A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!

1. Naga City,
Camarines Sur,
PHILIPPINES
14 –16 Mar
2014

2. Timothy Wooi

Principal Consultant for Lean Management.
Certified TPM & Kaizen Specialist with 30 over
years working experience.

Provides Technical Consulting Services on TPM,
Kaizen and Cellular System set up.

A Mechanical background Green Innovator
recycling and reusing Idle resources to eliminate
waste adding Value to promote Green.

Founder of Tim’s Waterfuel, an alternative Hydroxy
Fuel supplement using Water that adds power and
reduce Co2 emission on automobiles.
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com 
H/p: 019 4514007 (Malaysia)
An NGO Community worker for Prison, Drug
Rehabilitation and CREST North (Crisis Relieve &
Training) Malaysia, an organization that respond to
Crisis & Flood.

3. 
Educational Leadership
Introduction & Definition

Leadership Styles in Education
Hierarchical, Transformational and
Facilitative

Developing effective School
Leaders
Teacher’s role as Leaders

21st Century Leadership in
Education
Innovation Leadership and
21st Century Teaching &
Learning

4.  A review of leadership styles and
Teacher’s role as leaders in school
change and improvement.
 An insight of effective school
restructuring in teaching and
learning of 21st Century leadership.
 Applying skills, knowledge, and
dispositions gained to the school
management involving leadership
behavior and school change.

5. Explores organizational theories,
models of theories, models of
leadership & management, and
personal & organizational change.
Bridges the theories to practical
applications in education settings.

6. To provide participants with an insight of Educational
Leadership styles and opportunity to explore role of
Teacher as leaders in school change management and
restructuring in the 21st Century teaching and learning.
To assist participants to
choose and situate best
leadership styles within
organization function, and
to develop a vision of their
leadership practice within a
perspective of how school
organization works.

7. Education & Leadership
Introduction & Definition

8. EDUCATION
Education in general sense is a form of learning in which
the knowledge, skills, and habits of a group of people
are transferred from one generation to the next through
teaching, training, or research.
Education frequently takes place
under the guidance of others, but
may also be autodidactic.
Any experience with a formative
effect on the way one thinks, feels,
or acts may be considered
educational.
- commonly divided into stages such
as preschool, primary school,
secondary school and then college,
university or apprenticeship.

9. LEADERSHI
Definition: described as “a process of social influence
P
which one person can enlist the aid and support
of others in the accomplishment of a common task’’.
For example, some understand
a leader simply as somebody whom
people follow, or as somebody who
guides or directs others, while others
define leadership as "organizing a group
of people to achieve a common goal’’.
’Studies of leadership have produced
theories involving traits, situational
interaction, function, behavior, power,
vision and values, charisma, and
intelligence, among others.

10. School leadership- a process of enlisting and guiding the
talents and energies of teachers, pupils,
and parents toward achieving
common educational aims.
School leadership-often used
synonymously with educational
leadership in the United States and
has supplanted educational
management in the United Kingdom.
Several universities in the United
States offer graduate degrees in
educational leadership.

11. Introduction: School
Came into currency in the late 20th century. Demands were
Leadership
made on schools for higher levels of pupil achievement, and
schools were expected to improve and reform.
These expectations accompanied by
calls for accountability at the school
level. Maintenance of the status
quo was no longer considered
acceptable.
Administration and management are
terms that connote stability through
the exercise of control and
supervision.

12. The concept of leadership was favored because it conveys
dynamism and pro-activity.
The principal or school
head is commonly thought to
be the school leader;
however, school leadership
may include other persons,
such as members of a formal
leadership team and other
persons who contribute
toward the aims of the
school.

13. Leaders, Born or made?
Good leaders are made not born.
Effective leader- desire and will power through a never ending
process of self-study, education, training, and experience.
(Jago, 1982).
To inspire your workers into higher
levels of teamwork, you must: be, know and, do.
These do not come naturally, but are
acquired through continual work and
study. Good leaders continually
improve their leadership skills; they
are NOT resting on their laurels.

14. -a leader's way of providing direction, implementing
plans, and motivating people. Different situations
however, call for different leadership styles.
Autocratic leadership style- may be most
effective in an emergency, with little time
on an agreement & where designated
authority has more experience or
expertise:However, in a highly motivated and aligned
team with a homogeneous level of
expertise, a more democratic or laissezfaire style may be more effective.
The style adopted should be the one most
effectively achieves the objectives
balancing the interests of its members.

