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