pendidikan bahasa inggris 001odsmwpbi2017 materi dr gary yee
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
•
•
•
•
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 21 st
Century
• Leadership Challenges at LPS
• Turning Constraints into Opportunities
• Technology as a case study
@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
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
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 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
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
•
•
•
•
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 21 st
Century
• Leadership Challenges at LPS
• Turning Constraints into Opportunities
• Technology as a case study
@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
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
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 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