Tag: leadership

The Power of Digital Learning Environments

noniharrison on

Digital literacy and digital citizenship describe the key skills and dispositions of 21st century citizens. It is essential students develop these capacities within the context of 21st century learning to live and work effectively in and beyond school. As shown in Figure 1, digital learning environments [DLEs] provide the structural support for 21st century pedagogy to build digital citizenship and other 21st century skills (Keane & Keane, 2013). Digital citizenship, including digital literacy, must be embedded across the curriculum for it to be contextualised and therefore relevant, authentic, and sustainable (Earp, 2018). Ultimately, schools need to create DLEs that support deep learning across the curriculum and prepare students for life and work.

Framework showing supportive DLEs as a structure to enhance three elements of 21st century skills; foundation literacies, competencies (4 Cs), and character qualities, which lead to enhance lifelong learning
Figure 1. Students require 16 skills for the 21st century. Adapted from “New Vision for Education: Unlocking the Potential of Technology”, by World Economic Forum, 2015, p.3

A challenge in developing DLEs is to ensure information and communication technologies [ICTs] are used in transformative ways. Two common problems I have seen with ICT integration are overuse and passive use. Overuse includes the tendency of ICT-integrated lessons to become what Gonzalez (2016) calls “Grecian Urns”. Such lessons focus on the product over educational value. In the context of ICTs, the technology becomes the focus and deep learning is lost. While some functional or operational gains may be made, opportunities to develop digital citizenship and deep learning related to the curriculum are lost. ICT is also commonly used as a passive substitute for paper, with similar effects – loss of deep learning opportunities. ICTs should be used to support knowledge construction and help students develop critical and creative thinking, communication, and collaboration skills. As seen in Figure 2, the American Department of Education (2017) refers to the issue of passive use as the “digital use divide”. It is important to leverage ICTs in transformative ways to allow for in-depth application of digital citizenship practices and deep learning (Keane & Keane, 2013). This also creates the opportunity to connect to students’ third space and build digital citizenship in more authentic and meaningful ways (Harrison, 2019a; Harrison 2019b).

 

Graphic showing the difference between passive and active use of technology.
Figure 2. Digital use divide. Reprinted from “Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update”, by Department of Education United States of America, 2017, p.21.

Over the course of ETL523, my thinking has been extended and challenged. I have always held a firm belief in the critical role of technology in supporting the 21st century needs of students; however, the way this has translated to my practice has evolved over time and will continue to evolve having now taken this subject. The concept of digital citizenship in all its guises sits very well with me. The ability for students to create and consume information in ways that enrich their experiences and the experiences of others is powerful. I have been inspired to consider how my use of ICTs in teaching can extend the learning beyond the classroom walls through local and global collaboration. I am challenging myself this year to connect with experts or other schools using Skype in the classroom and Microsoft Teams to extend the communication and collaboration portals of my classroom.

The role of TLs has always been inherently servant-based leadership but, as I have noted in several reflections in the past, it is more than that. TLs work as instructional leaders and transformational leaders to guide the entire school community in developing their skills and inspire the community to delve deeper into effective teaching and learning practices. Fullan (2013) explains the key drivers to change as capacity building, collaborative work, pedagogy, and systemness supported through professional learning communities. He says “people are motivated by good ideas tied to action” (Hargreaves & Fullan, 2012, p.7). As a TL, I can use my position to lead from the middle to garner support for the prioritisation and ongoing development of our DLE. Already this term, the library team has developed an online professional learning space for teachers, with the intention to build communities of practice across the college. Once teachers see the power of the DLE in their own learning, this might transfer to their classrooms. As TLs are change leaders, we are well-positioned to support the school in developing effective policy and environments to support the whole school community and enhance student learning outcomes (Johnston, 2012).

 

References

Department of Education United States of America. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf

Earp, J. (2018, November 21). Curriculum integration of digital citizenship. Retrieved from https://www.teachermagazine.com.au/articles/curriculum-integration-of-digital-citizenship

Fullan, M. (2013). Maximising leadership for change [Participant booklet]. Retrieved from https://michaelfullan.ca/wp-content/uploads/2016/06/14_AU_Final-Workbook_web.pdf

Gonzalez, J. (2016, October 30). Is your lesson a Grecian urn? [Blog post]. Retrieved from https://www.cultofpedagogy.com/grecian-urn-lesson/

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teacher’s College Press.

