Topic 2 - Leading Change

Tapscott’s Four Principals for an Open World
Teacher Librarians can use the four principles for an open world by :

Collaboration

A team approach is required so getting others to jump on board and share the vision is important.
·         encouraging, initiating and promoting collaborative practices within the school amongst teachers and between students when  planning and working together. This will promote a culture of change over a period of time.
·         Extending these experiences further by engaging in relevant online activities  beyond the boundaries of the school into other schools and across the world. Teacher librarians can use their specialist expertise and knowledge to model and introduce these practices to staff and students.
·         Allowing the students to be the leaders and teachers in areas in which they are knowledgeable or have a high interest. This is extremely empowering and motivating.

Transparency

·         Making achievements and results of successful collaborations clearly known to the learning community as Kotter suggests in his 8 step plan, ” through every effective communication possible.”
·         Using Kotter’s principals to make collaboration an effective vision (step 3)  - imaginable, desirable feasible, focused, flexible and communicable. Start off by keeping it simple and achievable.

Sharing

·         Sharing knowledge, resources  teaching tools latest research and professional articles  with other educators through a variety of communications.
·         Encouraging students and staff to share knowledge and resources  etc with each other and eventually beyond the school environment .
·         Provide staff and students with an understanding of intellectual property and creative commons.

Empowerment and Freedom

This sharing and reciprocal learning provides new knowledge and with this comes empowerment and the freedom to experiment and move forward.

Tapscott, D. (2012) Four principles of the open world [ETL504 Module 2]. Retrieved March 13, 2014, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL504_201430_W_D/page/bc04b2bb-bf8d-4bc7-0064-24e289f73e4e

Kotter, J. (n.d.). The 8-Step Process for Leading Change . Kotter International - Innovative Strategy Implementation Professionals. Retrieved February 3, 2013 from http://www.kotterinternational.com/our-principles/changesteps/changesteps

 

Librarian or Teacher Librarian?

I thought I would share something which happened recently . Our new principal felt that we should all appear to look more professional  and be clearly identifiable with school name badges. All fine with me. However my new shiny badge states  my position in the school as Librarian. What happened to my Teacher role?  I have quietly let it slip by,  but wonder if this is where misconceptions about the TL role are perpetuated . Am I overthinking this and being petty or should I politely ask for a new badge?

Forum 1 - Seven Step Problem Solving

Primary - Relief from face-to-face teaching for classroom teachers is often covered by the teacher librarian. This means that it is difficult to plan any collaborative teaching opportunities with the teachers. You are also concerned that the student learning in the library may not be contextually relevant to the learning in the classroom. How could you approach this problem?

 

1.Definition – What is the real problem
 
·         Teachers and principal sometimes view TL role as a service provider (of resources  and  release time) with little or no regard for collaborative practices which include contextual relevance. In other words providing the service but being treated as the servant.

2. Data collection- What is going on? Evidence

·         Teachers not initiating or embracing collaboration due to views of TL role, time constraints, timetabling and no prior culture of collaboration.
·         Teachers wanting full control of teaching programs.
·         Personality traits of teachers possibly affect collaboration.

3.Cause Analysis- Why is this happening?

·         Teachers are misinformed about TL role.
·         This view is reinforced or imparted from the top down.
·         TL role has slowly been eroded and undervalued in years past.

4. Solution Planning and implementation-

·         Communicating clearly and gradually redefining  the role of TL as curriculum leader, collaborator and innovator.
·         Discussing these issues with the principal and leadership team and suggest  organising the  timetable or finding sessions to allow time for collaboration. eg staff development  days or training and development afternoons.
·         Improve communication and collaborations with teachers via email or blogging activities.
·         Take on roles which promote the TL in a leadership and collaborative role such as Student Representative Council and leading training sessions for staff.
·         Find out how other TL’s successfully collaborate in other schools and trial these ideas.

5. Evaluation- Revisit

• Did the trial succeed?
• Obtain feedback regarding whether collaboration increased or improved . Look at student work produced to see if evidence of improved experiences /skills etc.

 6. Standardisation

• Is there a heightened expectation of collaboration occurring that can be built upon in the future?
• Can other school’s successful  collaborative practices be implemented?

7. Evaluation of the process -  What did we learn?

• Look at the positives and negatives. What worked well? What didn’t.
• Feedback from students and teachers.

