Leading Innovation in Education

PHILIPPINE
S
Baguio
City
20152015
DecemberDecember
18 –2118 –21

Leading Innovation 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.

 Introduction: Leadership,
Innovation and why Leading
Innovation?
 Becoming a 21st Century School/
District
 Leading Innovation in Education
 Project Based Learning: Leading
Edges of Innovation in Schools
 Learning by Doing: Six Teacher’s
Transitions Into PBL
18-21 Dec18-21 Dec
20152015
Course OutlineCourse Outline

“a process of intentional influence with the ability to
motivate others to gain support to achieve a common goal ”
Good leaders- made not born.
Effective leader- desire and will
power through a never ending
process of self-study, education,
training, and experience (Jago, 1982).
To inspire your workers into higher
levels of teamwork, you must:- be,
know and, do.
Leadership
Leading InnovationLeading Innovation
in Educationin Education

 Innovation means first
different, then better. It is a
different way of doing things
that result in better, and
different, outcomes.
 Both the 'different' and the
'better' must be significant
and substantial.
Innovation

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.

‘‘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)
“Innovation in Education
should be defined as making it
easier for teachers and
students to do the things they
want to do.
These are innovations that
succeed, scale and sustain.”
– Rob Abel, USA

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.”

When it comes to
education, what
does Leading
Innovation means
to you?

- educational leadership practices that focus on turning
ideas into action to successfully navigate the end-to-end
innovation execution process.
In Leading Innovation:
Transform Yourself, Your Students
and Your School, you'll cultivate
the habits and mindsets of
innovators to open the floodgates
of creativity and generate ideas
you can take with confidence.
Leading Innovation

 Many of the charter schools and organizations 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.

Driving Innovation and Collaboration
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
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.

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!.

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?

(1) rejecting the use of the majority of
classroom time for the simple
transmission of factual information to
students;
(2) challenging students to think
critically, communicate lucidly, and
synthesize broadly in order to solve
problems; and
(3) adopting a philosophy of “evidence-
based education” as a core construct
of instructional innovation and
reform.
To address 3 areas of focus:
Why Leading Innovation in Education?

Take 5!
How Paradigm are formed

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!.

So, What is
Innovation
Leadership?

Innovation Leadership is……….
The key role in the
practice of innovation
leadership is the…
Innovation Leader.
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.

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.
Innovation Leadership is..
..an approach to organization development, ..can be used
to support the achievement of the mission or vision of an
organization or school .

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.

The 21st
century shift, Innovative Thinking
This new call, a shift from 20th
century of 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”.

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.
21st century careers is all
about CHANGE, in…
thinking, ..strategies and
..behaviors to those that
work in the new ever-
changing and challenging
environment meeting the
challenges of the time.

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

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.

21st
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.

The
5th
C
?
21st

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

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.

Consider the 5C's.
1.C ?
2.C?
3.C?
4.C? and
5.C?
‘If a Child can’t learn the way we teach, maybe
we should ‘teach the way they learn’.

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

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

Are you upgrading?
Your 21th Century
Skills & Literacy
score is as below,
(Total)19 X 100%
54 Literacy
Score = 35%
Total: 19
Go through the 6 Skills from top to bottom. Sum up the
total and see your 21st
Century literacy !.

Browse through the apps,
‘Tick’ the skill you
are comfortable with.

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.
Becoming a 21st Century
School/District

Associating,
Questioning,
Observing,
Networking,
Experimenting.
Five Core Skills of Innovators Framework
School/District

The focus of above five traits, particularly for teaching
and learning is upon School Leadership concluding
three chapters,
People,
Processes, and
Philosophies
with an increase focus on 21st
Century
leading Innovation in Education.
School leadership
School/District

(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
School/District

Our Vision
Example:Example:
Learning
transfers to life
beyond the
Baguio School
District
experience,
enabling each
student to
flourish as a
responsible
citizen in the
global community
Adopt Your Vision
School/District

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

School/DistrictThe Biggest Changes in Society
Changes in the workforce
Are you preparing students for a life to have more than ten
jobs before age 42?
80 percent of employers say
that if students have mastered
core subjects and critical
thinking, communication,
collaboration and creativity
skills, they will be ready for the
challenges of the 21st century
economy?

School/District
Today, 80% of the country's jobs are in the service economy
and that number is headed to 85%.
The Biggest Changes in Society
Growth in the service economy
Are you preparing your young
people for a world in which most
jobs require listening skills,
empathy skills, problem solving
skills, communication skills,
collaboration skills, and the ability
to customize solutions?

The Biggest Changes in Society
Change in citizenship
School/District
Has your school or district considered how the
requirements for being an effective citizen have
changed in the last 50 years?
Are your students ready
for a more complex, more
online and more global
concept of citizenship?

