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"A Passion for Creative Transformation The Transformative Leadership MA is a uniquely innovative distance-learning program that integrates extensive practical skills with deep self-reflection and an emphasis on creative action in the world. The program prepares students to embody leadership and mobilize their creativity in many different ways, whether in organizations, social movements, or a range of activities requiring personal initiative and dedication to making a difference. Transformative Leadership offers a creative incubator for new forms of leadership in a rapidly changing world. New forms of leadership are needed in all dimensions of life, not just in boardrooms and governments. Transformative Leadership explores leadership along four dimensions: new ways of being, relating, knowing, and doing, all requiring new perspectives, skills, and personal practices. Transformative leadership holds that as we change the world we also change ourselves, and as we change ourselves we also change the world. The transdisciplinary curriculum develops students' abilities to reflect on their mission in life, apply leading edge research, develop new sets of skills, and creatively act in the world. Faculty and students create a rich and supportive online learning community that provides a context where students can create their own approach to leadership, based on their personal values, capacities, and mission in life. This innovative program culminates in a Capstone Action Project that demonstrates leadership in the world and allows students to apply their learning and test their theories and assumptions about leadership in real time. The lessons learned from this project are often stepping stones for new initiatives and life paths for our graduates. The program also offers a unique set of electives, including a set of courses specifically designed to address issues related to LGBTQ leadership and policy."

The Toolkit is organized around the same four elements of the Certification Criteria for Linked Learning Pathways: Pathway Design: Quality pathways are designed with a structure, governance, and program of study that provides all students with opportunities for both postsecondary and career success. Engaged Learning: In supportive learning communities, students meet technical and academic standards and college entrance requirements through real-world applications, integrated project-/problem-based instruction, authentic assessments, and work-based learning. System Support: District policies and practices provide leadership, support, and resources to establish and sustain quality pathways. Evaluation and Accountability: A systemic evaluation process documents the pathway's impact on high school achievement and postsecondary success and drives the pathway's continuous improvement plans.

"Positive lead- ership rejects traditional deficit-based models of change management with their relentless drive to fix problems. Tombaugh (2005) advised managers that the challenge of maintaining a committed and motivated workforce is too difficult when the daily focus is on what is not working...."

"Ironically, U.S. military doctrine purports to value "critical" and "creative" thinking.  Unfortunately, that emphasis hardly fits with the realities of promotion and command selection.  A recent empirical analysis by faculty from West Point's Department of Behavioral Sciences and Leadership concluded that "promotion and command boards may actually penalize officers for their conceptual ability."  In other words, more intelligent, educated, and skeptical officers - those with "higher cognitive ability," according to the study -- don't fare so well in the competitive promotion game."

Gardner holds that MI is completely different from learning styles, but many people don't distinguish them.