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Innovation Leadership in Education

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Dealing with the 21st Century Teaching and Learning to produce Life long Learners to cope with current and future demand where Change is the only Constant now.

Dealing with the 21st Century Teaching and Learning to produce Life long Learners to cope with current and future demand where Change is the only Constant now.

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  • In recent years, some schools of education have charted new direction in the mission and purpose of their graduate leadership preparation programs and used innovative approaches to student selection, content, instructional strategies and field experiences to address new priorities for leadership.
    Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
  • Transcript

    • 1. Nov29 – Dec1 Baguio City, 2013 PHILIPPINES
    • 2. Course Outline   21st Century Teaching and learning  Innovation Leadership in Education  Nov29 – Dec1 2013 Introduction Leadership, Innovation and Why Educational Innovation? 7 Steps to becoming an Innovative Leader  18 Steps to Better Educational Innovation Leadership (Advice from Christensen’s Innovator’s DNA)
    • 3. Innovative Leadership and its formal preparation is the most recent focus in education reform to improve schools to serve all children well. In recent years, schools have charted new direction in their graduate leadership preparation programs using innovative approaches to student selection, content, instructional strategies and field experiences to address new priorities for leadership. Inter-institutional collaborations in program delivery and evaluation drives these new directions and forms of innovation.
    • 4. Example: To be the center of excellence, renown internationally for Innovative Educational Leadership exceeding expectation of 21st Century National Standards put forward By the Teacher Training Agency
    • 5. Leadership Definition Leadership : described as “a process of social influence  in which one person can enlist the aid and support of others in the accomplishment of a common task”. Good leaders- made not born. Effective leader- desire and will power through a never ending process of selfstudy, education, training, and experience (Jago, 1982). To inspire your workers into higher levels of teamwork, you must:- -be, know and, do. These do not come naturally, but are acquired through continual work and study. Good leaders continually improve their leadership skills; they are NOT resting on their laurels.
    • 6. Innovation means first different, then better. That is, innovating is a fundamentally different way of doing things that result in considerably better, and perhaps different, outcomes.  Both the 'different' and the 'better' must be significant and substantial. 
    • 7. ‘‘But if you define innovation as doing things radically differently rather than just doing them well, right now many of the best charters are triumphs of execution rather than Innovation’’. Washor's piece for The Huffington Post,  published in October, 2009:
    • 8. When it comes to education, what does the word innovation mean to you?
    • 9. Innovation in Education “Personally I feel that innovation in education should be defined as making it easier for teachers and students to do the things THEY want to do. These are the innovations that succeed, scale and sustain.” – Rob Abel, USA
    • 10. Innovation in Education Educators need to think of innovating as those actions that significantly challenge key assumptions about schools and the way they operate. Therefore, to innovate is to question the 'box' in which we operate and to innovate outside of it as well as within.”
    • 11.  If we redesign schools to get better results on 20th-century outcomes, our students will be poorly served.  Innovation requires risk and it requires patience -most inventions that are commonplace today are the results of thousands of iterations based both on success and failure.
    • 12. While many of the charter schools and charter organizations are making huge improvements in traditional outcomes for students, most are not new or different.  Many of the proposed improvements in teacher education and evaluation, student assessment, and school design in traditional public schools do not seem to be novel.  Yet the challenges that we face in improving learning and life outcomes require true innovation.  As Washor states, We need solutions that are both different and better.
    • 13. Driving Innovation and Collaboration Innovations are commonly thought of as new and game changing. However, many innovations are improvements on something that already exists. It is important to create a culture of innovation within your organization, which means supporting productive failure. The stages Cycle of Innovation will help your organization become successful in identifying new ideas, implementing and integrating them into your operations. You must engrain this cycle into the DNA of your
    • 14. Blink! . . ten years pass by.  It’s now end of 2013!.  A brand new generation of institutional leaders is taking the reins.  The world has continued to shrink and is much smaller. Technology continued an unabated, unchecked progression; what is now futuristic has become commonplace.  Complexity is the daily norm, and CHANGE the only constant.  Opportunities, problems and grand challenges abound.
    • 15. Will this new generation of leaders be innovators, or followers?..., strong, resilient problem solvers, or servants of the status quo?  The answer has everything to do with education . . . or how education is adapted to the realities and wonderful opportunities of the not-too-distant future.
    • 16. What do educators need to provide for the next generation of positive, innovative leaders? If core competencies are assumed (engineers need to engineer, accountants need to account, writers need to write and so on…) What will be the key elements of an education that might help students become lifelong learners, successful in multiple, varied career paths?
