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Module 1 essentially introduces us to the idea that quality information resources need to be carefully and systematically described. Standardised processes in cataloguing items allow information seekers to locate relevant information easily. How these records are recorded must support user needs through the FRBR tasks (Functional Requirement for Bibliographic Records) of: Read the rest of this entry »
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Significant Issues
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
There are clearly enormous issues to be addressed in Case Study 2. However, initially the TL could suggest to the Principal that communication and trust is first priority. All staff need to have input in how simple, inclusive and regular communication channels can be set up within the 3 schools. Smith,B. (2016) suggests an integrated leadership style to maximise human resources and promote a higher organisational commitment by staff. This leads to a positive effect on school culture. This is a glaring priority for the Principal before staff can move on. It is important that all staff feel part of the process in order to build commitment to the organisation. A few staff members who are interested along with the school executives, could be allocated time to research communication structures used by other schools with multiple campuses and literature on the topic.
Using data gathered by the group, a basic structure of meetings needs to be devised with a collaborative and inclusive system of developing the structure. All staff need to be given the opportunity to provide suggestions to promote inclusive, collaborative approaches. After a trial period, review of the structure by all is imperative to have a positive commitment by staff in all three campuses. Staff need to be clear that the purpose of this action is to promote inclusive communication for all. A third review of organisational structures needs to be scheduled for 12 months time to iron out problems or start again.
From day one, the teacher librarian (TL) needs to make personal contact with each and every library staff member and introduce themselves and create a culture of valuing all. A transactional leadership style is needed to firstly establish good communication channels before a transformational leadership style can begin to really improve the culture and learning outcomes. An improved sense of personal well being and collegiality is paramount. Staff need time to work and socialise together in order to build a sense of collegiality. Professional development as a group off campus may begin to promote connections between staff. Not the team building, walking on fire style but a general/relevant to literature/library general PD.
The Principal needs to create a three year plan to build school culture. Review of vision/mission statements and strategic plans with all staff given time to review and create these ideas. The TL needs to mirror this on a smaller scale in the library.
Or resign!
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Reference
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
Draft 2. The school I work in is within NSW Department of Education in a primary school. In the past I have also worked in Diocesan Catholic Schools. At the deepest level, I agree with Elizabeth Bradley’s forum post (22/7) that Mintzberg’s Machine organisation is at the core of the schools operation. Professional and divisional organisations fit within the promotions structure and training requirements for all staff. Recent validation review has really heightened our focus on ensuring policies and strategic directions platforms are in place. Additionally, it has allowed us to identify areas for improvement. Innovation organisation is also present in stages and grade level meetings whereby teachers are encouraged to be creative and to experiment with new ways to interpret outcomes. Leadership is also encouraged with opportunities to lead staff professional learning.
Staff are affected by all Management styles in schools but I would have to say it is the Machine or bureaucratic level that can be the most frustrating. Instead of enhancing our day to day operation in schools it can, at times take away from our focus on education and occupy our time with administration tasks.
Reference
Kokemuller, N. (2017). Mintzberg’s five types of organizational structure. In Hearst Newspapers: Small business. Retrieved from http://smallbusiness.chron.com/mintzbergs-five-types-organizational-structure-60119.html
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Reference
Colvin, G. (2000). Managing in the info era. Fortune, 141(5). Retrieved from http://archive.fortune.com/magazines/fortune/fortune_archive/2000/03/06/275231/index.htm?iid=sr-link1.
These are only 5 of the many services of the CSU library. Online study is well supported and thorough curation and access of information sources has allowed students the resources they require to learn in their field of endeavour.
References
Retrieved from: http://student.csu.edu.au/library
