UKDW Leadership Seminar
Yogyakarta, Indonesia
April 7, 2017
Dr. Gary Yee and Dr. Louise Waters
Innovation Leadership:
What America needs,
What Indonesia needs,
In a turbulent 21
st
Agenda
A Bird’s Eye View of Educational Leadership
•
Leadership Styles
•
Systems Thinking
•
Challenges and Opportunities in the 21
stCentury
•
Preparing the Next Generation of Leaders
On the Ground: Leading for Innovation in the 21
stCentury
•
Leadership Challenges at LPS
•
Turning Constraints into Opportunities
•
Technology as a case study
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
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
Basic Models of Management
•
20
thCentury: Scientific Management
•
Late 20
thCentury: 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
Alternative Models of Leadership
•
What kind of leadership might a system of schools,
especially Christian schools need to sustain, and
innovate for the 21
stCentury?
•
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
He school styerm
He school styerm
High school system
High School
High School
State
Community
UKDW
CHURCHSchools as Systems
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
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
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
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 co-operative arrangements with reputable international
institutions with up-to-date teacher education programmes. Such an
arrangement could involve study visits and interchange of teacher
educators
