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Pfau (2018) reminds us that a person’s construct is king as “mindset is made up of past events, along with emotions that were experienced at that time” (p.1). I would suggest that Urie Brofenbreiner’s bioecological theory falls into this, as the lived experiences from an individual’s upbringing, community, and culture influence an individual’s viewpoint of the world. Born and raised in Edmonton, and living my entire life in the Edmonton area, my construct has been shaped by the values shaped in this area. Being aware of this, I have had the viewpoint to try to understand the world and other constructs and value travelling and other perspectives. My formal education thus far (2 Bachelors, 2 Masters) have come from three different Alberta universities than per se the same one consistently.

Ekstrand’s (2012) article of the four human temperaments assisted in labelling my behavior disposition. I resonate being a choleric/phlegmatic personality type the most, as I am a hard worker and can delegate, but also have difficulty expressing weakness as I feel I need to be seen a excellence in performance.

Exploring this more and getting a little more specific by taking the Big Five personality test, I am not surprised that many of my traits fall into the middle of the distribution of scores. I have always commented on myself that I am quite balanced in my nature; whither it is in political views or living life in moderation and balancing work and play. That said, the ‘natural reactions’ category is slightly on the high side, whereas ‘open to experience’ is on the low side. While the natural reactions dictate that I’m “not easily upset in stressful situations” (https://www.123test.com/report/G8245EKYTFYJOTRXC1/) I would probably argue I do get the anxiety internally. Perhaps I provide the analogy of a duck swimming calmly on the water but the feet under water are pedaling fast. Likewise, I thought I would be a little higher on the open ness to experience, yet the traits describe I do value. What I do know of myself is that I am quite logical, which the low description of “ down to earth, practical, and conservative” (https://www.123test.com/report/G8245EKYTFYJOTRXC1, 2025) would suggest this.

What does this suggest for myself in becoming an educational leader? Self-reflection is key. When I was in the classroom, my PAT results were stellar. I thought I mastered teaching, and over time, my practices weaned and I got stale. I realized I needed to challenge myself, because, if I got bored then my students were bored. “Reflective practices help us evaluate our metacognitions by providing awareness of our thought processes and the patterns behind them” (Feller and Franklin, 2024, para 4). If I did not do that, I most likely would not be in the role I am in today; supporting and coaching secondary science teachers around my school division. It was this reflection that I use as a tool now I use with teachers, as that reflective practice deepens learning (Feller and Franklin, 2024, para 7). Then lends my current leadership approach towards a servant leadership role, whereby having high expectations and assisting teachers in developing their own skills that enhance student performance (Spring and Henderson, 2024, para 18).

While I share my lived teaching experiences with teachers in supporting their own practices, being a servant leader also means having a vision (Blanchard, 2018). For instance, in my division I noticed in divisional data science scores starting to drop in skills and a reduced number of students entering the Edmonton-area science fair. Wanting to support student success, I envisioned creating a divisional-wide science fair; where schools would come to division office in a non-judging showcase event. Working with many teachers in the division in how to approach, today, the Showcase is thriving, scores are improving, and assessment practices have changed in some schools. While being visionary, the implementation of this required meeting the needs of each school in order to accomplish the goal. Approaching this across a bigger Albertan division, required a leadership approach that “prioritize[s] collaboration and empowerment, and that foster an environment in which teachers and students can thrive” (Spring and Henderson, 2024, para 14).

These experiences reflect on the three principles Combs, Misser, and Whitaker (1999) identify what a leader has in a sense of self. The first is to have a positive self concept. While I faced animosity and trials, I need to remain to have a positive self concept. I am willing to take risks and try innovative approaches despite I score more on the conservative side of the ‘Opening to Experiences’ in the Big Five Personality Traits. Being cognizant aware of open to experiences, which is also the second principal from Combs, Misser, and Whitaker (1999), as I am aware leaders are more effective when they are open to experiences (Combs, Misser & Whitaker, 1999). The experiences, and the data to support these experiences, helps build relationships. Combs, Misser, and Whitaker (1999) state the third principal is to identify with others. Doing so, and being an effective leader, requires building trustworthy relationships with others (Combs, Misser & Whitaker, 1999). This also requires compassion (Combs, Misser & Whitaker, 1999). This component reminds me of Pope Francis’ message that we need to remind ourselves that we need to smell like our flock. We are not better than others, and need to humble ourselves as we are one of the same. To this, this is how I see myself to be an effective servant leader. The three principles outlined by Combs, Misser, and Whitaker (1999) I see are not separate entities, but as a triangulation that connects and builds off each other. To be an effective leader, we need to understand each other’s construct to achieve the shared goal.

