Journal of E ducation and Human Development June 2015, Vol. 4, No. 2, pp. 41-49 ISSN: 2334-296X (Print), 2334-2978 (Online) Copyright © The Author(s). All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jehd.v4n2a5 URL: http://dx.doi.org/10.15640/jehd.v4n2a5 Utilizing TeachLivE ™ (TLE ) to Build E ducational Leadership Capacity: The Development and Application of Virtual Simulations Valerie A. Storey 1 & Thomas D. Cox 2 Abstract Simulation and immersive virtual environments area growth areas but there is scarce evidence of this technology being utilized in the field of educational leadership or in school leadership preparation programs. Scenario simulation offers a compelling approach to leadership development, especially because it can be designed to address specific dimensions of leadership. Internally constructed scenario simulations can be used to engage participants’ in strategic leadership learning experiences using interactive dialogue and feedback. In this article, the authors describe the development of scenario simulations for use in a specific virtual environment, TeachLivE ™ (TLE ). The use of customized scenarios has the potential to provide a robust learning experience providing the scenario designer is both a scholar and practitioner in the simulated scenario’s domain; is clear on the scenario’s purpose; constructs scenarios that engage both the avatar and the aspiring administrator; and generates the opportunities and actions that align with the scenario’s purpose. Keywords: School Administration Preparation, Virtual E nvironment, Scenario Planning, Simulation The role of university principal preparation programs is to ensure participants are ready to confront the difficulties of school leadership (Hess & Kelly, 2007) but it is argued that pre-service principals are not equipped with the skills to apply theoretical learning to real-life situations (Oplatka, 2009). A review of the research on the effectiveness of university–based educational leadership programs by Darling-Hammond et al. (2010) identifies authentic field experience as having a high impact on the preparation of educational leaders. Consequentially, internships or clinical experience are integrated in almost every educational leadership program enabling the aspiring principal to “walk the walk,” while at the same time receiving feedback from highly effective practitioners. However, controlling experiences that the novice is exposed to can be difficult and occasionally there are massive gaps in the aspiring principal’s knowledge and experience preventing them from acquiring and demonstrating their mastery of complex professional skills. This article describes a pedagogical practice utilizing technology, TeachLivE ™ (TLE ) to enhance leadership capacity. The development of scenario simulations for use in an immersive virtual environment is described. This pedagogical approach specifically addresses the problem of ensuring aspiring principals are exposed to a variety of learning experiences as scenarios are dynamic unlike paper-case-based and/or role-play-scenario-based learning strategies. 1. Pedagogical Practices 1.1 Role Playing E ducational leadership program design needs to ensure that practical experiences are available to scaffold the development of deep knowledge (Bloom, 1956). One pedagogical approach is that of role-playing. 1 University of Central Florida, College of E ducation, P.O. Box 161250, Orlando, FL 32816. Phone: 901-387-8361, Fax: 407-823-4880, E mail: valerie.storey@ ucf.edu 2 University of Central Florida, College of E ducation, P.O. Box 161250, Orlando, FL 32816. Phone: 901-387-8361, Fax: 407-823-4880, Email: thomas.cox@ ucf.edu