Purpose

The purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.

Design/methodology/approach

Drawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.

Findings

The study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.

Originality/value

This study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

中文翻译：

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虚拟现实课堂模拟：学校领导如何提高教学领导能力

目的

本研究的目的是探索虚拟现实 (VR) 课堂体验在提高教学领导能力方面的效用。具体来说，学校领导使用 VR 来培养他们的课堂观察和分析技能，为与教师进行更有效的观察后对话做好准备。作者提供了来自多个数据点的见解，这些数据点突出了虚拟环境对于提高课堂观察技能的启示。

设计/方法/方法

借鉴模拟在课堂观察实践中的应用，作者开发了一种 VR 体验，参与者使用来自两个观察协议的代码标记学术话语的可观察元素。该协议确定了公平学生访问的要素：教师如何召集学生以及他们如何设计问题。75 名学校领导使用 VR 平台观察课堂场景和公平课堂访问的代码证据。作者分析了虚拟现实场景中标记的数据，并使用侧重于参与者学校观察实践的调查数据对这些数据进行三角测量。平台上包含一个反射组件来收集这些定性数据。

发现

研究结果表明，虚拟现实平台为领导力专业发展提供了一个创新过程，重点是培养学校领导者在课堂观察期间识别学术话语元素的能力。参与者报告说，在无风险的环境中练习课堂观察的机会很有用。然而，为了让学校领导将数据完全转移到与教师的对话中使用，他们可以从领导力辅导中受益。

原创性/价值

本研究通过使用基于证据的课堂观察来推动教学实践的改进，确定了一种先进技术在增强教学领导力方面的潜在有效性。除了虚拟现实工具的效用之外，这项研究还通过增强现实的教师观察为下一代教学领导提供了概念证明。