Innovation Leadership in Education- A technique that combines different leadership styles to influence to produce creative ideas, innovative products and servicesUnlike most educational policy, the focus is not focus on improving existing educational systems but on changing them altogether. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing interdependent world.

1. PHILLIPINE
S
Tacloban City
11–13 Mar 201611–13 Mar 2016

2.  Principal Consultant for Lean Management.
Certified ‘Train the Trainer’ & Kaizen
Specialist with 30 over years working
experience.
Provides Technical Consulting Services on
Lean, Kaizen & 21st
Century Manufacturing.
 An Innovative Engineer that innovates by
Recycling & Reusing Idle resources to
promote Green.
 Founder of Tim’s Waterfuel an alternative
fuel supplement using Water to add power
& reduce Co2 emission on automobiles.
 Rode 24 Countries, 18,290km,4 months 11
days 6 3/4 hrs from Malaysia to London on
just a 125 cc.
Timothy Wooi
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: 019 4514007 (Malaysia)

3. Your name
please…..,
&
Why are you here?

4. Lets see…

5.  Introduction:
Leadership, Innovation and
Innovation Leadership
 21st Century Teaching & Learning
 Leading Innovation in Education
7 Steps in Leading Innovation
 Project Based Learning: Leading
Edges of Innovation in Schools
 Learning by Doing
Six Teacher’s transitions into
Project Based Learning (PBL)
11-13 Mar11-13 Mar
20162016
Course OutlineCourse Outline

6.  Innovation means first different,
then better. It is a fundamentally
different way of doing things with
better, and perhaps different,
outcomes.
 Both the 'different' and the 'better'
must be significant and
substantial.

7. ‘‘Doing things radically differently rather than just doing
them well, are just triumphs of execution not Innovation’’
(Washor's piece for The Huffington Post, published in Oct, 2009)

8. “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
Innovation in Education
Innovation Leadership inInnovation Leadership in
EducationEducation

9. “a process of intentional influence with the ability to
motivate others to gain support to achieve a common goal ”
Good leaders…made or born?
Good leaders are made.
Effective Leader-
desire and will power through a
never ending process of self-study,
education, training, and experience .
(Jago, 1982).
To inspire…., you must:- be, know
and, do.
Leadership
Innovation Leadership inInnovation Leadership in
EducationEducation

10. When it comes to
education, what
does the word
Innovation mean
to you?

11. 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.”
Innovation in Education
Innovation Leadership inInnovation Leadership in
EducationEducation

12.  Huge improvements made by charter schools and
organizations in traditional outcomes for students,
most are not new or different.
 Many of the proposed improvements in teacher
education & evaluation, student assessment, and
school design in traditional public schools do not
seem to be novel.
 Yet the challenges in improving learning and life
outcomes require true Innovation.
As Washor states,
‘We need solutions that are both different and better.’
Innovation Leadership inInnovation Leadership in
EducationEducation

13.  If we redesign schools to get better results
on 20th-century outcomes, our students will
be poorly served.
 Innovation requires risk and patience as
most inventions commonplace today are
results of thousands of iterations based both
on success and failure.
Innovation Leadership inInnovation Leadership in
EducationEducation

14. Driving Innovation and Collaboration
-helps your organization
become
- successful in identifying new
ideas, implementing and
integrating them into
operations.
You must engrain this cycle
into the DNA of your
organization.
Innovations - thought of as new and game changing.
However many innovations are merely improvements on
something that already exists.
Its important to create a culture of innovation within your
organization, - supporting productive failure.

15. 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.
Blink! . . ten years pass by. It’s now end of
2015!.

16. Take 5!
How Paradigm are formed

17. 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.
Will this new generation of leaders be innovators,
or followers?..., strong, resilient problem solvers,
or servants of the status quo?

18. The reason for education
is simple and straight
forward that is:
- to prepare students,
predominantly young
adults, for future success.
Education
- process of facilitating learning, transferring
knowledge, skills, values, beliefs, and habits to
others, through….. storytelling, discussion,
teaching, training, or research.

19. 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 life-
long learners, successful in
multiple, varied career paths?
What do educators need to provide for the next
generation of positive, innovative leaders?

20. Before

21. Now!

22. 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?
Is it better for students to be involved in
innovative practices than participate in highly
effective traditional programs?
Currently, most schools are not much
different than the one our grandparents
attended in the 1920s!.