15. When it comes
to Educational
Leadership,
which Style?

16. Types of Leadership Styles
in Education

17. Education is an important aspect of human life. How we
receive and translate it into our daily way of life is quite
largely dependent upon the way it gets passed on.
Educational leadership
has been studied over
years to address longstanding concern of
students, educators,
and society as a whole.

18. Leadership styles were introduced to address the needs of
students from diverse backgrounds. Three different types
of styles commonly practiced are.
1.Hierarchical
2.Transformational
3.Facilitative

19. The focus of above leadership Styles, particularly for
Teaching and Learning is upon School Leadership
concluding these three styles,
Hierarchical,
Transformational and
Facilitative
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.

20. Types of Leadership Styles in Education
1.Hierarchical Style
Based on the traditional method of
education, emphasis in a top-down
approach with formal authority and
little scope for participatory analysis.
Administrative head, the principal,
carries out all duties of a:planner, supervisor, analyst,
resource allocator, etc.
A very straightforward, with major
emphasis on efficiency, control and
routines.

21. Types of Leadership Styles in Education
2. Transformational style
Based on working together to put in place
a mechanism that will reap immediate
benefits and future ones.
This leadership style opens the door wide
for intellectual excitement, motivation
through values and a shared vision by
participation in leadership activities.
(Although, most decisions are taken
individually or by a small group of people)
Transformational leadership fosters a sense of purpose and meaning
to unite people for a better cause.

22. Types of Leadership Styles in Education
3. Facilitative style
Similar strategies used in
transformational styles, but more
democratic as well as interactive in
practice.
Works with the entire management,
offering partnership in preparing for
the future, promoting collective ideas
by being a part of the crowd, rather
than being at the center.
Empowering the entire education system is the primary goal.

23. What works best?
What works best for which institution and how it needs
to be, is based on careful strategic planning and
consideration of its vision.
Ideally, a leader should use
strategies and options flexibly to
balance both; short-term and longterm goals, and must serve the
institutional values.
State-of-the art programs for
leadership courses are now available
and provided by policy makers and
educational leaders for best delivery
designed for teachers to students.

24. Developing Effective School Leaders.
Role of school leader has grown beyond that of administrator
as more countries require better achievement and grant
greater autonomy to schools in designing curricula and
managing resources.
Responsibilities need to be clearly
defined, providing access to
appropriate professional
development, and acknowledging
their pivotal role in improving
school and student performance.
Knowledge of the different roles and responsibilities of 21st Century
school leaders and how countries succeeded in developing effective
school leaders at scale is now a necessity.

25. Teacher’s role as Leaders
Ten Teacher’s Role

26. The ways teachers can lead are as
varied as teachers themselves.
Teacher leaders assume a wide range of
roles to support school and student
success. Whether these roles are
assigned formally or shared informally,
they build the entire school's capacity to
improve. Because teachers can lead in a
variety of ways, many teachers can
serve as leaders among their peers. So
what are some of the leadership options
available to teachers?
The following 10 roles are a sampling of the many ways teachers
can contribute to their schools' success.

27. 1. Resource Provider
Teachers help their colleagues by sharing instructional
resources.
These might include Web
sites, instructional materials,
readings, or other resources
to use with students. They
might also share such
professional resources as
articles, books, lesson or unit
plans, and assessment tools.

28. 1. Resource Provider
Tinisha becomes a resource
provider when she offers to help
Carissa, a new staff member in her
second career, set up her
classroom.
Tinisha gives Carissa extra copies
of a number line for her students to
use, signs to post on the wall that
explain to students how to get help
when the teacher is busy, and the
grade-level language arts pacing
guide.

29. 2. Instructional Specialist
An instructional specialist helps colleagues implement
effective teaching strategies. This help might include ideas
for differentiating instruction or planning lessons in
partnership with fellow teachers.
Instructional specialists study and
explore instructional methodologies
that are appropriate for the school;
and share findings with colleagues.

30. 2. Instructional Specialist
When his fellow science teachers
share their frustration with students'
poorly written lab reports, Jamal
suggests that they invite several
English teachers to recommend
strategies for writing instruction.
With two English teachers serving as
instructional specialists, the science
teachers examine a number of lab
reports together and identify
strengths and weaknesses. The
English teachers share strategies
they use in their classes to improve
students' writing.

