Innovative Leadership in Education for the New Normal

Welcom
e
to SEAIETI’s
Online International Training
Series

Southeast Asian Institute of Educational Training, Inc.
welcomes you to our online International
Training on Innovative Leadership
For inquiries, please contact us:
09175142715 (Globe)
09081744462 (Smart)
www.seaieti.com
seaieti@gmail.com
Southeast Asian Institute of Educational Training, Inc.

Speaker’s Profile
Timothy Wooi
Add: 20C, Taman Bahagia,
06000, Jitra, Kedah, Malaysia
Email:
timothywooi2@gmail.com
H/p: +6019 4514007
(Malaysia)
FOUNDER, Tim’s Waterfuel an alternative fuel
supplement using Water to add power to
automobiles.
Rode 24 Countries, 18,290km, 4 months 11
days, 6 3/4 hours from Malaysia to London on
just a 125 cc.
Principal Consultant for Lean and Kaizen
Management.
Certified ‘Train the Trainer’ with 35 over years
working experience.
International Educational Speaker for South East
Asian Institute of Educational Training
Inc.(SEAIETI)
An Innovative Engineer that trains MNC on
Creativity & Innovation for Continuous
Improvement.

Theme
"Turning Educators to Awesome Innovative Leaders"
Objective
 To introduce Educators to the Concepts and
Features of Innovative Leadership, preparation
and effective practices.
 Preparing Educators with Innovative Leadership
characteristic and features applicable to
practice, making a difference in School
Improvement.
 Developing successful Principals and Leaders
to lead school with Innovative Leadership
styles, building Relationship, Collaboration and
Trust.

Course Content
5 Session Course
1. Introduction to Innovation, Definition & Features of Innovative
Leadership
2. Characteristic and Concepts of Innovative Leadership and its
practice in Education
3. Innovative Leadership styles, building Relationship, Collaboration
and Trust.
4. Ten traits of successful Innovative School Leaders
5. Innovations in Teaching & Innovations in School Management
(with Examples and Discussion)

COURSE DESCRIPTION
This program offers a practical,
personalized learning approach, backed up
by theory and research.
You will be exposed with technology, digital
tools and methodologies of Innovative
Leadership to sharpen up your leadership
capabilities to understand how to capitalize
on your strengths and improve your
weaknesses.
You will get a well-rounded understanding
of Innovative Leadership in the digital age
to pair your experience with Leading Digital
Transformation.

M
E
T
H
O
D
O
L
O
G
Y
This course will adopt an instructor-led and facilitated
e-learning model, where the content of the course will
be delivered through elements and activities that are
arranged into a chronological order and where each
participant is expected to perform the same tasks and
deliver the same outputs.
The course is scheduled and led by a qualified
instructor and/or facilitator though an online learning
platform.
E-learning content and open educational resources
(OER) for individual study will be integrated with
instructor’s lectures, individual assignments, and
collaborative activities among participants.

M
E
T
H
O
D
O
L
O
G
Y
Learners, facilitators and instructors can use
communication tools such as emails, discussion
forums, chats, polls, whiteboards, application sharing,
and audio and video conferencing to communicate
and work together.
At the end, participants are expected to submit a
technology integrated lesson plan to determine if they
can properly integrate technology in the teaching and
learning process.
Learning activities for the course will be delivered by
an Asynchronous method through online e-learning
that takes place at any time, self‐paced and
time‐independent.

Methodology
Adapting traditional teaching styles to online classroom
environment using technology to deliver and to interact
with Test /Activities which includes;
 discussion
 case studies
 sharing of experience
 practical applications
These will form part of the assessment and will be given in a
soft copy together with a downloadable PPT slides and Video
of lectures.

Mode of Assessment
Submission of Participants’ test answers on reflection, case
studies and feedback on application of learning to real work
setting, followed by an Evaluation.
Purpose
To gage effectiveness
of Participant’s
understanding of
topics delivered, so
as to apply learning
at real workplace.

Session 1
Introduction to Innovation, Definition & Features of
Innovative Leadership.

Innovation means first different,
then better.
It is a fundamentally different way
of doing things with better, and
different outcomes.
Both the 'different' and the 'better'
must be significant and
substantial.
Introduction:
What is Innovation?

Educators need to think of innovation as those actions that significantly
challenge key assumptions about schools and the way they operate.

“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

Effective school leaders need to consciously support
innovation and keep a focus on changing education
landscape as it moves into the future.
The focus is not on improving existing
educational systems but on changing
them altogether.
It is not on doing things better, but on
doing better things;
not on doing things right, but on doing the
right things to prepare students for a
fast changing interdependent world.

Although these characteristics are obviously a part of the equation,
could the idea of an “innovative leader” be simplified?
In the book, “The Innovator’s
Mindset; Empower Learning, Unleash
Talent, and Lead a Culture of
Creativity“, George Couros wrote
“innovation” as the following:
…innovation as a way of thinking
that creates something new and
better.

Innovation can come from either “invention” (something totally
new) or “iteration” (a change of something that already exists), but
if it does not meet the idea of “new and better,” it is not
innovative.
….and leadership is the ability to
influence others to move towards
positive results.
What is crucial about this idea is that
leadership can happen from any position,
in many aspects of what any organization
does. Combining these two ideas gives
Innovative Leadership definition:

Definition & Features of Innovative Leadership
Innovative leadership is the ability to both think and influence
others to create “new and better” ideas to move towards
positive results.
Here are the elements that
are essential in this definition:
 The ability to model this in
your own leadership
practice.
 The ability to also
influence others to do the
same.

