Contents include:Part One: The Case for Change 1. Values and Principles: Four Propositions2. Tensions and Contradictions: Five Major Challenges School Leaders Face Today3. A World of Change: Ten Major Global Trends That Challenge Our Conceptions of Education and LearningPart Two: Towards Tomorrow 4. The Achievement Quadrant5. The Well-being Quadrant6. The Preparation for the Future Quadrant7. The Family and Community Engagement QuadrantPart Three: Leading for Tomorrow Today 8. Understanding and Leading Change: Six Defining Characteristics of Leadership for Tomorrow9. Connected Leadership: Two Areas of Focus for Thinking Differently about School Improvement10. Leading Oneself Futureword
Malcolm Groves is a co-founder and managing director of Schools of Tomorrow. He has over 40 years' experience in education, encompassing primary and secondary phases, youth work, and adult education. He has been an Ofsted inspector, local authority inspector, school improvement partner, NPQH assessor, and national adviser to SSAT. Malcolm has a doctorate in school leadership from the University of Warwick.Andrew Hobbs was joint managing director of Schools of Tomorrow until March 2016. Andrew has almost 40 years' experience in education, working in schools and in policy development. He held a number of senior leadership roles before becoming a secondary head teacher. For the last ten years, Andrew has worked as a consultant and project manager, leading and managing change programmes and the reorganisation of schools. Andrew has particular expertise in change leadership and management, learning approaches to workforce and organisational development, and developing community cohesion.John West-Burnham is an independent writer, teacher, and consultant in education leadership. John is the author, co-author, or editor of 27 books including Rethinking Educational Leadership and Leadership Dialogues and he has worked in 27 countries. He is a director of three academy trusts, a trustee of two educational charities, and is an honorary professor in the Institute of Education, University of Worcester. John West-Burnham was an independent writer, teacher and consultant in education leadership. He is the author, co-author and editor of many books including Rethinking Educational Leadership and Understanding Leadership and has worked in 27 countries. He was a director of three academy trusts and a trustee of two educational charities, as well as an Honorary Professor of Educational Leadership at the University of Worcester.
Leadership for Tomorrow is a challenging and thoughtful book that
is rooted in research and practice. The questions posed are
invaluable for every school leader, leadership team, and governing
board. I especially enjoyed the change study piece on aA day in the
life a 2040'. I would strongly recommend this book. Sue Williamson,
Chief Executive, the Schools, Students and Teachers Network
(SSAT)
Leadership for Tomorrow is a comprehensive yet concise,
well-researched, well-synthesised, lucid, and eminently practical
book. The four-quadrant approach very wisely encompasses all the
facets of success a not merely the academic side a and it is
refreshing to see social factors taken into comprehensive
consideration, as well as all the various dimensions of an
education, with a student-centric mindset. Leadership for Tomorrow
will be excellent thought provocation and guidance for school
leaders at all levels of policy-making, administration, and
teaching.Charles Fadel, founder, Center for Curriculum Redesign,
author of Four-Dimensional Education
Leadership for Tomorrow is an excellent book that weaves together
an innovative and invigorating set of ideas and places them
securely in a wider context. It guides the reader through some
complex and unexplored terrain in a very straightforward and
helpful way, and brings the voice of school leaders to the fore to
illustrate and add to key points. The authors' analysis is sharp
and clever and will provide even the most experienced practitioners
and researchers with new insights. But above all, Leadership for
Tomorrow conveys a refreshing sense of optimism without being naive
in what it says. It critiques without being gloomy and negative,
respects and acknowledges history without being mournful about its
passing, and builds on teachers' and school leaders' natural desire
to do good work. Significantly, the authors paint a picture of the
future as one of possibility and opportunity in which schools and
school leaders have a very important part to play. Professor Chris
James, Department of Education, University of Bath
Leadership for Tomorrow is the most uplifting and optimistic book I
have read on the theme of present-day and future school leadership.