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Conflicts in education do occur. I would argue they are shaped by a variety of individuals’ experiences. These include a person’s educational background, years in the classroom, the construct of the school(s) the person has worked in, pedagogical values, and the systemic pressures that are placed upon staff. While I only listed these factors, there are others that influence how one perceives and responds to conflict.Looking back on my own career, I can admit that some of the conflicts I have experienced were influenced by my own understandings at the time. My initial reactions would be in ‘self defense’, which Combs et. al. (1999) indicate that self-defense is a natural human response when one’s beliefs or practices are challenged. I thought I was doing a quality job but got questioned. I was not expecting getting questioned which put me on guard and instantly thought I did something wrong. This reaction would reflect that I had a particular ‘tunnel vision’ (Combs et al., 1999) as I was not keenly aware of what else was occurring in the school. Yet, perhaps scenarios were also not presented to me fully, or, I did not have enough information on the issue(s). “People feel challenged when they are confronted with matters that interest them and that they believe they have a chance of resolving. People feel threatened when they are confronted with events they do not feel they can handle” (Combs, et al., 1999, p.51).  I would also notice occurrences where perception among staff members became an ‘us versus them’ scenario when working with admin. In either case, my own optics suggested that I needed a change of schools.When I transferred schools, the lessons learned from previous conflicts helped me to be more aware of behavioral patterns. The change in schools also helped me develop greater self-awareness and a broader perspective. I noticed some conflicts are similar between schools. Having a fresh start in a new school, I learned how to mitigate issues more professionally.  Now, in my current role, I see a lot of conflict situations of various scenarios across the division. My current perspective has allowed me to better understand the complexity of decisions that impact classrooms; decisions I once viewed only from a teacher’s lens. Because of this, I am continually open to learning more as a leader. A case in point, before I stepped into my current position, a particular division program underwent a structural shift. Teachers within the program were unhappy with the changes and felt that their voices had been disregarded. Entering the role, I was immediately faced with the challenge of bridging the gap between the division expectations and the teacher concerns regarding the program. Through ongoing meetings (with teachers, principals, and division managers), I approached potential improvements to the program with a bottom- up approach. Leveraging both the teacher insights and my own expertise, I was able to bring the teacher’s concerns to divisional management in a solution-focused way. While serving as a mediator, over time adjustments were made, and the program has begun to move towards a more collaborative model.My example demonstrates the importance of open communication. As Combs et al. (1999) state, “leaders and teachers can involve the needs of those with whom they work by relating information to the person’s existing need” (p. 51). Recognizing and supporting an individuals’ self-concept is vital (Bolman & Terrance, 2017). Working with everyone and communicating clearly the expectations helps in everyone’s learning regarding the programming. Learning, itself, is a deeply personal process that requires trust, timely feedback, and mutual respect (Bolman & Terrance, 2017).Perhaps part of the success of that program moving forward, was myself being in the ‘quarterback’ position and not realizing my own emotional intelligence. As Bolman and Deal (2017) indicate, emotionally intelligent individuals “respond more flexibly to changes in their social environments and are better able to build supportive social networks” (p. 166). While I continue to develop my own self-awareness, doing so has navigated conflict scenarios with greater empathy and strategy for stronger positive relationships. Active listening, respecting diverse perspectives, and promoting shared solutions I find are key features that support this collaborative growth. I contrast this to how some managers’ effectiveness is hindered because they “overcontrol, ignore feelings, and are blind to their impact on others” (Bolman & Deal, 2017, p. 160). It is these environments that I am cognizant about, as some teachers may have lived experiences in these environments and have lower morale. I try to not emulate these environments.Perhaps the key to having a positive school culture is to ensure that there is psychological safety. Teams “with more psychological safety learn better, and teams that learn better performed better” (Bolman & Terrance, 2017, p.172). I have seen firsthand how creating a safe environment can transform conflict into an opportunity for progress. Some of the greatest principals I have worked with value their staff thoughts and pose the simple question, “what do you think”?I appreciate those principals that show their vulnerability and are aware they do not know everything but make the best reasoned judgements with the information they have. Brene Brown (2010) notes that “every time we choose courage, we make everyone around us a little better and the world a little braver” (p. 15). Practicing courage, compassion, and connection is not a one-time decision but an ongoing effort. In conflict scenarios, courage often means facing discomfort, setting boundaries, and accepting imperfections (Brown, 2010).  The more we find joy in the work we do, the more collaborative and resilient our workspace becomes (Gonzalez, 2025).       Please note AI has been used to revise this post into a final draft for grammer and sentence structure. Bolman, L., & Deal, T. (2017). Reframing Organizations: Artistry, Choice, and Leadership. John Wiley and Sons.         Brown, B. (2010). The Gifts of Imperfection. Hazelden Publishing.        Combs, A.W., Miser, A.B., Whitaker, K.S. (1999). On Becoming A School Leader. ASCD.        Gonzalez (2025). Cult of Pedagogy. Bringing joy into our schools: a conversation with Gholdy Muhammad. https://www.cultofpedagogy.com/joy-gholdy-muhammad/