    • 17. Before
    • 18. Now!
    • 19. Is it better for students to be involved in innovative practices than participate in highly effective traditional programs? or, Should we play it safe and have them attend schools that look like the schools we attended 30 years ago and our parents 60 years ago and grandparents, 90 years ago? Currently, most schools are not much different than the one our grandparents attended in the 1920s!.
    • 20. So, What is Innovation Leadership?
    • 21. Innovation Leadership is………. synthesizing different leadership styles in organizations to influence to produce creative ideas, products, services and solutions. Dr. David Gliddon (2006) developed the competency model of innovation leaders and established the concept of innovation leadership at Penn State University. The key role in the practice of innovation leadership is the… Innovation Leader. 
    • 22. Innovation Leadership As an approach to organization development, innovation leadership can be used to support the achievement of the mission or vision of an organization or school. In an ever changing world with new technologies and processes, it is becoming necessary to think innovatively in order to ensure their continued success and stay competitive.
    • 23. Adapting to new changes in Leadership   “the need for innovation in organizations has resulted in a new focus on the role of leaders in shaping the nature and success of creative efforts” in order to adapt to new changes. Without innovation leadership, organizations are likely to struggle.
    • 24. The 21st century shift, Innovative Thinking This new call for innovation, a shift from 20th century traditional view of organizational practices, which discouraged employee innovative behaviors, to the 21st century view of valuing innovative thinking as a “potentially powerful influence on organizational performance”.
    • 25. 21st Century Teaching & Learning Our students are waiting for 21st century learning, and our world is awaiting graduates who can succeed and flourish in fast-changing times. None of this is to say that everything must change, hardly.   There are many, oh-somany thing we do that should never change.  
    • 26. 21st Century Teaching & Learning •21st Century Careers •The new “3 C’s” of Education •21st Century Skills •21st Century Skills & Literacy •Upgrade your Lessons
    • 27. ‘If a Child can’t learn the way we teach, maybe we should ‘teach the way they learn’.
    • 28. 21st Century Careers 21st century careers is all about CHANGE in our thinking, strategies and behaviors to those that work in the new everchanging and challenging environment to meet the challenges of the times.  A need to keep yourself current, resilient through continuous learning, as well as connected to your values is the career of the 21st century.
    • 29. Where are we today? Browse horizontally across the 21st Century Skill & Literacy. Put a ‘tick’ if you are familiar with the skill. Go through the 6 Skills from top to bottom. Sum up the total and see your Score!. Your 21th Century Skills & Literacy score is as below, (Total)19 X 100% 54 Total: 19 Literacy Score = 35%
    • 30. CHANGE IMPROVEMENT WITHOUT ENDING Constant Change -today’s era. To stay competitive, -manage the present and plan the future. -problem is, can’t have the same people doing both jobs. If present time people with operational responsibilities are asked to think about the future, they will kill it. Without Change for the better (Kaizen), there will be no Continuous Improvement to be Competitive in the current Global competition.
    • 31. The new “3 C’s” of Education 21st Century Teaching & Learning Communicate Collaborate Create To live and succeed in the present world, students will need for an increased focus on communication, collaboration, and creativity and an emphasis on teaching them to use technology in order to learn how to learn, solve problems, and think creatively.
    • 32. 21st Century Skills Students must be taught how to use technology efficiently and effectively, ethically and appropriately, safely and respectfully to learn how to learn, solve problems, and think creatively.
    • 33. Seven steps to becoming an Innovative Leader. -shared by Cheryl Lemke on Innovative Leadership. President and CEO of the education technology consulting firm Metiri Group
    • 34. Step1. Embrace the challenge Innovative leaders do not delegate creativity and innovation; they lead it. And innovative leaders cultivate a culture of critical and creative thinking that takes on challenges. By the way, creativity topped the list of the most important leadership qualities needed over the next five years, according to a 2010 IBM poll of 1,500 CEOs.
    • 35. Step1. Embrace the challenge At High Tech in the San Diego area, leaders challenged the concept that they had to move students from class to class throughout the day. They presented the staff with the challenge and asked them to come up with a creative solution. As a result, the teachers created a new schedule. In the morning, one educator teaches language arts and social studies. And in the afternoon, another educator teaches math and science.
    • 36. Step2. Drive change through collective creativity and knowledge Innovative leaders show creativity and seek knowledge. When they drive change, they both tolerate and criticize digital technology — and the way kids use it.   
