Successful leaders don’t rest on their laurels because leadership is not a title on a business card. Leadership is a living process and life means growth (Blanchard, 2012). The paper embodies a critical analysis of the book by Cashman (2017) which is meant to exemplify novel paradigms for Generation (z) leaders and beyond. This epic work invites leaders to become innovative and inventive in their practices and to dare to debunk the ideology of boxed leadership practiced in previous epochs. Its journey motif is reflective of the metamorphosing path that each leader must take as they seek to grow, develop and master the expectations of what it means to be an effective leader. Chapter one acts as a mirror which invites the leader to examine and acknowledge one’s own belief systems and ideologies while seeking to lead others. The thrust of chapter two challenges the leader to create stories which inspire the hearts and minds of those they lead to be spurred into action. Chapter three represents the plot in the story motif of chapter two. In chapter three, the leader must set goals, and develop a blueprint which delineates how these goals or actions will be set into motion towards a successful outcome or resolution. Chapter four illuminates the value of building and leading a team through collaboration; while chapter five propels the leader to embrace change in meeting the demands of altering world contexts. In chapter six the author implores leaders to practice a positive and healthy lifestyle which influence greater resilience and energy among those they lead. Being Mastery, in chapter seven, displays the symbiotic relationship between leadership and presence. The leader acts out the vision and mission of the organization and becomes the litmus by which the organizations’ success is gaged. Finally, in chapter eight, the author compels the cycle of growth and maturity in the leader by encouraging coaching and mentoring in order that they can become more efficient in their practice and generate efficacy in those they lead. This work is expected to guide future leaders in developing greater self- awareness in order to be equipped in rising to the challenges facing 21st century leaders in complex multicultural world.

Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /literacy coaches based on the Secondary school/ Non- traditional high schools selected for the study. The research attempted to investigate the challenges that these seven coaches experienced in integrating technology in their guiding of the Apse program in improving students learning challenges in Literacy. The research found that students in the Apse program were mainly at-risk children who came from low-income homes and who were predominantly boys who had learning difficulties. It was concluded that more technological resources were needed in Non- traditional schools. The Alternative Pathways to Secondary Education (APSE) program has a high accountability measure which helped to improve students’ performance in Literacy. The researcher recommends increased personnel in guidance departments to stem behavioral issues, policy development for increased technological integration in schools, and more accountability measures for students.

This study was a reflection on the implementation of a transformative communication model at a school in Central Jamaica to address interruptions in communication and school operations among key stakeholders brought by the COVID-19 pandemic. The researchers sought to establish what kind of support the leaders and teacher leaders needed to improve communication among staff members and pupils in order to restore stability to the school environment. The project employed the Kurt Lewin’s change model: Unfreeze, Change, re-freeze. The study involved seven participants: the leader of the institution and six teachers who operated as teacher leaders with varying leadership portfolios. The researchers found that crisis leadership was necessary to mitigate against the impact of the COVID-19 pandemic on the institution which existed in the deep rural community. The researchers also found that improving leader’ and teacher leaders’ communication competencies boosted morale and encouraged normalcy in school operations. In applying the transformative communication model, the institution was entirely transferred to the TEAMS platform. A team of international experts in education and communication, that became a sustained extension of the institution, trained the leader and teacher leaders to manage the crisis and increased their communication competencies, while normal school operations continued on the platform. This project demonstrated that in times of crisis, if all stakeholders collaborate, organizational goals can be attained.