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To make sense of the school context and culture, one of the cornerstones in my understanding is the lived experiences of the people, students and staff. It is they who shape the life and identity of the school. Wagner (2016) reminds us that before refining data and standards, leaders must first cultivate a positive school culture, as it profoundly impacts learning success. Culture is not a static set of norms but a dynamic system of relationships. Shafer (2018) connects this by emphasizing that strong school cultures emerge from interactions that can overlap and be cohesive. I have seen this firsthand in strong schools where authentic connection and open communication exist among members of the school community. In one school, for example, each staff member is encouraged to grow both individually and collectively, resulting in a distinct energy and positivity across the building. The principal meets the teachers where they are at, and yet, values their input, and pushes them to think for the future with questions like ‘what would you do if you were admin in this scenario’. As a Seattle Seahawks fan, I often think of former coach Pete Carroll’s philosophy taking care of the people in your program. This perspective reminds me that leadership is relational before it is procedural. At the division level within the secondary science community, I have noticed two areas where fostering relationships has been especially important.First, there has historically been a gap between schools and Learning Services, where consultants were often perceived as distant. I have worked intentionally to build relationships so schools view me as a partner and resource they can leverage for support. Second, I recognized a gap in mentorship for new science teachers, particularly regarding laboratory safety and routines. By facilitating collaborative sessions and professional learning, I have seen new teachers develop connections across schools. This outcome strengthens both individual confidence and collective capacity. As someone who once felt uncertain about where to seek help as a beginning teacher, this progress has been especially meaningful.Gulati (2025) highlights the emotional dimension of leadership noting the ability to make others feel valued and capable. I strive to meet people where they are, recognizing that some bring extensive experience while others are just starting their journey. I continue to learn alongside them, and while I may not have all the answers, I have developed enough connections to find them. This reciprocal process of support has been an area of significant personal growth for me. I make a point of expressing appreciation through personal notes and intentional recognition so that people feel seen, valued, and connected.In recent years, my focused area of growth has been in leading through Indigenous Ways of Knowing. I am by no means an expert and remain a learner, but I continue to explore what this means for science education. Much of this learning also connects to broader themes of social awareness and justice. Drawing on the perspectives of Tomas Jirousek (2025), I have reflected on how to foster every child to their own potential and dismantle stereotypes that limit our expectations. Understanding what I “don’t yet know” in this area requires humility. I remain to being cognizant of this by seeking guidance, listening to others, and rethinking conventional approaches to equity and belonging.I am continually.  reminded that we teach people, not subjects. Our focus must be on learners’ strengths and what they already know and understand. This belief aligns closely with the principles of UDL, which ensures that support is available for everyone but provided where and when it is most needed. True inclusion lies in recognizing that learning opportunities should adapt to individuals’ strengths not the other way around.  Please note AI has been used to revise this post into a final draft for grammer and sentence structureGulati, R. (2025). How to keep your team’s spirits up in anxious times. HBR Executive. https://hbr.org/2025/09/how-to-keep-your-teams-spirits-up-in-anxious-times?deliveryName=NL_DailyAlert_20250909Shafer, L. (2018). What makes a good school culture? Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/usable-knowledge/18/07/what-makes-good-school-cultureJirousek, T. (2025). Keynote. CASS Indigenous Learning. Found on Moodle: https://moodle.ambrose.edu/course/section.php?id=103968Wagner, K.(2016). A principals perspective: the importance of a school culture. Edutopia. https://www.edutopia.org/article/principals-perspective-importance-of-school-culture-kyle-wagner

