1.
Nov 27 –29Nov 27 –29
20152015
Davao City,
PHILIPPINES
Please text us at 09175147952.
ED Soliman

2.
Course OutlineCourse Outline
 Introduction
Leadership, Innovation and
Why Educational Innovation?
 21st
Century Teaching and learning
 Innovation Leadership in Education
 7 Steps to becoming an Innovative Leader
 18 Steps to Better Educational
Innovation Leadership
(Advice from Christensen’s Innovator’s DNA)
Nov 27 –29Nov 27 –29
20152015

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:Example:
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

5.
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 self-
study, 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.
Leadership Definition

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.
“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
Innovation in Education

10.
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

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
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.

14.
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
2013!.

15.
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?

16.
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?

17.
Before

18.
Now!

19.
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!.

20.
So, What is
Innovation
Leadership?

21.
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.

22.
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.

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.
None of this is to say
that everything must
change, hardly.
There are many, oh-so-
many thing we do that
should never change.
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.

26.
•21st
Century Careers
•The new “3 C’s” of Education
•21st
Century Skills
•21st
Century Skills & Literacy
•Upgrade your Lessons
21st Century Teaching & Learning

27.
‘If a Child can’t learn the way we teach, maybe
we should ‘teach the way they learn’.

28.
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 our
thinking, strategies and
behaviors to those that
work in the new ever-
changing and challenging
environment to meet the
challenges of the times.

29.
Where are we today?
Browse horizontally across the 21st
Century Skill &
Literacy. Put a ‘tick’ if you are familiar with the skill.
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 Score!.

30.
CHANGEConstant 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.
IMPROVEMENTIMPROVEMENT
WITHOUTWITHOUT
ENDINGENDING

31.
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.
The new “3 C’s” of Education
21st Century Teaching & Learning
CreateCollaborateCommunicate

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.
??

34.
-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

35.
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.

36.
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.

37.
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.

38.
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.

39.
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”

40.
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.

41.
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:,

42.
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.

43.
"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.

44.
"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.

45.
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.

46.
(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

47.
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…

48.
Associating,
Questioning,
Observing,
Networking,
Experimenting.
Five Core Skills of Innovators Framework

49.
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

50.
“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.”

51.
“Innovative teaching supports students’ development
of the skills that will help them thrive in future life and
work.” (IT Research)

52.
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.
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.

53.
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.

54.
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)

55.
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.

56.
2. Make your practice of “active innovation” visible
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.
-such that “everyone sees or hears about it.”

57.
…in school leadership, balancing innovation to discover
strengths at the top with delivery skills very nearby.
3.Create complementary teams…
”Delivery skills”
analyzing
planning
detail oriented
implementingself-disciplined

58.
My own most powerful
learning and innovative-
mind developing activity
has been, visiting other
schools shadowing
students, and blogging
my observations.
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.

59.
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.
5.”Arrange for employee swaps”
-with other schools and organizations. This is something
almost never heard of in education, but what a great
Idea!

60.
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.
5.”Arrange for employee swaps”

61.
6. Ask Why?
”When confronted
with a problem, ask
yourself why at least
5 times to unravel
causal chains and
spark ideas for
innovative solutions.”
Use this method as school-leader with your team and
with your constituencies:

62.
“seek people who held deep expertise in a particular
knowledge area, and demonstrated a passion to change
the world through excellent products and services.”
7. Seek people who “had invented something”
”Clearly if companies
want innovative ideas
from employees, they
should screen for
innovation potential in
the hiring process.”
-when hiring….,

63.
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.
8.”Innovators want to work with, and for other
innovators.”

64.
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.
9. Embed innovation as an “explicit”, consistent
element of performance reviews

65.
We need to help our fine people
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?
10. ”Develop formal and informal processes to facilitate
knowledge exchanges.”
Can we set up online sharing
networks for people to contribute
to from across the organization?

66.
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.”
10. ”Develop formal and informal processes to facilitate
knowledge exchanges.”

67.
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
11. Network externally.
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.

68.
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.”
12. Practice Beta testing and Prototyping.
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.”

69.
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.

70.
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.’”
13. Build many small, diverse teams for projects.

71.
Remember Margaret Mead:
13. Build many small, diverse teams for projects.
”Never doubt that a
small group of
thoughtful, committed
citizens can change the
world. Indeed, it is the
only thing that ever
has.”

72.
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”
14. Communicate and reinforce that Innovation is
everyone’s job.

73.
”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.”
15. Make innovation an explicit core value of your
school

74.
”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.
16. “Give more time for innovation.”

75.
Encourage questions,
especially tough ones, and
watch and listen. Encourage
everybody to ask why on a
daily basis.
17. Create “a safe space for others to innovate.”
”Researchers call this
psychological safety in which
team members willingly express
opinions, take risks, run
experiments, and acknowledge
mistakes without punishment.”

76.
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.
18. Model your risk taking and your learning from
failure.
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.”

77.
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.
Innovative learning - inside or outside of school walls?

78.
◦ 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.
Field-Based Learning
For example, students
who are learning
about ancient history
might spend time
working on an
archeological dig in
the area.

79.
◦ 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.
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.

80.
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.

81.
https://www.facebook.com/pages /Tims-
Waterfuel/112328142120279?ref=hl

82.
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

83.
 Principal Consultant for Lean Management.
Certified ‘Train the Trainer’ & Kaizen Specialist
with 30 over years working experience.
 Provides Technical Consulting Services on TPM,
Kaizen, Cellular system & Moonshine.
 A Green Innovator with Mechanical background
that innovates by Recycling & Reusing Idle
resources
 topromote Green.
 Founder of Tim’s Waterfuel, an alternative fuel
supplement using Water that adds power and
reduce Co2 emission on automobiles.
 An NGO Community worker for Prison, Drug
Rehab and CREST North (Crisis Relieve &
Training) Malaysia.
Timothy Wooi
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: 019 4514007 (Malaysia)