Harrison, N. (2019a, March 13). Reflection: Module 1.0a. Digital learning environments [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2019/03/13/reflection-module-1-0/

Harrison, N. (2019b, March 24). Reflection: Module 2.2. Digital fluency and third space [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2019/03/24/reflection-module-2-2/

Johnston, M. P. (2012). School librarians as technology integration leaders: Enablers and barriers to leadership enactment. School Library Research, 15. Retrieved from http://www.ala.org/

Keane, W. & Keane, T. (2013). Deep learning, ICT and 21st century skills: Leading for education quality [Conference paper]. Retrieved from https://researchbank.swinburne.edu.au/file/ae199457-ab1e-4787-ac72-9844c8a0214a/1/PDF%20%28Published%20version%29.pdf

World Economic Forum. (2015). New vision for education: Unlocking the potential of technology. Retrieved from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf

 

[Assessment 3 Part B Critical Reflection]

Teacher Librarianship: Leadership and Collaboration

noniharrison on

Reflection

This subject has highlighted the importance of effective teamwork and leadership in schools. While servant leadership is characteristic of teacher librarians (TLs), I have come to understand my own leadership style as much broader. The combination of instructional and transformational leadership, known as leadership for learning (Dempster et al., 2017), resonates with me as TLs are first and foremost teachers who work with others to drive teaching and learning improvement (Herring, 2007). This leadership style is often associated with principalship; however, it has strong connections with the roles of a TL. TLs easily address each of the dimensions of leadership for learning through their participation in; ongoing professional development of self and others, networking opportunities, teaching and learning, and evidenced-based practice.

The middle leadership position of a TL enables them to be both a leader and constituent. This dichotomy develops trust and collegiality through reciprocal relationships and mutual respect (Harrison, 2018a). This reminded me of the adage “I must follow them, for I am their leader” (Rosthorn, 2016). I feel this neatly encompasses the humility and reciprocity needed of effective teams and leaders. This sets the precedent for leadership of a shared moral purpose and demonstrates the dynamic nature of middle leadership.

Through the case study work, collaboration was challenging due to conflicting commitments and levels of participation. At times, I lead the group response, while other times I stepped back to let others take a leadership role. Collaboration is integral to successful teamwork; therefore, I attempted to inspire collaboration through questioning to engage the conversation and team. While this was not always successful, I believe it demonstrated my intention to create a sense of collegiality. Collaboration between colleagues is crucial in schools, as it breaks down barriers that isolate teachers, increases visibility of leaders (particularly TLs), and opens dialogue to test theories and draw on a range of expertise (Griffin, Bui, & Care, 2013; Harrison, 2018b). This sharing also leads to enhanced student outcomes through team commitment and motivation (Rajhans, 2012). The teamwork skills required of the group work were also reflected in the case studies themselves. Throughout the case studies, it was clear the Director of Information Services required teamwork and leadership skills to improve the department dynamic and performance outcomes of the libraries (Group 4, 2018a; Group 4, 2018b). Foremost, effective communication was consistently needed to enable a collaborative culture and improve conflict management. This positive workplace environment leads to enhanced efficiency and productivity (Aramyan, 2015), which is integral to the service nature of school libraries.

The difficulties experienced during the case studies, while at times unique to the online environment, mirror communication difficulties or passiveness and complacency in the workplace. There is much evidence to suggest complacency is the enemy of success, particularly in the changing education landscape (Ballantyne, 2016). Technology and growing information landscapes can threaten job security if complacency reigns. TLs as leaders must be at the forefront of innovation in education to contribute to the development of lifelong learners. This requires a plethora of knowledge, skills, behaviours, and dispositions to demonstrate leadership, grit and perseverance (Moreillon, 2018). Leadership for learning acutely encompasses these characteristics while inspiring commitment and action through the formation of shared purpose and strong professional relationships.

 

References

Aramyan, P. (2015, October 8). 5 ways workplace communication effectiveness can increase productivity [Blog post]. Retrieved from https://explore.easyprojects.net/blog/5-ways-workplace-communication-effectiveness-can-increase-productivity

Ballantyne, R. (2016, June 30). Complacency ‘killing Australian education’. The Educator Australia. Retrieved from https://www.theeducatoronline.com/au/news/complacency-killing-australian-education/218721

Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Leadership and literacy: Principals, partnerships and pathways to improvement. Retrieved from Proquest Ebook Central.

Griffin, P., Bui, M., & Care, E. (2013). Understanding and analysing 21st-century skills learning outcomes using assessments. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 53-64). Retrieved from Proquest Ebook Central.