School/DistrictThe Biggest Changes in Society
Change in the nature of information
Are your students being prepared in which by 2020 the
amount of technical information in the world will double
every 18 months?
Are your students
learning how to discern,
aggregate, and
synthesize information in
addition to "knowing" it?

Use the 5C's skills to
help your students
negotiate all of this
change and more.
School/District
As you consider these societal changes, think about
what skills your students will need to negotiate all of
this Change?.
21st Century Student Capabilities

A very important and unappreciated skill in the 21st
century. An Apple executive told:,
Self-Direction
School/District
“If someone at Apple needs to be
managed, they are no longer
employable!"
Are you preparing your students
to be self-directed and self-
managed?

-skill to infuse global awareness and cultural
understanding while also utilizing the technological
resources available to teachers and students today
Global competence
School/District
-empowers teachers and
students to develop deep
cultural knowledge as culture
influences identities and
worldviews.

Global competence
School/District
Openness and curiosity are
developed and are critical to
global perspective-building and
problem-solving processes.

Teachers and students also engage with world issues and
challenges, and conceptualize ways to address them
together.

With this list of 21st
century student
outcomes, you can see
how education leaders
have used these lists.
School/District21st Century Student Capabilities
Consider these seven skills. Would you delete any?
Catalina Foothills School District model, where students are asked to
design the graphic)

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

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.

◦ 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.
Mentoring
- an innovative practice being implemented in schools
across the nation. Mentoring consists of experienced
teachers assisting new teachers to the field.

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

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.

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

PBL can reveal the profound
nature of deep learning
experiences as well as also
expose an infinite ways for
the learning to derail.
Many different PBL strategies
has lead success but in
reality, can also be worse.
Checking the Temperature of the Room
Misconceptions about project-based learning and structuring
classes, units, and lessons within PBL environments with
different strategies.

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.

Teachers need to find ways to
adapt, read the group, change
their approach, and modify
their 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?

When frustrated with your designed project with your
school, students, or the climate in the classroom,
Step back, ask
questions,
reflect, and
consider
revamping the
approach.
Troubleshooting Project Based Learning

1. Are students sharing work-in-process with the class
in order to inspire others and help those who are
struggling?
2. Do students have access to quality resources that can
push their ideas forward?
3. Are students getting feedback from me and from their
peers during the process?
4. Can students' work be shared with a wider audience?
Questions that helps remind the goals and
potential for transformational school learning:

5. Do students feel that their work is valued and celebrated?
6. Am I giving students opportunities to do work that
matters?
7. Do students have meaningful choices?
8. Am I providing opportunities for students to be creative?
9. Have I provided models for the work and clearly explained
my expectations?
10. Are larger projects chunked into pieces, and have
students who missed checkpoints gotten the help that
they need?

A Classroom Example
Some of my students are beginning the process of
creating education vision statements in the form of digital
stories.
They've already written about
meaningful learning
experiences, and together we
read and discussed different
ideas about schooling
and un-schooling.

A Classroom Example
They will write scripts for their own stories and begin
production. We will link each of the videos from a website
that we'll build, and then share the final products widely.
Each of these steps will
require extensive
consultation, tinkering, and
revision. There will without a
doubt be conflicts,
frustrations, and missteps.

A Classroom Example
As a class, we will brainstorm
questions for investigation.
Students will research and
create annotated
bibliographies.
I will share resources that I've
collected, showing them
sample digital stories.
Next week I will set them loose. Here's that sequence of
events:

A Classroom Example
My plans will need to change, and I will surely encounter
obstacles that I'm not anticipating.
I'll persist and work to
convey my faith in my
students' abilities and their
potential to produce high-
quality products.

A Classroom Example
Despite the inevitable messiness of PBL, the project will
succeed.
Students will be doing work
that matters to them, work
that deserves to be out in the
world. They will be motivated
to share ideas and passions
in creative ways, knowing
that their voices will be
heard.

PBL idea sounded great in theory, -creating projects that
helped students learn educational concepts.
The First Try of Project Based Learning (PBL)
It allows students to discover
things for themselves and
Teachers worked around to
answer specific questions
about the assignment and
make sure that students were
on task.

Many said that they felt
embarrassed because they
were not ready to present.
Many of them said that they
felt overwhelmed by the
assignment because it was
so broad.
In reality, only some are able to finish the assignment, but
others were still in the early stages when the project was
nearly due.
The First Try of Project Based Learning (PBL)

1. Set clear goals.
Learning by Doing: Six Teacher’s
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.

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.

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.

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.

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.

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.

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.

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.

As stated earlier, we grow and develop each year.
6. Reflect on what you are doing.
We take
feedback and
learn from tips
other PBL
teachers may
be using that
succeed.

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

Leading Innovation in Education

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