When Sir Tim Brighouse died last December, we were determined to do something that would mark his massive contribution to education.

A book seemed an obvious idea and we now have one, Unfinished Business - The life and legacy of Sir Tim Brighouse.

It is a tribute, but it is also a call to action, because his ambitions, values, ideas and approaches are as relevant today as they ever were.

Seize the opportunities

We would argue that they are more relevant at a time when we have a new government and some sense of possibility.

That said, Sir Tim would have been the first to recognise that genuine change that has a real impact on the lives of children, young people and those charged with educating them will never come just from government.

We need school leaders to seize the opportunities that might exist and make sure that teachers finally get the chance to make the weather in their classrooms.

That starts with having a clear sense of purpose and values, and leaders might do worse than draw on our understanding of what Sir Tim believed about schools.

The joy of good schools

Good schools are human places: exploiting every moment, warm in every crevice and celebrating learning for every person.

Good schools are joyous and purposeful places where people enjoy being together, connect with the real world, and experience memorable and funny events, happiness and sadness. They help pupils to think for themselves and act for others.

That encapsulates so many of the important ideas that Sir Tim sought to share with school leaders - a positive approach, a broad curriculum, a wide experience, being outward looking and, above all, having a clear purpose.

The idea of having pupils who think for themselves is far removed from our current obsession with delivery. The concept of “acting for others” is equally far removed from a philosophy rooted in competition and individual advancement.

School leaders need to think about what that means for them, because Sir Tim was always clear that context was vital, and schools could never achieve success by being clones.

He shared our view that “What works?” is a limited question compared with “What would work well here?”

Sir Tim realised the importance of culture, of focusing on how we behave and how we make each other feel.

Courteous, curious and interested

Sir Tim modelled that. He was unrelentingly courteous, curious and interested. We praise him as a speaker, but he was a genius at listening and, having listened, he responded with the power of praise, respect and recognition. All of that brought loyalty and, in his terms, “sustained discretionary effort”.

It may have been those working in classrooms, as implied above, who made the weather, but he built the shelterbelts and did his best to stop the incoming hurricanes of misguided policies and ideologically inspired demands. He knew the importance of creating sunshine.

Sir Tim was the classic example of “either and” rather than “either or”. He was the romantic who used the data, the statistician who could instil passion, the researcher who encouraged dreams.

He was the person who was always busy and yet always had time for others. He got results and made lasting, significant and substantial change.

Sir Tim brought curiosity, learning, engagement, consideration, support and encouragement to leadership. He exuded decency and we feel that all leaders need to emulate that now, when we are surrounded by othering, intolerance and hostility and where truth is under threat.

Succeed on everyone’s terms

The ultimate accolade to Sir Tim, and something that all leaders need to think about, is that he succeeded on almost everyone’s terms.

During his tenures in Birmingham and London, attainment improved as well as morale. Schools that had been a source of concern improved. He showed success in the hard indicators as much as in the soft ones.

He built great teams and established strong and supportive collaborations. He combined terrific self-belief and certainty with openness. He was a compass, never a sat-nav. He pointed a direction but allowed you to find a route. Because of this he could work with people who did not share all his views, and build wide and strong alliances. He knew where true north was and he kept his colleagues headed in that direction, knowing where to make a stand and when to craft a compromise.

The response to his death, the outpouring of grief and affection, has been a testament to this and it has come from across the political and educational spectrum. He made a difference.

He raised standards and he was loved. Unfinished Business is full of contributions from great thinkers, able politicians, school leaders, teachers, friends, colleagues and academics.

None of them is in any doubt that we all need to be more Tim.

Unfinished Business: The life and legacy of Sir Tim Brighouse - a tribute and a call to action is published by Crown House Publishing

Steve Munby is a visiting professor at UCL Institute of Education and a former chief executive of the National College for School Leadership. Sir Tim was his mentor for more than 20 years and Munby says he had a hugely positive impact on his own leadership

Mick Waters is a former teacher and headteacher who also worked as director of curriculum at the Qualifications and Curriculum Authority. Sir Tim was a long-time friend and colleague

David Cameron is an education consultant based in Scotland who has previously worked as a local authority director of children’s services and as a head of education. He tweets @realdcameron