Group 4. (2018a, August 3). Group 4 case study 3 [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_32450_1&nav=discussion_board_entry&conf_id=_58831_1&forum_id=_130876_1&message_id=_1928007_1

Group 4. (2018b, September 8). Group 4 case study 4 [Online forum comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_32450_1&nav=discussion_board_entry&conf_id=_58831_1&forum_id=_130879_1&message_id=_1980778_1

Harrison, N. (2018a, July 28). Reflection: Module 2.3 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2018/07/28/module-2-3-reflection/

Harrison, N. (2018b, September 1). Reflection: Module 4.2 [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/?s=constituent#.W7LOkBMzbOQ

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.) Libraries in the twenty-first century: Charting new directions in information (pp.27-42). Retrieved from Elsevier ScienceDirect Books Complete.

Moreillon, J. (2018, February 26). Grit, complacency, and passion [Blog post]. Retrieved from http://www.schoollibrarianleadership.com/2018/02/26/grit-complacency-and-passion/

Rajhans, K. (2012). Effective organizational communication: A key to employee motivation and performance. Interscience Management Review, 2(2), 81-85. Retrieved from https://pdfs.semanticscholar.org/d74f/ce848669ba68f7a8929a9ec1a108758a98b9.pdf

Rosthorn, A. (2016, December 15). There go the people. I must follow them. Tribune magazine. Retrieved from http://www.tribunemagazine.org/2016/12/i-must-follow-them-for-i-am-their-leader/

 

[Assessment 2 Part B: Reflective Practice]

TLs as leaders through collaboration and professional learning

noniharrison on

TLs as leaders initiate change, guide schools through change, and support staff and students through the process. There are several areas by which TLs can empower learners, both staff and students. A collective sense of trust is integral to successful leadership. Collegiality and strong professional relationships are paramount in garnering support in the pursuit of enhanced capacity (American Association of School Librarians (AASL), 2013). As mentioned in my first assignment for ETL504, I see the leadership areas of a TL as including leadership of curriculum (knowing content, syllabus requirements, and assessment modes), “pedagogy (leading quality teaching and learning processes including professional development and instruction), strategy (leadership that drives the moral purpose, school culture and other ethical considerations including learning needs), and literacy (including leadership for 21st century skills)” (Harrison, 2018). AASL (2013) suggest these strengths enhance the professional relationships of TLs, as these areas of effective leadership must be visible to the community, require active participation in various committees and networks within and outside the school environment, and ensure the practices of the TL are relevant and reflective of 21st century skills. A middle leader TL with professional autonomy, visibility within the school and respect from peers becomes a useful tool in navigating change necessary to respond to 21st century demands.

Specifically, elearning ecologies are changing and will continue to change the way teaching and learning occurs in schools. The integration of digital technologies in all facets of teaching and learning have the potential to increase the level of learning and scope and quality of teaching practices. This embedded use of digital technology must be accompanied by a clear vision and goals, high expectations, identified desired outcomes, culture of risk-taking that is encouraged by the leadership team, empowerment of teachers, and collaboration between the whole school community including families (Lee, 2015). School libraries are situated to lead schools in this form of academic and pedagogical risk-taking, to support the school in technology integration, and provide expert modelling of technology in teaching practice. As Carr identifies, collaboration is key to enhancing TL visibility, respect, and trust within a school (2008). Collaboration is not only an important skill for students in the 21st century, it is also integral for teachers to adopt and model. Collaboration helps alleviate professional burden, fosters inclusivity and provides teachers and families with a sense of worth or value during decision-making processes. Collaboration can also increase motivation and job satisfaction.

A summary of Carr’s (2008) six factors of successful collaboration are presented in the table below.

Factor Explanation
Environmental Does the school now and historically support collaboration? What are the previous experiences and opinions of collaboration?
Membership Who is needed to be part of the collaboration?
Process Do members have roles, understand their positions, and understand the decision-making process?
Communication Is open communication established through formal and informal means or a combination?
Purpose Is there a common purpose and shared objectives?
Resources What resources are required and available?

