\u003cp\u003eDuring the past quarter century, conceptions of leadership have evolved in concert with breakthrough discoveries in science and generative learning. \u003cem\u003eLiberating Leadership Capacity\u003c/em\u003e captures these new ideas through the integration of the authors\u0026#8217; earlier works in constructivist leadership and leadership capacity. What emerges is a pathway through which educators can become the primary designers of their own learning and that of their students, thus creating sustainable systems of high leadership capacity. This vision of leadership reframes professional learning designs and knowledge creation, describing how these ideas are richly manifested in local, national, and international programs. The context is democratic communities; the learning is constructivist; the leadership is shared. The result is wise schools, organizations, and societies. \u003cem\u003eLiberating Leadership Capacity\u003c/em\u003e speaks to all adult learners who are engaged in educational improvement. \u003c/p\u003e\u003cp\u003eBook Features:\u003c/p\u003e\u003cul\u003e \u003cli\u003eA new concept of leadership as fostering capacity through the complex, dynamic processes of purposeful, reciprocal learning.\u003c/li\u003e\u003cli\u003eLeadership strategies constructed from the values of learning, democracy, equity and diversity.\u003c/li\u003e\u003cli\u003eProfessional learning designed to involve community members in building leadership capacity. \u003c/li\u003e\u003cli\u003eA timely approach for the effective implementation of the Every Child Succeeds Act (S. 1177).\u003c/li\u003e\u003cli\u003eAn in-depth analysis of the standards movement through the lens of capacity building.\u003c/li\u003e\u003cli\u003eAn understanding of systemic change as an organic process arising from practice rather than being imposed on practice\u0026#8212;approaches that unleash a sense of agency and wisdom.\u003c/li\u003e\u003c/ul\u003e\u003cp\u003e\u0026#8220;This book strikes a chord with those who believe that emerging leadership should define the experiences of students and teachers alike.\u0026#8221;\u003cbr /\u003e\u0026#8212;\u003cstrong\u003eDeborah Walker\u003c/strong\u003e, Collaborative for Teaching and Learning (CTL)\u003c/p\u003e\u003cp\u003e\u0026#8220;The authors have designed a model that is at once sustainable, distributive, ecological, and transformational.\u0026#8221;\u003cbr /\u003e\u0026#8212;\u003cstrong\u003eDean Fink\u003c/strong\u003e, author and consultant\u003c/p\u003e\u003cp\u003e\u0026#8220;Describes organizational conditions that promote skillful dialogue, continual learning, building trust, and sharing a common vision among members. In such schools teachers become the leaders of learning and students become the leaders of the future.\u0026#8221;\u003cbr /\u003e\u0026#8212;\u003cstrong\u003eArthur L. Costa\u003c/strong\u003e, professor emeritus, California State University, Sacramento\u003c/p\u003e
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