31. 3. Curriculum Specialist
Understanding content standards, how various components
of the curriculum link together, and how to use the curriculum
in planning instruction and assessment is essential to
ensuring consistent curriculum implementation throughout a
school.
Curriculum specialists lead teachers
to agree on standards, follow the
adopted curriculum, use common
pacing charts, and develop shared
assessments.

32. 3. Curriculum Specialist
Tracy, the world studies team leader,
works with the five language arts and
five social studies teachers in her
school. Using standards in English and
social studies as their guides, the team
members agree to increase the
consistency in their classroom
curriculums and administer common
assessments. Tracy suggests that the
team develop a common
understanding of the standards and
agrees to facilitate the development
and analysis of common quarterly
assessments.

33. 4. Classroom Supporter
Classroom supporters work inside classrooms to help
teachers implement new ideas, often by demonstrating a
lesson, co teaching, or observing and giving feedback.
Consultation with peers enhanced
teachers' self-efficacy (teachers'
belief in their own abilities and
capacity to successfully solve
teaching and learning problems) as
they reflected on practice and grew
together, and it also encouraged a
bias for action (improvement through
collaboration) on the part of
teachers.

34. 4. Classroom Supporter
Marcia asks Yolanda for classroom
support in implementing nonlinguistic
representation strategies, such as
graphic organizers, manipulatives,
and kinesthetic activities (Marzano et
al., 2001). Yolanda agrees to plan and
teach a lesson with Marcia that
integrates several relevant strategies.
They ask the principal for two half-days of professional release time, one
for learning more about the strategy and planning a lesson together, and
the other for co teaching the lesson to Marcia's students and discussing
it afterward.

35. 5. Learning Facilitator
Facilitating professional learning opportunities among staff
members is another role for teacher leaders.
When teachers learn with and from
one another, they can focus on what
most directly improves student
learning. Their professional learning
becomes more relevant, focused on
teachers' classroom work, and aligned
to fill gaps in student learning.
Such communities of learning can break the norms of isolation
present in many schools.

36. 5. Learning Facilitator
Frank facilitates the school's professional development committee
and serves as the committee's language arts representative.
Together, teachers plan the year's
professional development program
using a back mapping model (Killion,
2001). This model begins with
identifying student learning needs,
teachers' current level of knowledge
and skills in the target areas, and types
of learning opportunities that different
groups of teachers need.
The committee can then develop and implement a professional
development plan on the basis of their findings.

37. 6. Mentor
Serving as a mentor for novice teachers is a common role for
teacher leaders. Mentors serve as role models; acclimate new
teachers to a new school; and advise new teachers about
instruction, curriculum, procedure, practices, and politics.
Being a mentor takes a
great deal of time and
expertise and makes a
significant contribution to
the development of a new
professional.

38. 6. Mentor
Ming is a successful teacher in her own 1st grade classroom, but she
has not assumed a leadership role in the school. The principal asks
her to mentor her new teammate, a brand-new teacher and a recent
immigrant to the Philippines.
Ming prepares by participating in the
district's three-day training on mentoring.
Her role as a mentor will not only include
helping her teammate negotiate the
district, school, and classroom, but will
also include acclimating her colleague to
the community.
Ming feels proud as she watches her teammate develop into an
accomplished teacher.

39. 7. School Leader
Being a school leader means serving on a committee, such as a
school improvement team; acting as a grade-level or department
chair; supporting school initiatives; or representing the school
on community or district task forces or committees
A school leader shares the
vision of the school, aligns
his or her professional goals
with those of the school and
district, and shares
responsibility for the
success of the school as a
whole.

40. 7. School Leader
Joshua, staff sponsor of the student council, offers to help the
principal engage students in the school improvement planning
process. The school improvement team plans to revise its nearly 10year-old vision and wants to ensure that students' voices are included
in the process.
Joshua arranges a daylong meeting
for 10 staff members and 10 students
who represent various views of the
school experience, from non attenders
to grade-level presidents. Joshua
works with the school improvement
team facilitator to ensure that the
activities planned for the meeting are
appropriate for students so that
students will actively participate.

41. 8. Data Coach
Although teachers have access to a great deal of data, they
do not often use that data to drive classroom instruction.
Teacher leaders can lead
conversations that engage
their peers in analyzing and
using this information to
strengthen instruction.

42. 9. Catalyst for Change
Teacher leaders can also be catalysts for change, visionaries
who are “never content with the status quo but rather always
looking for a better way” (Larner, 2004, p. 32).
Teachers who take on the
catalyst role feel secure in their
own work and have a strong
commitment to continual
improvement. They pose
questions to generate analysis
of student learning.