Features of an Innovative Leader by George Couros, that are
essential in the definition above.
The characteristics as the following:
1.Visionary
2.Empathetic
3.Models Learning
4.Open-Risk Taker
5.Networked
6.Observant
7.Team Builder
8.Relationship-Focused

•Take 5!
This ends Session 1 on;
Introduction to Innovation, Definition & Features of
Innovative Leadership
and we will continue after this break on
Session 2;
Characteristic and Concepts of Innovative Leadership
and its practice in Education

Session 2
Characteristic and Concepts of Innovative
Leadership and its practice in Education

Here are the characteristics that are essential in this definition:
 The ability to think differently.
 The ability to create something from
thinking differently (“Vision
without execution is hallucination.”
Thomas Edison)
 The ability to model this in your own
leadership practice.
 The ability to also influence others to
do the same, that these actions lead
to “new and better”, not just “new”.

“Results” should not simply read “test scores”; it can be providing
opportunities for students to find and solve meaningful problems,
finding positive ways to develop community,
 developing more effective
assessments that serve student
learning,
 developing positive inclusive
practices in school, or
 a myriad of other positive ideas.

Leadership is not about “self”, but others, yet what one models
to others is essential in leadership. We cannot expect others to
think differently without embracing this ourselves.
Just some thoughts on the
idea of “innovative leadership”
and how “The Innovator’s
Mindset” below is embraced
at all levels of our
organizations.

Three key elements that consistently drive
innovation in Education (what we call the 3Ps) are;
People,
Processes and
Philosophies
that makes some individuals, and the people they
lead, more innovative than others.

Entrepreneurs, inventors, and other innovators around
the world created and sustained high-performing
cultures of innovation by;
building their;
people,
processes and
philosophies
around five fundamental
“discovery skills”- Five
Core Skills of Innovators

Five Core Skills of Innovators

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

Own as Principal the role of Chief as an Innovative Leader
You can’t delegate innovation:

Driving Innovation and Collaboration
This cycle helps your
organization become
successful in
 identifying new ideas,
 implementing and
 integrating them into
operations.
You must engrain this cycle into the DNA of your organization.

CHANGE
To stay competitive,
We need to 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.
IMPROVEMENT
WITHOUT
ENDING
-the only Constant that stays today.

Organizational Leaders are managing Change at a frenzied pace.
This applies to Leaders in the Educational administration support
group too.
Managing Change
The classic K-12 education are
designed for slow reaction to change,
but as the world changes and when
hit by a Pandemic, it requires
constant innovation,
-so must our leaders take on roles for
managing change for continuous
improvement.

The ability to adapt to change in the New Normal and to use
new tools has become even more important especially during
this Pandemic.
Leaders often hear he
phrase “21st Century
Global Competencies”.
What does that mean?
It means (the new 6 Cs)
Innovative Leadership & Skills of the New Normal

21st Century Innovative Leadership now has done away with
traditional autocratic leadership styles, instead to focus on
listening and responding to customer needs.
From organizational-wide
meetings to team huddles,
they all know and
understand their immediate
customers and how they
might be serviced.

COVID-19 brings about a fundamental shift in how organizations
need to create innovation and practice Innovative Leadership.
Instead of focusing on
“disrupting competitors”, the
new normal requires a greater
emphasis on collaboration and
co-creation.
The reason for this is that the
world is so unpredictable.”

They think, 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.
They ask hard questions and expect the school community to
grapple with the questions alongside them.
Innovative leaders create a culture of risk, change, critical and
creative thinking.
Innovative practice in the New Normal

Question; What makes some individuals, and organizations
more innovative than others?
They ask provocative
questions that challenge
the status quo.
They observe the world
like anthropologists to
detect new ways of
doing things.

Personalizing professional
development, managing change and
their own professional development
every day,…
The old models of professional
development for attending seminars
selected by administrators on certain
days is becoming outdated with the
new normal.
Educators are now learning on the go, in real-time, every day and
situated in context.
Personalized Professional Development

Personalized Professional Development
Leaders need to identify clear Goals and guide staff to achieve it
by guiding them on how and what to achieve through continuous
coaching and learning, including a combination of
 online learning,
 service-based learning and
 active workshops
that are more hands-on in making
the changes happen.

"Without that, you’re not
going to be able to
orchestrate a lot of the
things in the new normal”
Ensure digital access and infrastructure
Innovative leaders build capacity for staff & educators to learn
through blogs, wikis and virtual environments by laying a solid
digital access infrastructure foundation.

Design, creativity, entrepreneurship, performance and innovation
combine to foster some of the most staff-centered environments
This empower your staff with
voice and choice in how they
learn then to lead,
 showing work on what they
have learned and
 providing powerful,
personalized learning
experiences.
Believe in Staff capacity to Lead.

Believe in Staff capacity to Lead

Staff-Centered Environments (SCE)
Leaders must become comfortable with changing their
leadership style from directive to consultative -- from
"Do as I say" to
“based on your needs,
let's co-develop and
implement a plan of
action.“

Moving from Autocratic to Laissez Faire & Democratic Leadership

Driving Innovation and Collaboration
- helps your organization become;
- successful in identifying new ideas,
implementing and integrating them
into operations.
You must engrain this cycle into
the DNA of your organization.

Innovations – commonly thought of as new and game
changing. However many innovations are merely
improvements on something that already exists.
Its important to create a
culture of innovation
within your organization,
- which means,
supporting productive
failure.

