1. UKDW Leadership Seminar
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

2. 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 21st Century
Leadership Challenges at LPS
Turning Constraints into Opportunities
Technology as a case study
“Can If” thinking

4. 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
Public schools have elected boards; charter and independent schools have appointed boards, Parochial schools have ties to churches and board
Seven local colleges and universities

5. 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

6. 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 without much real supervision
20th Century model of Scientific Management focused on rules, command and control, repetition, discrete assembly-line tasks
Late 20th Century models added Management by Objectives, Total Quality Management; increased team building with more individual input
Both models assumed that you had consistent inputs, refined processes, and measurable outputs
When applied to schools, age graded classrooms, testing requirements that measured student progress, strict evaluation of teachers
Educational leaders were really managers, or foreman, who’s job was to listen to the top, and enforce in the schools
Only problem: the span of control for most head teachers was vast, and teachers closed their doors and exercised taught without much real supervision
It takes many years to determine whether education has met the desired outcomes for each community, and each nation.

7. 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
FL, I learned when I was becoming a principal; the other two, I have heard about, but in public education we rarely talk about, so this is a good time for me to challenge us to think through together.

8. Schools as Systems Community State UKDW High school system CHURCH
He school styerm
Community
High School
State
EMPLOYERS
High school system
FAMILIES
Schools as Systems

9. 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
Everyone feels involved and engaged in a meeting on how to take things forward
Ideas flow at a meeting
You leave a meeting feeling it had purpose and direction, and it achieved something
A clear set of actions are agreed and everyone feels motivated to make them happen.
Facilitative leadership brings people together to help them achieve more.
A facilitative leadership style involves:
Building rapport – establishing credibility to enable people to contribute with ease.
Communicating effectively verbally and non-verbally – Being supportive and engaged
Active listening – demonstrating your interest by your body language
Questioning techniques – you can use questions as a very powerful facilitation skill: you can check understanding; ask for clarification, or for a view to be expanded. You can also ask questions to get people thinking differently (Why do you think that might be? What else might explain that? How might we do things differently? Etc….)
ICA Associates:
A sea change is taking place around the world. From global corporations to rural villages, people want to participate in making decisions that affect their lives. They want their efforts to make a difference in the world. New, facilitative approaches to leadership are emerging. Changing expectations are morphing hierarchies into circles. Leaders of the future foster authentic participation.
ICA Associates Inc. is a facilitation and training organization providing effective participatory skills to thousands of people.
We work to enable the formation of a culture of participation. Our focus is on enabling people to participate in the development of their own communities and organizations. We strive to make it easy for groups to think, plan and make decisions together. We intend to help groups get results and improve effectiveness. We want people to make the kind of positive contributions that will lead to healthier communities and workplaces. We want people to be able to play facilitative leadership roles.

10. 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
Genuine humility.
Rosabeth Moss Kanter, a Professor at Harvard Business School and Chair and Director
of the Harvard Advanced Leadership Initiative, puts it this way:
In the face of turbulence and change, culture and values become the major source of continuity
and coherence, of renewal and sustainability. Leaders must be institution-builders who imbue
the organisation with meaning that inspires today and endures tomorrow. They must find the
common purpose and universal values that unite highly diverse people while still permitting
individual identities to be expressed and enhanced.
As I tell my students, becoming the best kind of leader isn’t about emulating a role model or a historic figure. Rather, your 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.
That may sound simple, but it’s hardly simplistic. Doing the right thing is a lifelong challenge for all of us. Fortunately, there are guiding principles that can help.
From Values to Action centers on what I call the four principles of values-based leadership. The first is self-reflection: You must have the ability to identify and reflect on what you stand for, what your values are, and what matters most to you. To be a values-based leader, you must be willing to look within yourself through regular self-reflection and strive for greater self-awareness. After all, if you aren’t self-reflective, how can you truly know yourself? If you don’t know yourself, how can you lead yourself? If you can’t lead yourself, how can you lead others?
The second principle is balance, which means the ability to see situations from multiple perspectives and differing viewpoints to gain a much fuller understanding. Balance means that you consider all sides and opinions with an open mind.
The third principle is true self-confidence, accepting yourself as you are. You recognize your strengths and your weaknesses and strive for continuous improvement. With true self-confidence you know that there will always be people who are more gifted, accomplished, successful and so on than you, but you’re OK with who you are.
The fourth principle is genuine humility. Never forget who you are or where you came from. Genuine humility keeps life in perspective, particularly as you experience success in your career. In addition, it helps you value each person you encounter and treat everyone respectfully.
Harry M. Jansen Kraemer Jr. is the author of From Values to Action: The Four Principles of Values-Based Leadership (Jossey-Bass, April 2011). 