    • 37. Step3. Shape the culture Innovative leaders create a culture of risk, change, critical and creative thinking. They think for themselves, and not just follow rules blindly. A shift from rules to principles. Schools are open to different ideas and break established rules when they no longer make sense. They ask hard questions and expect the school community to grapple with the questions alongside them. And they really listen to what educators say.
    • 38. Step 3. Shape the culture "As a leader, if you’re in a meeting, you should be talking the least of anyone else in that meeting,” Lemke said. A number of years ago, a new principal in Illinois met with his staff and said they had one year to turn their school around. If they didn't, the Illinois State Board of Education would shut it down.
    • 39. Step 3. Shape the culture The principal didn't change any of the staff members in the school when he arrived. Instead, he asked for their ideas on how to meet the challenge. He said they had to break some rules and wanted to know what they really wanted to do. "By the end of the year, they had a plan in place, and the following year they were off probation," Lemke said. "It was really astounding.” 
    • 40. Step 4. Establish a Professional Learning System Innovative leaders create professional learning communities in their schools. According to Professional Learning in the Learning Profession:, effective professional learning is: sustained over time, content-based embedded in professional learning communities focused on concrete tasks in teaching, assessment, observation and reflection modeled in authentic settings  
    • 41. Step 5. Decide and systematize Innovative leaders create a blueprint of principles, professional development, strategies, approaches and resources. Then they get out of the way and let their staff figure out the details. 
    • 42. Step 6. Ensure digital access and infrastructure Innovative leaders will build the capacity for teachers and students to learn through blogs, wikis and virtual environments by laying a solid infrastructure foundation. "Without that, you’re not going to be able to orchestrate a lot of the things that they’re doing,” Lemke said.   
    • 43. Step 7. Demand accountability Innovative leaders delegate responsibility but put accountability in place. In the beginning, they set low stakes so that people become comfortable with taking risks, failing and learning by experience. "The people that you have in your system right now are capable of doing the kind of innovation we want to happen," she said. "Many of them just don’t have the opportunity.” In conclusion, she said that Innovative leaders need to give them that opportunity!.
    • 44. Successful schools have a clear sense of direction through Vision Statement. –shared & derived through a visioning process involving all members of the school. Once affirmed, it needs to be able to be articulated by all. -when achieved, everyone can then align their efforts behind the vision and by a process of self-reference and professional development the school will reach. Translation into reality by means of a Teaching Framework or belief system.
    • 45. Leadership for 21st Century Schools (Hallinger, 2003) Framing school goals Communicating school goals Supervising & evaluating instruction Coordinating curriculum Monitoring student progress Protecting instructional time Promoting professional development Maintaining high visibility Providing incentives for learning Providing incentives for teachers
    • 46. What You Can Do to Become Stronger Innovation Leaders in Your School?, ...What are we doing to do more of and become better at…
    • 47. Five Core Skills of Innovators Framework Associating, Questioning, Observing, Networking, Experimenting.
    • 48. School leadership The focus of above five traits, particularly for teaching and learning is upon School Leadership concluding three chapters, People, Processes, and Philosophies to draw and to offer 15 takeaways for Principals and School Leaders:
    • 49. Heidi Hayes Jacobs: ”If you’re not updating your curriculum, you are saying that nothing is changing.”   “Nearly two-thirds (63 percent) of school administrators who responded to a recent survey said 1:1 computing classrooms where teachers act as a coach for students are the future of education.” (T.H.E Journal)  
    • 50. “Innovative teaching supports students’ development of the skills that will help them thrive in future life and work.” (IT Research) 
    • 51. The pressure to adapt is the need to innovate. But how? When faced with confusion or a problem, our instinct is to repair it with order. We examine and analyze the situation, looking for logic. Unfortunately, the rapid analysis and rational decision-making used has serious limitations. Current problems and circumstances become so complex, they don’t fit previous patterns. We don’t recognize the situation. We can’t automatically know what to do.
    • 52. The pressure to adapt is the need to innovate. But how? What worked before doesn’t work today. To make effective sense of unfamiliar situations and complex challenges, we must have a grasp of the whole situation, its variables, unknowns and mysterious forces. This requires skills beyond everyday analysis. It requires Innovation Leadership.