23. So, What is
Innovation
Leadership?

24. Innovation Leadership in Education
A technique that combines different leadership styles to
influence to produce creative ideas, innovative products
and services.
In recent years, schools have
charted new approaches in leading
Innovation by transforming :
Yourself, your Students and your
School to cultivate the habits and
mindsets of innovators, to open the
floodgates of creativity and
generate ideas that you can take
with confidence.
Dr. David Gliddon (2006) developed the competency model of innovation leaders and
established the concept of innovation leadership at Penn State University.

25. 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.
Innovation Leadership
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.

26. Once affirmed, it needs to be able
to be articulated by all.
- when achieved, all can then align
their efforts behind the vision and
through self-reference and
development the school will reach.
Translated into reality by means of
a Teaching Framework or belief
system.
Successful schools have a clear sense of direction
through Vision Statement. – shared & derived through a
visioning process involving all members of the school.

27. To be the center of excellence,To be the center of excellence,
renown internationally forrenown internationally for
Innovative EducationalInnovative Educational
LeadershipLeadership
exceeding expectation of 21exceeding expectation of 21stst
Century National Standards put
forward By the Teacher
Training Agency

28. (Hallinger, 2003)
Commu-
nicating
school
goals
Supervising
& evaluating
instruction
Providing incentives
for teachers
Widely used Instructional Leadership model
Framing
school
goals
Coordinating
curriculum
Monitoring student
progress
Protecting
instructional
time
Promoting
professional
development
Maintaining
high visibility
Providing
incentives for
learning

29. What You Can Do to become
Stronger Innovation Leaders in
Your School, and…
...What are we doing
to do more
of and
become better at…

30. Associating,
Questioning,
Observing,
Networking,
Experimenting.
Five Core Skills of Innovators Framework

31. 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:
School leadership

32. “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)
Heidi Hayes Jacobs:
”If you’re not updating your curriculum,
you are saying that nothing is changing.”

33. “Innovative teaching supports students’ development
of the skills that will help them thrive in future life and
work.” (IT Research)

34. The 21st
century shift, Innovative Thinking
-a new call, a shift from 20th
century of traditional view
of organizational practices,
which discouraged
employee innovative
behaviors to:-
- valuing innovative thinking
as a “potentially powerful
influence on organizational
performance”.
21st Century Teaching & Learning

35. 21st
Century Careers
A need to keep yourself current, resilient through continuous
learning, as well as connected to your values is the career of
the 21st century.
all about CHANGE, in our
-thinking, -strategies &
-behaviors to those that
work in the new ever-
changing & challenging
environment to meet the
challenges of the times.
21st Century Teaching & Learning

36. CHANGE
The only Constant that stays in
today’s era. To stay competitive,
-manage the present and plan the
future.
Without Change for the better
(Kaizen), there will be no
Continuous Improvement to be
Competitive in the current Global
competition.
IMPROVEMENTIMPROVEMENT
WITHOUTWITHOUT
ENDINGENDING
21st Century Teaching & Learning

37. 2. Communicate,
3. Collaborate, and
4. Create to synthesize
broadly in order to solve
problems and think
creatively.
CreateCollaborateCommunicate
To live and succeed in the present world, students need
1. Critical Thinking skills to learn how to learn, using
technology creatively to:
The 5C’s of 21st
Century Skills
21st Century Teaching & Learning

38. Today, almost anyone can open up a web browser and
access infinite stream of information at the touch of a
finger.
21st
Century Skills –the 5C’s
The only limiting
factor being one’s
curiosity and
imagination.
THE …
21st Century Teaching & Learning

39. We examine and analyze the situation,
looking for logic.
Unfortunately, this analysis and
rational decision-making has serious
limitations.
Current problems and circumstances
are so complex, they don’t fit previous
patterns. We don’t recognize the
situation and can’t automatically know
what to do.
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.