Principals, make more visible
Educator’s risks, failures and
their learning from failure, to
better model these practices.
“The most essential part of
creativity is not being afraid to Fall”
Model your risk taking and your learning from failure.
Mistakes are nothing to be ashamed of for Innovators in an
Innovative Organization. Its an expected cost of doing. You do
enough new things and you’re going to bet wrong,’ Jeff Bezos.”

Yet the challenges in improving learning and life outcomes
require True Innovation (Kaikaku in Japanese)
As Washor states,
‘We need
solutions that
are both,
different and
better.’

•Take 5!
This ends session 2 on;
Characteristic and Concepts of Innovative Leadership
and its practice in Education
Session 3;
Innovative Leadership styles, building Relationship,
Collaboration and Trust.

Session 3
Collaboration and Trust

It explores;
 organizational theories,
 models of theories,
 models of leadership & management,
 personal & organizational change.
It bridges the theories to practical
applications to support the Educational
settings.

Choosing from various options can
help you select the right approach for
each challenge.
Here, we discuss 4 leadership styles
and explore how these leadership
styles support the organization
innovatively and effectively in the new
normal.

As identified by the National Curriculum Framework (NCF), culture
is established not only in actions taken but also in the relationships
that are built with different Leadership styles.
Innovative Leadership styles were
introduced to address the needs of
teachers and students from diverse
backgrounds.
Different styles of leadership has
different impact on the Teaching and
Learning culture in the New Normal.

Innovative Leadership style - a technique that combines
different leadership styles to influence to produce creative
ideas, innovative products and services.
To charter new approaches in
Innovative Leadership, you have to
transform:
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.

If managers are effective
leaders, their subordinates
will be enthusiastic about
exerting effort to attain
organizational objectives.
Innovative Leadership involves the social and informal sources of
influence, that you use to inspire action taken by others.

Studies of communication provide direction as to how Leaders
can effectively and persuasively communicate.
Information regarding questions
such as,
 “What makes a manager a
good leader?” and
 “In what situations are certain
leadership styles most
appropriate and effective?”

The behavioral sciences have made many contributions to
understand this function of management.
Personality research and
studies of job attitudes
provide important information
as to how managers can
most effectively lead
subordinates.

This research tells us that to lead effectively, Leaders must first
understand their subordinates’ personalities, values, attitudes, and
emotions.
This energized
Workers to put forth
productive effort per
Motivation theory
studies.

There are four major styles of Leadership which apply well in the
Educational setting of the New Normal.
Types of Innovative Leadership Styles in the New Normal
They are;
1. Servant Leadership,
2. Transactional Leadership,
3. Emotional Leadership &
4. Transformational Leadership

While each of these styles has its good points, there is a wide
berth of variation, and in fact, transformational leadership is truly
an amalgamation of the best attributes of the other three.
Let’s explore how servant
leadership, transactional
leadership, and emotional
leadership compare to
transformational leadership in
supporting the Teaching and
Learning culture in the New Normal.

The focus of above Leadership Styles, particularly for supporting the
Teaching and Learning culture in the New Normal conclude these
four styles of leadership.
As the need to understand which
style of leadership will work best,
alone or in combination, it is
imperative to understand these
types individually in regards to
their methods and what they offer.

Education happens in the real world, where people have
shortcomings and quite often need guidance in order to get things
going in the right direction.
Transformational Leadership offers
that same focus on the individual,
building an investment in the end
goal and thereby creating a
momentum to achieve it.
Transformational Leadership takes
Service Leadership to the next level.
Types of Innovative Leadership Styles in the New Normal

1. Servant Leadership
The end goal focus of Servant Leadership is the people who are
being led. The leader has no self-interest on his part, steps back
and supports only the interests of the followers.
Guidance, empowerment and a
culture of trust are hallmarks of
this leadership.
A servant leader puts complete
trust in in his or her followers, the
process and to align those within
the organization with its goal.

1. Servant Leadership
The primary issue with servant leadership is that it’s not viable
on an organizational level, because it does not keep its eye on
the prize.
Focusing entirely upon the
needs of the people within
the organization, the goal of
the organization is nearly
completely lost and therefore
not attained.

2. Transactional Leadership
Give and take is the hallmark of transactional leadership
– modeled just like a business transaction. Of course the
employer/employee relationship is largely transactional as is.
Employers need work
done and employees do
that work in exchange
for money.

That “quid pro quo” (something for something) is the heart of the
workplace, and everyone is generally happy with this arrangement,
but it only works if everyone involved sees it that way.

In education, there is often more at stake for employees who quite
often understand their jobs to be more than just a simple exchange
of services for money, but rather see their higher purpose.
Money is therefore not the motivating
factor. This is where transformational
leadership can step in to compliment
transactional leadership, taking the
whole process a step further by
building upon other forms of motivation
outside of simply the exchange of
goods and services for money.

3. Emotional Leadership
Where transactional leadership is concerned primarily with the
exchange of goods and services, emotional leadership is concerned
with the feelings and motivations of followers.
It takes the focus completely to
the other side of the spectrum –
demanding that leaders be
emotionally intelligent themselves
and then to motivate through the
use of that emotional intelligence.

Advantages of Emotional Intelligence

3. Emotional Leadership
Emotional leadership and transformational leadership have a great
deal in common with each other. With emotional leadership, the
leader taps into their emotional center in order to find the path to
guiding their followers.
People sometimes argue that
transformational leadership requires that
same level of influence over emotions,
however there is a fundamental
difference in the two, in that
transformational leadership is by
necessity a rational process rather than
an emotional one.

