At a time when the dominant leadership behaviours in schools tend towards being more managerial and controlling, Mongon and Leadbeater present a refreshing and well argued case for an alternative approach which promotes an authorising climate for innovation and public value. The book will provide great solace for those school leaders who are seeking evidence to challenge the accepted modus operandi by encouraging them to give up power and see their schools becoming fully engaged with their local community. Through the fantastic concept of "disruptive innovation" schools leaders are to be encouraged to develop new capacities for themselves, their staff and students and for the locality and other providers through associate leadership.As a policy maker and school system leader I was thrilled to see such a coherent argument for a different model of practice unfold before me. As someone who seeks to authorise and promote innovation I have been limited in my endeavours by the paucity of powerful texts which support such practice. At long last a relatively brief, and very readable book, captures the essence of an alternative to the natural inclination towards control which so besets politicians and system leaders and in so doing promote a policy framework which in itself can be transformative.Never has it been more important to consider how we can release the enormous social capital which exists in our communities - and particularly the unique role which schools can play in releasing that benefit. Mongon and Leadbeater set out how school leaders, through promoting a culture of innovation which put public value at the very heart of the system - as opposed to being at the margins - are such key figures in enabling our society to fulfil that aspiration.

The text will be of value to leaders at all levels in the education and policy environment - not just as a one off read - but as a manual for change.