Innovation Leadership:
What America needs,
What Indonesia needs,
In a turbulent 21st Century
UKDW Leadership Seminar
Yogyakarta, Indonesia
April 7, 2017
Dr. Gary Yee and Dr. Louise Waters
Agenda
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A Bird’s Eye View of Educational Leadership
Leadership Styles
Systems Thinking
Challenges and Opportunities in the 21st Century
Preparing the Next Generation of Leaders
On the Ground: Leading for Innovation in the 21st Century
• Leadership Challenges at LPS
• Turning Constraints into Opportunities
• Technology as a case study
• “Can If” thinking
@markcbarden
@abconstraint
If you come to Oakland, CA
• Public Schools: 45,000; Charter: 20,000; Parochial: 6,000;
Independent 2,000
• Served by: 90 Public Schools, 35 Charter Schools, 10 Parochial
Schools, 20 Independent Schools
• Oakland is led by a superintendent who is appointed by the elected
board
• Student Population is:
• 42% Latino; 26% Black; 15%Asian American; 2% Pacific Islander;
11% White
• 70% are considered poor or speak English as a Foreign
Language
Assumptions about School Leadership
• Great Teachers make great headmasters
• Boards of Education set policies which are faithfully carried out
by those below them, the headmaster, the teachers, and the
students
• If we only ran schools like businesses, we would have more
efficient, more effective schools
• Leadership is the new buzzword for good management
Basic Models of Management
• 20th Century: Scientific Management
• Late 20th Century: Total Quality Management
• Both models assumed that you had consistent inputs, refined
processes, and measurable outputs that bring profits to the
company
• For schools: age graded classrooms, testing requirements that
measured student progress, supervision of teachers; success takes at
least 12 years!
• Assumption: Headmasters were really managers, or foremen
• Problem: the span of control for most head teachers was vast,
and teachers closed their doors and taught without much real
supervision
Alternative Models of Leadership
• What kind of leadership might a system of schools, especially
Christian schools need to sustain, and innovate for the 21st
Century?
• Maintains identity and builds bridges at the same time
• Builds School teams to build strong schools
• Build management structures to ensure quality and
sustainability
• Responds to changes in governmental policy and
community needs
CHURCH
UKDW
Community
High School
He school styerm
State
EMPLOYERS
High school system
Schools as Systems
FAMILIES
Facilitative Leadership
Today’s leaders must inspire and create conditions that enable others to be their best in the
pursuit of shared goals. This includes making it easy for others to offer their unique
perspectives and talents, speak up when they have problems, take initiative, make appropriate
decisions, work with others, and share responsibility for the health of the team, organization, or
community. -Interaction Associates:
.
Facilitative leadership brings people together to help them achieve more. It involves:
• Building rapport –
• Communicating effectively verbally and non-verbally
• Active listening –
• Questioning techniques
Weakness – decision making structures needed to move input to action
Values-based Leadership
“In the face of turbulence and change, culture and values become the major source of continuity
and coherence, of renewal and sustainability. They must find the common purpose and universal
values that unite highly diverse people while still permitting individual identities to be expressed and
enhanced.”
Rosabeth Moss Kanter
Leadership must be rooted in who you are and what matters most to you. When you truly know
yourself and what you stand for, it is much easier to know what to do in any situation. It always comes
down to doing the right thing and doing the best you can.
-Harry
M.J. Kraemer, Jr:
Self-reflection
Balance
True self-confidence
Genuine humility.
Servant Leadership
“And Jesus called them to him and said to them, “You know that those who are considered
rulers of the Gentiles lord it over them, and their great ones exercise authority over them. But it
shall not be so among you. But whoever would be great among you must be your servant, and
whoever would be first among you must be slave of all. For even the Son of Man came not to be
served but to serve, and to give his life as a ransom for many.”” -Mark 10: 42-45
Serving others—including employees, customers, and community—is the number one priority. Servant
leadership emphasizes increased service to others, a holistic approach to work, promoting a sense of
community, and the sharing of power in decision making.
Servant Leadership part 2
“It begins with the natural feeling that one wants to serve, to serve first. Then conscious
choice brings one to aspire to lead. The difference manifests itself in the care taken by the servant—
first to make sure that other people’s highest priority needs are being served. The best test is: Do those
served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous,
more likely themselves to become servants? And, what is the effect on the least privileged in society?
Will they benefit or at least not be further deprived?”
-Robert Greenleaf
Characteristics of the Servant-Leader
1. Listening
2. Empathy
3. Healing
4. Awareness
5. Persuasion
6. Conceptualization
7. Foresight
8. Stewardship
9. Commitment to the growth of people
10. Building community
In Oakland
Oakland has many promising practices:
• College classes on our high school campuses
• Students will be prepared to be college, career and community
ready; each must complete an exhibition of original work on a topic
related to their interests and their career academy
• High Schools are organized around career academies
But challenges remain…
In Indonesia
Recommendations
4. School principals should be appointed through an open, formal merit process. Newly
appointed principals should undertake an induction programme before taking up their
duties.
5. School principals should have access to continuing professional development and
mentoring.
6. The responsible ministries should, as a priority, develop a programme for the
professional development of school supervisors, oriented to the competencies expected
of supervisors.
10. Teacher training institutes should consider forming extended twinning or other cooperative arrangements with reputable international institutions with up-to-date teacher
education programmes. Such an arrangement could involve study visits and interchange
of teacher educators
-OECD/ADB (2015), Education in Indonesia: Rising to the Challenge,