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Getting focused begins with reconnecting to the “why.” As Sinek (2009) emphasizes, the deeper purpose behind our actions is what sustains growth, loyalty, and inspiration. He notes, “When a WHY goes fuzzy, it becomes much more difficult to maintain the growth, loyalty and inspiration” (p. 50). This reflection resonates deeply with me both personally and professionally. Why do I enroll my own children in competitive swimming? Is it just for exercise or to learn a life skill? Or is it about the values embedded in the sport that include discipline, perseverance, and building strong relationships? Understanding the "why" gives meaning to our choices and helps maintain focus.
Sinek’s (2009) work reminds me that when I lose focus, it is usually because I have drifted from my core purpose. To refocus, I must ask: What do I truly care about? What is the real goal, not just the task? When I understand the bigger picture, the steps to get there become clearer.
Professionally, I revisit the “why” across different projects. For example, when developing a divisional science fair, the deeper goal was not just the event itself, but to improve student understanding of the Nature of Science. Similarly, in creating common summative assessments, the goal is to design fair, valid, and reliable tools that support school-wide growth. These initiatives require collaboration, coordination, and clarity. Yet in both, the purpose remains consistent: innovating to improve student success across the division.
Schwartz (2016) offers an example that aligns with my “why.” A shift in learning environment helped a student named Jada thrive, not because she worked harder, but because she was finally learning in a way that made sense to her. “It wasn’t that she wasn’t able to understand... she needed a different style of learning” (para. 4).
I relate personally. In high school, I passed Math 10 with a 57%. I admit I lacked accountability and was disengaged, and I did not achieve the prerequisite of 60% to move on to Math 20. But in summer school, under different conditions and with renewed motivation, I achieved 98%. The same course, the same content, just a different context. Interestingly, I returned to the same teacher for Math 30 and struggled again, reaffirming that environment and clarity of instruction matter.
This lived experience shaped me as a classroom teacher. When students were disengaged, I saw it as a signal to step back, reassess, and adapt. Was I presenting the content in a way that connected with them? Did I need to shift from procedural to conceptual teaching for critical thinking to emerge?
This leads to the importance of clarity. As Brown (2018) states, “being clear is kind. Being unclear is unkind” (p.48). Clarity is essential, not just in the classroom but also in leadership. “Most of us avoid clarity because we tell ourselves we’re being kind, when what we’re actually doing is being unkind and unfair” (p. 48). Clear expectations not only establish standards, but also create space for dialogue, differing perspectives, and informed decision-making.
Brown’s (2018) concept of “turn & learn” (p. 56) reinforces the importance of listening before acting. This is a key leadership skill, particularly in group settings. Once trust is built and clarity is established, leading toward a shared vision becomes far easier. Clarity reduces confusion, builds confidence, and lowers resistance to change. Evans (1996) affirms this, stating that authentic leaders have “a primary bias toward clarity and focus” (p. 206).
Returning to the divisional science fair, initial teacher buy-in was hesitant. On the surface, it seemed like “more work.” But once teachers saw the value, supported by data from summative assessments, they became invested. One school even removed midterms and replaced them with a school-wide science fair. The outcome was powerful: improved data scores, equitable opportunities for KAE students, increased collaboration, and a shift in school culture.
As a leader, I strive to keep returning to that clarity, not just by setting goals, but by living them out. That includes checking in, celebrating progress, and recognizing strengths, especially during challenging transitions. “Members of a school community will find it easier to face up to problems if their leader reaffirms their competence” (Evans, 1996, p. 224). Supporting schools through the science fair journey and being invited back to collaborate on other endeavors is evidence of the trust and relationships that have been built over time.
Ultimately, a shared vision becomes action when people feel seen, supported, and involved. As a classroom teacher, I have never been a proponent of top-down direction. While systemic requirements exist, real change comes from co-creating a path forward with teachers. Schwartz (2016) highlights that when a teacher began treating their classroom like a family, students grew. The same applies to school leadership: when there is psychological safety, trust, clarity, and shared purpose, people are motivated to grow together.

