April 2024 – Jennifer's reflections 'through the looking glass'

Using the AITSL standards to support the TL as a Leader

Teacher Librarians are experienced experts who reflect the Australian Institute for Teaching and School Leadership (AITSL) Highly Accomplished and Lead standards of professional practice (Uther and Pickworth, 2014, p. 21). To assist with career planning and development, The Australian School Library Association (ALSA) collaborated with AITSL to produce standards for teacher librarians addressing the proficient and highly accomplished stages (ASLA, 2014). These documents map standards and descriptors with example evidence and role statements of teacher librarians, to provide a means for self-reflection, goal-setting and professional learning planning. In my recent blog post for ETL 512, I explored the concepts of reflective practice and self-analysis and undertook a number of steps for personal development and career planning. Additionally, the Australian Library and Information Association (ALIA) also has a plethora of information to support teacher librarians, including a useful Career Development Kit. This kit supports professional development planning for identifying potential opportunities for growth and broadening knowledge and skill areas. The worksheets assist you in identifying goals, objectives, skills bases and timeframes for priorities and development strategies (ALIA, 2017).

ALIA. (2017). PD planning process [Screenshot]. https://www.alia.org.au/common/Uploaded%20files/ALIA-Docs/2021/ALIA-Career-Development-Kit.pdf

In reviewing these documents, the descriptor I identified for personal development and further exploration for advancing my professional leadership in the workplace is the 3.3 Lead Standard: Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking (AITSL, 2017).

3.3 Use teaching strategies
Highly Accomplished	Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Lead	Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking

Figure: AITSL Focus Area 3:3 Use teaching strategies (AITSL, 2017).

I have chosen this focus area because it specifically states working alongside colleagues for teaching and learning of problem solving and critical and creative thinking. Teacher librarians are perfectly positioned and qualified to embed these pedagogical strategies and learning skills through collaborative partnerships (Sharratt & Fullan, 2012, p. 118). This focus area addresses two personal goals relating to my current school position: fostering collaboration and building 21st century skills. These two focus areas are imperative in my future teaching directions in the school library to ensure my positive impact in supporting students and developing teacher efficacy.

Actions to plan and implement include:

Advocacy – engaging the staff and students with the library and identifying ways to be visible and interact; keep fostering the support of staff and students and have them pass on their advocacy to executive and community members
Perception – proactive and positive approach to increase the school library’s perception to all stakeholders
Marketing – sell my services and benefits; create a promotional video or dynamic school library site; change the stereotypical image of a library and librarian
Modelling – best practice, teaching strategies, Australian Curriculum knowledge and resourcing, providing staff professional development, being a proactive team collaborator
Planning and teaching – use the Australian Curriculum and Information Fluency Framework (IFF) to plan, collaborate, deliver and assess quality teaching programs for students

NSW Department of Education. (2021). IFF [Screenshot]. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

References

Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/teach/standards

Australian School Library Association. (2017). Career Development Kit. ALIA. https://www.alia.org.au/common/Uploaded%20files/ALIA-Docs/2021/ALIA-Career-Development-Kit.pdf

Australian School Library Association. (2014). Evidence guide for teacher librarians in the highly accomplished career stage. https://asla.org.au/resources/Documents/Website%20Documents/evidence-guide_ha.pdf

Holland, J. [Jennifer.Holland] (2024, April 26). Delving deeply into self-reflection and analysis mode. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2024/04/26/delving-deeply-into-self-reflection-and-analysis-mode/

NSW Department of Education. (2021). Information fluency framework (v 1.1). NSW Government. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/curriculum/media/documents/Information_fluency_framework.pdf

Sharratt, L. & Fullan, M. (2012). Putting FACES on the data: What great leaders do! Corwin Press.

Uther, J., & Pickworth, M. (2014). TLs as leaders: Are you a highly accomplished teacher librarian? Access, 28(1), 20-25

Delving deeply into self-reflection and analysis mode

With the upcoming study visit and planning my professional placement, it was time to look inward at my professional skills, knowledge, strengths and weaknesses. This is also a timely task as I am on teacher transfer at the end of 2024, which means writing a CV and application for a new school position. I am a permanent teacher in the ACT public education system, but this year will be the first time I will be applying for teacher librarian positions not classroom teacher positions. With my Masters in Teacher Librarianship hopefully being achieved by October with the completion of ETL 512, the universe may align for me to begin my new chapter in my teaching career.

The first step was to review myself using the Foundation Knowledge, Skills and Attributes relevant to Information Professionals working in Archives, Libraries and Records Management (Australian Library and Information Association (ALIA), 2020). I highlighted some key elements amongst the 6 main principles, which from these, I colour coded similar attributes to form 4 ideals for my future development. They centred on partnerships, marketing and user interfaces, patron needs, and digital literacy and technologies.

