Undertaking this assignment has been a thought provoking and worthwhile experience. Creating the concept map was difficult and took a lot of reading and re- reading for it to become clearer. It allowed me to more fully reflect and understand the complex and dynamic nature of leadership. My previous view of the leadership role in schools has been challenged. It has been based on trait theories which identify individuals whom possess certain traits or qualities which allow them to more effectively lead an organisation. (Collay, 2011, p.83). I realise now that formal training and position are no prerequisite for leadership. (Townsend, 2011) The traditional hierarchical view which consisted of the principal and executive holding the power at the top have been internalised over the years. Perhaps I was confusing management with leadership. It occurred to me I had a vague idea about a schools vision but hadn’t realised this is what distinguishes management from leadership. “Leadership is about vision, about people buying in, about empowerment and, most of all, about producing useful change.” (Kotter, 2012, para 9.)
My view of leadership has been altered and shaped towards a model of shared or distributed leadership which allows anyone to take on a leadership role regardless of experience or expertise. Most significantly for me, I have learnt that the teacher librarian and any other educator has the capacity to lead through this model. I see myself well placed and feeling more empowered to lead from the middle through collaborative practice, knowledge sharing, expertise, positive influence and persuasion. (Green, 2011). I have come to realise that leadership is an activity and not a position. (MacBeath & Dempster, 2009) Leadership is a dynamic process which grows and develops with experience and time and I see myself reflected in this gradual learning process. Leadership and learning are mutually embedded “leaders need to learn and learners learn as they lead.” (McBeath & Dempster, 2009.p32) They require the vital skills of problem solving, reflection and acting on experience.
A good leader must provide a climate where leading and learning naturally occur. (McBeath & Dempster, 2009). Teacher librarians must ensure that they take on a more proactive role rather than a more traditional support role. I have been practising a combination of servant and instructional leadership style. Teacher librarians must lead learning as opposed to being predominantly resource providers. The key is developing and maintaining positive working relationships, being receptive and proactive in making connections and acknowledging the differences, strengths and ways to support colleagues when working alongside them. A more proactive role requires the teacher librarian to be clear and articulate about goals through clear and transparent communication and vision statements. Often the role of the teacher librarian is not clearly recognised (Gordon, 2008) and through support of the principal and other library advocates the teacher librarian can achieve more. (Green, 2011 )
I have gained increased respect for the importance of collaboration within the school and the role positive relationships and professional support provides in effective team building and leading change (Schifter, 2008).
Reference List
Collay, Michelle (2011). Everyday Teacher Leadership : Taking Action Where You Are. Retrieved from http://www.eblib.com Ebook
Green, G,.(2011). Learning leadership through the school library. [online]. Access, 25(4), pp.22-26. Retrieved from: http://www.asla.org.au/publications/access.aspx
Kotter, J, P,. (2013).Management Is (Still) Not Leadership.Retrieved from:http://blogs.hbr.org/2013/01/management-is-still-not-leadership/
MacBeath, J. E., & Dempster, N. (2009). Leadership for learning. Connecting leadership and learning: principles for practice (pp. 32-52). London: Routledge. Retrieved from:http://www.csuau.eblib.com.ezproxy.csu.edu.au/patron/FullRecord.aspx?p=355852&echo=1
Schifter, C. (2008). Chapter 14. Effecting Change in the ClassroomThrough Professional Development. Infusing technology into the classroom: continuous practice improvement (pp. 250 - 279). Hershey: Information Science Pub.. Retrieved from: http://www.igi-global.com.ezproxy.csu.edu.au/gateway/chapter/full-text-pdf/23780
Townsend, T. (2011). School leadership in the twenty-first century: different approaches to common problems? School Leadership and Management, 31(2), 93-103. Retrieved January 28, 2013, from. http://www.tandfonline.com.ezproxy.csu.edu.au/doi/abs/10.1080/13632434.2011.572419
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