40. 21st
Century Skills –the 5C’s
These critical thinking
skills have become a
core competency in
every workplace.
We need to teach students critical thinking skills to discern
new challenges and opportunities from the flux and glut of
instant-access information.
21st Century Teaching & Learning

41. The
5th
C
?
21st
Century Skills –the 5C’s
21st Century Teaching & Learning

42. As technology becomes more integral in our lives and in
order to adapt, we need to teach students to use technology
21st
Century Skills
efficiently and effectively, ethically, appropriately and
respectfully to solve problems, and think creatively.
21st Century Teaching & Learning

43. Creativity and Innovation
Critical thinking, problem solving, decision-making
 Learning to learn, meta-cognition (knowledge about
cognitive processes)
21st
Century Skills -Ways of Thinking
21st Century Teaching & Learning

44. Communication
Collaboration (teamwork)
21st
Century Skills -Ways of Working
21st Century Teaching & Learning

45. Information literacy
Information and Communication
Technology (ITC) Literacy
21st
Century Skills -Tools for Working
21st Century Teaching & Learning

46. Citizenship –local & global
Life and career
Personal & social responsibility –including
cultural awareness & competence
21st
Century Skills - Living in the World
21st Century Teaching & Learning

47. 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.
What worked before doesn’t work today.
This requires skills beyond everyday analysis.
It requires Innovation Leadership.
Leading Innovation in Education

48. Consider the 5C's.
CRITICAL THINKING
COMMUNICATE
COLLABORATE
COMMUNICATE &
CONNECT
‘If a Child can’t learn the way we teach, maybe
we should ‘teach the way they learn’.
Leading Innovation in Education
1.
2.
3.
4.
5.

49. ‘teach the way they learn’ require innovation
in education incorporating current 21st
Century
Skills & new teaching methodology.

50. Imagine an 'Education Nation,' a learning society
where the education of children and adults is the
highest national priority, on par with a strong
economy, high employment, and national
security,
-where learners also take
advantage of informal
experiences offered through
museums, libraries, churches,
youth groups, and parks as
well as via the media.
Leading Innovation in Education

51. Mentoring
- an innovative practice being implemented in schools
across the nation. Mentoring consists of experienced
teachers assisting new teachers to the field.
Mentoring 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
helps unify a student body.
Leading Innovation in Education

52. -shared by Cheryl Lemke on
Innovative Leadership.
Seven steps to becoming an Innovative Leader.
President and CEO of the education
technology consulting firm Metiri Group
Leading Innovation in Education

53. 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.)
Embrace the challenge
Step1.
Innovative leaders do not delegate creativity and
innovation; they lead it.

54. 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.
At a high tech school in the San Diego area, leaders
challenged the concept that they had to move students
from class to class throughout the day.
Leading Innovation in Education

55. When they drive change,
they both tolerate and
criticize digital
technology — and the
way kids use it.
Drive change through collective creativity and
knowledge
Step2.
Innovative leaders show creativity and seek knowledge.

56. 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.
Shape the culture
They ask hard questions and expect the school community to
grapple with the questions alongside them. And they
really listen to what educators say.
Step3.
Innovative leaders create a culture of risk, change,
critical and creative thinking.

57. 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.
"As a leader, if you’re in a meeting, you should be
talking the least of anyone else in that meeting”
Leading Innovation in Education

58. 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.’’
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.
Leading Innovation in Education

59. effective professional learning is:
sustained over time, content-based
in professional learning
communities focused on concrete
tasks in teaching, assessment,
observation and reflection modeled
in authentic settings.
Establish a Professional Learning System
Step 4.
Innovative leaders create professional learning
communities in their schools. According to
Professional Learning in the Learning Profession:,

60. Then they get out of the way
and let their staff figure out the
details.
Step 5.
Decide and systematize
Innovative leaders create a blueprint of principles,
professional development, strategies, approaches
and resources.

61. "Without that, you’re not going
to be able to orchestrate a lot
of the things that they’re
doing,” Lemke said.
Ensure digital access and infrastructure
Step 6.
Innovative leaders will build the capacity for teachers
and students to learn through blogs, wikis and virtual
environments by laying a solid infrastructure
foundation.

62. "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!.
Step 7.
Demand accountability
Innovative leaders delegate responsibility but put
accountability in place. Begin by setting low stakes for
people to be comfortable with taking risks, failing and
learning by experience.

