http://marikasimon.edublogs.org/
Blog of substance
https://mrlibrarydude.wordpress.com/
An extensive blog with descriptions from interview questions, leadership to advocacy and even beginning a food swap in the library.
ETL504 Assessment 2 Part B: Reflection
geralt / Pixabay
Our relationships with students, colleagues, parents and executives are constant and immersive. The complexities of nuance in a leadership context through module readings have highlighted the differences between managerial and true leadership styles for change (Smith, 2016, p.75). Managerial style dominance in schools is counter-productive to real transformation but this needs to be carefully orchestrated through team strength and influence across a workplace. Trust is an overarching factor that cannot be downplayed. “Leadership is creeping up on me” (Nicklin, 2019, July 15) is an initial sentiment I made and predicted an increased focus on leadership attributes. This has occurred already with influence from ETL504 and increasing my understanding of the scope of the TL role with input into curriculum development my most recent foray. I’m assisting with resource development but have nudged myself in quietly into discussions regarding staff personal development and teaching pedagogy. I’m feeling my way, aiming to increase my indispensability. Module 3 readings influenced here.
Case study (CS) collaboration online with unknown participants was new, however, group 9 set patterns of regular discussion and contribution to establish ease with the task. Ann (2019,October 1) expressed the sentiments of anxiety, relief and trepidation when group members were revealed, however we had a clear ‘expert’ (Belbin ,2010, p. 102). Marika shaped our plan which set the structure of work. Our group dynamics allowed various leadership styles to show through with one participant admitting she needed to step back (2019, October 1) at one point due to other commitments and not wanting to take over. Distributed leadership in action. This has been a positive experience due mainly to cooperation and commitment by group 9. We’ve had small bumps (Conte,2019,September 22; Murphy,2019,September 23; Simon, 2019,September 21) along the way but we have learned from them. Good communication, trust and a shared goal of support had us across the line successfully. The subject matter of the CSs was out of the realm of our group’s experience but the chance to combine our thoughts in our wiki space allowed us to pitch ideas safely. Other groups weren’t so lucky as Marika (2019,October 1) explored in blog post meanderings. Leadership within CSs, discussion forums and blogs have shown to be different online with an element of anonymity. Being able to carefully craft and edit replies/posts and consider every word is a luxury compared to the time-stretched and scheduled nature of a school environment. Our group 9 responses for CS6 (Group 9,2019) were realistic in this type of environment. The chance to contemplate posts with the backup of research is a good training ground for future practice.
Modules 5/6/7 culminated in this idea of the leadership capacity for a TL and how it can neatly fit within current school leadership structures. My concept map (Nicklin, 2019, September 18) attempts to visualise this idea and enhanced my view of how the TLs role weaves into school structures and resulting in my personal development plan for this semester being aligned with the evidence guide for TL in the proficient career stage (ASLA, 2014). Planning with the principal, executive staff, leading and classroom teachers to build capacity in a pedagogical, curriculum and technological front will advocate for the library, its staff and the entire school. Thus, inspiring us to do the very best we can for all our students and their achievements now and in the future.
