & Trinidad, 2019). Building on experiential learning theory (Kolb, 1984), simulations offer an active, applied pedagogical approach to support leadership development and, in our case, refinement of critical political leadership competencies in a safe learning environment.

Our team partnered with SchoolSims to develop interactive online simulations anchored in the research-and practice-based political leadership framework from the Collaborative on Political Leadership in the Superintendency (CPLS, 2024). Each simulation presents participants with branching scenarios that require them to exercise key political leadership skills: visioning, political mapping, mobilizing, and relationship building. The simulations are designed to reflect the multifaceted realities superintendents encounter in contemporary practice, including divergent stakeholder perspectives, media dynamics, and competing community interests. Each simulation includes comprehensive facilitator guides with discussion protocols, reflection prompts, and assessment rubrics designed to maximize learning outcomes and ensure productive debriefing conversations.

With one simulation completed (school discipline/safety) and another under development (school closures), our team has engaged in extensive refinement and reflection on the process of creating and potential impact of this tool. The lessons we share in this presentation come from 1) our iterative revision process, 2) feedback from a group of early users, and 3) pre-post surveys, interviews and focus groups from an ongoing pilot test with four cohorts of aspiring and practicing superintendents (more than 40) across multiple university programs and professional development networks in urban, suburban, and rural contexts.

Several implementation challenges emerged during development and piloting of the simulation. We grappled with questions about optimal simulation length, the role of collaborative versus individual decision-making within scenarios, and methods for adapting content to reflect diverse regional and community contexts. For example, we wanted the simulation to include decision options that were equally desirable, forcing difficult choices that reflect real world practice and avoiding language that indicates preferable or socially desirable options. We also engaged in extensive discussion around how the gender and race and ethnicity of the actors included in the simulation might bias user experiences and choices–and how to incorporate this challenge into the facilitator guidebook to help the facilitator lead discussion around this. Conducting research on the tool also presented challenges and important lessons, such as how to measure impact (we developed measures of awareness of and confidence/efficacy using the key political skills), when to administer pre and post assessments, and by AERA 2026, we will have results from our formative and summative evaluation of the simulation pilot that we will also share with the audience.

Authors

• Rachel Sue White, University of Texas at Austin

• Julie A. Marsh, University of Southern California