Brown, B. (2018). Dare to Lead. Random House.
Evans, R. (1996). The Human Side of School Change: Reform, Resistance, and the Real-Life 
Problems of Innovation. Jossey-Bass. 
Sinek. S. (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.
Schwartz, K. (2016). How one school changed culture from within so students could succeed. 
KQED. https://www.kqed.org/mindshift/46266/how-one-school-changed-culture-from-
within-so-students-could-succeed

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Reading Wiliam’s (2016) discussion of teacher quality pushed me to reflect on my current role supporting teachers. His statement that “for many years, policies in education tended to treat teachers as commodities” (p.29) resonates as a clear echo of Taylorism. This is a belief stemming from the 20th century from the factory model that has been infused in the education system that teachers are interchangeable units. In reality, “teachers are not really interchangeable” (p.29). In my own Learning Services departments, we see this with the specialties (for example, EAL, inclusion, secondary science, elementary teams). We see every day that each teacher brings unique strengths and areas for growth. This naturally raises the question: What truly defines a ‘good’ teacher?
Wiliam (2016) reminds us that instruction depends on a complex ecosystem: curriculum quality, time, class size, resources, and teacher skill. Even highly skilled practitioners cannot flourish in conditions that limit their potential (Wiliam, 2016). My immediate thoughts allude to the recent disruption in labor and the complexities of a classroom! As well, I am reminded of our old reliance on CCATs as a “gold standard” in validity despite the reality that “no measurement is perfectly accurate” (Wiliam, 2016, p.30). His point that stability of teacher-effectiveness ratings increases significantly when viewed over multiple years (Wiliam, 2016) makes me wonder whether PGPs should also be more multi-year to better capture genuine growth.
The persistent variability in teacher effectiveness, even under random student assignments, reinforces the urgency of my job: How do we support all teachers? Wiliam (2016) is clear that improving professional learning matters far more than replacing teachers. PD too often has “little impact on student achievement” (Wiliam, 2016, p.35). I connect strongly with this as my division has shifted from a generalized district wide PD model to a more focused, job-embedded learning.
Leadership perspectives deepen this reflection. Kouzes (2012) reminds me that “exemplary leaders set the example by aligning actions with shared values” (p.12). The quote speaks directly to how I strive to lead. Even Pope Francis has stated for us to smell like our own flock and to lead with humility. I strive to do so through visibility, side-by-side coaching, and storytelling (Kouzes, 2012). Blanchard’s (2018) insights on servant leadership further challenge me to operate in ‘SELFLESS’. I truly see my current role being in servant leadership. When leaders make others “feel strong and capable” (Kouzes, 2012, p.16), teachers and students thrive. My role, how I see it, is to cultivate the conditions, relationships, and learning needed for that growth to flourish.
Please note, AI was used in this reflection only for clarity and grammar in sentence structure. 

Blanchard, K.(2018); Servant Leadership in Action : How You Can Achieve Great 
Relationships and Results. Ambrose Moodle.
Kouzes, J.M. (2012). The Leadership Challenge Workbook, John Wiley & Sons, 
Incorporated. ProQuest Ebook Central, 
http://ebookcentral.proquest.com/lib/ambrose/detail.action?docID=861662.
Wiliam, D. (2016). Teacher quality: what it is, why it matters and how to get more of it 
(in) leadership for teacher training.  Leadership for Teacher Learning: Creating a 
Culture Where All Teachers Improve So That All Learners Succeed. West Palm Beach, FL: Learning Sciences International.