Characteristics of Emotional Intelligence

For education in particular to Teaching and Learning culture
in the New Normal, transformational leadership offers the
best of everything,
– from tapping into the
emotions of workers to offering
the compensatory core that is
the case for all forms of
business, to guiding from a
place of support.

Transformational leadership takes the best qualities from other
kinds of leadership and uses those, along with a deep sense
of shared purpose to motivate subordinates.
While the other forms of leadership
focus on one singular aspect or another,
transformational leadership takes a
broad view of the issues surrounding
leadership and then uses those as a
driving force for meeting the overall
goals of the organization.

Attributes of Transformational Ledership

However since transformational leadership is informed by all of
these various types of leadership, it’s always a good idea for
leaders to learn more about these other styles.
This is to have a deeper
understanding of these forms of
styles to offer the best support and
guidance possible to those whose
service are in.
References; Transformational leadership is a
theory of leadership that was developed by
James Burns (1978),

Transformational leadership only really works if the leader is
able to keep up the charisma and interpersonal relationships
which are required for it to work.
When transformational
leadership fails, the last
resort is quite often
transactional leadership,
which is easy and
straightforward, if less than
effective in the long term.

Education happens in the real world, where people have
shortcomings and quite often need guidance in order to get things
going in the right direction.
Transformational Leadership
offers that same focus on the
individual, building an investment in
the end goal and thereby creating a
momentum to achieve it.
Transformational Leadership takes
Service Leadership to the next level.

•Take 5!
Collaboration and Trust.
Session 4;
Ten traits of successful Innovative School Leaders

Session 4
Ten traits of a successful Innovative School Leaders

4. Ten traits of a successful Innovative School Leaders
What makes a successful Innovative School Leader? How do you
become truly effective as a principal or in a leadership position?
While there is no one solution to
successful school leadership,
there are certain strategies,
skills, traits and beliefs that
many of the most effective
school leaders share.

On the other hand, poor or absent school leadership can
undermine the goals of an educational system.
When schools lack a strong foundation and direction, learning
is compromised, and students suffer.
According to a Wallace
Foundation study,
“Leadership is second
only to classroom
instruction as an influence
on student learning.”

Educational leaders play a pivotal role in affecting the climate,
attitude and reputation of their schools. They are the
cornerstone on which learning communities function and grow.
With successful school leadership,
schools become effective
incubators of learning, places
where students are not only
educated but challenged, nurtured
and encouraged.

The following are
traits common among
the most successful
school leaders.
Megan Tschannen-Moran, author and professor of educational
leadership at the College of William and Mary, discuss the
importance trust plays in building communities. He listed down the
Ten traits of a successful Innovative School Leaders.

1. They Understand the Importance of Building Community
Effective school leaders build and sustain reciprocal family and
community partnerships.
They leverage those
partnerships to cultivate
inclusive, caring and
culturally responsive school
communities.

Tschannen-Moran explains, “In schools with high levels of trust,
and to build these community networks, it is essential that school
leaders are;
• visible in their schools and
community,
• develop trust and
• create a sense of transparency
and shared purpose with
parents, staff, community
members and students.

2. They Empower Teachers and Cultivate Leadership Skills
Great school leaders do not run a one-man show, they know they
cannot do it all alone.
They surround themselves with
great teachers and colleagues.
They fully support teachers and staff
by encouraging them to continually
learn, develop and, perhaps most
important, become leaders
themselves.

When people are fulfilled and given opportunity for career growth,
as well as autonomy and control over their careers, they are more
productive, more engaged and more effective overall.
In a recent Gallup poll, it was
discovered that 33 percent of U.S.
teachers are engaged in their work,
while 51 percent are not engaged
and 16 percent are actively
disengaged. These statistics are
startling to say the least.

Education author and researcher Todd Whitaker wrote: “Great
principals focus on improving the quality of the teachers within their
school by;
 carefully hiring the best teachers,
 supporting their efforts and their
ambitions,
 holding all staff members to high
expectations, and
 working to carefully support the individual
development of each professional to
impact student achievement.”

They offer professional development opportunities and support
services to teachers, as well as by creating an environment
where teachers are able to experiment, innovate and lead.
Principals can ensure a healthy
environment for educators that will
have positive repercussions for
students. A study found that “highly
talented principals were 2.6 times more
likely to have above average employee
engagement at the schools they lead
three years later.

3. They Utilize Data and Resources
Successful school leaders use data, including standardized and
school-based assessments, to drive continuous improvement
through site-based decision-making.
The purpose is to promote
equitable and culturally responsive
opportunities for all students.
Effective leaders are able to
leverage that data to make
strategic decisions to benefit their
students.

According to educational technology company in education,
“building a foundation for data-driven decision making” is the first of
“Six Steps for School Leaders to Use Data Effectively.”
“When it comes to data, effective
principals draw the most from statistics
and evidence. They ask useful questions
of the information and use it to promote
‘collaborative inquiry among teachers.’
They view data as a means to pinpoint
problems to understand their nature and
causes.”

4. They Have a Vision and a Plan
The very best leaders are also visionaries. They have a goal that
they can unite a team around and a plan to help them get there.
They are able to clearly articulate
their school vision and goals.
Vision is perhaps one of the most
important qualities a leader can have
as it provides momentum and
direction, for the team leader and
for each and every team member.

Successful leaders pursue their vision and enact their plan,
they pair their vision with unrelenting passion.
Vision and passion from an
effective leader should generate
inspiration, motivation and
excitement that permeates
throughout the school.

According to a “Successful School Leadership” by UK-based
Education Development Trust, “Effective head teachers provide a
clear vision and sense of direction for the school.
They prioritize. They focus the
attention of staff on what is
important and do not let them get
diverted and sidetracked with
initiatives that will have little
impact on the work of the
students.”

