- define what is meant by skilled intuition;
- describe the circumstances which may contribute to the quality of an intuitive judgment;
- determine whether the circumstances which support the development of skilled intuition exist in a school environment;
- consider the implications of for school leaders of fractionation – having genuine expertise in some but not all aspects of a role.
- consider the implications for evidence-based school leaders
Under what circumstances is skilled intuition developed?
Do schools provide an appropriate environment to develop skill intuition?
- On a day to day basis in the classroom - intuition and pattern recognition is going to be an important part of the teacher's decision-making process
- However, when making less time-pressured and more deliberative decisions, professional intuition should not be trusted on its’ own. Intuition should be seen as the starting point, and evidence which disconfirms your ‘gut’ feeling should be actively sought.
- Make sure that a systematic search strategy for multiple sources of evidence is developed early in the decision-making process
- Beware of over-confidence in your decision-making abilities, just because you have been able to make ‘good’ intuitive judgments in one part of your role, that does not mean you will be able to make such judgments in an area in which you are less skilled.
- Ensure conditions are created where the evidence informing the decision can be genuinely and openly challenged, and where constructive dissent is rewarded rather than discouraged or punished.
- Avoid jumping to conclusions and actively seek to defer judgment until all the evidence has been made available and appraised.