My view on the case study group work moved from initial dread (Simon, 2019, 23 July) through to hope for a positive experience (Simon, 2019, August 9). In the end I feel this component has contributed to my developing practice of leadership and understanding how it relates to the role of the teacher librarian (TL).
In our first group effort, members stepped up as initiators, contributors, opinion seekers, elaborators, orienters and encouragers (Roberts, 2012; Simon, 2019, August 18, ). Donna Thurling (2019, September 22) suggested that perhaps groups should have been seeded with some dominators, blockers or aggresors (Roberts, 2012). I disagree because I think the value of the experience is the authentic nature of the situation. Negotiating with real people rather than just roles or scenarios gave insight for my practice of leadership as a TL. Evaluating real-life reactions to my initiation (Simon, 2019, August 18) or hanging back (Simon, 2019, September 9) developed my understanding of how to effectively manage teams when leadership is distributed to me as TL. Continue reading