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Leaders of the future need to be better than the leaders they replace because the challenges are greater, the speed faster, the competition tougher, and the marketplace increasingly global. In short, the leaders of today and tomorrow must be agile leaders. They must be resourceful in the face of change, and above all, able to learn from experience. People with this ability perform well under first‐time, challenging conditions. This paper seeks to address these issues.

In a climate of challenging external forces, market conditions, and internal challenges – the question has to be asked: Who will lead? Who will shepherd the organization into the future, navigate the external pressures, effectively manage the increasing complexity, and ultimately guide the organization to win in the market? When thinking about leading the organization into the future, depth of expertise will certainly remain important. But to effectively navigate the uncertainties and growing complexity, and manage dilemmas effectively, people are needed who can tackle the new, the first‐time, the unknown – and with positive results. These are the people that can take on more broad roles and responsibilities.

Two major streams of research have studied what behaviors lead to executive success and, conversely, what causes an executive's career to derail. A common theme in the research was the extent to which the executives sought out diverse experiences and amassed multiple, repeatable lessons from them. Those lessons manifested as varied and expansive ways of looking at problems, and coming up with creative solutions.

Learning agility is much more than an abstract concept. It is a set of behaviors or competencies that can be observed and assessed. And, importantly, because it is behavior‐based, learning agility can be developed. Unlike a measure such as IQ, learning agility is not static and a motivated person can increase his or her learning agility. With learning agility, a person can better differentiate talent and develop it in a way that will fit personal career aspirations and benefit the organization as a whole. And, ultimately, ensure there is the right leadership that can adapt to change, address the unexpected and motivate and inspire those around them.

Educational inequities that are often systemic and the result of structural oppression persist in schools under/serving minoritized youth and communities. This chapter illustrates how professional learning networks (PLNs) and the practice of collaborative professionalism within them have served to support educators, positioned at multiple levels, in their effort to serve all children well, and especially those who are most marginalized. Collaborative professionalism emphasizes collective responsibility and student and teacher empowerment through PLNs. Further, the collaborative professionalism model incorporates elements of culture and context to ensure that collaborative efforts are responsive to the students and communities educators are purposed to partner with and serve. In this chapter, the authors highlight two such cases of collaborative professionalism through PLNs in Colombia and Ontario, Canada. These cases provide a model for how collaborative professionalism within PLNs can be utilized to enhance teaching and learning for all teachers and students across cultures and contexts, while attending explicitly to educational inequities.

Presents a special issue, enlisting the help of the author’s students and colleagues, focusing on age, sex, colour and disability discrimination in America. Breaks the evidence down into manageable chunks, covering: age discrimination in the workplace; discrimination against African‐Americans; sex discrimination in the workplace; same sex sexual harassment; how to investigate and prove disability discrimination; sexual harassment in the military; when the main US job‐discrimination law applies to small companies; how to investigate and prove racial discrimination; developments concerning race discrimination in the workplace; developments concerning the Equal Pay Act; developments concerning discrimination against workers with HIV or AIDS; developments concerning discrimination based on refusal of family care leave; developments concerning discrimination against gay or lesbian employees; developments concerning discrimination based on colour; how to investigate and prove discrimination concerning based on colour; developments concerning the Equal Pay Act; using statistics in employment discrimination cases; race discrimination in the workplace; developments concerning gender discrimination in the workplace; discrimination in Japanese organizations in America; discrimination in the entertainment industry; discrimination in the utility industry; understanding and effectively managing national origin discrimination; how to investigate and prove hiring discrimination based on colour; and, finally, how to investigate sexual harassment in the workplace.