Leadership for Tomorrow

Beyond the school improvement horizon

By: Andrew Hobbs , John West-Burnham , Malcolm Groves


Or purchase digital products from our partners:


Products specifications
Attribute nameAttribute value
Size222 x 182mm
PublishedNovember 2017

Presents school leaders with a vision-led analysis of what needs to change if schools are really to equip children and young people to thrive in our ever-changing world.

In Leadership for Tomorrow: Beyond the school improvement horizon Malcolm Groves, Andrew Hobbs, and John West-Burnham present a vision-led analysis of what needs to change if schools are really to equip children and young people to thrive in our ever-changing world.

Continually adding improvements to existing models of schooling isn't enough: we need a more radical reconceptualisation of schooling's function and purpose. We need school leaders who can look beyond the horizon and lead on the strength of lessons learned from the here and now. In Leadership for Tomorrow Groves, Hobbs, and West-Burnham expertly examine what needs to change if we are to lead our schools beyond today's limited school improvement horizon, and explore the nature of the change leadership which can make this happen.

Rooted in the direct experience of innovative and successful school leaders, Leadership for Tomorrow presents a wide range of strategies and case studies that will enable and inspire leaders to future-proof their school improvement approach and to fashion better futures for the children and young people in their care. Furthermore, by sharing their research-informed insight into – and vision for – the evolving nature of education, the authors hope to encourage leaders to go further in building both their own and their school's capacity to live, learn, and grow successfully.

Split into three parts that interweave both theory and practice, Leadership for Tomorrow poses a number of questions throughout to stimulate thinking about current and emerging issues in education and argue that consequent responses will vary in different contexts. Part One sets out and justifies theoretically the principles and values that underpin the authors' vision for education, and signposts the evidence which highlights the limitations of short-term thinking and the reasons for why it is destined to fail. In Part Two the authors focus on more practical matters by presenting case studies of five school leaders to examine their work through the lens of the four-quadrant Schools of Tomorrow Framework, which depicts the 'beyond outstanding' school as one that delivers highly effective family and community engagement and preparation for the future, as well as the highest levels of achievement and of well-being and involvement. Part Three then blends theory and practice with an in-depth analysis of what these leaders' experiences can tell us about developing new understandings of leading change and school improvement for the future, which are at one and the same time values based and evidence informed.

Leadership for Tomorrow is the result of nearly a decade of thinking, research, and observation of leadership practice which Groves, Hobbs, and West-Burnham have undertaken in a range of settings; the authors have written up some of this experience previously for Schools of Tomorrow (SoTo) ' a small research and development group made up of school leaders working together to shape a better future for their schools.

Whilst Leadership for Tomorrow is primarily focused on changes within the English educational system, the authors hope that the lessons derived from the book's content will be of interest to leaders in other school systems too.

Suitable for school leaders, those preparing for leadership, and those with an interest in leadership development and policy.

Contents include:

Part One: The Case for Change

1. Values and Principles: Four Propositions

2. Tensions and Contradictions: Five Major Challenges School Leaders Face Today

3. A World of Change: Ten Major Global Trends That Challenge Our Conceptions of Education and Learning

Part Two: Towards Tomorrow

4. The Achievement Quadrant

5. The Well-being Quadrant

6. The Preparation for the Future Quadrant

7. The Family and Community Engagement Quadrant

Part Three: Leading for Tomorrow Today

8. Understanding and Leading Change: Six Defining Characteristics of Leadership for Tomorrow

9. Connected Leadership: Two Areas of Focus for Thinking Differently about School Improvement

10. Leading Oneself Futureword

Leadership for Tomorrow is featured in Volume 8.4 of School Leadership Today – click here and check out pages 57–64 for more information!

Picture for author Andrew Hobbs

Andrew Hobbs

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.

Click here to watch the Leadership for Tomorrow video.

Picture for author John West-Burnham

John West-Burnham

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. 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.

Picture for author Malcolm Groves

Malcolm Groves

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.



Write your own review