The PATH TO MASTERY:

In mapping out the Apprenticeship Model, Kneebone (2020) explains that mastery progresses through stages (Apprenticeship, Journeyman, Master) and sub-stages over a lifetime. In doing so, the true masters mastery lies in the understanding of the scope of what they have yet to know, and a constant desire to improve upon what they do! This makes for a “Life Long Learner”. This is no less true in considering the path to leadership Mastery! That is why the TRUTH BASED PATH TO LEADERSHIP MASTERY consists of…

LEADERS LEARNING, PRACTICING, MODELLING and TEACHING Transformational Leadership Behaviours

THE BEST EDUCATIONAL EXPERIENCE!

In their book Personalised Learning authors Stuart, Heckmann, Mattos & Buffum (2018) explain the research and provide the roadmap to how schools can create the best possible learning environment for the learning community as a whole. In doing so they define the best schools as “highly EFFECTIVE and Learning PROGRESSIVE”.

EFFECTIVE SCHOOLS: If a school is effective, it has “a guaranteed and viable curriculum for core disciplinary knowledge, and their students are consistently able to master the curriculum” (Marzano, 2003, as sited in Stuart, Heckmann, Mattos & Buffum, 2018).

PROGRESSIVE SCHOOLS: Progressive schools are very successful at “empowering students with choice and relevance”. This allows students to develop “robust trans-disciplinary skills, and behaviours that lead to authentic learning experiences.” (Stuart, Heckmann, Mattos & Buffum, 2018).

SUCCESSFUL COMMUNITY LEADERSHIP PROGRAMMING

The Handbook for Student leadership development brings the experts together to synthesize the research and theory of leadership programming into a practical framework that supports community development of leaders through leaders! Two main themes that stand out are the need for effective leadership programming to be both COMPREHENSIVE and INTEGRATIVE!

COMPREHENSIVE: When programming “Provides a variety of opportunities and contexts for students to develop in, and achieve, developmentally appropriate outcomes” (Komives, Dugan, Owen, Slack, Wagner & Associates, 2011) it is Comprehensive.

INTEGRATIVE: When programming is integrative it “weaves together many different experiences, areas of content, and opportunities to create a more complete whole. This incorporates on and off campus, in and out of the classroom and across disciplines” (Komives, Dugan, Owen, Slack, Wagner & Associates, 2011).