Category Archives: ETL504 – Teacher Librarian as Leader
Teacher Librarian as Leader – leading from the middle
During Module 6 in my ETL504 subject I was asked to reflect on who inspires me in my work/learning life and what attributes they possessed that made them leaders. It was interesting to note that not all my inspirational people hold traditional leadership positions, or any position of power at all, yet I can see how they simply demand respect through their actions, not a title.
The attributes of my work/learning inspirational people were:
- High integrity
- Honest communication
- Personable
- Ability to see the big picture and not get stuck on small stuff
- Demanding in aspiring to better the school organisation
- Innovative
- Believed in risk taking
- An open mindset
- Organised and structured, yet maintains flexibility
- Would never ask someone to do something that they wouldn’t do themselves.
As a teacher librarian, I need to embrace these qualities and lead from the middle of my school.
Effectively communicating and acting as a conduit between levels of the school structure as well as across departments is central when leading from the middle. Farrell (2014) states consensus of action is important before decisions are made if change is to be effective, however in a school leadership structure which is dysfunctional this could result in stagnation. Such is the case in my current school, where a change in key leadership roles has begun a process of individual empire building with little regard to transparent communication or consensus of any nature. It has been frustrating studying effective leadership whilst watching the deterioration of what was once a leadership team that was grounded, collaborative and communicative with its staff. There are key leadership members who fail to grasp that it is the followers that ultimately give them the power to lead.
It is for this reason our library, which has firmly led from the middle, has begun a process of consolidating our ‘grass roots’ with students, teachers, departments and parents. We are engaging in embedded librarianship model (Henry, 2013) and utilising all our resources in the advocation continuum for our services by identifying needs (public relations), targeting them with our services (marketing) and having them advocate for us (Kachel, 2017). Libraries are in the supply and demand business. To be effective leaders we need to have built relationships with all our stakeholders to help us identify what it is ‘demand’, so we can ‘supply’ it. Through incidental conversation, creative thinking, collaborative partnership and flexibility our school library team has become instrumental in driving change and helping change be effective.
Farrell, M. (2014). Leading from the Middle. Journal of Library Administration, 54(8), 691-699. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=99237200&site=ehost-live doi:10.1080/01930826.2014.965099
Henry, R. (2013). The embedded librarian for k-12 schools. Library Media Connection, 31(4), 22-23. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=iih&AN=84557819&site=ehost-live
Kachel, D. (2017). The advocacy continuum. Teacher Librarian, 44(3), 50-52,63. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/1877698123?accountid=10344
Relationship Dynamics and LucidChart
If you have ever planned a seating arrangement for a wedding you understand that relationship dynamics has a significant effect on everybody’s enjoyment. Similarly, the dynamics of employees can either make or break a work environment, especially when they are placed in confined working space that is the backroom of most school libraries.
To assist me in my case-study work for my current subject ETL504 (Teacher librarian as leader) I have mapped out the employees of our (hopefully!) fictional library staff at North-Western College, a k-12 public school, using LucidChart.
This fantastic digital tool has helped me map the minefield that is often found in staff rooms. By visually presenting the information contained within the case study notes in this format, I found that I gained holistic clarity of the situation. I loved this tool so much I have subscribed.
The Burden of Leadership
By Вени Марковски | Veni Markovski – Own work, CC BY-SA 4.0,
I write this on the day that Australia has its seventh Prime Minister in 10 years (Kimmorley, 24 August 2018)! I cannot help but think what our education system would be like if staff could overthrow principals at the same rate. Schools, like our country, need leaders who have vision for improvement. People who can communicate this vision effectively. One who can rally a team to support the vision. But most importantly never forget why they are there in the first place, or what is their core business.
Principals’ core business is not only to ensure that the managerial aspect of their role is smooth, but is predominantly to ensure that their staff, teachers, are equipped with the best resources possible to ensure that students become lifelong learners and skilled 21st century citizens.
No one person can do this alone. It requires a team effort and a team on the same page. As members of that team teacher librarians have a duty to participate in this shared leadership. Adopting a servant leadership style the teacher librarian can improve the culture of the school (Black, 2010). Through supporting school programs, initiating change or running school based professional development, school librarians can help lead staff to meeting the school’s shared vision and goals.
We have all been in work places where we are surprised at the lack of leadership qualities that our supposed leaders show. If this is the case in your school than it is even more important to demonstrate your leadership skills. Through servant leadership you can help guide the staff by leading from below and help the school library become the beacon of light, the port in the storm, from the chaos that is a school without strong leadership (Boylan, 2018).
Now more than ever we need our leaders to remember why they are there in the first place. Imagine if our next Prime Minister adopted a servant leadership style to his ministry, what changes would there be?
