Dr Mike Bosher was formerly the Deputy Headteacher at St John's School. He was the joint editor of the book 'Nurturing Independent Thinkers' published in 2005. Since retirement from Deputy Headship in 2007, he is involved in Initial Teacher Training as a part time member of the Education Department at Bath University. Dr Patrick Hazlewood, Headteacher at St John's School, Marlborough has long challenged the restrictive nature of the secondary curriculum and management practice. Leading pioneering work through the Opening Minds Project working with the RSA since 1999 he is currently a member of the Global Curriculum for the 21st Century steering Group

• Introduction Overview: the rapidly changing world of the current century has left key organisations unprepared to meet the challenges ahead. Preparation of people to be able to respond to changing and challenging environments is inadequate and requires a new mind set starting at the earliest stages of education.Why has leadership had to change to meet the demands of the C21? What is different?The change from the old style military command and control mode to:Transformational leadershipDelegated leadershipTransactional leadershipDistributed leadershipHow different does it need to be?Transition from the idea of management to one of leadershipCompare the needs of the past with the identified needs for the futureHow do other countries think about these issues?Chapter 1  Innovation and radical thinking in practiceThe context of an institution: A brief outline of the St John's School model:Structure of the current leadership frameworkLeadership philosophy with associated supporting literatureThe ‘management' of leadership -         explore the tautology of this-         leadership in other organisations - how do they undertake leadership/management issues?Chapter 2  Bringing about change in a national culture of dependencySo how does an institution go about changing its leadership structure?Getting the right cultureGetting the culture rightMoving to a value driven collegiate model the path and the processGetting the right staffProfessionals in an institutionProfessional autonomyChapter 3  Managing changeUsing one school as an exemplar, what was the old structure prior and how did it change?What were the influences that cause change to take place?What was the change process?What did it change to?What were the effects of that change?What were the barriers to that change?How did the leadership team overcome them?Chapter 4  A new paradigm                                                                             Collegiality and radical collegiality: what is it and what does it mean for leadership?How do you get there?Intellectual networkingInstitutions working in Federations or other similar groupings sharing like minded valuesChapter 5  ‘Management' of leadershipThe subliminal management processChapter 6  Getting the big wheel to turn Creating critical mass and momentum: How to achieve thisWhat are the nuts and bolts of implementation?Chapter 7  Impact on the local and international scaleWhat impact can we expect on the work force / client?What impact can we expect on the leaders/ managers?What impact can we expect on the organisation?What impact can we expect on performance?Chapter 8  The futureIf the holistic development of people from childhood through to the competitive and competent organisation of the workplace is to be considered essential to the future of organisations in particular and the world in general, then our view of management and who does it must also change.

"Anyone who knows Patrick Hazlewood and St John's School will have high expectations of any book which charts the complex and demanding journey that the school has been on in the last 10 years. This book doesn't disappoint. It tackles an area of huge significance -how can schools prepare our young people for the challenging futures that they will face in the 21st century? At least part of the answer lies in how the school is lead. The management and leadership structures within the school and the 'collegiality' - relationships between colleagues - which is fostered." Lesley James, Head of Education, RSA (Royal Society for the encouragement of Arts), February 2009

Dr Mike Bosher was formerly the Deputy Headteacher at St John's School. He was the joint editor of the book 'Nurturing Independent Thinkers' published in 2005. Since retirement from Deputy Headship in 2007, he is involved in Initial Teacher Training as a part time member of the Education Department at Bath University. Dr Patrick Hazlewood, Headteacher at St John's School, Marlborough has long challenged the restrictive nature of the secondary curriculum and management practice. Leading pioneering work through the Opening Minds Project working with the RSA since 1999 he is currently a member of the Global Curriculum for the 21st Century steering Group