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Across my reflections in the Commonplace Padlet, several minor chords emerge into one consistent central theme: effective educational leadership begins with understanding of oneself. Better understanding this better connects your relations with others to flourish. And to this, this is why we have LQS standards. Whether through Pfau’s (2018) concept of personal construct, Bronfenbrenner’s bio-ecological model, or the personality insights from the Big Five, I have come to recognize that my leadership is shaped by a lifetime of my own experiences; where I grew up, my academic path, my temperament, and my internal striving for competence. This self-awareness has not been merely introspective but also has been the foundation for how I teach, lead, and navigate complexity.
Cumulating the above theme, a second one is the power of reflective practice. Throughout my career, reflection has functioned as both a catalyst for personal growth and a tool for supporting others. Early in my teaching, declining engagement and stagnating practice forced me to reconsider my assumptions, prompting meaningful changes that later informed my work as a consultant. Feller and Franklin’s (2024) connection between metacognition and deeper learning echoes my experience: reflection sharpens practice, revitalizes purpose, and opens the door to innovation. This reflective stance now informs how I mentor teachers, guide them through their struggles, and support division-wide initiatives.
Another theme throughout my entries is the relational heart of leadership. Whether referencing servant leadership (Blanchard, 2018), emotional intelligence (Bolman & Deal, 2017), or Pope Francis’s call to “smell like your flock,” I repeatedly return to the belief that leadership is fundamentally about people. My role in Learning Services has shown me that trust-building, humility, and empathy are not optional. They are the conditions through which collaboration, teacher efficacy, and student success emerge. Examples such as bridging division–school tensions, supporting beginning teachers, and collaboratively redesigning a struggling program illustrate this. Time and again, I witnessed that when people feel valued, heard, and psychologically safe, they flourish both individually and collectively.
A related theme to the former is how school culture is a dynamic, relational ecosystem. Wagner (2016) and Shafer (2018) reinforced what I have experienced: culture is not built through mandates but through meaningful interactions. In schools where staff feel empowered, positive culture grows when leaders listen deeply, ask thoughtful questions, and create spaces for shared problem-solving. My work developing the divisional science fair similarly revealed how shared vision, intentional support, and teacher ownership can shift culture and improve outcomes.
The above example leads to another powerful thread in the clarity of purpose. This is the importance of returning to the “why.” Sinek’s (2009) framework helped me connect my personal motivations with my professional ones. Brown’s (2018) assertion that clarity is kind resonates in my practice. Having clear expectations, transparent reasoning, and open dialogue reduces confusion and build trust. Evans (1996) further affirms that clarity sustains focus during change, something I observed as teacher buy-in for the divisional science fair grew once they understood the deeper goals and evidence behind the initiative.
Finally, a theme of growth is noticed, both personal and systemic. Wiliam’s (2016) reminders that teachers are not interchangeable and that sustainable improvement comes from developing talent rather than replacing it echo much of my own position within my division. My role, as I see it, is to create the conditions in which teachers, and therefore students, can grow. I have a very privileged opportunity to assist teachers in this process, and I try to stay humble within my position. I have an ongoing commitment to learning alongside others, acknowledging what I “do not yet know,” and continually striving to model the humility, courage, and curiosity I hope to inspire.
To conclude, across all these themes, one message becomes clear. It is that leadership is a human endeavor rooted in self-awareness, relational trust, purposeful clarity, and a steadfast belief in people’s potential. When leaders ground their actions in these, they create the conditions where authentic learning, meaningful collaboration, and lasting growth can truly flourish. The LQS standards, ergo I will argue, intends to address this as the ‘why’ in leadership.
















Blanchard, K. (2018). Servant leadership in action: How you can achieve great relationships and 
results. Ambrose Moodle.
Bolman, L., & Deal, T. (2017). Reframing organizations: Artistry, choice, and leadership. John 
Wiley & Sons.
Brown, B. (2018). Dare to lead. Random House.
Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life 
problems of innovation. Jossey-Bass.
Feller, R., & Franklin, T. (2024). Reflective practices and metacognition. (Course material).
Pfau, S. (2018). Construct and mindset. (Course reading).
Shafer, L. (2018). What makes a good school culture? Harvard Graduate School of Education. 
https://www.gse.harvard.edu/ideas/usable-knowledge/18/07/what-makes-good-school-
culture
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Portfolio.
Wagner, K. (2016). A principal’s perspective: The importance of a school culture. Edutopia. 
https://www.edutopia.org/article/principals-perspective-importance-of-school-culture-
kyle-wagner
Wiliam, D. (2016). Teacher quality: What it is, why it matters and how to get more of it. In 
Leadership for teacher learning: Creating a culture where all teachers improve so that 
all learners succeed (pp. 27–59). Learning Sciences International.
Please note that AI has been used to help serve clarity in grammar and sentence structure. 

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Leadership Reflection Synthesis from Course

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Leadership Reflection Synthesis from Course

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Across my reflections in the Commonplace Padlet