Part B: Reflection
My previous thinking was that the role of the Teacher Librarian (TL) was to provide the learners with resources in physical and digital formats for their learning. I never thought about the leadership of the TL before. However, after I have studied the subject of ‘Teacher Librarian as Leader’, I have learned that the TL’s leadership plays a critical role to lead the school library towards school vision and goals in the 21st century.

When we discussed the Case Study One as a whole group online, I learned the differentiated ways to clarify between superficial problems and deeper issues and to solve the problems. From the Case Study Two, I learned that poor communication can lead to a dissatisfying and negative school culture. But, transformational leaders practise good communication skills and make their teachers comfortable, encouraged and supported with courageous conversations through an open line of communication. (Smith, 2016, p.73)

When our Group 4 did the Case Study Three, Four, Five and Six, someone always volunteered to lead our group discussion and asked other group members to contribute. In my blog post on reflection on the Case Study Three (2019, August 25), I say that I found this way of doing group works efficient because of someone’s initiation and other group members’ co-operation. All group members were mindful and respectful to work together by empowering each other. According to Sutcliffe (2013), successful school leaders “understand the importance of relationships, empower their staff and pupils and show great empathy.” (p.2)
I believe my participation and involvement in the case study of Group 4 has helped me to have collaborative skills and building relationship skills in positive ways.

As Daniel (2019, August 6) states in his blog post, when a leader listens to staff members’ problems, tries to understand the problem and offers solutions to fix the problem, the stress of that staff member will be reduced. I agree with Daniel. My personal experience was that my coordinator listened to my story, showed me her sympathy, and offered me solutions to fix the problem when I had a conflict with other staff. It was such a relief to me.

In my Blog post (2019, August 23), I expressed that when new principals come to their new schools with a new set of ideas, the challenge is how much their new sets of ideas gives the staff a willingness to work with them. I believe it depends on their leadership style.
Transformational leaders will inspire their staff to work with them.
In order to keep up with changing roles of the TL in the changing educational landscape, the TL as a leader and change catalyst needs to bring a range of innovative programs to the learners in the school library. (Bales, 2019, p.4) The leadership of the TL is crucial in making the school library a central learning space in schools.

References

Bales, J. (2019). Leadership for Learning. In Teacher Librarian as Leader. [S-ETL 504_201960 Module4]. Retrieved from   Charles Sturt University website: https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_42385_1&content_id=_2928584_1

Daniel (2019, August 6). Leadership approaches to reduce stress [Blog post]. Retrieved from http://thinkspace.csu.edu.au/danielm/

Eun Hee Kim (2019, August 23). School direction [Blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee

Eun Hee Kim (2019, August 25). My reflection on case study 3 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/eunhee

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

Sutcliffe, J. (2013, September 24). The eight qualities of successful school leaders. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacherblog/2013/sep/24/eight-qualities-successful-school-leader

* The superficial problem: The library’s allocated budget was incresed after the ‘whole of campus review’ instituted by the new principal.

* The deeper issues:

– Jealousy and some snide remarks from the other departmental heads

– The disaffected senior staff

* What strategies are needed to solve this  problem?

For the ‘whole of campus review’ by the new principal, the TL produced a detailed and professional report on the library buildings and resources. This gave the library enough budget for the following year, but it caused jealousy and some snide remarks from other departmental heads.

One of the strategies to solve this problem is for the TL to try to build up cordial working relationships with other staff. When the TL as a transformational leader shows a genuine respect and care for other staff, she (he) can create “a sense of value and support among staff.” (Smith, 2016, p.67)

References

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

* Problem: The principal has decided to tighten up the budgeting process.

* Issues: Formal planning of library budget has become highly important, but library staff are not much help.

* What strategies are needed to solve this problem?

– As a leader, I can explain to my library staff about the present problems and issues related to library budget. Therefore, we as a library team are able to justify the entire library budget together. One of successful school leaders’ qualities is to have the skill of persuasion. (Sutcliffe, 2013, p.2) Sutcliffe (2013) states that successful school leaders are confident communicators and great persuaders. (p.2)

References

Sutcliffe, J. (2013, September 24). The eight qualities of successful school leaders. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacherblog/2013/sep/24/eight-qualities-successful-school-leader

In my group 4, Elizabeth Parnell initiated to lead our groupn discussion by emailing us. She asked our group memebers to participate in the group discussion on case study 3 by posting our opinions on our group blog by Friday.

I liked her leadership style to take initiation to lead a group discussion and she distributed each member a job to contribute to case study 3. Due to her encouragement, I was able to participate in our group work even though I did it a bit late.

I found this way of doing group work easy in participating because of Elizabeth’s initiation and other group memebrs’ co-operation. I think our group’s first start went well.

After I read a few threads themed on ‘School Direction’, I realised how important leaders perform leadership well to lead their schools in the right direction. As Gillian mentioned in her post, most new principals come to their new schools with  a new set of ideas. However, the challenge is how much their new sets of ideas gives staff willingness to work with them.

In my school, a new area manager came with a new set of ideas. She was very confident and passionate about leading her new school in her methods. However, her leadership style brought a few problems to some staff because she did not consult with them and just commanded them to follow her way.

According to Sutcliffe (2013), successful school leaders are to understand the importance of relationships and how to empower their staff. (p.2) When school leaders develop good relationships with their staff, it is smooth for them to lead their school in the right direction because of the empowerment.

References

Sutcliffe, J. (2013, September 24). The eight qualities of successful school leaders. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacherblog/2013/sep/24/eight-qualities-successful-school-leader