Transformative leadership emerges as the beacon guiding P-12 schools and higher education institutions through the intricacies of necessary change. Leaders must confront the perennial challenges faced by educational institutions head-on, equipped with an array of innovative strategies and a commitment to fostering equitable practices, from addressing inclusion, diversity, and belonging to navigating the complex terrain of school change. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, the echoes of Heraclitus's wisdom reverberate, reminding educational leaders that the only constant is change. This book delves into the core of transformative strategies employed by thought leaders across the educational spectrum, from P-12 schools to university corridors. Guided by transformative leadership principles, this book traverses the intricate tapestry of topics such as technology integration, educational entrepreneurship, and global citizenship, providing a roadmap for leaders to navigate the complexities of the modern educational landscape. The emphasis on social-emotional leadership and learning underscores the importance of nurturing the holistic development of students, ensuring they thrive both academically and emotionally.

Tracy Mulvaney, Ed.D., is an adjunct professor in the Department of Educational Counseling and Leadership at Monmouth University. She previously served for six years as the assistant dean of the School of Education at Monmouth, overseeing assessment, accreditation, and supervising the Office of Certification, Field Placement, and School Partnerships. She came to Monmouth University from Arizona, where she served as the department chair for Education at Central Arizona College and participated in a Professor Exchange at Northeastern University, in Shenyang, China. She continues her love for study abroad at Monmouth by leading undergraduate students in programs to England and China.

Mulvaney received her Bachelor of Science in Rehabilitation and Special Education and her Master of Arts in Special Education from the University of Arizona. She also holds an Ed.D. in Educational Leadership from Northern Arizona University. She has held several positions within the Arizona Public School System, including cross categorical resource teacher, special education department chair (school based), principal of a day school program for students with emotional disabilities, and as district director of Alternative Programs. 

Her research interests include school change and innovation, empowering women in leadership, and evaluating study abroad programming.

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