 

Organisational Theories

Summary of E book - Chapter Marzano & Waters (2005)
Transformational Leadership
Key ideas:
·         Favoured style of leaders
·         Focused on change
·         Four factors characterising behaviour: 
1. individual consideration (Attention to neglected individuals)
2. intellectual stimulation (individuals think of old problems in new ways)
3. inspirational stimulation (high performance expectations through confident dynamic personality)4. idealised influence (modelled exemplary behaviour)

Transactional leadership
Key ideas:

Construction transactional leadership most effective.
·         Emphasises control and overseeing
·         Leaders : Set goals, clarifies desired outcomes, exchanges rewards and recognition, suggests or consults, provides feedback and gives rewards.
·         Trading one thing for another

Servant leadership

• evolved from a desire to help others. (nurturing)
• Leader within an organisation.
• Critical understandings and acting as part of a larger organisation.

 I am likening this to the  Principal within DEC.
Teacher Librarian serving those by locating resources and supporting Curriculum needs.

Situational Leadership

• The leader adapts leadership behaviour to level of maturity
• based on willingness and abilities to perform tasks.

Instructional Leadership

• Common in educational settings

Four dimensions or roles :

1. resource provider 2. instructional resource 3. communicator 4. visible presence

Three General Functions

1. define schools mission

2. Manage curriculum and instruction

3. Promote positive school climate

Linked with Transformational learning because it aims to increase individual’s efforts and develop 'skilled Practice'. p19

It seems to me that the role of the teacher librarian aligns itself more naturally with the instructional and servant styles of leadership.

 

Introduction to Leadership

What is leadership? How do I show leadership in my school?

Our school has a newly appointed principal and I have been considering his role and actions in context with this subject. I believe a leader needs to have a  clear vision of what could be achieved for the benefit of all but needs to pause and consider the context of implementing changes which could divide people. This requires understanding of people and the context. A leader is someone that recognises when things are working and maintains them rather than changing something for the sake of proving leadership.

A leader is someone who is:

·         available and maintains a positive presence.

·         Listens to various viewpoints whilst keeping the aims  and objectives in clear view.

·         displays a confidence and self belief.

·         Clearly communicates and admits when something may be unknown or more information is required.  Claims not to be the expert.

I always seem to consider leadership in the context of my peers and forget that I am leading students as well. I think this is because I feel more confident leading students than adults. I am developing my leadership skills slowly and have personally found this much easier to do in a small school setting. I do not see myself as a natural leader and do not possess great confidence. I do however make myself available and actively listen to staff, parents and students. I actively promote the library to the school community. I use my knowledge to support others in their learning and provide staff with training and development in aspects of library and in supporting their curriculum needs.

ETL 503 Collection Policy Assignment 2

 Reflection on Assignment 2 - Collection Policy.
 I found this assignment quite difficult and very time consuming. Looking at too many other policies is sometimes confusing. My advice is to look closely at own school context and work from that .Needless to say I was disappointed with just beyond a pass grade. The main obstacle to overcome was the word count. I honestly believe that to properly cover and justify decisions and choices the word count makes it extremely difficult if not impossible. In my first draft I wrote way too much. I spent a lot of time culling word count and posibly became too general.
The feedback I received, was that my policy was too general and could fit any school context. I needed to personalise it for my school and include more justifications.
I am unsure how I could have been more specific and still stay within word count.   Becoming more succint and specific is obviously something I need to work on.

With no word count holding me back I will now revise my policy and address some of the insufficiencies. At least I have a good base to work with.

Are school library collections still needed?

 Module 7.1b
This question has been posed to me and even today whilst chatting to my hairdresser I considered and replied to this question. I firstly created some advocacy for libraries and teacher librarians. There are still many out there that think we have less training and that we are not teachers but assistants. So sad!  So after  putting an end to that misinformation, I moved on to state that libraries are still relevant and vital spaces  that allow students to enquire and learn, read, enjoy and become critical thinkers .  I think there is  an assumption that  lack of funding is not an issue and  that we have the freedom to choose digital and  e -resources freely. Perhaps also there is an assumption that people  prefer reading in digital formats rather than in print.
Sitting and listening  to someone read an unforgettable book with expression and passion is a unique experience which can't be replaced in any other way.  New technologies can only add another exciting dimension and depth to the reading and learning experience.
For this to be successful  libraries will need to get adequate funding and the appropriate technology (including  updated OPAC systems if using OASIS )to manage these new resources.