43. 9. Catalyst for Change
In a faculty meeting, Larry expresses a concern that teachers may
be treating some students differently from others. Students who
come to him for extra assistance have shared their perspectives,
and Larry wants teachers to know what students are saying.
As his colleagues discuss reasons for
low student achievement, Larry
challenges them to explore data about
the relationship between race and
discipline referrals in the school. When
teachers begin to point fingers at
students, he encourages them to examine
how they can change their instructional
practices to improve student engagement
and achievement.

44. 10. Learner
Among the most important roles teacher leaders assume
is that of learner.
Learners model
continual
improvement,
demonstrate lifelong
learning, and use what
they learn to help all
students achieve.

45. 10. Learner
Manuela, the school's new bilingual teacher, is a voracious learner.
At every team or faculty meeting, she identifies something new that
she is trying in her classroom. Her willingness to explore new
strategies is infectious.
Other teachers, encouraged by her
willingness to discuss what works and
what doesn't, begin to talk about their
teaching and how it influences student
learning. Faculty and team meetings
become a forum in which teachers
learn from one another.
Manuela's commitment to and willingness to talk about learning
break down barriers of isolation that existed among teachers.

46. Roles for All
Teachers exhibit leadership in multiple, sometimes overlapping,
ways. Some leadership roles are formal with designated
responsibilities. Other more informal roles emerge as teachers
interact with their peers.
The variety of roles ensures
that teachers can find ways to
lead that fit their talents and
interests. Regardless of the
roles they assume, teacher
leaders shape the culture of
their schools, improve student
learning, and influence practice
among their peers.

48. Preparing Teachers: Delivery of 21st Century Skills.
Nations around the world have undertaken wide-ranging
reforms of curriculum, instruction, and assessments with the
intention of better preparing all children for the higher
educational demands of life and work in the 21st century.
These are skills that young people
need to know to be successful in this
rapidly changing world.
Q: Are teachers competent to
effectively teach those skills?
This leads to, what teacher preparation
programs are needed to prepare
graduates who are ready to teach well
in a 21st century classroom.

49. Innovation Leadership
As an approach to
organization development,
innovation
leadership can be used to
support the achievement of
the mission or vision of an
organization or school.
In an ever changing world with new technologies and
processes, it is becoming necessary to think innovatively in
order to ensure their continued success and stay competitive.

50. The 21st century shift, Innovative Thinking
This new call for innovation, a
shift from 20th century traditional
view of organizational practices,
which discouraged innovative
behaviors, to the 21st century
view of valuing innovative
thinking as a “potentially
powerful influence on
organizational performance”.

51. Innovation Leadership
As an approach to
organization development,
innovation
leadership can be used to
support the achievement of
the mission or vision of an
organization or school.
In an ever changing world with new technologies and
processes, it is becoming necessary to think innovatively in
order to ensure their continued success and stay competitive.

52. Innovation Leadership is……….
synthesizing different leadership styles in
organizations to influence to produce creative
ideas, products, services and solutions.
Dr. David Gliddon (2006) developed the competency model of innovation leaders and
established the concept of innovation leadership at Penn State University.
The key role in the
practice of innovation
leadership is the…
Innovation Leader.

53. Adapting to new changes in Leadership
“the need for innovation in
organizations has resulted in
a new focus on the role of
leaders in shaping the nature
and success of creative
efforts” in order to adapt to
new changes.
Without innovation leadership,
organizations are likely to
struggle.

54. 21st Century Teaching & Learning
•21st Century Careers
•The new “3 C’s” of Education
•21st Century Skills
•21st Century Skills & Literacy
•Upgrade your Lessons

55. 21st Century Teaching & Learning
Our students are waiting for 21st century learning,
and our world is awaiting graduates who can
succeed and flourish in fast-changing times.
None of this is to say
that everything must
change, hardly.
There are many, oh-somany thing we do that
should never change.

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

57. 21st Century Careers
21st century careers is all
about CHANGE in our
thinking, strategies and
behaviors to those that
work in the new everchanging and challenging
environment to meet the
challenges of the times.
A need to keep yourself current, resilient through continuous
learning, as well as connected to your values is the career of
the 21st century.

