Institute of Leadership, UK

I think this book would be widely welcomed in English speaking countries and probably elsewhere. It would be of considerable interest to headteachers and teachers generally and would add to the thinking about personalised education. We tend to have a limited view of the leadership abilities children and young people can develop and there is much to be said for expanding our thinking on this subject. It would also be of interest to the student market and to teacher trainers.I think this is a very promising proposal and I would certainly recommend that you publish this book. I look forward to reading it! Joan DeanI the book should be published, if its main drive and energy is in offering guidance to educators in an experiential way, and if it takes forward what is already being achieved in this area. Elizabeth Holmes

• Introduction Part 1 The Teachers' Perspective 1. What leadership means to teachers 2. Factors affecting a child's leadership ability 3. Teachers as leaders Part 2 The Pupils Perspective 4. What leadership means to pupils 5. How and when children gain leadership skills 6. Does the type of school a child attaends affect their leadership ability Part 3 The Implementation 7. How to strengthen good practice in schools 8: Developing what teachers do in the classroom 9: Supporting leadership learning Conclusion

Institute of Leadership, UK

I think this book would be widely welcomed in English speaking countries and probably elsewhere. It would be of considerable interest to headteachers and teachers generally and would add to the thinking about personalised education. We tend to have a limited view of the leadership abilities children and young people can develop and there is much to be said for expanding our thinking on this subject. It would also be of interest to the student market and to teacher trainers.I think this is a very promising proposal and I would certainly recommend that you publish this book. I look forward to reading it! Joan DeanI the book should be published, if its main drive and energy is in offering guidance to educators in an experiential way, and if it takes forward what is already being achieved in this area. Elizabeth Holmes

• Introduction Part 1 The Teachers' Perspective 1. What leadership means to teachers 2. Factors affecting a child's leadership ability 3. Teachers as leaders Part 2 The Pupils Perspective 4. What leadership means to pupils 5. How and when children gain leadership skills 6. Does the type of school a child attaends affect their leadership ability Part 3 The Implementation 7. How to strengthen good practice in schools 8: Developing what teachers do in the classroom 9: Supporting leadership learning Conclusion