5. They Create Collaborative, Inclusive Learning Environments
Inclusive learning provides all students with access to flexible
learning choices and effective paths for achieving educational goals
in spaces where they experience a sense of belonging.
Equality
Each individual or group being given
the same resources or opportunities.
Equity
Recognizes that each person has
different circumstances and
allocates the exact resources and
opportunities needed to reach an
equal outcome.

They believe that every
person can contribute to the
greater learning community
and therefore they encourage
collaboration between faculty
as well as students.
The best educators prioritize inclusivity, creating safe learning
environments that nurture every student.

“Perhaps the most critical role in successful inclusive schools is the
role of the principal,” wrote the Inclusive Schools Network.
“The school principal’s active participation
is the single most important predictor of
success in implementing;
change,
improving services, or
setting a new course.
The school principal is central to facilitating
systemic change and leading faculty to
adopt new attitudes and new practices.”

6. They Are Passionate About Their Work
Passion is a critical ingredient to be successful and happy in your
job and especially important for school leaders, who typically
have a great influence on their school’s climate and culture.
Passionate people have a
contagious energy that can
greatly affect teacher
satisfaction and drive as well
as student performance.

6. They Are Passionate About Their Work
“All the knowledge in the world can’t make a good leader: It is
the care for the work and the people who collaborate with you
that makes the difference,” wrote Forbes.
People want to follow a passionate
leader who cares about not only the
cause for which he or she is
working, but also the other people
who are involved in the effort.
Passion for the projects, for the
company and for the people involved
are key to successful leadership.”

7. They Encourage Risk-Taking
What most educators already know is that failure can be the
greatest teacher. Just as teachers should encourage risk-taking
amongst their students in order to spur growth,
truly effective leaders encourage
risk-taking amongst their
subordinates and colleagues by
creating a supportive environment
that rewards not just successful
ideas or initiatives but effort as well,
no matter the outcome.

7. They Encourage Risk-Taking
“Failure is required for learning, but our relentless pursuit of
results can also discourage employees from taking chances. To
resolve this conflict, leaders must create a culture that supports
risk-taking,” wrote the Harvard Business Review
. “One way of doing this is to use
controlled experiments — think A/B
testing — that allow for small failures and
require rapid feedback and correction.
This provides a platform for building
collective intelligence so that employees
learn from each other’s mistakes, too.”

8. They Lead by Example
We’ve all heard the saying, “Do as I say, not as I do.” Of course,
the irony is that actions are much more telling than words.
Leaders who lead by example
position themselves as
tremendous role models for not
only the students in their school
or district, but for colleagues and
parents as well.

8. They Lead by Example
A leader that leads by example almost always receives respect
and admiration, without which he or she will find little luck in
leadership.
As philosopher and physician Albert Schweitzer once said,

9. They Persevere – Staying with a School for at Least Five Years
Change, while good, can also be disruptive when it occurs too
frequently. In school leadership, frequent turnover results in a negative
school climate, which in turn has a negative effect on student
performance.
“Committed and effective principals
who remain in their schools are
associated with improved school wide
student achievement. As a corollary,
principal turnover is associated with
lower gains in student achievement,”
reported the Learning Policy Institute.

Principal turnover has a more significant negative effect in
high-poverty, low-achieving schools — the very schools in
which students most rely on their education for future success.
The negative effect of principal
turnover suggests that principals need
time to make meaningful
improvements in their schools.
One study found that it takes, on
average, 5 years of a new principal
leading a school for the school’s
performance to rebound to the pre-
turnover level.”

9. They Persevere – Staying with a School for at Least Five Years
The best leaders, therefore, are willing to commit to a school
and persevere despite the obstacles or challenges.
After all, realizing a vision doesn’t
happen overnight; true
transformation takes time.
A leader’s commitment displays not
only passion but dedication, which
can have a tremendously positive
effect on school culture.

10. They Are Lifelong Learners
Perhaps the most important of all qualities that a school leader
can possess is the unquenchable thirst for knowledge. As John F.
Kennedy said, “leadership and learning are indispensable to
each other .”
The best leaders, no matter what
school they work in, know they will
never know it all. They are humble
in their knowledge yet confident in
their abilities. They’re endlessly
curious individuals who never stop
questioning, and learning.

“It takes a real sense of personal commitment, especially after
you’ve arrived at a position of power and responsibility, to push
yourself to grow and challenge conventional wisdom.
Which is why two of the most
important questions leaders face
are as simple as they are profound:
Are you learning, as an
organization and as an individual,
as fast as the world is changing?
Are you as determined to stay
interested as to be interesting?

Remember, it’s what you learn after you know it. all that counts.”
The report also
quotes the noted
writer and professor
John Gardner, who
observed,

•Take 5!
Ten traits of successful Innovative School Leaders
Session 5;
Innovations in Teaching & Innovations in School
Management
(with Examples and Discussion)

Session 5
Innovations in Teaching & Innovations in School
Management

Due to the COVID-19 pandemic, teaching has automatically
shifted to distant learning and online platforms.
Session 5
Innovations in Teaching & Innovations in School Management
Teachers are now adopting online
platforms to conduct their classes
with students, along with meetings
and seminars with the help of video
conferencing programs such as
Zoom, Google Meet, Skype, etc.
Teachers must ensure students are
motivated while learning online.

