An outline of the case method approach for SSAT’s Head Cases programme

Introduction

This is the third and final of a trilogy of blogposts about SSAT’s Head Cases programme, which uses case studies and case methods to explore typical challenges facing headteachers.

In the first post, drawing on the insights of Lee Shulman, I sought to outline the ways in which headteacher case conference could represent a ‘signature pedagogy’ for school leadership. The focus of this post was how case methods can meet the needs of serving headteachers.

The second post was intended to make the case for case methods as an effective headteacher preparation. The focus was to show how case-based approaches work for aspiring heads.

This final post in the series returns to the research on case-based methods in CPD for educators to illustrate how SSAT’s Head Cases programme will work in practice. In this instance, the focus is on those who have signed up for the programme and those who are considering doing so.

Why we are prioritising case methods

Across five ‘headteacher case conferences’, delegates will consider experientially informed prototypes of cases that will be somewhat familiar to them. Some may be so familiar that it feels like we have stolen your memories. Others may be tangentially related to your experience but may be the blueprints for challenges that still await you. Working together as a community of inquiry for more than six hours over the five sessions, we will examine complex cases that will cover parental complaints, human resources, budgeting, exclusions and accountability.

These topics for the first iteration of Head Cases were selected based on the responses by 236 headteachers with almost 2000 years of headship experience behind them. As outlined in our ‘Labouring to Love Headship’ report, they told us that it is these issues that they are least well prepared for and least well supported. They are experienced as operational challenges, but they often also speak to the importance of strategic choices and the school’s lived values.

So, how will our case method work and how does that reflect insights from research?

The case narrative

Before each of the sessions begins, we will send to delegates a short case narrative (no more than two sides of A4), from the perspective of a headteacher with three animating questions to help shape the analysis. The case narrative will be presented in abridged form at the start of the session in case delegates have not had the chance to read it, as will the animating questions.

The narratives will present real-world dilemmas that pose cognitive conflict for decision-makers in such situations (Levin, 1995). They will feature what Fossey & Crow (2011) say are the four key components of an effective case: they will be highly contextual, reflect complexity, contain ambiguity and be relevant for serving and aspiring headteachers. The cases, intentionally and probably unintentionally, will feature representation of how power functions in schools allowing the foregrounding of assumptions and biases (Morvan & Smith, 2022)

The case critiques

To supplement the case narrative and the animating questions for the headteacher recounting the events, we will present two alternative interpretations of the events (and perhaps even some of the questions). These critiques, which will represent differences in substance as well as style to that of the case narrator, will not be shared with delegates ahead of the sessions

The intention of presenting critiques is to normalise complexity (Merseth, 1991) from the very start of the case conference. They begin the important process of enabling delegates to see multiple perspectives within the situations (Akerman & Maslin-Ostrowski, 1995) and will be designed to shape the professional learning to avoid the opinion-swapping that unplanned case methods can engender (Diamantes & Ovington, 2003). They will help us to consider cases of right versus right or wrong versus wrong instead of right versus wrong (Jenlink & Jenlink, 2015).

The case conference

Having heard the case narrative and considered the positionality of the case narrator through the case critiques, delegates will then be able to join in discussion about the complexity of the case to respond to the animating questions. We will begin by considering whether or not the case (or critiques) resonate with delegate experience, consider the myriad of ways in which the case could be addressed, and pay attention to the more problematic aspects of the case.

Involving delegates in reflective practice and creating a community of inquiry are important features of case methods for Merseth. Exploring murky and unclear ‘facts’ and motives is vital in the view of Fossey & Crow. Vennebo & Aas (2023), who have used this approach to principal training in Norway, point to the importance of discussion for sense-making and sense-breaking. Our approach will focus on how, in a profession where a multiplicity of perspectives and ways forward are the norm, imperfect solutions are likely to be most likely (Leggett & Smith, 2022).

The process discussion

Towards the end of each case conference, we will be taking a step back from the case to encourage reflection and reflexivity by delegates about the process and their learning. These discussions will pay close attention to what the case has evoked for delegates, how the range of viewpoints might be bridged in practice, and what ethical issues have been raised by the case.

Emerging from the immersion in a case is important for ensuring that it serves as a catalyst for change (Levin) and is instructional as well as experiential (Kim et al, 2006). For Fossey & Crow relevance is partly achieved by considering the general in light of the particular, so that the reflection on, and development of, vision and practice is prioritised (Vennebo & Aas). The focus for learning for headteachers must be on informed and, if appropriate, transformed professional practice (Morvan & Smith) that pays attention to enhancing moral literacy (Jenlink & Jenlink).

After the case conference

After each case conference, delegates will receive a copy of all the materials used in the case, a recording of the session, and a document with several helpful links relevant to the case. This will include links to legislation, policies and guidance materials that shape expectations of headteachers, as well as academic and professional papers about the area of inquiry.

Most importantly, there will be further opportunities for delegates to consider other challenging cases across the duration of this programme. Sessions are scheduled in November, January, March, May and June.  Given the ‘small batch’ nature of the programme, delegates will have the opportunity to contribute as often as they like or to learn through listening if they prefer. All the research on case methods in education outlined above (and linked below) stresses the crucial importance of the social processes of learning as part of a community of inquiry.

Still not sure…?

Whether you are an aspiring, new or experienced headteacher, I hope this blogpost, and its predecessors, go someway to convincing you that our Head Cases programme has something to offer you. If you’re still not sure about the time or financial investment and would like to talk this through, you can book a call with me.

Links to cited research

Merseth (1991) – The case for cases in teacher education

Levin (1995) – Using the case method in teacher education

Ackerman & Maslin-Ostrowski (1995) – Developing case stories

Diamantes & Ovington (2003) – Storytelling: Using a case method approach in administrator preparation programs

Kim et al (2006) – A conceptual framework for developing teaching cases

Fossey & Crow (2011) – The elements of a good case

Jenlink & Jenlink (2015) – Ethical leadership and moral literacy: incorporating ethical dilemmas in a case-based pedagogy

Morvan & Smith (2020) – Cases inquiry as critical praxis: supporting intersectionality within inclusive leadership practices

Leggett & Smith (2022) – Using case method to address equity-related gaps in principal aspirants’ learning experiences

Vennebo & Aas (2023) – Case-based instruction for leadership learning in the Norwegian national school leadership program