Monthly Archives: March 2021

Module 3.2: Conflict resolution

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I was struck in this module by the TED Talk given by Campbell ad Clarke (2015) in which the presenters discuss the desirability of using conflict to promote creativity and innovation by looking at situations from other perspectives. I think this is a skill that can work in an educational setting, given the right people involved. Both parties would need to come to the discussion prepared to hear the perspectives of the other before any progress could be made. This is a skill that can be modelled, taught and expected by leaders both of teachers and students. Most people do not go into situations of conflict just to be oppositional (though, it must be acknowledged that some people are bull-headed). I take the view that perhaps the other party in the conflict knows or feels something I don’t know about. If I take the time to investigate why they think or feel the way they do, I can understand their perspective more clearly. Perhaps they may have a point. And perhaps not. I will admit, though, that I am more likely to spend time and effort on these issues if the person I am in conflict with is someone who’s opinion I usually respect. This I have the luxury to indulge because I am not currently their leader. If I were to become their leader, I would need to change this. Taking the self-assessment, results show that I am relatively good at compromise and collaboration, but also score above half-way for avoidance, competing and accommodating. I believe this is probably true and reflects my tendency to approach conflicts differently with different people. I would like to improve my skills in turning conflict into an opportunity to grow by exploring other perspectives. I think this could be a very powerful tool in the right hands.

 

Campbell, C.M & Clarke, S. [TEDx Talks ]. (2015).  Conflict – Use it, don’t defuse it [Video]. YouTube.  https://youtu.be/o97fVGTjE4w

Module 3.1: Stress

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Cross (2015) identifies teacher stress as a major factor in the attrition rate of teachers at all career stages, but especially early career teachers. She identifies as major factors leading to teacher stress:

  • excessive workload,
  • pressures of assessment targets and inspections,
  • changes to curriculum and teaching styles including a lack of decision making contributions,
  • false public perceptions of teachers coupled with poor student behaviour and management of that behaviour leading to poor self esteem and self-efficacy,
  • aggression and
  • classroom and school culture.

Clement (2014) suggests that some factors contributing to teacher stress as it derives from educational change are:

  • feeling a sense of compulsion,
  • a lack of opportunity for meaning-making and
  • teacher perception of change as transitory.

Protective factors against teacher stress, as identified by Cross (2015):

  • resources to increase sense of self-efficacy,
  • connectedness with students and colleagues,
  • support from colleagues and
  • receiving recognition for their work.

Bandura (1997) defines self-efficacy as “an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments”, in other words, a belief that they are able to be successful. so, how might teacher librarians work to reduce the stress of our colleagues? I believe the key lies in the relationships that we develop with and between colleagues. Servant leadership, characterised by listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others, and building community (Spears, n.d in Burkus, 2010) presents an opportunity to build those relationships and address the needs of colleagues. From a more practical standpoint, teacher librarians can assist by curating a collection of professional learning resources directly around areas of need, analysing and synthesising and then publishing information about key changes and developments in educational theory, provision of instructional leadership as needed, by team teaching with colleagues, modelling key strategies, targeting teaching to areas of curriculum need, eg approaching some HSIE content during library lessons from an information literacy perspective. Collection and curation of resources both for students’ and teachers’ learning needs and promoting them at point of immediate need is an important skill for teacher librarians. Provision of a safe space, a cone of silence, for problems to be talked out can make colleagues feel heard and increase a sense of contribution to the overall direction of the school.

Teacher librarians can also support plans and initiative of the leadership team by promoting the advantages and resources needed to complete the tasks needed.

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Burkus, D. (2010, April 1). Servant leadership theory. David Burkus. http://davidburkus.com/2010/04/servant-leadership-theory/

Clement, J. (2014). Managing mandated educational change. School Leadership & Management, 34(1), 39-51. https://doi: 10.1080/13632434.2013.813460

Cross, D. (2015). Teacher well being and its impact on student learning [Slide presentation]. Telethon Kids Institute, University of Western Australia. http://www.research.uwa.edu.au/__data/assets/pdf_file/0010/2633590/teacher-wellbeing-and-student.pdf

Distribution of leadership

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What strategies to take you from TL, the keeper and stamper of the books and the quiet space (library) (how many of our colleagues perceive TLs), to become something different?

The role of the TL is so much more complex than many of our colleagues realise. We are the keeper of the books, though scanning has taken the place of stamping in most schools. We are the keepers of the (sometimes) quiet space, but we also are leaders in our learning communities. Among our colleagues, we form communities of practise and learning. Through collaboration we can both model and learn new teaching approaches, we can pose questions and encourage ways of thinking that previously lurked unrecognised in a TR cupboard. We can collaborate on curriculum development, integration of technology and information skills into the wider curriculum, attaching a genuine purpose to the skills students must learn in these areas.

The space we keep is not just quiet. It is a cone of silence. We listen to peoples’ troubles, concerns, frustrations and annoyances and provide a prodigious amount of chocolate and bickies to keep them coming back. By listening to our colleagues both individually and as a group, by keeping our ears to the ground we can start to recognise patterns and point them in the direction of assistance. We can recognise and celebrate the achievements of our colleagues and are in a position to communicate and promote various initiatives within the school and from the leadership that aim to address the frustrations. In an ideal world, the principal is in a position to provide visionary leadership – to develop transformational goals and map the pathways to success (Ingram, 2017). They motivate and inspire their staff to keep them on the paths set out. The DPs provide the transactional leadership – they keep the wheels in motion, putting out the spot fires and dealing with the day to day operations of the school, keeping the big picture in mind. The APs also provide transactional leadership, keeping the ball rolling and dealing with the everyday smooth running of their stage. The TL provides the servant leadership – focusing on trust, collaboration, empathy and ethics (Burkus, 2010). The TL works to promote the best interests of colleagues, students and the community.

Each leader has role to play in the success of the school. In this way, leadership in the school is often actually a type of distributed leadership – not because some leaders are responsible for different key learning areas, or certain initiatives, but because they are responsible for providing the very different types of leadership needed to keep the school both ticking over and reaching for the next milestone in their improvement journey.

References

Ingram, D. (2019, Fevruary 4). Transformational leadership vs transactional leadership definition. Hearst Newspapers: Small Business. http://smallbusiness.chron.com/transformational-leadership-vs-transactional-leadership-definition-13834.html

Burkus, D. (2010, April 1). Servant leadership theory. David Burkus. http://davidburkus.com/2010/04/servant-leadership-theory/