It builds on the outstanding work in the Schools of Tomorrow
initiative and its credibility is secured with the five case
studies of leaders who have successfully applied the four-quadrant
Schools of Tomorrow Framework, which is in itself a model of
clarity for dealing with a complex and constantly changing school
environment. Leadership for Tomorrow also deals comprehensively
with the values that should underpin school leadership a a
discussion regrettably missing or just a token after-thought in
many other publications.While the book is primarily concerned with
developments in England, there is certain to be wider interest
internationally as the environment is generally similar in many
countries. The quality of writing and the helpful questions for
discussion ensure that Leadership for Tomorrow will be a valuable
resource in a range of settings, including school-based leadership
teams, student-led school leadership groups, and initiatives such
as multi-academy trusts.Professor Emeritus Brian Caldwell, former
dean of education, University of Melbourne, Principal Consultant,
Educational Transformations
Leadership for Tomorrow takes a refreshing look at the role of
leadership in schools, looking forward to how leaders can bring
their communities together towards a deeper understanding of
education and the needs of society in the future. The authors make
an interesting argument that we must change how we view the role of
leadership for tomorrow, and the book is enlivened by case studies
of leaders and very useful questions posed for the reader to take
up in further discussions with colleagues. Leadership for Tomorrow
would be extremely useful on master's courses in
education.Professor Megan Crawford, Director, Plymouth Institute of
Education
Leadership for Tomorrow is a fascinating and thought-provoking
exploration of some of the deepest challenges our education system
faces in adapting to the needs of twenty-first century society.
Through a powerful combination of academic theory, research
evidence, questions for reflection, and case study examples drawn
from the leadership experience of five successful head teachers
involved in the pioneering Schools of Tomorrow programme,
Leadership for Tomorrow offers a deep insight into leading change
into the future.Brian Lightman, freelance education leadership
consultant and former general secretary of the Association of
School and College Leaders (ASCL)
Both optimistic and immensely readable, Leadership for Tomorrow
looks afresh at school leadership today and sets out a wealth of
thoughtful propositions to help school leaders feel their way
towards the future. The authors articulate the exciting
opportunities for school leaders and challenge us all to think
differently about school leadership. Sir John Dunford, Chair, Whole
Education
More than ever, our schools need considered, authentic, practical,
and, most importantly, objective support. Great school leaders have
never been interested in politics; they want to do the best for
their schools, their pupils, their colleagues, and their
communities. Leadership for Tomorrow is a brilliant book that will
galvanise readers in their efforts to lead our schools forward and
towards tomorrow.Richard Gerver, speaker, author, broadcaster
There's a crisis of leadership, both nationally and globally, and
it is felt by almost every school leader. Not only do we face an
uncertain future but, more than ever, we question those who step
forward to guide us. And they look weak. We have none of the great
role models of the recent past around whom we can rally. It falls
to each school to find its way.But Leadership for Tomorrow reminds
us that we do not necessarily need individuals as charismatic role
models to show us the values and goals that should guide our lives.
As they rightly proclaim, aleadership needs to be seen in terms of
leading a community rather than an organisation.'Leadership for
Tomorrow presents us with five leaders in England who provide
examples of how they have led their school communities by building
trust, collaboration, and cooperation with outsiders and their
broader networks. It is a refreshing story of how leaders can build
social capital by how they work as much as by what they do. The
focus is not on ame' but on aus'. And what is striking is that for
this kind of school leadership, there is no template. For some, the
focus has been on agency. For others, it has been disadvantage. Or
enterprise. Or engagement. None of these are proper subjects for
Ofsted inspection because there are many paths that the restless
leader can take. It is too early to throw a framework over the
question of aleading for tomorrow' and perhaps the only mistake the
authors make is to try.There is only one yawning gap that I hope
the authors go on to fill. Their lens is their own country with its
own curious history, its own singular politics and a inevitably a
its own constrained perspective. The school of tomorrow, however,
is being invented not in a single nation, nor in a dialogue with a
near neighbour like Finland, but rather in every corner of the
world. And like never before, others' experience is within our
reach.But Leadership for Tomorrow is a book that is easy to enjoy.
It broadens thinking about what schools are for, doesn't use
uncertainty as a reason to retrench, and it offers the invitation
to disagree.Professor Ralph Tabberer, BBD Education
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