11. 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. oh
In his works, Greenleaf discusses the need for a better approach to leadership, one that
community, and the sharing of power in decision making.
leadership emphasizes increased service to others, a holistic approach to work, promoting a sense of
puts serving others—including employees, customers, and community—as the number one priority. Servant-
choice brings one to aspire to lead. The difference manifests itself in the care taken by the servant—first to
Leader he wrote, “It begins with the natural feeling that one wants to serve, to serve first. Then conscious
Who is a servant-leader? Greenleaf said that the servant-leader is one who is a servant first. In The Servant as
themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or
as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely
make sure that other people’s highest priority needs are being served. The best test is: Do those served grow
Servant Leadership Research Roundtable – August
It is important to stress that servant-leadership is not a “quick-fix” approach. Nor is it something that can be
at least not be further deprived?”
to life and work—in essence, a way of being—that has the potential for creating positive change throughout our
quickly instilled within an institution. At its core, servant-leadership is a long-term, transformational approach
Published by the School of Leadership Studies, Regent University
Servant leadership deals with the reality of power in everyday life—its legitimacy, the ethical restraints
Characteristics of the Servant-Leader
society.
After some years of carefully considering Greenleaf’s original writings, I have extracted a set of 10
—The New York Times
upon it and the beneficial results that can be attained through the appropriate use of power.
1. Listening: Leaders have traditionally been valued for their communication and decision-making skills. While
central to the development of servant-leaders:
characteristics of the servant-leader that I view as being of critical importance. The following characteristics are
will. He or she seeks to listen receptively to what is being said (and not said!). Listening also encompasses
listening intently to others. The servant-leader seeks to identify the will of a group and helps clarify that
these are also important skills for the servant-leader, they need to be reinforced by a deep commitment to
servant-leader.
are communicating. Listening, coupled with regular periods of reflection, is essential to the growth of the
getting in touch with one’s own inner voice and seeking to understand what one’s body, spirit, and mind
does not reject them as people, even while refusing to accept their behavior or performance. The most
and recognized for their special and unique spirits. One assumes the good intentions of co-workers and
2. Empathy: The servant-leader strives to understand and empathize with others. People need to be accepted
of servant-leadership is the potential for healing one’s self and others. Many people have broken spirits
3. Healing: Learning to heal is a powerful force for transformation and integration. One of the great strengths
successful servant-leaders are those who have become skilled empathetic listeners.
contact. In The Servant as Leader Greenleaf writes: “There is something subtle communicated to one who
leaders recognize that they have an opportunity to “help make whole” those with whom they come in
and have suffered from a variety of emotional hurts. Although this is a part of being human, servant-
4. Awareness: General awareness, and especially self-awareness, strengthens the servant-leader. Making a
that the search for wholeness is something they share.”
is being served and led if, implicit in the compact between servant-leader and led, is the understanding
situations from a more integrated, holistic position. As Greenleaf observed: “Awareness is not a giver of
aids one in understanding issues involving ethics and values. It lends itself to being able to view most
commitment to foster awareness can be scary—you never know what you may discover. Awareness also
solace—it is just the opposite. It is a disturber and an awakener. Able leaders are usually sharply awake
one’s positional authority, in making decisions within an organization. The servant-leader seeks to con-
5. Persuasion: Another characteristic of servant-leaders is a primary reliance on persuasion, rather than using
and reasonably disturbed. They are not seekers after solace. They have their own inner serenity.”
at building consensus within groups. This emphasis on persuasion over coercion probably has its roots
between the traditional authoritarian model and that of servant-leadership. The servant-leader is effective
vince others, rather than coerce compliance. This particular element offers one of the clearest distinctions
6. Conceptualization: Servant-leaders seek to nurture their abilities to “dream great dreams.” The ability to
Greenleaf himself was most closely allied.
within the beliefs of The Religious Society of Friends (Quakers), the denomination with which Robert
practice. The traditional manager is focused on the need to achieve short-term operational goals. The
beyond day-to-day realities. For many managers this is a characteristic that requires discipline and
look at a problem (or an organization) from a conceptualizing perspective means that one must think
trustees or directors. Unfortunately, boards can sometimes become involved in the day-today operations
based conceptual thinking. Within organizations, conceptualization is also the proper role of boards of
manager who wishes to also be a servant-leader must stretch his or her thinking to encompass broader-
Trustees need to be mostly conceptual in their orientation, staffs need to be mostly operational in their
(something that should always be discouraged!) and fail to provide the visionary concept for an institution.
4 The Understanding and Practice of Servant-Leadership - Spears
focused approach.
Servant-leaders are called to seek a delicate balance between conceptual thinking and a day-to-day
perspective, and the most effective CEOs and leaders probably need to develop both perspectives.
servant-leader to understand the lessons from the past, the realities of the present, and the likely
to define, but easy to identify. One knows it when one sees it. Foresight is a characteristic that enables the
7. Foresight: Closely related to conceptualization, the ability to foresee the likely outcome of a situation is hard
characteristics can be consciously developed. There hasn’t been a great deal written on foresight. It
can conjecture that foresight is the one servant-leader characteristic with which one may be born. All other
consequence of a decision for the future. It is also deeply rooted within the intuitive mind. As such, one
as “holding something in trust for another.”
8. Stewardship: Peter Block (author of Stewardship and The Empowered Manager) has defined stewardship
remains a largely unexplored area in leadership studies, but one most deserving of careful attention.
good of society. Servant-leadership, like stewardship, assumes first and foremost a commitment to serving
CEOs, staffs, and trustees all played significant roles in holding their institutions in trust for the greater
Robert Greenleaf’s view of all institutions was one in which
their tangible contributions as workers. As such, the servant-leader is deeply committed to the growth of
9. Commitment to the growth of people: Servant-leaders believe that people have an intrinsic value beyond
the needs of others. It also emphasizes the use of openness and persuasion rather than control.
growth of employees. In practice, this can include (but is not limited to) concrete actions such as making
responsibility to do everything within his or her power to nurture the personal, professional, and spiritual
each and every individual within his or her institution. The servant-leader recognizes the tremendous
laid-off workers to find other employment.
suggestions from everyone, encouraging worker involvement in decision making, and actively assisting
available funds for personal and professional development, taking a personal interest in the ideas and
awareness causes the servant-leader to seek to identify some means for building community among those
result of the shift from local communities to large institutions as the primary shaper of human lives. This
10. Building community: The servant-leader senses that much has been lost in recent human history as a
community as a viable life form for large numbers of people is for enough servant-leaders to show the way,
among those who work in businesses and other institutions. Greenleaf said: “All that is needed to rebuild
who work within a given institution. Servant-leadership suggests that true community can be created
specific community-related group.”
not by mass movements, but by each servant-leader demonstrating his own unlimited liability for a quite

