This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.

PurposeThis cross-sectional survey captured educational leadership preparation programs' (ELPPs') relative emphases on 12 evidence-based school leadership competences and related pedagogical approaches to identify the gap between optimal performance per the literature base and actual practice reported for US ELPPs.Design/methodology/approachA survey with closed and open-ended questions was sent to all program coordinators of US-based ELPPs.FindingsResults indicate instructional leadership and use of data are especially emphasized competences, and readings and class-based work were the most prevalent modes of instruction. The most prevalent teaching methods are text and class-based work, and residencies/internships. The least prevalent are instructional tools associated with practice and rehearsal, such as simulations.Research limitations/implicationsThe data were collected prior to the world-wide shift in educational delivery associated with the coronavirus disease 2019 (COVID-19) pandemic. While they do not capture during-pandemic approaches, the national-level findings provide an impetus for altering or strengthening approaches to leader preparation based upon the shortcomings these results suggest.Originality/valueThere has been no previous inquiry into all US ELPPs regarding how their curriculum aligns with empirically based leadership competences, what their pedagogical approaches include or the needs they identify to further improve their program's quality.

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