63. Take 5!

64. Take 5!

65. Imagine an 'Education Nation,' a learning society
where the education of children and adults is the
highest national priority, on par with a strong
economy, high employment, and national
security,
-where learners also take
advantage of informal
experiences offered through
museums, libraries, churches,
youth groups, and parks as
well as via the media.
Leading Innovation in Education

66. Innovative learning- Project Based Learning
Sitting in a classroom learning information is rapidly
disappearing in 21st
Century learning.
Project Based Learning: Leading Edges of
Innovation in Schools
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

67. Project-Based Learning
Projects can show students how diverse disciplines 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 to
its gases form. They learned all the
skills of the built they were engaged
in the process.
They enjoyed the build of the project and gained confidence in their
abilities.
Project Based Learning: Leading Edges of
Innovation in Schools

68. https://www.facebook.com/pages /Tims-
Waterfuel/112328142120279?ref=hl
Leading Innovation in application of knowledge
acquired
Project Based Learning: Leading Edges of
Innovation in Schools

69. The bad news & reality, PBL can
also be worse requiring
Teachers to reflect & modify..
It can reveal the profound nature
of deep learning experiences,
but it can also expose the
feeling for the ways for learning
to derail.
Checking the Temperature of the Room
There are a lot of misconceptions about PBL and how to
structure lessons with different strategies, – the good news,
many PBL strategies had led success for students.
Project Based Learning: Leading Edges of
Innovation in Schools

70. Teachers need to be observers, frequently checking the
temperature of the room.
Recognize times when student
engagement is lagging,
-when the work produced is low
quality, or
- when a project worked for some
but not accessible to all.
Checking the Temperature of the Room
Rather than seeing these moments as failures, respond
with reflection and action, -times when we learn and
strengthen our practice.
Project Based Learning: Leading Edges of
Innovation in Schools

71. Teachers need to find ways to
adapt:,
-read the group, change the
approach, and
-modify the plans in order to
make lessons work in different
contexts.
Troubleshooting Project Based Learning
No lesson plan is impeccable. It can later fall flat, due to
personalities, group dynamics, time of the day, or what
else?
Project Based Learning: Leading Edges of
Innovation in Schools

72. https://www.facebook.com/pages /Tims-
Waterfuel/112328142120279?ref=hl

73. 1. Set clear goals.
Learning by Doing: Six Teacher’s
Transitions Into PBL
In order to be successful, the students have to know what is
expected of them.
If you can,
save
projects from
previous
units to
model your
expectations.

74. Learning by Doing: Six Teacher’s
Transitions Into PBL
One of the great things about PBL is that it has
differentiated instruction built into it.
2. Over plan
Students move at their
own pace and ask
questions when they don't
understand something.

75. Learning by Doing: Six Teacher’s
Transitions Into PBL
2. Over plan.
Those who finished tasks
early could then read or
work on something else
instead of hanging out and
distracting others.
The second time I assigned this project, I also had my
students read an outside novel for homework.

76. Learning by Doing: Six Teacher’s
Transitions Into PBL
3. Make students accountable for their time
One group didn't want to use
the school-issued laptops,
so I took pictures of their
handwritten documents with
my phone.
One way or another, I was
able to see progress every
day.
I had students share their work with me through Google
Docs so that I could see their progress on a daily basis.

77. Learning by Doing: Six Teacher’s
Transitions Into PBL
4. Give concrete deadlines for products.
This helps make a project seem like a goal that can be
accomplished.
I added steps to be completed by the end of each day.
When every step was
completed, the project
was done.
My students knew
what deliverables were
due each and every
day.

78. Learning by Doing: Six Teacher’s
Transitions Into PBL
5. Share rubrics in advance.
Rubrics help give your
students insight into the
design of the project.
This helps them
understand what they
should be taking away
from the experience.

79. Learning by Doing: Six Teacher’s
Transitions Into PBL
5. Share rubrics in advance.
They were summarizing
instead of analyzing, so my
second rubric listed terms
and devices that I wanted to
see in their essays.
For example, when my
students had to write essays
about their projects, they
were kind of lost.

80. Learning by Doing: Six Teacher’s
Transitions Into PBL
6. Reflect on what you are doing.
One reason why the project went smoothly the second
time was because I took notes about the positives and the
negatives the first time that we did the project.
Reflection and bouncing
ideas off your peers can
help solve problems
before they arise.

81. As stated earlier, we grow and develop each year.
Learning by Doing: Six Teacher’s
Transitions Into PBL
6. Reflect on what you are doing.
We take
feedback and
learn from tips
other PBL
teachers may
be using that
succeed.

82. To all Education Leaders
adopting technology to
lead Innovation in schools
Timothy Wooi
Certified HRDF Trainer /
Innovative Lean Consultant &
Kaizen Specialist