59. Where are we today?
Browse horizontally across the 21st Century Skill &
Literacy.
Put a ‘tick’ if you are familiar with the skill.
Go through the 6 Skills from top to bottom.
Sum up the total and see your Score!.
Your 21th Century
Skills & Literacy score
is as below,
(Total)19 X 100%
54
Total:
19
Literacy Score =
35%

60. CHANGE
IMPROVEMENT
WITHOUT
ENDING
Constant Change -today’s era.
To stay competitive,
-manage the present and plan the future.
-problem is, can’t have the same people
doing both jobs.
If present time people with operational
responsibilities are asked to think about
the future, they will kill it.
Without Change for the better (Kaizen), there
will be no Continuous Improvement to be
Competitive in the current Global competition.

61. The new “3 C’s” of Education
21st Century Teaching & Learning
Communicate Collaborate
Create
To live and succeed in the
present world, students will
need for an increased focus
on communication,
collaboration, and
creativity and
an emphasis
on teaching them to use
technology in order to
learn how to learn, solve
problems, and think
creatively.

62. 21st Century Skills
Students must be taught how to use technology efficiently and
effectively, ethically and appropriately, safely and respectfully to
learn how to learn, solve problems, and think creatively.

64. Successful schools have a clear sense of direction
through Vision Statement. – shared & derived through a
visioning process involving all members of the school.
Once affirmed, it needs to be able
to be articulated by all.
- when achieved, all can then align
their efforts behind the vision and
through self-reference and
development the school will reach.
Translated into reality by means of
a Teaching Framework or belief
system.

65. Example:
To be the center of excellence,
renown internationally for
Educational Leadership
exceeding expectation of 21st
Century National Standards put
forward By the Teacher
Training Agency

66. Widely used Instructional Leadership model
(Hallinger, 2003)
Framing
school
goals
Communicating
school
goals
Supervising
& evaluating
instruction
Coordinating
curriculum
Monitoring student
progress
Protecting
instructional
time
Promoting
professional
development
Maintaining
high visibility
Providing
incentives for
learning
Providing incentives
for teachers

67. What You Can Do to become
Stronger Innovation Leaders in
Your School, and…
...What are we doing
to do more
of and
become better at…

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

69. Heidi Hayes Jacobs:
”If you’re not updating your curriculum,
you are saying that nothing is changing.”
“Nearly two-thirds (63 percent)
of school administrators who
responded to a recent survey
said 1:1 computing classrooms
where teachers act as a coach
for students are the future of
education.” (T.H.E Journal)

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

71. The pressure to adapt is the need to innovate.
But how? When faced with confusion or a problem,
our instinct is to repair it with order.
We examine and analyze the situation,
looking for logic.
Unfortunately, the rapid analysis and
rational decision-making used has
serious limitations.
Current problems and circumstances
become so complex, they don’t fit
previous patterns. We don’t recognize
the situation. We can’t automatically
know what to do.

72. What worked before doesn’t work today.
To make effective sense
of unfamiliar situations
and complex challenges,
we must have a grasp of
the whole situation, its
variables, unknowns and
mysterious forces.
This requires skills beyond everyday analysis.
It requires Innovation Leadership.

73. Innovative learning - inside or outside of school walls?
Sitting in a classroom
learning information is
rapidly disappearing.
Innovative ways to become
engaged in the learning
process and to increase
content knowledge ,
- occurs in the community,
working on projects or to
sustain the school itself.

74. Field-Based Learning
◦ Practice skills in a realistic setting, more likely to see the big
picture behind what they are learning. Field-based learning
provides that opportunity. An innovative program gives
student a chance to perform work in a real-life setting.
For example, students
who are learning
about ancient history
might spend time
working on an
archeological dig in
the area.

75. Mentoring
- an innovative practice being implemented in schools
across the nation. Often, mentoring consists of experienced
teachers assisting teachers who are new to the field.
◦ Mentoring programs train
students to mentor other
students are on the rise - helping
new students to integrate into
the school, assist in conflict
resolution and do peer tutoring.
Mentoring provides opportunity
to be leaders and can help unify
a student body.

76. Project-Based Learning
Projects can show students how disciplines as diverse as
English, science and math are interrelated - can be
developed to accommodate almost any curriculum.
For example,
A science teacher builds an
Electrolyzer with the students to
demonstrate Electrolysis of water with
soda to its gases form , who learned all
of the skills that accompany the built
and implementation and were engaged
in the process.
The students enjoyed the recognition
the project and gained confidence in
their abilities.