Mary A. Hooper is Associate Professor of Educational Leadership at University of West Georgia and Director of ULead West Georgia, a research and development initiative focused on innovations in performance-based preparation and development of educational leaders. Victoria L. Bernhardt is Professor of Communication and Education at California State University, Chico and Executive Director of the Education for the Future Initiative, a not-for-profit organization whose mission is to build the capacity of all learning organizations and use data to improve learning for all students.

"The perfect combination of theory and practice. This textbook offers educational leaders the laser-sharp focus required to create capacity within the staff and among the school. The Theory to Practice Framework not only provides practical application of theory and related content through real-world examples, but it will also strengthen graduate Educational Leadership programs preparing future leaders and enhance leadership styles of practicing school and district leaders."--Andrew J. Pushchak, Program Head and Professor of Educational Leadership, Edinboro University"This is a very important text for practitioners and scholars. The authors have done an exceptional job of presenting the important theoretical concepts and the practical application of these concepts, via the Theory to Practice Framework included in each chapter." --April L. Peters, President-Elect (2016) of UCEA and Associate Professor of Educational Administration and Policy, University of Georgia"Individually, these author-practitioners have positively impacted teaching and learning systems across the country. Together, they become a dynamic duo ‘hip-deep’ in sharing practical, adaptable strategies to build the capacity of staff (at all levels) to take courageous action to help all students achieve their promise. They provide a framework for building, and more importantly, sustaining , a culture of equity and learning driven by capacity-building feedback. My copy is dog-eared from use!"--Marty Moore, Executive Director, Learning Support and Partnerships, Springfield Public Schools R-12

• Part I: IntroductionChapter 1: Leadership Modes for Creating CapacityChapter 2: Commitments, Organizational Learning, and Dispositions for Creating Capacity Part II: The Instructional Leadership ModeChapter 3: Ensuring a Quality Learning SystemChapter 4: Cultivating a High Performing FacultyPart III: The Adaptive Leadership ModeChapter 5: Leading Continuous School ImprovementChapter 6: Inspiring a Purpose-Driven Shared VisionPart IV: The Transformational Leadership ModeChapter 7: Modeling Cultural ResponsivenessChapter 8: Sustaining Inclusive Learning CommunitiesPart V: Considerations for Leadership Development Systems Chapter 9: Designing a Performance-Based Leadership PipelineChapter 10: Establishing Productive PartnershipsChapter 11: Defining a Personal Leadership Development PlanAppendix A: ISLLC Alignment MatrixAppendix B: The Mode of Instructional Leadership: Resources for Applied PracticeAppendix C: The Mode of Adaptive Leadership: Resources for Applied PracticeAppendix D: The Mode of Transformational Leadership: Resources for Applied Practice Appendix E: Leadership Development Systems

Mary A. Hooper is Associate Professor of Educational Leadership at University of West Georgia and Director of ULead West Georgia, a research and development initiative focused on innovations in performance-based preparation and development of educational leaders. Victoria L. Bernhardt is Professor of Communication and Education at California State University, Chico and Executive Director of the Education for the Future Initiative, a not-for-profit organization whose mission is to build the capacity of all learning organizations and use data to improve learning for all students.

"The perfect combination of theory and practice. This textbook offers educational leaders the laser-sharp focus required to create capacity within the staff and among the school. The Theory to Practice Framework not only provides practical application of theory and related content through real-world examples, but it will also strengthen graduate Educational Leadership programs preparing future leaders and enhance leadership styles of practicing school and district leaders."--Andrew J. Pushchak, Program Head and Professor of Educational Leadership, Edinboro University"This is a very important text for practitioners and scholars. The authors have done an exceptional job of presenting the important theoretical concepts and the practical application of these concepts, via the Theory to Practice Framework included in each chapter." --April L. Peters, President-Elect (2016) of UCEA and Associate Professor of Educational Administration and Policy, University of Georgia"Individually, these author-practitioners have positively impacted teaching and learning systems across the country. Together, they become a dynamic duo ‘hip-deep’ in sharing practical, adaptable strategies to build the capacity of staff (at all levels) to take courageous action to help all students achieve their promise. They provide a framework for building, and more importantly, sustaining , a culture of equity and learning driven by capacity-building feedback. My copy is dog-eared from use!"--Marty Moore, Executive Director, Learning Support and Partnerships, Springfield Public Schools R-12