Applying certain techniques to make online class interactive is
important as the lack of engagement from long lectures and difficulty
of subjects can overwhelm students and lack the inclination to learn.
Teaching is one of the
determining jobs which makes
an enormous role in the life of
every person.
Renewing traditional methods
to make learning easier for
students is the focus.
Innovations in Teaching

To do that, innovative teaching methods is the new way of
teaching. This would include creativity, collaboration,
communication & connectivity , the internet of things (IoT) in
teaching methods.
A great poet William Butler
Yeats once said:

The use of innovative teaching methods to better assist students
and to teach them the benefits of innovative thinking, does more
than “fill the pail”.
It helps to kindle the passion
for learning, also provides
students the necessary tools
to succeed in the 21st century.

The Use of Smart Boards-
They help in creating good
visualization of topics.
The course content becomes
interactive and visual.
It transforms the teaching
experience into a collaborative one.
Some innovative teaching strategies which every teacher can
adopt and make teaching more engaging for the students are:

The Smart Boards-
Three main parts of a
Smart Board
- the touch screen
whiteboard,
- a projector and
- a computer.
An interactive whiteboard used to enhance teaching and learning.
It is a pretty spiffy tool for teachers and students with many
features.

The Smart Boards-
A set of pens and an eraser enable it to be used as a traditional
whiteboard.
Information written with the
pens can be saved into a
file for later use or printed.
Ever want to write with your
finger?
The Smart Board lets you
do that!

Teacher Blogs– A blog that helps the teacher to hare his / her
handouts, quizzes, and teaching rmaterials.
Helpful tips for other
fellow teachers can also
be shared here.

Inclusiveness of Socialization in Online Teaching
-This is a good method to reduce the lack of motivation in some
students in the course of e-learning.
The teachers can set up
forums to interact with their
students and help solve their
problems. Online meet ups
and tutoring sessions can be
set up.

Creating real-life examples to facilitate learning
– Connecting teaching subjects with real-life situations.
It makes learning
more engaging and
fun for the students.

Flipped Classroom Teaching
–This is becoming an increasingly popular and effective teaching
method where students become the active participants of the
learning process.
This method also lays the
foundation of independent
learning.
Teaching through Virtual
Reality helps students to learn
through 3D world.

Flipped Classroom Teaching
Students learn in an immersive manner and learning becomes
fun.
For example,
The teacher can use 3D
technology to take a trip to
outer space during a class
in Science

Cloud Computing – Cloud computing allows students to
access homework from anywhere,
-anytime as long as there
is an internet connection
using multimedia tools
like smart phones, ipads
and laptops .

Teaching through 3D Printing Technology
– This innovative teaching method is gaining global acceptance.
3D printers are used to
create templates and
make complex
concepts easier to
understand.

All these methods are to bring innovation and creativity to the
classroom. Innovation is a necessary change we need in the
schools of today and that will begin from you.

The concept of Innovation in School Management is a purposeful
organized and risk-taking change introduced to ensure efficiency
and increased productivity.
It is the introduction of new ideas,
methods, strategies and
techniques for doing things into
the school system for the
purpose of improving
both internal and external
efficiency of the system.
Innovations in School Management

The injection of innovations into school administration is in
response to the technological development resulting in creative
and innovative practices all over the globe.
Innovations in School Management
It is to gain competitive advantage
which could be in form of improved
productivity, job performance, services
and commitment.
Uchendu (2015) describe it as a process in
which ‘new programs or practices are
injected into the operation of a system
to replace old or ineffective ones’.

Types of Innovation
Research literature identified four types of innovations which are
applicable in school management.
These include:
1. Service Innovation:
The introduction of a new service.
2. Process Innovation:
The implementation of a new or improved service delivery.
3. Marketing Innovation:
The implementation of a new marketing method.
4. Organizational innovation:
The implementing a new organizational method..

Types of Innovation
1. Service Innovation:
This involves the introduction of a new service that greatly
improves the management practices in schools.
Example,
The introduction of e-payment
for the workers and online
payment of school charges by
students in higher institutions

Types of Innovation
2. Process Innovation:
This is the implementation of a new or improved service delivery.
The process innovation in school is intended to reduce unit cost
of service delivery and to improve or increase quality.
Example,
Typical of process innovation in
school management include;
 the use of new teaching methods,
 computer-based examination,
 use of ICT tools in teaching and
learning etc

Types of Innovation
3. Marketing Innovation:
Marketing innovation involves the implementation of a new
marketing method.
Example,
Marketing Innovation involved
significant changes in;
 product design
 product promotion or
 pricing.

Types of Innovation
4. Organizational innovation:
This involves implementing a new organizational method in the
school business management practices.
This type of innovation is intended to
increase workforce satisfaction and
good human relations by reducing
administrative bottle-necks.
The ultimate aim is to increase
productivity, commitment and
involvement among employees.

Other types of Organizational Innovation:
a. Incremental Innovation: (Kaizen)
b. Radical Innovation: (Kaikaku)

a. Incremental Innovation: (KAIZEN)
Kaizen is a gradual improvement on existing knowledge in the
organization. It involves a planned and orderly process of
Innovation implementation.
The institutional administrator and
the staff work together to put in
place strategies for achievement.
Kaizen leads to small changes or
improvements in service delivery or
making teaching and learning
processes easier in school.

b. Radical Innovation: (KAIKAKU)
This is a type of innovation that results in fundamental changes in
services or processes in the school system.
This type of innovation results from
careful research and development into
a specific issue or problem in the
organization and frequently makes use
of new technology to solve them.
This innovation is sometimes
described as “breakthrough”
innovation.