 

Similarly, Bell, Van Roekel and Weimar (2013) use the REACH acronym to outline successful collaboration; respect your counterparts, educate yourself regarding the role of the individual with whom you want to build a bridge, assume responsibility as the one to reach out, communicate and collaborate, help one another to provide the very best instruction and experiences for students. Collaboration should be at the core of the TL’s practice and can be done in a myriad of ways. Collaborative learning through professional development initiatives or opportunities is one area whereby TLs can both lead constituents and follow. As with supporting student needs, TLs must provide professional development opportunities just in time rather than just in case. Effective professional development focuses on learning that improves teaching practice by enhancing teachers’ understanding of their subject area and equipping teachers with skills to enhance student learning through strategies that teach and assess deep understanding (Cole, 2012). Ultimately, it must enhance teacher capacity in a way that enhances student achievement through the application of best practice. TLs can help to develop an effective professional learning culture by supporting teachers in delivering professional development through resourcing, organisation and facilitations, and can assist those that have participated in professional learning to transfer that learning to classroom practice through collaborative planning and interpretation of new learnings. TLs can also, themselves, offer and deliver professional development, whether that be through the facilitation of external providers sourced through networking opportunities or through the TL’s delivery of information. Collaboration in professional learning helps to de-privatise teaching practice, which supports the development of collegiality and highlights the importance of a school culture that values life-long learning not only for students but also staff.

 

References

American Association of School Librarians (AASL). (2013). Empowering learners: Guidelines for school library programs. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au

Bell, M. A., Van Roekel, J. L., & Weimar, H. (2013). School librarians and the technology department: A practical guide to successful collaboration  [Linworth version]. Retrieved from EBSCOhost.

Carr, J. (Ed.). (2008). Leadership for excellence: Insights of the national school library media program of the year award winners. Retrieved from https://portal-igpublish-com.ezproxy.csu.edu.au/

Cole, P. (2012). Linking effective professional learning with effective teaching practice. Retrieved from http://ptrconsulting.com.au/sites/default/files/linking_effective_professional_learning_with_effective_teaching_practice_-_cole.pdf

Harrison, N. (2018, September 1). Assessment 1: School leadership structure concept map and critical analysis [Blog post]. Retrieved from https://thinkspace.csu.edu.au/nharrison/2018/09/01/assessment-1-school-leadership-structure-concept-map-and-critical-analysis

Lee, M. (2015). Digital technology and student learning: The impact of the ecology – Part 1. Retrieved from https://educationtechnologysolutions.com.au/2015/11/digital-technology-and-student-learning-the-impact-of-the-ecology-part-1/

 

[Reflection: Module 4.2]

Protected: Assessment 1: School Leadership Structure Concept Map and Critical Analysis

noniharrison on

This content is password protected. To view it please enter your password below:

Efficient vs. Effective

noniharrison on

Although schools and teachers are at the mercy of the bell, so still working to the stopwatch, we are in the customer service industry whereby we work closely with people each day and must navigate different personalities and needs to produce relevant outcomes. Taylor’s stopwatch system (Harrington, 1999) is not the most relevant way of assessing output in schools, as the requirements are ever-shifting and new and innovative ways of responding to change are needed. This requires flexible thinking, the input of various stakeholders and the consideration of the needs of others. We’re able to employ systems or outsource processing to more efficiently complete stopwatch tasks, so employees can better use their time and apply their skills in more valuable ways. Although, efficiency is a must in our line of work, we also need to value the skills and time of others in order to produce results and respond to demands in effective ways. We are not simply reproducing the same item as in the case of Henry Ford. We are having to adapt our services to meet the needs of our clientele. In juxtaposition to Taylor, Follett posits that employees should have a voice and should share responsibility (Harrington, 1999). The consideration and inclusion of all staff in decision-making is desirable, as is a positive culture that embraces employees as individuals not machines. Command, control and compartmentalisation were organisational approaches of the 19th and 20th centuries; whereas, 21st century organisational and managerial practices are built on networks, flexible hierarchies, and intellectual capital (Cascio, 2003). As Colvin (2000) highlights, we are now mostly “knowledge workers rather than physical labourers” (para. 8); therefore, employees’ knowledge and dedication to their work should be valued to produce high quality work. Without a sense of value, ultimately efficiency will drop too.

 

References

Cascio, W. F. (2003). Changes in work, workers and organizations. In W. C. Borman, D. R. Ilgen & R. J. Klimoski  (Eds.), Handbook of psychology: Industrial and organizational psychology (pp. 401-422). Retrieved from Proquest Ebook Central.

Colvin, G. (2000). Managing in the info era. Fortune, 141(5), F6-F9. Retrieved from http://fortune.com/

Harrington, A. (1999). The big ideas. Fortune, 140(10), 152-154. Retrieved from http://fortune.com/

 

[Reflection: Module 2.1a]