    • 53. Adapted from Christensen’s Innovator’s DNA, a fine resource for thinking about practical and inspirational steps we can all take as school-leaders to advance educational innovation within our schools.  Seeking to facilitate our students’ development of more innovative mindsets from Clayton Christensen (et.al) 
    • 54. 1. Own as Principal the role of Innovator-in-Chief: You can’t delegate innovation: “Innovation distinguishes between a leader and a follower’’ Steve Jobs.
    • 55. 2. Make your practice of “active innovation” visible  -such that “everyone sees or hears about it.”  It is not just practice innovation ourselves, but find ways to demonstrate it publicly to model it for our communities and inspire those with whom we work.   In faculty meetings,  student assemblies, or online via blogging and social media, find ways to showcase your innovation leadership.
    • 56. 3.Create complementary teams… …in school leadership, balancing innovation to discover strengths at the top with delivery skills very nearby.   ”Delivery skills” analyzing planning self-disciplined detail oriented implementing
    • 57. Take initiative as Principal to observe closely what other schools are doing, from across many educational sectors: K-12 and post-secondary, private, public, charter, etc. My own most powerful learning and innovativemind developing activity has been, visiting other schools shadowing students, and blogging my observations.
    • 58. 5.”Arrange for employee swaps” -with other schools and organizations. This is something almost never heard of in education, but what a great Idea!  Swap elementary and high school teachers for a week, swap admin and teachers inside the same school or better with schools with sharply different methodologies or philosophies.
    • 59. 5.”Arrange for employee swaps” At our school we are embarking on teacher swaps with our two new “sister” schools in Hermosillo, Mexico, and believe the result will be greater innovation in both schools. 
    • 60. 6.  Ask Why?   Use this method as school-leader with your team and with your constituencies:  ”When confronted with a problem, ask yourself why at least 5 times to unravel causal chains and spark ideas for innovative solutions.”
    • 61. 7. Seek people who “had invented something” -when hiring…., “seek people who held deep expertise in a particular knowledge area, and demonstrated a passion to change the world through excellent products and services.”  ”Clearly if companies want innovative ideas from employees, they should screen for innovation potential in the hiring process.” 
    • 62. 8.”Innovators want to work with, and for other innovators.”  With each innovation hire, and each positive step modeling and positively reinforcing innovation, you are turning the flywheel in your school for increased momentum towards becoming an innovation hub.  
    • 63. 9.  Embed innovation as an “explicit”, consistent element of performance reviews   Ask every teacher every year in self-evaluation and performance review to identify and reflect upon their innovative practices, risks taken, and lessons learned.  Hold everyone accountable for the practice of innovation.
    • 64. 10. ”Develop formal and informal processes to facilitate knowledge exchanges.”  to help our fine people We need share more than they do at present in our schools; we need to lift them up out of classroom silos and into collaborative exchanges. Is there more we can do to help teachers and administrators have lunch together? Can we set up online sharing networks for people to contribute to from across the organization?  
    • 65. 10. ”Develop formal and informal processes to facilitate knowledge exchanges.”   Are we doing enough to generate PLC’s?   ”It’s totally possible for you to be sitting by someone who has been working in an area that you were not interested in.   And then suddenly a discussion with that person may trigger some new ideas for both of you.”  
    • 66. 11. Network externally.   Our silos are not only within our schools, but our schools themselves are too often silos, isolated from strong networks. “Over the last few years, companies have increasingly looked outside their own walls for new ideas.”  One example I have seen of highlighting this kind of external networking comes from New York’s Riverdale Country School, which has a web-page celebrating all its many external organization connections, a page they are regularly seeking to add to and strengthen.   To quote: “Riverdale is a great school, but great institutions are measured by their collaboration with other great organizations.
    • 67. 12. Practice Beta testing and Prototyping.   It is not enough to come up with ideas; as Principals we have to put them in place and see what happens. The book quotes leading innovators:   “How do I do this now?”  ”Screw it. Let’s do it.” As at Google, “Institutionalize experiments by using “beta” labels to release products early and often for public trials, allowing Google to quickly get direct customer feedback.   It pursues innovation by having hundreds of small teams persue and pilot new projects simultaneously.”  
    • 68. 12. Practice Beta testing and Prototyping.  My favorite word in educational leadership is “pilot.” I regularly attach it to experiments underway, letting people know there is room here for multiple iterations, and if it doesn’t end up being effective, we’ll take it down and try another approach.
    • 69. 13. Build many small, diverse teams for projects. At Google, “engineers typically work in teams of only three to six people. ‘We try to keep it small. You just don’t get productivity  out of large groups.’   The result is an empowered, flexible organization with small teams pursuing hundreds of projects, an approach that Schmidt claims ‘lets a thousand flowers bloom.’”  