• Introduction Overview: the rapidly changing world of the current century has left key organisations unprepared to meet the challenges ahead. Preparation of people to be able to respond to changing and challenging environments is inadequate and requires a new mind set starting at the earliest stages of education.Why has leadership had to change to meet the demands of the C21? What is different?The change from the old style military command and control mode to:Transformational leadershipDelegated leadershipTransactional leadershipDistributed leadershipHow different does it need to be?Transition from the idea of management to one of leadershipCompare the needs of the past with the identified needs for the futureHow do other countries think about these issues?Chapter 1  Innovation and radical thinking in practiceThe context of an institution: A brief outline of the St John's School model:Structure of the current leadership frameworkLeadership philosophy with associated supporting literatureThe ‘management' of leadership -         explore the tautology of this-         leadership in other organisations - how do they undertake leadership/management issues?Chapter 2  Bringing about change in a national culture of dependencySo how does an institution go about changing its leadership structure?Getting the right cultureGetting the culture rightMoving to a value driven collegiate model the path and the processGetting the right staffProfessionals in an institutionProfessional autonomyChapter 3  Managing changeUsing one school as an exemplar, what was the old structure prior and how did it change?What were the influences that cause change to take place?What was the change process?What did it change to?What were the effects of that change?What were the barriers to that change?How did the leadership team overcome them?Chapter 4  A new paradigm                                                                             Collegiality and radical collegiality: what is it and what does it mean for leadership?How do you get there?Intellectual networkingInstitutions working in Federations or other similar groupings sharing like minded valuesChapter 5  ‘Management' of leadershipThe subliminal management processChapter 6  Getting the big wheel to turn Creating critical mass and momentum: How to achieve thisWhat are the nuts and bolts of implementation?Chapter 7  Impact on the local and international scaleWhat impact can we expect on the work force / client?What impact can we expect on the leaders/ managers?What impact can we expect on the organisation?What impact can we expect on performance?Chapter 8  The futureIf the holistic development of people from childhood through to the competitive and competent organisation of the workplace is to be considered essential to the future of organisations in particular and the world in general, then our view of management and who does it must also change.

"Anyone who knows Patrick Hazlewood and St John's School will have high expectations of any book which charts the complex and demanding journey that the school has been on in the last 10 years. This book doesn't disappoint. It tackles an area of huge significance -how can schools prepare our young people for the challenging futures that they will face in the 21st century? At least part of the answer lies in how the school is lead. The management and leadership structures within the school and the 'collegiality' - relationships between colleagues - which is fostered." Lesley James, Head of Education, RSA (Royal Society for the encouragement of Arts), February 2009

Dr Mike Bosher was formerly the Deputy Headteacher at St John's School. He was the joint editor of the book 'Nurturing Independent Thinkers' published in 2005. Since retirement from Deputy Headship in 2007, he is involved in Initial Teacher Training as a part time member of the Education Department at Bath University. Dr Patrick Hazlewood, Headteacher at St John's School, Marlborough has long challenged the restrictive nature of the secondary curriculum and management practice. Leading pioneering work through the Opening Minds Project working with the RSA since 1999 he is currently a member of the Global Curriculum for the 21st Century steering Group

• Introduction Overview: the rapidly changing world of the current century has left key organisations unprepared to meet the challenges ahead. Preparation of people to be able to respond to changing and challenging environments is inadequate and requires a new mind set starting at the earliest stages of education.Why has leadership had to change to meet the demands of the C21? What is different?The change from the old style military command and control mode to:Transformational leadershipDelegated leadershipTransactional leadershipDistributed leadershipHow different does it need to be?Transition from the idea of management to one of leadershipCompare the needs of the past with the identified needs for the futureHow do other countries think about these issues?Chapter 1  Innovation and radical thinking in practiceThe context of an institution: A brief outline of the St John's School model:Structure of the current leadership frameworkLeadership philosophy with associated supporting literatureThe ‘management' of leadership -         explore the tautology of this-         leadership in other organisations - how do they undertake leadership/management issues?Chapter 2  Bringing about change in a national culture of dependencySo how does an institution go about changing its leadership structure?Getting the right cultureGetting the culture rightMoving to a value driven collegiate model the path and the processGetting the right staffProfessionals in an institutionProfessional autonomyChapter 3  Managing changeUsing one school as an exemplar, what was the old structure prior and how did it change?What were the influences that cause change to take place?What was the change process?What did it change to?What were the effects of that change?What were the barriers to that change?How did the leadership team overcome them?Chapter 4  A new paradigm                                                                             Collegiality and radical collegiality: what is it and what does it mean for leadership?How do you get there?Intellectual networkingInstitutions working in Federations or other similar groupings sharing like minded valuesChapter 5  ‘Management' of leadershipThe subliminal management processChapter 6  Getting the big wheel to turn Creating critical mass and momentum: How to achieve thisWhat are the nuts and bolts of implementation?Chapter 7  Impact on the local and international scaleWhat impact can we expect on the work force / client?What impact can we expect on the leaders/ managers?What impact can we expect on the organisation?What impact can we expect on performance?Chapter 8  The futureIf the holistic development of people from childhood through to the competitive and competent organisation of the workplace is to be considered essential to the future of organisations in particular and the world in general, then our view of management and who does it must also change.

"Anyone who knows Patrick Hazlewood and St John's School will have high expectations of any book which charts the complex and demanding journey that the school has been on in the last 10 years. This book doesn't disappoint. It tackles an area of huge significance -how can schools prepare our young people for the challenging futures that they will face in the 21st century? At least part of the answer lies in how the school is lead. The management and leadership structures within the school and the 'collegiality' - relationships between colleagues - which is fostered." Lesley James, Head of Education, RSA (Royal Society for the encouragement of Arts), February 2009