leadership – A Hundred Ways to Learn

The Strategic TL

Laura Beaumont ETL504 October 14, 2025leadership, mission, strategic plan, vision 0 Comment

This critical reflection will examine how my views, knowledge and understanding of the role of Techer Librarian (TL) has changed from a leadership perspective. I will refer to blog posts from ETL504 and other Master of Education- Teacher Librarianship subjects to show the development of my understandings.

My thoughts before the subject:

Initially, I didn’t consider the word leadership when I contemplated the role of the TL. I referred to the role of TL as being a manager and an organiser of spaces and resources (Beaumont, 2023). Australian Library and Information Association (2019) states, leadership is separate from management and can happen at every level of an organisation. I misunderstood the role of the TL. I didn’t understand that TLs could in fact, make educational transformations within the school and the broader information and educational landscapes. The role can be misunderstood, underutilised and undervalued in schools (Merga, 2019). Often the role is unclear to students, teachers and stakeholders (Merga, 2019). Leading from the middle was something that transformed my thinking in this area and the key characteristics of adaptability, social awareness, communication skills and self-awareness (Dewett, 2022) were things I could identify with. Not once in my early blogs, did I mention leadership or strategic thinking or planning, vision or mission. TLs however are powerful educational leaders when they are supported and recognised within schools (International Literacy Association, 2022).

My thoughts throughout the subject:

My understanding of leadership and the change process was quite limited. I believed that leadership involved a leader generating an idea and then putting it into action. In my discussions with the library manager on placement a lot of the ETL504 theory came to life. Discussing the process of changing culture by setting an example, finding the right people to make change happen, clear communication and good timing, sometimes holding back ideas until the organisation is ready (G. Conroy-Cooper, personal communication, September 22, 2025).

It is critical to be able to lead yourself before you can lead others (Martin, 2020). This was a theme that began to make more sense to me as the subject progressed. The importance of a library vision and mission was made clear throughout this subject. In creating these statements, the TL begins to understand themselves and their context. In doing this, they can build strong foundations to build strategic directions. I understood that libraries followed the direction of the school, without external influence (Beaumont, 2025a). But through the readings and assignment work I now know that the TL has the power to work with leadership to create new visions and directions for the library and for the school and are influenced not only by internal factors, but also state, national and global trends and directions.

My thoughts now:

The learning in this subject has empowered me to make significant change within my role of Teacher Librarian, to improve the education, information access and wellbeing of all students. I found these topics very powerful, and I feel like I have a great tool kit of strategies to begin advocating for myself and my library by building my library strategic plan. I thought that leadership only had impacts on the library (Beaumont, 2025b), I now understand that the impacts of an effective TL leader can have school wide and industry-wide influence.

References:

Australian Library and Information Association. (2019). NextGen leadership scorecard. https://read.alia.org.au/nextgen-leadership-scorecard

Beaumont, L. (2023, April 9). The new TL. A hundred ways to learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2023/04/09/the-new-tl/

Beaumont, L. (2025a, October 7). Pondering a strategic plan. A hundred ways to learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2025/10/07/pondering-a-strategic-plan/

Beaumont, L. (2025b, October 7). Reflecting on change management. A hundred ways to learn. https://thinkspace.csu.edu.au/hundredwaystolearn/2025/10/07/refelcting-on-change-management/

Dewett, T. (2022). Leading in every direction [Video file]. LinkedIn. https://www.linkedin.com/learning/leading-in-every-direction/leading-forward-and-backward?u=2096756

International Literacy Association. (2022). Librarianship and literacy [Literacy leadership brief]. https://literacyworldwide.org/docs/default-source/where-we-stand/the-essential-leadership-of-school-librarians.pdf

Martin, J. (2020). Library leadership your way. The serials librarian. 78(1-4). 9-16. https://doi.org/10.1080/0361526X.2020.1707022

Merga, M. (2019). Do librarians feel that their profession is valued in contemporary schools. Journal of Australian Library and Information Association. 68(1). 18-37. https://doi.org/10.1080/24750158.2018.1557979

Pondering a Strategic Plan

Laura Beaumont ETL504 October 7, 2025October 7, 2025federal, leadership, state, strategic plan 0 Comment

I am mid-way through studying strategic thinking and strategic plans as a part of module 5. The content drew my attention to school libraries needing to have their own strategic plan and I wanted to put down my thoughts here before I delve deeper into this study.

I have always understood that libraries fit within the goals and mission of the school but never thought more broadly than that. I assumed it was a cascading effect: federal influences state, state influences school board, school board influences school, school influences library. But I am now beginning to realise that from a leadership perspective, this is following and not leading. I am really keen to learn how a library strategic plan can actually leverage the profile of the library and TL by having a clearly aligned strategic plan that addresses the needs not only of the school and state, but also of the nation. It gives much needed backing and critical importance to the role of TL as leader as it positions them at the forefront of leading change to benefit the learning and wellbeing outcomes of students and the organisation as a whole. Knowing the strategic priorities of the nation and state is now clearly my priority and using these alongside our school strategic plan is imperative to gaining the best outcomes and also being accountable in leading in my role as TL.

