Leaders are expected to be transformational and catalytic. In the 21 st Century, expectations on performance are at a record high. The idea of instructional leadership can be a daunting task and often feels like an add-on to many administrators who are working hard wearing a myriad of hats on any given day. By using a human-centered design thinking process to create solutions based on a problem, a question, or a need, through multiple iterations and perspectives, leaders have been able to develop processes that work. The question then becomes, "How does the instructional leader change mindsets that will positively affect learning?" The processes discussed here will provide participants at any grade level or any subject area with specific processes and tools that connect theory to practice and have a high yield in the learning journey whether in a local, provincial, national or a multinational setting.

A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.

Why is an inordinate amount of money spent on professional development not yielding expected results? Much of the growth opportunities offered to teachers is a passive process that does not engage them at a level where they will commit to making a change. Educators are learners as well and need to enter the learning process in the same way students do. Even with all social and political circles clamoring for change, the decision to do things differently must come from the teacher. Sometimes a simple process can be a game changer and can motivate teachers to embark and invest in the change agenda.

A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.