Holland, J. (2024). *Foundation Knowledge, Skills and Attributes: key elements for personal consideration* [Screenshot]

Then I looked at the CSU Careers and Skills Hub at their resources and services to assist in analysing my confidence in seeking employment and opportunities. It was identified that I was less confident in CV and job application writing, which is accurate as I have not written a job application for over 9 years as I have been at the same school since 2015. I reviewed multiple videos and tips provided by LinkedIn Learning. Some notable areas were to:

Have clear sections with standard headings, such as work experience, education, and skills
Save it as a .doc file as it is compatible for ATS readers
Use personal descriptors (adaptable, resourceful) and powerful action words (coordinated, performed)

I uploaded my revised CV to the CV360 tool and received instant feedback on the structure, language and attributes in my CV. I re-edited and refined, adding in personal descriptors and simplifying the layout and sections. I then uploaded it once again, with the end result a clear and well-structured CV.

Next, I read through the Australian professional standards for teacher librarians (ALIA, 2004). Through the three domains of Professional Knowledge, Professional Practice and Professional Commitment, I identified several future areas to focus my development on:

1.4 Have a specialist knowledge of information, resources, technology and library management
2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes
2.4 Evaluate student learning and library programs and services to inform professional practice
3.3 Demonstrate leadership within school and professional communities
3.4 Actively participate in education and library professional networks (Australian Library and Information Association, 2004).

Condensing and synthesising it all together, my three professional goals are:

Identify and support individual and community needs through Libraries ACT’s collection development and services (acquisition and accessibility)
Explore Libraries ACT’s partnerships with the community and investigate the promotion and engagement of a diversity of users (advocacy and marketing)
Understand how Libraries ACT is responding to digital transformation and the use of digital technologies in connecting with users (digital literacies and technologies)

Finally, thinking about these goals, my current work context, personal living situation and possible future aspirations, I researched Libraries ACT to see if my goals would align with their organisation. From reading their service commitment and charter, a placement experience with Libraries ACT would be beneficial. I am particularly drawn to learning more about their community engagement, marketing, programs and events, and how they respond to patron needs with their collection development, digital system and interface. Fingers crossed I am accepted to undertake my placement here!

References

Australian Library and Information Association. (2020). Foundation knowledge, skills and attributes relevant to information professionals working in archives, libraries and records management. ALIA. https://read.alia.org.au/foundation-knowledge-skills-and-attributes-relevant-information-professionals-working-archives-0

Australian Library and Information Association. (2004). Australian professional standards for teacher librarians. ALIA. https://asla.org.au/resources/Documents/Website%20Documents/Policies/TLstandards.pdf

ETL567 – Reflection of Formal Research learning

What is research?

The subject focus was on formal research, that is, gathering and reviewing information that is intentional and systematic, with the objective to understand a phenomenon, answer questions, acquire new knowledge and communicate findings. The purpose of research is to provide evidence-based library and information practices that assist in informing decision making or strategic directions from a pragmatic background.

Some major learning areas were centred on what quality research literature looks like and applying this to our analysis of formal research papers on library and information sector topics. This analysis of professional literature deepened my knowledge and confidence in conducting formal research in my own school context. I also believe this subject could have been beneficial near the beginning of the Masters degree, as I have already noticed my critical eye reviewing research papers and literature for my current subject, Teacher Librarian as Leader. As much as it was a technical subject with a lot of specific terminology to discern and processes to consider, the assessments were practical and realistic for consideration and application towards future practices.

At the very heart of formal research is the research design. Methodology is the foundation of research design, encompassing the paradigm, methods and tools applied to the study (Williamson, 2017, p. 4). The paradigm is the set of beliefs, world views or way of thinking on the subject. The research paradigm provides the framework for understanding the phenomena and influences the approach to gathering information.

While reading and analysing research studies, certain aspects stood out as necessary for a clear, well-documented article:

Background literature – contextualisation of the research that expresses the relevancy of the study. This section provided interesting information and further reading opportunities into the subject being studied.
Identification of the need for the research, that is, the gap in knowledge or practice.
Research questions – clearly stated hypothesis which frames and guides the research.
Paradigm – a defined paradigm by authors was beneficial in understanding their viewpoint.
Methodology – detailed and systematic design plan that outlines the research process.
Sampling – adequate and proper sampling techniques.
Conclusions – clear and insightful with implications for future practice or research.
Limitations.

I created the following diagrams to illustrate some particular concepts for my future reference:

Dissemination and audience

Sharing the research completes the process. Dissemination may be small and within the school community, or more widely distributed within the teaching profession such as in conference papers or scholarly or professional journals. Ethical considerations should always be adhered to during the research and dissemination process. When reporting on research findings, we would apply either internal or external reporting. Most research projects conducted by education practitioners are reported to key stakeholders through internal research reports, presentations or blogs. Working within the school environment, I would require formal ethics approval if disseminating the findings beyond the school.

Future application

The knowledge and skills from this subject will assist me in engaging in formal research within my school community to address issues, raise awareness or provide direction. Future research ideas to apply in my professional workplace include:

· User needs, perceptions and behaviour – student and staff information engagement and information needs

· Increasing the reach and advocacy of the library within the school community

These research areas would incorporate user perspectives to inform practice and policy, as well as maintain dynamic and relevant services. In addition, I believe evidence-based research would assist advocacy and promotion of the library and its services to the school executive, staff and community.

References

Williamson, K. (2017). Research concepts. In K. Williamson & G. Johanson (Eds.), Research methods: Information, systems and contexts (2nd ed., pp. 3-25). Elsevier Science.