Making substance the leading edge of educational leadership means building a team committed to developing strategies for achieving a vision of change; thus, the team becomes a motivating implementation network of individuals who choose to support the vision and follow it through to reality. For team building to succeed, interpersonal skills must matter. The danger exists, however, that too much emphasis will be placed on interpersonal relationships--particularly cooperation--at the expense of achieving substance. Because of increased interdependence, our vision of school leadership needs a much larger number of people who have both cognitive and interpersonal leadership skills. These skills involve the ability to perceive differences in goals and beliefs among people and the ability to implement change by motivating a network of diverse groups of individuals. But beyond increasing the substance of leadership, a degree of turbulence is necessary and expected in order to develop an effective team. Rarely are all individuals equally invested in team effort and equally prepared to plan strategies to achieve the vision; however, effective teams utilize levels of individual differences and commitment and develop an efficient unit that is both powerful and affiliative. (17 references) (KM)