Conte, A. (2019, September 22). Re: Collaborative learning in case studies [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/askalibrarian/etl504-teacher-librarian-as-leader/collaborative-learning/
Conte, A. (2019, October 1). Re: Collaborative Learning in case studies [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/askalibrarian/etl504-teacher-librarian-as- leader/collaborative-learning/
Group 9 (2019, September 26) Group 9 Case Study 6 [Online Forum Comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messag es&course_id=_42385_1&nav=discussion_board_entry&conf_id=_78888_1&forum_ id=_164187_1&message_id=_2509766_1
Murphy, D. (2019,September 23). Re: Case Study 5 [Blog comment]. Retrieved from https://thinkspace.csu.edu.au/danielm/2019/09/23/case-study-five/
Simon, M. (2019, September 9). Re: I Aim to Misbehave [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/mrssimonsays/2019/09/09/i-aim-to-misbehave/#more-641
Simon, M. (2019, September 21). Re: Time is an illusion [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/mrssimonsays/2019/09/21/time-is-an-illusion-case-study-posting-time-doubly-so/
Simon, M. (2019, October 1). Re: Cry-baby-cry-baby-make-your-mother-sigh [Blog comment]. Retrieved from http://thinkspace.csu.edu.au/mrssimonsays/2019/09/22/cry-baby-cry-make-your- mother-sigh/
Smith, B. (2016). The role of leadership style in creating a great school. SELU Research Review Journal, 1(1), 65-78. Retrieved from https://selu.usask.ca/documents/research-and-publications/srrj/SRRJ-1-1-Smith.pdf
Case study 6
realworkhard / Pixabay
Significant Issues
- Overwork
- Physical and mental health
- Home/family life balance
- Performance review
Future strategies
The initial year in a new position in a new workplace will always be challenging. Routines, culture and organisational processes differ between schools and time is needed to familiarise yourself with these factors so they become routine. This alone will take time to internalise, let alone meeting and working with a new group of people and establishing relationships. The TL in case study 6 has not only all of the above factors to contend with in a new position but has also led many changes in the school library including: staff roles/satisfaction in the workplace, writing a budget, led staff PD, revised vision/mission statements, promoted the library, provided evidence based practice related to outcomes, worked closely with teachers and improve the communication systems within the school to name a few. A significant list. It is now time for the TL to reflect on her year with the Annual review. However, when all the achievements of the year are listed together, there are many successes to be proud of. Jealousy amongst heads of department are only due to budget allocation and relationship with the principal, not your work performance and the significant value adding the library has enjoyed this year to the school. A shift in leadership style to include servant leadership to guide and allow library staff to step up and be more involved in general operations and organisation will more evenly distribute workload. Other TLs across the campus and library support staff can be empowered to run programs to gain experience and confidence.
The TL needs to reassess her time commitment and reorganise her work within time limits and to hydrate (Craddock, 2019). She can concentrate on maintaining new initiatives already established and begin to distribute leadership and reallocate some of these tasks to library staff. On the home front our TL could write a list of stresses and divide the list into those she can control and those she cannot. Writing possible solutions for the list where you can control the outcomes (Welham, 2013). A short list of goals for the coming year will assist with family and health issues.
Realigning the following year’s Personal Development Plan (PDP) to include these strategies will increase job satisfaction and personal wellbeing.
Craddock, I. (2019). Self-care tips for school librarians. Retrieved from: https://www.slj.com/?detailStory=Self-Care-for-School-Librarians
Welham, H. (2013, November 6). 10 ideas to help teachers beat stress. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2013/nov/06/teachers-beat-stress-10-ideas
K-6 Conference: Connection Through Stories 13/9/19 (Surry Hills. CPL)
Comfreak / Pixabay
What a great day!
We began by unpacking the layers in a book by Jenny Williams which was very useful particularly for older children. Focusing on details in illustrations and text and how authors emphasis concepts and themes in their work. Next was Dr Stephanie Owen Reeder who explained her process in deciding what her next book would be about. Her stories generally connect with history and she completes extensive research to accurately retell stories from Australian history for children about children. She has written the Heritage Heroes Series which complements history units of work and connects our students to real stories and people of the past. Illustrations and text are beautiful, a must for our school libraries.
Session 3 was Dr Reeder again and Mary-Ellen Betts introducing to us the new National Centre for Australian Children’s Literature which will be built in Canberra adjoining the National Library. It will contain every edition and translation of every Australian Children’s book published. Their vision is that the building will be in the form of an open book! Next we were introduced to the Cultural Diversity Database (CDD) developed by the National Centre for Australian Children’s Literature Inc (NCACL) They have researched, identified and described over 340 culturally diverse books created by Australians. (1926-2018) Australian Indigenous books are not included however they wish to have another database to collect these stories.
Kate Colley from Bloomin’ Books at Caringbah entertained us with what’s brand new and what she loves/what’s popular/good quality, to the shelves and gave us her top 5’s. Finally, three very experienced librarians walked us through their libraries and how they function in their schools. Sharing photographs, pearls of wisdom and their programs…
All in all a thoroughly informative and enjoyable day and I hope to return next year. Certainly worth the $250 for the day and a delicious morning tea and lunch.