Sometimes, the implementation of KAIKAKU can completely change
the way the organization operates and can result in new services and
processes in the work organization.
However, radical innovation is unplanned,
and no deliberate attempt is made to
bring about its implementation (Uchendu,
2015).
Nevertheless, due to the pressures
converging inside and outside the school,
KAIKAKU are often a result of coping
reactions to the turbulence of events.

You do Kaizen when you want to tweak with the system a bit.
You do Kaikaku,
on the other
hand, when you
want to change
things drastically.

Example,
In 2004/2005, there was leadership crises in the Department of
Educational Administration and Planning in the academic
session in the University of Calabar.
To solve this problem,
a new Head of Department
was appointed from another
Department to neutralize
the leadership crises.

c. Disruptive Innovation: (Transformational Innovation)
This is the type of innovation can completely change the status quo
of an organization. Disruptive innovation can even change the basis
of society.
Example,
The transformation of the society,
resulting from the use of modern
computing technology has completely
revolutionized the globe and change the
world into a “global village”. This type of
innovation is sometimes referred to as
transformational innovation.

Examples of Innovative Practices in School Administration
1. Strategic Planning / Management
2. School leadership
Paradigm shift from transactional to transformational leadership
3. Pro-activism
Proactive management of human resources.
4. Communication in School Administration
Use of modern technological tools in schools
5. Record management
Use of ICT tools in effective school records management.
6. Management of examinations
Use of modern technology in examination administration
7. Flipping the Classroom

1. Strategic Planning / Management
Known as corporate planning. It seeks to obtain a consensus in
the school organization on the direction the school should operate
within a given period of time.
The school administrator,
the vice and deputy heads,
the departments heads and
some experienced teachers
are all those involved in the
corporate planning.

They meet with the school head to develop the school philosophy,
mission statement and objectives that will direct the operation of
the school over the medium to long term.
These things have to be
communicated to all members of
the school community to serve as
guidelines which spell out the
direction the school will take and
how the various parts of the
school fits into the plan.

During strategic planning, the following things are done:
a. Objectives are set for using available resources
b. Plans or polices are formulated for achieving these objectives.
c. Activities to be carried out are identified.
d. The activities are organized into categories or groups
e. Human resources (teachers/non-teachers) are provided to perform
these activities to achieve the set objectives.
f. Provision for motivating and empowering personnel to initiate work
activities.
g. Provision for incentives to encourage staff commitment to work, to the
organization and high productivity.
h. Provision for control measures and evaluation of achievement of
objectives.
i. Provision for remedial actions in case of deficiencies in achieving the
set objectives.

In summary, strategic planning or management is a systematic
planning of the direction and total resources of the school
organization so as to achieve set objectives over a given
period of time.
Strategic planning ensures
quality in the management of
the school and provides a
focus in the operation of
the school.

2. School leadership
A paradigm shift from transactional to transformational leadership
whereby the use of punishment, rewards and coercion to seek
compliance shifts to inspires subordinates and challenges them to
be more involved in their work.
Transformational Leadership elicits
a stronger sense of commitment
from subordinates which will have
a positive impact on their job
performance, effectiveness and
efficiency.

Transformational leadership has the following attributes:
a. Intellectual Stimulation
This refers to the ability of the leader to initiate innovations that
can;
 challenge the status quo and
 encourage creativity among
staff and students,
 encourage them to explore
new ways of doing things and
new opportunities to learn.

b. Individualized Consideration
This refers to the capacity of the leader to;
 offer support and encouragement to
individual staff,
 keep lines of communication open
and
 recognizes the unique contributions
of each staff.

c. Inspirational Motivation
The leader has a clear vision for the subordinates and helps
them to;
 have same passion and motivation
to fulfill their personal goals and
those of the school.
 the administrator stimulates both
staff and students to achieve set
goals.

d. Idealized influence
The leader serves as a role model. He leads by showing good
examples.
The staff and students
trust and respect the
leader, and they
emulate the leader and
internalize his or her
ideals.

School administrators should develop these transformational
leadership attributes. These attributes will help them to optimally
stimulate and encourage their subordinates to support them and
work together for the growth and development of the school.
Transformational leadership is now
widely advocated for use by school
leaders. If properly applied, both
students and teachers would be
adequately motivated to perform
beyond expectation

3 Pro-activism
Proactive approach to the management of human resources in work
organizations is gradually replacing reactive approach.
Proactive leader anticipates school
problem in their area of
responsibility and puts in place
corrective measures before the
problem emerges. This increases its
contribution to the staff and students
and the school by predicting
challenges before they arise.

3 Pro-activism
This is where the intelligence of a leader is put to work. A proactive
leader is one with initiative responsiveness to the ability he
possesses as he does things correctly without being told what to do.
School administrators
should use pro-activism
and avoid the use of
reactive approach in
handling staff and students’
problems

The use of modern technological tools have greatly improved
communication in schools memos.
School administrators should
have the ability to use
innovations resulting from
technological development to
communicate with staff and
students within the school and
outside the school.

The use of e-mails, multimedia, mobile calls, chat discussions and
text messages enhances effective communication and making it
faster than letter writing and memos.
Automatic response can be received
instantly. Minutes of meetings can be
sent through e-mails for them to
read before the next meeting.
Administrators therefore, should
learn to apply these innovations in
school management

The use of ICT tools to enhance effective management of school
records.
Information relating to staff
employment, academic qualification,
age, rank, promotion, health,
appointment and behavior can be
stored using computer in cloud
drive, hard disks, flash drives for
reference purposes and quick
retrieval when needed.