12. 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
Listening
Empathy
Healing
Awareness
Persuasion
Conceptualization
Foresight
Stewardship
Commitment to the growth of people
Building community oh
In his works, Greenleaf discusses the need for a better approach to leadership, one that
community, and the sharing of power in decision making.
leadership emphasizes increased service to others, a holistic approach to work, promoting a sense of
puts serving others—including employees, customers, and community—as the number one priority. Servant-
choice brings one to aspire to lead. The difference manifests itself in the care taken by the servant—first to
Leader he wrote, “It begins with the natural feeling that one wants to serve, to serve first. Then conscious
Who is a servant-leader? Greenleaf said that the servant-leader is one who is a servant first. In The Servant as
themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or
as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely
make sure that other people’s highest priority needs are being served. The best test is: Do those served grow
Servant Leadership Research Roundtable – August
It is important to stress that servant-leadership is not a “quick-fix” approach. Nor is it something that can be
at least not be further deprived?”
to life and work—in essence, a way of being—that has the potential for creating positive change throughout our
quickly instilled within an institution. At its core, servant-leadership is a long-term, transformational approach
Published by the School of Leadership Studies, Regent University
Servant leadership deals with the reality of power in everyday life—its legitimacy, the ethical restraints
Characteristics of the Servant-Leader
society.
After some years of carefully considering Greenleaf’s original writings, I have extracted a set of 10
—The New York Times
upon it and the beneficial results that can be attained through the appropriate use of power.
1. Listening: Leaders have traditionally been valued for their communication and decision-making skills. While
central to the development of servant-leaders:
characteristics of the servant-leader that I view as being of critical importance. The following characteristics are
will. He or she seeks to listen receptively to what is being said (and not said!). Listening also encompasses
listening intently to others. The servant-leader seeks to identify the will of a group and helps clarify that
these are also important skills for the servant-leader, they need to be reinforced by a deep commitment to
servant-leader.
are communicating. Listening, coupled with regular periods of reflection, is essential to the growth of the
getting in touch with one’s own inner voice and seeking to understand what one’s body, spirit, and mind
does not reject them as people, even while refusing to accept their behavior or performance. The most
and recognized for their special and unique spirits. One assumes the good intentions of co-workers and
2. Empathy: The servant-leader strives to understand and empathize with others. People need to be accepted
of servant-leadership is the potential for healing one’s self and others. Many people have broken spirits
3. Healing: Learning to heal is a powerful force for transformation and integration. One of the great strengths
successful servant-leaders are those who have become skilled empathetic listeners.
contact. In The Servant as Leader Greenleaf writes: “There is something subtle communicated to one who
leaders recognize that they have an opportunity to “help make whole” those with whom they come in
and have suffered from a variety of emotional hurts. Although this is a part of being human, servant-
4. Awareness: General awareness, and especially self-awareness, strengthens the servant-leader. Making a
that the search for wholeness is something they share.”
is being served and led if, implicit in the compact between servant-leader and led, is the understanding
situations from a more integrated, holistic position. As Greenleaf observed: “Awareness is not a giver of
aids one in understanding issues involving ethics and values. It lends itself to being able to view most
commitment to foster awareness can be scary—you never know what you may discover. Awareness also
solace—it is just the opposite. It is a disturber and an awakener. Able leaders are usually sharply awake
one’s positional authority, in making decisions within an organization. The servant-leader seeks to con-
5. Persuasion: Another characteristic of servant-leaders is a primary reliance on persuasion, rather than using
and reasonably disturbed. They are not seekers after solace. They have their own inner serenity.”
at building consensus within groups. This emphasis on persuasion over coercion probably has its roots
between the traditional authoritarian model and that of servant-leadership. The servant-leader is effective
vince others, rather than coerce compliance. This particular element offers one of the clearest distinctions