Reflecting on Change Management

Laura Beaumont ETL504 October 7, 2025December 14, 2025change management, communication, leadership, problem solving, technology 0 Comment

Change happens in schools constantly and teachers and TL’s are often at the front line when it comes to implementing changes. From curriculum to timetables, resources and administrative tasks it can sometimes feel never-ending. Throughout module 4, change management has been explored including how to communicate change, how to get others onboard and how to clearly communicate and manage conflict.

In reflecting on a situation of change that has happened recently in my own school I recalled a particularly disruptive change that happened at the commencement of this year.

This is what happened.

In each classroom is a SMART board with internal operating system, with and external (extra) windows based computer attached. This enables teachers to use the boar functions, but also access general content, apps etc on the screen that they’d usually be able to access from any other computer. The external computers were ‘out of date’ and up for renewal.

November/December 2024: Out of nowhere, staff were sent a survey asking if they used the computer that is attached to the rear of their SMART board screen in their classroom. There were very few responses to this survey.

January 2025: Due to limited feedback the computer devices were removed from the back of the SMART boards and not replaced.

February 2025: First day of the school year and teachers were wondering why their screens were not “turning on” and they couldn’t access their files or lessons for display in the classroom. They were logging service requests for eServices to come and “fix the board”.

Communication after was slow and staff were reminded about the fact they didn’t fill out the survey. No response was taken as they didn’t want or use the device. There were many more delays after this. Then the computers (not sure if they were the old or new ones) began reappearing behind screens until they were all reinstalled. No official mention of this was made to staff and no feedback.

Some background information:

The SMART board is an essential piece of teaching equipment in all classrooms. Most staff didn’t really understand how it operated, they just used it. They didn’t understand that the board had a different internal computer with its own operating system and just used the external computer with windows software most of the time. Staff receive a LOT of emails and surveys and don’t always have adequate time to clarify or follow up. Sometimes they get overlooked. The leaders making these decisions work at an alternate location and have minimal physical contact and few relationships with the staff effected. The survey was sent at a very busy time of year.

How could it have been managed?

Lack of clear communication, preparation and technological understanding led to this outcome.

In this instance the leader was displaying a transactional style of leadership because they wanted to respond to budget restrictions by not replacing a piece of equipment that they thought was being underutilised in the school. They initially held a democratic approach by surveying the staff, asking for indication of the usage of the device. When they didn’t receive the number of responses needed, they took an autocratic position and made decisions on the behalf of all staff who didn’t reply. The communication after this decision was non-existent and when staff sought feedback, they were told it was their fault for not responding to the survey.

If the leader was to take on the clear communication process as outlined by Alanis Business Academy (2012), they would have considered what they were wanting to communicate and how- including the tone of the communication. The leader would have taken into account the knowledge of the receiver and helped to fill in any gaps, they would have also checked that the receiver did indeed receive and understand the message. This did not happen in this example, leading to major disruptions to teaching and learning, not to mention stress levels of those involved.

McNamara (2017), outlines 7 steps to problem solving and decision making which could have been effectively used in this scenario:

Define the problem. The need to update the computer devices.
Look at the potential causes for the problem. The required budget to replace these devices. Lacking knowledge of how these devices are used.
Identify alternative approaches to resolving this problem. Observe and talk to the users about how they use their devices. If they are unsure, find out more. If they are being used effectively, are there other resources that are not often used? Do the devices indeed need to be replaced?
Select an approach to resolve the problem. The devices are needed, put together a case and pose it to the finance team knowing that they will always prioritise teaching and learning.
Plan the implementation of the best alternative. Consult the effected staff and talk them through the replacement process. Replace in stages if budget does not allow full replacement.
Monitor implementation of the plan. Monitor staff usage and provide training if any devices are being underutilised.
Verify if the problem has been solved. Continue to communicate with staff to ensure a smooth transition of replacements and continued usage with minimal interruptions to teaching and learning. Clear communication leads to trust and collaboration.

So what could the TL do in this situation. The TL could have worked in collaboration with the eServices leader to provide feedback on how devices are used on campus. They could have also worked alongside teachers to ensure they understood the survey that had been distributed and encouraged each of them to fill it out. I guess my lasting question is, how does the TL know when to assist with change when it has come from outside their immediate circles of control and influence, when there are many other leaders that would have impact in this area (Principal, AP, Head of Teaching and Learning)? Was there a place for the TL in managing this scenario?

Alanis Business Academy. (2012, August 2). Episode 19: How the communication process works [Video]. YouTube. https://www.youtube.com/watch?v=q6u0AVn-NUM

McNamara, C. (2017). Problem solving and decision-making. Free Management Library. http://managementhelp.org/personalproductivity/problem-solving.htm#guide