The use of these tools in record management reduces the stress
associated with paper work and enhances effectiveness and
efficiency. Information relating to students can
also be effectively managed using
ICT tools. These data include
admission data, personal details,
contact address, academic records,
examination results and other
information generated throughout
their period of study in the school.

Financial records and data of staff salaries and allowances can also
be efficiently managed using ICT tools. It can track and monitor
students’ fee payment or fund deposits in school account.
Similarly, financial data relating to
supplies, income and expenditure,
maintenance funds, sales, procurement
of infrastructure can be properly
managed using modern technology.
This promotes prudential management of
funds and accountability.

Modern technology has made it possible for ICT tools in the
management of examinations in schools. Administrators should
use this to check examination malpractice.
It can also be used to prepare
examination questions,
administer the examinations
(computer based) to students
and grade the students.

The results of examination can be released to the students
immediately after the examination or in a few days time. The use of
ICT resources help greatly in the computation of students’ results
Teaching and Learning Information and
communication technologies are now
the mainstream issues in all facets of
life including education. It is a well
accepted practice to integrate ICT into
major logistical, organizational and
educational processes.

Information and communication are two important processes in the
teaching / learning situation. In the classroom, it can be used to
enhance teaching effectiveness,
prepare lesson plan, collect and analyze
students’ achievement. Curriculum
contents can be enriched through internet
searches and information and relevant
school practices unknown to students and
teachers, not found in textbooks can now
be easily downloaded from the internet.

ICT provides the needed information for the enhancement of
academic development of both teachers and students, access to
current knowledge and other information held by global network or
online libraries.
Teachers can use ICT tools to give
assignments to students and assess
their performance and also send the
feedback to them. This greatly minimize
workload and paper work. The use of
modern technologies in teaching,
stimulates and capture students’ interest
in learning

One outstanding innovative practice in the teaching/learning
situation is “flipping the classroom”.
Increase access to technology and
development of high quality online
educational resources have promoted
this teaching strategy. Flipping the
classroom refers to a blended learning
technique in which instructor-
created videos are viewed by
students outside the classroom.

The teacher prepares the instructional materials, video the
presentation and uploads it to the school website or personal
website for the students to read and study.
During class time, assignments,
projects, exercises and discussions
are completed.
It is a form of inverting the
schedules on which students receive
instruction and practice new skills.

This strategy allows for the teaching component of instructional
delivery to be completed outside the classroom
Flipped Classroom allows
for more interaction between
the instructor and students
as they work through
assignments during class
time.

7. Advantages of Flipping the Classroom
i. It gives the teacher enough one-on-one time to spend on student.
ii. Enhances student / teacher relationship
iii. Give the students opportunity to rewind lessons and master topics.
iv. Enhances collaborative learning
environment in the classroom.
However, to succeed in this
pedagogical technique, the teacher
must be ICT compliance and the
students also must have, and be
familiar with the use of ICT resources

Rationale for Innovative Practices in School Administration.
The reasons for application of innovative practices in education
include;
a. Improvement of school standard
b. To meet the expectation and aspiration
of the society and stakeholders
c. To respond to global and best practices
d. To improve quality of teaching and
learning outcome and hence, quality
education
e. The need for achievement and desire
for creativity
Summary

Conclusion and Recommendations
In this time of global competitiveness and digital knowledge driven
society, emphasis is on Innovative quality education of New
Normal.
In terms of quality inputs, processes
and outputs, educational administrators
and teachers should adopt or adapt
Innovative Leadership practices in
school administration and teaching.
This is necessary for improvement of
school performance, productivity and
quality education.

•Take 5!
Let us Reflect
what we have
learned.

Sum up what you have learned from this
Online Seminar on Innovative
Leadership and submit your
Assessment Output to the Organizer.
Assessment Output Questions.

1. What is the definition of Innovative Leadership?
2. What are the features of Innovative Leadership
in Education?
3. What are the characteristics of an Innovative
Leader?
4. Why is building trust and collaboration important
in Innovative Leadership in schools?
Question for your Output Assessment

Case Studies
1. Study the Innovative Leadership Features and
Characteristics and pick up two that you
can apply and practice at your School setting.
2. Justify your choice.

Sharing Experience
1. With your teaching experience, discuss which
features of Innovative Leadership that is not viable
at the moment, to practice at your school setting and
2. What are the difficulty and suggestion needed to put
in place this practice for future implementation.

Application
1. Which out of the 8 Characteristic of Innovative
Leadership that you can immediately practice in your
school setting without incurring additional Cost,
infrastructure and investment?
2. Share your thoughts/ outcomes of this application.

Thank you very
much
&
Be Blessed!

References
Akpan, C. P. (2008) Lecturers’ perception of the role ICT in the Management of
University Education for sustainable Development in Nigeria. Nigerian
Journal of Educational Administration and Planning. 8 (1), 113-127
Akpan, C. P. (2015) Knowledge Management in Educational Organizations. In C.
P. Akpan, J. E. Okon and V. O. Ebuara (eds.) Fundamentals of
Educational Management (pp20-48). Calabar: University of Calabar Press.
Federal Republic of Nigeria (2004).National Policy on Education. Lagos NERDC
Press.
Hanover Research.(2012). Innovative Practices to Support Student Learning and
Success. Available online: www.hanoverresearch.com.
Johnson ,O. A. (2007).Enhancing Quality in Higher Education through ICT in
Nigeria. In J. B. Babalola, G. O. Akpa,A. o. Ayeni & S. O. Adedeyi (eds.)
Access, Equity and Quality in Higher Education. NAEAP Publication
Onuma,N. (2007).Utilization of ICT in School: Problems and Suggestions .

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