ABSTRACT
When the work began with schools we had no preconceptions or ideas of how things would develop, but we ended up realising that this work was not just about bringing leadership into the school curriculum or even developing leadership in the classroom either for teachers or pupils. We realised that our work was a practical way to transform schools. Not in the manner of governments, which is prescriptive, or using the process of ‘remodelling’ with a list of what teachers should no longer do, but through developing a leadership ethos in schools where teachers are valued as professionals and young people valued as creative human beings. The fundamental point is that leadership is a catalyst for transformation. It might even help to reform education itself.