    • 70. 13. Build many small, diverse teams for projects. Remember Margaret Mead: ”Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” 
    • 71. 14. Communicate and reinforce that Innovation is everyone’s job.  To read and realize that “the Think Different  campaign at Apple “targeted Apple’s employees as much as its customers.” Steve Jobs explained: “The whole purpose of the Think Different campaign was that people had forgotten what Apple stood for, including its employees.”  What are we doing to convey effectively that “innovation is everyone’s job”  
    • 72. 15. Make innovation an explicit core value of your school ”Companies incorporate innovation, creativity, and curiosity into their core values, in word and deed.”   At my current school, we embedded the importance of “innovation” in our mission and our slogan: “Creating Leaders and Innovators.”
    • 73. 16. “Give more time for innovation.” ”Innovative leaders know that innovation doesn’t just happen but requires a significant time commitment… budget more human and financial resources to innovation activities.”  One of our greatest opportunities as school leaders is also one of our most challenging, but let’s not yield in the face of the difficulty: Find, carve out, insist upon more time for collaboration, more time for shared reflective practice, and more time for innovation.
    • 74. 17. Create “a safe space for others to innovate.” Encourage questions, especially tough ones, and watch and listen.  Encourage everybody to ask why on a daily basis.   ”Researchers call this psychological safety in which team members willingly express opinions, take risks, run experiments, and acknowledge mistakes without punishment.” 
    • 75. 18. Model your risk taking and your learning from failure.  Principals can make more visible their risks, their failures, and their learning from failure, to better model these practices.     ”The most essential part of creativity is not being afraid to Fall. For innovators and innovative companies alike mistakes are nothing to be ashamed of. They are an expected cost of doing business.  ‘You do enough new things and you’re going to bet wrong,’ says Jeff Bezos.”
    • 76. Innovative learning - inside or outside of school walls? Sitting in a classroom learning information is rapidly disappearing. Innovative ways to become engaged in the learning process and to increase content knowledge , - occurs in the community, working on projects or to sustain the school itself.
    • 77. Field-Based Learning ◦ Practice skills in a realistic setting, more likely to see the big picture behind what they are learning. Field-based learning provides that opportunity. An innovative program gives student a chance to perform work in a real-life setting. For example, students who are learning about ancient history might spend time working on an archeological dig in the area.
    • 78. Mentoring - an innovative practice being implemented in schools across the nation. Often, mentoring consists of experienced teachers assisting teachers who are new to the field. ◦ Mentoring programs train students to mentor other students are on the rise - helping new students to integrate into the school, assist in conflict resolution and do peer tutoring. Mentoring provides opportunity to be leaders and can help unify a student body.
    • 79. Project-Based Learning Projects can show students how disciplines as diverse as English, science and math are interrelated - can be developed to accommodate almost any curriculum. For example, A science teacher builds an Electrolyzer with the students to demonstrate Electrolysis of water with soda to its gases form , who learned all of the skills that accompany the built and implementation and were engaged in the process. The students enjoyed the recognition the project and gained confidence in their abilities.
    • 80. m/pages /Timsw.facebook.co https://ww 120279?ref=hl fuel/112328142 Water
    • 81. Be Blessed! Timothy Wooi Innovator & Lean Principal Consultant, Certified Kaizen Specialist cum TPM Trainer Add: 20C,Taman Bahagia, 06000, Jitra, KedahEmail:timothywooi2@gmail.com H/p: +6 019 4514007 https://www.facebook.com/timothywooi https://www.facebook.com/pages/Tims -Waterfuel/112328142120279?ref=hl
    • 82.  Principal Consultant for Lean Management. Certified Kaizen Specialist & TPM with 30 over years working experience.  Provides Technical Consulting Services on TPM, Kaizen, Cellular system & Moonshine set up.  An Innovator with Mechanical background that adopts Green Living. Innovates by Recycling and Reusing Idle resources to eliminate waste to add Value to promote Green.  Timothy Wooi Founder of Tim’s Waterfuel, an alternative Hydroxy fuel supplement using Water that adds power and reduce Co2 emission on automobiles. Add: 20C, Taman Bahagia, 06000, Jitra, Kedah Email: timothywooi2@gmail.com  H/p: 019 4514007 (Malaysia) An NGO Community worker for Prison, Drug Rehabilitation and CREST North (Crisis Relieve & Training) Malaysia, an organization that respond to Crisis & Flood.