6. Conceptualization: Servant-leaders seek to nurture their abilities to “dream great dreams.” The ability to
Greenleaf himself was most closely allied.
within the beliefs of The Religious Society of Friends (Quakers), the denomination with which Robert
practice. The traditional manager is focused on the need to achieve short-term operational goals. The
beyond day-to-day realities. For many managers this is a characteristic that requires discipline and
look at a problem (or an organization) from a conceptualizing perspective means that one must think
trustees or directors. Unfortunately, boards can sometimes become involved in the day-today operations
based conceptual thinking. Within organizations, conceptualization is also the proper role of boards of
manager who wishes to also be a servant-leader must stretch his or her thinking to encompass broader-
Trustees need to be mostly conceptual in their orientation, staffs need to be mostly operational in their
(something that should always be discouraged!) and fail to provide the visionary concept for an institution.
4 The Understanding and Practice of Servant-Leadership - Spears
focused approach.
Servant-leaders are called to seek a delicate balance between conceptual thinking and a day-to-day
perspective, and the most effective CEOs and leaders probably need to develop both perspectives.
servant-leader to understand the lessons from the past, the realities of the present, and the likely
to define, but easy to identify. One knows it when one sees it. Foresight is a characteristic that enables the
7. Foresight: Closely related to conceptualization, the ability to foresee the likely outcome of a situation is hard
characteristics can be consciously developed. There hasn’t been a great deal written on foresight. It
can conjecture that foresight is the one servant-leader characteristic with which one may be born. All other
consequence of a decision for the future. It is also deeply rooted within the intuitive mind. As such, one
as “holding something in trust for another.”
8. Stewardship: Peter Block (author of Stewardship and The Empowered Manager) has defined stewardship
remains a largely unexplored area in leadership studies, but one most deserving of careful attention.
good of society. Servant-leadership, like stewardship, assumes first and foremost a commitment to serving
CEOs, staffs, and trustees all played significant roles in holding their institutions in trust for the greater
Robert Greenleaf’s view of all institutions was one in which
their tangible contributions as workers. As such, the servant-leader is deeply committed to the growth of
9. Commitment to the growth of people: Servant-leaders believe that people have an intrinsic value beyond
the needs of others. It also emphasizes the use of openness and persuasion rather than control.
growth of employees. In practice, this can include (but is not limited to) concrete actions such as making
responsibility to do everything within his or her power to nurture the personal, professional, and spiritual
each and every individual within his or her institution. The servant-leader recognizes the tremendous
laid-off workers to find other employment.
suggestions from everyone, encouraging worker involvement in decision making, and actively assisting
available funds for personal and professional development, taking a personal interest in the ideas and
awareness causes the servant-leader to seek to identify some means for building community among those
result of the shift from local communities to large institutions as the primary shaper of human lives. This
10. Building community: The servant-leader senses that much has been lost in recent human history as a
community as a viable life form for large numbers of people is for enough servant-leaders to show the way,
among those who work in businesses and other institutions. Greenleaf said: “All that is needed to rebuild
who work within a given institution. Servant-leadership suggests that true community can be created
specific community-related group.”
not by mass movements, but by each servant-leader demonstrating his own unlimited liability for a quite

13. 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…
The pieces are in place, but we have a long way to go. Graduation rates are still too low.
Or supt only stayed for two years, and the board has begun a six month process to find his replacement
Charter schools continue to pressure the district as competitors
We will need to close several schools in the next two years
But in the end we must remind ourselves and our city, that schools are only as good as their city’s commitment to support them, but our responsibility as leaders is to reach high and stay grounded in the essential values of our work; in your cases, those values reach far back into the gospel, where Jesus gave his life, as a servant, savior, and friend…

14. 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
-OECD/ADB (2015), Education in Indonesia: Rising to the Challenge,