• Part I: IntroductionChapter 1: Leadership Modes for Creating CapacityChapter 2: Commitments, Organizational Learning, and Dispositions for Creating Capacity Part II: The Instructional Leadership ModeChapter 3: Ensuring a Quality Learning SystemChapter 4: Cultivating a High Performing FacultyPart III: The Adaptive Leadership ModeChapter 5: Leading Continuous School ImprovementChapter 6: Inspiring a Purpose-Driven Shared VisionPart IV: The Transformational Leadership ModeChapter 7: Modeling Cultural ResponsivenessChapter 8: Sustaining Inclusive Learning CommunitiesPart V: Considerations for Leadership Development Systems Chapter 9: Designing a Performance-Based Leadership PipelineChapter 10: Establishing Productive PartnershipsChapter 11: Defining a Personal Leadership Development PlanAppendix A: ISLLC Alignment MatrixAppendix B: The Mode of Instructional Leadership: Resources for Applied PracticeAppendix C: The Mode of Adaptive Leadership: Resources for Applied PracticeAppendix D: The Mode of Transformational Leadership: Resources for Applied Practice Appendix E: Leadership Development Systems

Mary A. Hooper is Associate Professor of Educational Leadership at University of West Georgia and Director of ULead West Georgia, a research and development initiative focused on innovations in performance-based preparation and development of educational leaders. Victoria L. Bernhardt is Professor of Communication and Education at California State University, Chico and Executive Director of the Education for the Future Initiative, a not-for-profit organization whose mission is to build the capacity of all learning organizations and use data to improve learning for all students.

"The perfect combination of theory and practice. This textbook offers educational leaders the laser-sharp focus required to create capacity within the staff and among the school. The Theory to Practice Framework not only provides practical application of theory and related content through real-world examples, but it will also strengthen graduate Educational Leadership programs preparing future leaders and enhance leadership styles of practicing school and district leaders."--Andrew J. Pushchak, Program Head and Professor of Educational Leadership, Edinboro University"This is a very important text for practitioners and scholars. The authors have done an exceptional job of presenting the important theoretical concepts and the practical application of these concepts, via the Theory to Practice Framework included in each chapter." --April L. Peters, President-Elect (2016) of UCEA and Associate Professor of Educational Administration and Policy, University of Georgia"Individually, these author-practitioners have positively impacted teaching and learning systems across the country. Together, they become a dynamic duo ‘hip-deep’ in sharing practical, adaptable strategies to build the capacity of staff (at all levels) to take courageous action to help all students achieve their promise. They provide a framework for building, and more importantly, sustaining , a culture of equity and learning driven by capacity-building feedback. My copy is dog-eared from use!"--Marty Moore, Executive Director, Learning Support and Partnerships, Springfield Public Schools R-12

• Part I: IntroductionChapter 1: Leadership Modes for Creating CapacityChapter 2: Commitments, Organizational Learning, and Dispositions for Creating Capacity Part II: The Instructional Leadership ModeChapter 3: Ensuring a Quality Learning SystemChapter 4: Cultivating a High Performing FacultyPart III: The Adaptive Leadership ModeChapter 5: Leading Continuous School ImprovementChapter 6: Inspiring a Purpose-Driven Shared VisionPart IV: The Transformational Leadership ModeChapter 7: Modeling Cultural ResponsivenessChapter 8: Sustaining Inclusive Learning CommunitiesPart V: Considerations for Leadership Development Systems Chapter 9: Designing a Performance-Based Leadership PipelineChapter 10: Establishing Productive PartnershipsChapter 11: Defining a Personal Leadership Development PlanAppendix A: ISLLC Alignment MatrixAppendix B: The Mode of Instructional Leadership: Resources for Applied PracticeAppendix C: The Mode of Adaptive Leadership: Resources for Applied PracticeAppendix D: The Mode of Transformational Leadership: Resources for Applied Practice Appendix E: Leadership Development Systems