Black, G. L. (2010). Correlational analysis of servant leadership and school climate. Journal of Catholic Education, 13(4), 437-466. doi:10.15365/joce.1304032013
Boylan, M. (2018). Enabling adaptive system leadership:Teachers leading professional development. Educational Management Administration & Leadership, 46(1), 86-106. doi:10.1177/1741143216628531
Kimmorley, S. (24 August 2018). Australia has now had seven prime ministers in just 10 years — here’s who they are and how long they were in office. Retrieved from https://www.businessinsider.com.au/list-of-australian-prime-ministers-2018-8
Conflict can = Growth
It is only natural that conflict arises during the process of change. Wouldn’t it be boring if we all agreed? How conflict is addressed and resolved is important for the health of the school. Ignoring or walking away from the ‘fight’ is not going to help progression. Actively listening to each other’s ideas and perspectives promotes healthy work relationships. Different people have different methods of dealing with conflict as outlined below:
5 management styles based on Thomas-Kilmann conflict mode instrument (Arash & Nasrin, 2015, p. 613)
On completing a questionnaire to help establish which was my preferred mode of dealing with conflict I discovered I am predominately Competing (9), followed by Collaborating (8), and then Compromising (7). When answering the questionnaire, I was thinking about my reactions to various events involving my family, work and friends’ circles. I think depending on who we are with we deal with conflict differently. For example I have a close working relationship with my immediate department and do not hesitate in making suggestions and expressing my ideas, however in a general staff meetings or bigger working groups with members from all departments I am more passive and tend to hold back.
My least preferred method or style was Avoiding (4). This did not surprise me as I dislike people who are passive/aggressive and huff and puff but will not tell you what is wrong. I do not like brooding and if something is on my mind I will tell you.
In future I need to be mindful that I am actively listening to all members of any groups I am part of so that I listen for the absence of opinion and encourage participation of all members. Silence is not always agreement! My teenage daughters have taught me that lesson.
Arash, R., & Nasrin, A. (2015). The relationship between principals’ reward power and their conflict management styles based on Thomas–Kilmann conflict mode instrument. Management Science Letters, 5(6), 611-618. doi:10.5267/j.msl.2015.4.004
Ready or not, here comes change!
Change is constant. Change is important.
It keeps us fresh. It keeps us thriving and growing. It needs to be embraced.
After all, as Henry Ford said:
“If you always do what you’ve always done, you’ll always get what you’ve always got.”
The problem experienced by staff in many schools is not so much the change itself, but the rate and way it is managed. Change in schools may occur from pressure of external forces, such as curriculum change, or internal forces like staff movement. When a school community is built on a foundation of effective communication and respect change is managed effectively. Schools need to be empowered to think creatively and promote risk taking behaviour in both their staff and students if they are to promote the critical skills needed for today’s world, and therefore need to embrace change not be fearful of it. Effective communication between all members of the school community is necessary for this to occur.
Conveying the reasons behind the need to change would do much to elevate the angst that often surrounds forced change.
Influences on a high school library
School libraries support and innovate to help the school community meet the demands of the curriculum and the community within which they are situated. Through interactions with all departments within the school they aim to resource the teachers and equip the students through delivery of resources, both physical and intangible that fulfil the cross curriculum priorities and build the general capabilities of students as outlined in the Australian Curriculum. A major focus is the delivery of ICT skills ensuring that all members of the community are ready for the evolving information society of today. Whole school priorities are address by the library, such as literacy initiatives and new technologies that are included in the school resources.
Within the school structure the library is situated in the heart of the school acting as a conduit for all its customers: teachers, students, parents and administration. It is important that teacher librarian not only understands the curriculum but also the needs of the school community. Attending departmental meeting, being part of committees and having a strong working relationship with the curriculum leaders team helps ensure that the library is not only adequately meeting current needs, but also building for future needs before they arise.
Schools need to be able to respond to the society they are in. Just as businesses cater for their customers, schools need to cater for their students’ needs. Rigid standards put in place for all schools regardless of the community that they serve is antiquated. Individual education plans that allow for teachers to cater for the needs of their students will allow for students to reach their full potential. “Divergent thinking” on how to best educate students will allow our students to meet the changing needs of our society (Robinson, 2010). Promoting collaboration in both teachers and students allows for them to thrive and the school library is the perfect place for this to be demonstrated.
Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video file]. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U
Created using Lucidchart.com
ETL504 – Teacher Librarian as Leader
GDJ / Pixabay
The journey continues with my fourth subject “Teacher Librarian as Leader”. The question buzzing in my head is “What sort of leader am I?”. If you asked my husband and kids I am a control freak and bossy. If you asked my work colleagues I am easy to get along with and adapt to change. Generally I have always said I am happier being a worker bee rather than the Queen but is that the best style to promote and position the library as the heart of the school? This subject will hopefully help me clarify who the professional version of me is.