However, elevating the level of complexity in this way was not viewed as a negative development. In this report, three dimensions of empowerment are described. First is the power engendered by being heard, speaking in one's own voice, which is described in this section. Leaders who sustain reform solicit the input of many voices. Long-term leaders promote learning among all members of the school community as the foundation of risk taking.
Effective leaders distribute both authority and responsibility through out the community.
Taking advantage of diversity. Successful long-term leaders viewed diversity as a resource, and they acquired the knowledge and skill needed to take advantage of it. Mirroring teachers' concern with offering students individually challenging and engaging instruction was participants' concern with capitalizing on variations among faculty and community members for the benefit of their common work. Developing partnerships based on accurate perceptions of the interests and abilities of all relevant members of the school community is one cornerstone of long-term leadership success, according to many forum participants. These partnerships create the conversations that generate shared visions of great schools and adoption of the common values necessary to develop such schools.