As you have come to realize, Leadership Capacity, meaning "broad-based, skillful participation in the work of leadership" requires us to delve deeply into our learning. This concept often requires several complementary approaches such as reading, discussing and reflecting; practice; collateral and related research and reading; problem-solving; and professional development in leadership skills and knowledge. Personally, I am no longer engaged in educational consulting; however, you may want to consult the Referrals portion of this website for further recommendations.

Be aware that three upcoming publications of mine will expand on these ideas:

1. The Spring issue of the NSCD Journal will include an article entitled, "What Does Leadership Capacity Really Mean?"
2. The February issue of Educational Leadership will include an article entitled, "Lasting Leadership: How Principals Journey toward High Leadership Capacity."
3. The Essentials of School Leadership (Brent Davies, Ed.) will be published this spring by Corwin Press and include a chapter on Constructivist Leadership.

These are a few ideas to follow up and follow through on—thereby deepening your learning.

• Read and digest Building Leadership Capacity in Schools (ASCD, 1998). This book introduces the concept of leadership capacity and provided three case studies for analysis and discussion.
  
  
• Read Leadership Capacity for Lasting School Improvement (ASCD, 2003). Access the study guide on line at ASCD.org and use the guide to frame your study group and practice.
  
  
• Now that you understand Leadership Capacity, ask yourself how deeply you comprehend the concepts of participation and leadership. Read and consult The Constructivist Leader (lst Edition, 1995; 2nd Edition, 2002). Begin with chapters one and two.
  
  
• Form a school leadership team and design your role and tasks in consultation with chapters two and three of the 2003 book.
  
  
• Personal and collaborative learning strategies...
  • keep a journal while you are reading
  • work with a colleague or small group in continuing conversation
  • consult and coach each other as you set about to implement these ideas
  • design a professional development plan that includes opportunities for embedded learning in the skills and understandings described in the School Survey in the back of each of the ASCD books (e.g. dialogue and communication skills)
  • design each faculty gathering to include reflection, inquiry, dialogue and action
  • if you are involved in a graduate program, select one of these books for an assignment, design an action research project around some of these ideas, and/or select leadership capacity as the topic for your thesis/dissertation
    
    
• Identify a partner school in your district or in a nearby district. Visit classrooms in each other’s school, provide reflective feedback, engage in protocol conversations (see 2002 & 2003 books), problem-solve, and share ideas. Schools can do this on their own, but it is helpful if district personnel assist with the organization.
  
  
• As district personnel, school administrators and teachers who serve on district cabinets and committees, seek to develop support strategies for schools and write practices into district strategic plans and policies (see Chapter 7 of the 1995 & 2002 texts and Chapter 9 of the 2003 text). Include board members in these activities.