1. Christina Budi Setyaningrum

4.  Surfer  learn surfing  perfected them  not considered bigger picture & outside environment  Surfer  kept trying whatever came into his mind, without stopping to reflect & learn from each attempt  He is highly disciplined & he becomes purposeful & deliberate, clearly understanding his actions

5. Five Concept:  Idea of direction-setting  Planning  Not involved in the detailed day-to-day- activity but is considered with the broad major dimensions of the organization  A medium to longer term time framework  A template against which to set shorter term planning and activities

6. A process of influence leading to the achievement of desired purposes. It involves inspiring and supporting others toward the achievement of a vision for the school which is based on clear and professio values.

7. Direction Setting Translating strategy into action Aligning the people and the organization to the strategy Determining effective intervention points Developing strategic capabilities

8.  Scan hal 12

9. ABCD Approach Oral, Written, Structural

10. Images, metaphors,experiences Dialogues-Conversations, Cognitive/mental map, shared understanding

11. Strategic perspective, Outcome orientation, Formal plans

12.  Scan hal 15

13. Leaders: When.. Knowing what.. Knowing when... Knowing what not to do...

14.  Analogy of a tree

15. o Strategic Planning o Emergent Strategy o Intrepreneurship or decentralized strategy o Strategic Intent

16. Strategic leaders have a dissatisfaction or restlessness with the present Strategic leaders prioritize their own strategic thinking and learning Strategic leaders create mental models to frame their own understanding and practice Strategic leaders have powerful personal and professional network

17.  Scan hal 24

18.  Transform means to change completely or essentially in composition or structure  All transformational approaches to leadership emphasize emotions and values, and share in common the fundamental aim of fostering capacity development and higher levels of personal commitment to organizational goals on the part of leaders’ colleagues

19. Not necessarily allocated to those occupying formal administration positions. Power is attributed by organizational members to whomever is able to inspire their commitments to collective aspirations, and the desire for personal and collective mastery over the capacities needed to accomplish such aspiration.

20. Academic Origins Downtown (1973): Current conception of transformational leadership award varying amount of importance to charisma, with school based conceptions tending to award it least importance.

21.  Burns (1978): Transformational leaders appealed to the personal goals and values of their organizational colleagues and worked to both elevate and transform those goals and values in the collcetive interest.  Bass  Bryman

22.  In this new downsized, globalized, highly competitive environment, new form of leadership were needed which could rekindle employees’ commitment to the organization, help develop the capacities needed for this brave new world and encourage greater effort on behalf of the organization.

23.  Late 1980s and early 1990s, schools were beginning to be squeezed in ways they had rarely experienced in the past.  This squeeze brought with it the same potential for erosion of educators’ loyalty and commitment  School were being asked to do more- much more and to do more with less.

24. Tools to close the gaps:  Creating quasi market  Restructuring schools in order to increase the voice of parents in school decision  Legislating additional or different course completions for secondary students  Setting higher curriculum standards  Introducing high stakes testing programmes that may be used as the basis for grade promotion and/or judging the quality of a school performance

25. Transformational leadership as a distinctly unique set of practices. Non- school perspectives Charisma Inspirational leadership Individualized consideration Intellectual stimulation

26. School – based perspective; Depends not all on charismatic practices or leader characteristics Assumes wide distribution of its practices and function across roles within and outside the school Takes the creation of opportunities for collaborative work among staff as a major challenge to be addresed Acknowledges the interdependent relationships among leadership and managerial activities Works toward the creation of roles in schools for parents and members of the community as partners and co-producers of student learning

27. Setting directions helping staff to develop shared understanding about the school and its activities as well as the goals that undergrid a sense of purpose or vision Developing people The directions contribute to the capacitiesmembers often need in order productively to move on those directions Redesigning the organization Transformational leaders create conditions in their school which support and sustain the performance of administrator and teachers, as well as the students.

28. Marks and Printy report significant contribution to classroom instruction of both instructional and transformational approaches to leadership on the part of principals Leithwood dkk found that transformational school leadership practices explained a small but significant amount of variation on students’ engagement in school Sillin found that significant contributions of transformational leadership to both student and organizational learning in school Geijsel dkk reportes significant effects of such leadership on teachers’ levels of effort and commitment