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The chapter addresses leadership in educational institutions. Leading a diverse group of people towards a common vision can be both exhilarating and risky and thus requires courage. Courageous leadership embraces human imperfection while emphasizing self-reflection tracked via the personal leadership thread which ultimately leads to authentic leadership. The chapter further defines the fractal approach which strongly emphasizes the idea of leadership as a partnership consisting of a clear definition of leaders and learners and comprised of the following pillars: reflective practitioners, communities of belonging, innovation, and conscious citizenship. This approach ultimately leads to empowering individuals to be architects of their own learning who are committed to ethical decision making in order to improve life and living on the planet.

The chapter outlines a philosophy of education that is holistic and embodies conscious citizenship. Students educated with this philosophy in mind are resilient, internationally minded, and interested in improving life and living on the planet. Institutions which aim to mold such citizens consider that educating mind, body, and spirit are essential, as well as providing opportunities for students to develop on a continuum of social awareness, social engagement, social commitment, and social initiative. Transforming mindsets in educational institutions necessitates faculty to be reflective practitioners and requires the designing of programs that empower purposeful living. Ultimately such institutions are transformative; they move beyond success to empowering continuous transformation. Such institutions can lead to the development of citizens who not only work (action) towards the common good but contribute to the common good in the way that they live life (being).

The chapter addresses the response of one school, ACS Athens, a K-12 international school in Athens, Greece, to the COVID-19 pandemic lockdown. The administration, foreseeing the necessity to include online/blended instruction within the curriculum in response to a changing educational landscape and technological advancements, had prepared Middle School and High School teachers and learners for online instruction and had facilitated the design and implementation of digital courses. Conversely, the Elementary school teachers received training for online teaching during lockdown. Additionally, four necessary pillars were considered when designing online learning, as necessary to ensure a seamless transition and uninterrupted learning: the i2Flex instructional methodology, reflective practitioners, social-emotional wellbeing, and the development of conscious citizenship.

In an ever-evolving digital world, it is imperative to guide students in best fit choices by allowing them to self-reflect in meaningful ways. This chapter addresses this Holistic, Meaningful and Harmonious process (Gialamas & Pelonis, 2009) of applying to college through the digital world and caters to such audience as guidance counselors, principals, teachers and parents interested in making the college application process a meaningful journey through which students will obtain skills and tools to use when life calls for them. The implementation of the i2Flex Model methodology to college guidance is discussed within this context.

This chapter will present the second component of the gMp, that is, the Aristeia leadership defined as a continuous act of effectively engaging all members of an organization, or community, as well as utilizing their differences, their authentic energies, creative ideas, and diverse qualities primarily for the benefit of their constituencies. The catalyst for implementing the aforementioned is the institutional leader, who should possess all the necessary skills to support, promote and foster a culture of innovation within the institution. The Aristeia Leadership approach is defined by its three essential components (a) the establishment of an Authentic Leadership Identity (ALI), (b) the creation of a Collective Leadership-Partnership Approach (CPA) and (c) Serving Humanity (Gialamas, Pelonis, & Medeiros, 2014; Gialamas & Avgerinou, 2015).

Early in the 21st Century it became obvious that the world has developed in multiple and complex directions which resulted in the pressing demand of a different type of citizen. Many of the previously well-established principles and values are under examination, and oftentimes are explicitly challenged. Any K-12 academic institution that holds as a central belief that knowledge is individually and socially constructed by learners who are active observers of the world, active questioners, agile problem posers and critical and creative problem solvers, must design, implement and promote an educational philosophy that mirrors the needs described above. This chapter discusses a new educational philosophy (Morfosis) that has been adopted by ACS Athens over the past decade. Morfosis is defined within the 21st Century framework, as a holistic, meaningful, and harmonious educational experience, guided by ethos. The chapter also advances the concept of successful vs. significant institutions, and shares recommendations on how to establish a culture that promotes and establishes the latter.

Preparing students for College life and most importantly for life beyond high school is a key challengefor many educators and secondary education institutions. Above all, today more than ever, educatorsmust prepare students for the unknown and the unpredictable; careers not yet known to us,opportunities that we can not imagine, and for a world so different that we have no idea what it will looklike in thirty or forty years. Hence some of the questions that arise are as follows: what shall we teachour students? What skills do we expect them to develop; and which processes shall we help themcultivate? We (Gialamas and Pelonis) believe that the answers deriving from the teachings of theancient Greeks, are encompassed in the concept of "Morfosis".

Living in a rapidly evolving society where change occurs continuously and on multiple levels, hascreated a need, more than ever before, for leadership that reflects this new reality. The changes indemographics, the forming of multicultural families, the diversity on an economic, educational, socialand ethnic level, as well as the further rise of multinational corporations are all changes that arechallenging traditional values and principles. Thus the quest for Authentic Leadership is rising, and it isan idea which implies that leadership is very personal. Why Authentic leadership? One might ask.Because, "there is evidence of the desire for authenticity all around us in popular culture". (Goffee &Jones, 2006, p.3)