Discuss the role of the TL in planning and leading change for 21st century teaching and learning, and the involvement of school leadership in strategic delivery of this change
Pedagogical approaches, technology and spaces for learning and engagement and the TLs role in supporting them
21st century pedagogical approaches utilise technology and flexible learning spaces which work together to create engaging learning environments. As a woman, I am more likely to utilise pedagogies that support students’ cognitive and behavioural engagement, however, as a leader I need to also utilise pedagogies that develop students’ emotional engagement, thus ‘catering to the whole student’ as directed by my school’s Strategic Improvement Plan (Girraween High School, 2023, pp. 6-7; Kelly et al., 2022). Collaboratively, I transformed the physical library spaces, to create flexible spaces where learning is student-centred, collaborative and interactive to improve student outcomes. I can further model these approaches for staff to implement in traditional class settings and also provide more opportunities for staff to utilise the library’s spaces (Ferguson, 2021, p. 8; Kariippanon et al., 2019,p. 11). As a leader, I can develop teachers’ ICT competencies to embed current digital literacy skills into their teaching (Power, 2020; Rubach & Lazarides, 2021). This is vital in the age of generative AI as educators can use generative AI as a ‘personal and accessible learning support tool, providing engaging literacy education’ and to shape policies for AI use in schools to ensure students are explicitly taught about the ethics and limitations of such tools and are equipped with critical and media literacy skills (Ciampa et al., 2023, p. 8-9).
Principles and methods of strategic planning for change and skilfully explains the application of these from the TLs perspective
While I have thought conceptually about the library’s mission and its connection to the school’s mission and have already taken leadership steps towards this, I have not created a written strategic plan. In the next year, I need to follow the steps outlined by Farmer (2016) to create a long-term, comprehensive strategic plan that identifies goals to meet the library’s mission ; establish the planning team, analyse current conditions, set goals, create action plans, allocate resources, implement and adjust the plan (pp. 62-75).
I have worked with the deputies and principal on the school’s strategic plan this year in addressing the school’s literacy goals through library programs and I can continue to work with this planning team to create the library’s strategic plan, thus aligning it further with the school’s. When conducting an environmental scan, I should also examine external environmental trends to better align the library’s goals to that of the wider educational agenda (Miller, 2018, p. 19). I also need to be cognisant of the fact that to be an effective leader I need to act as a change agent within my school, acknowledging that change is a cyclical process and works best when enacted collaboratively (Farmer, 2016, p. 236).
Type and level of leadership roles for strategic delivery and where the TL and library fit within the school leadership structure
Looking back on the school leadership concept map I created in May (Figure 1), I now realise I underestimated my leadership influence ‘above’ me in the formal hierarchy, and as stated in the feedback from assessment 1, directly with the students.
Figure 1: Visual Representation of Leadership at my school. (Source: Power, 2023d).
I used my unique position in the ‘middle’ of the traditional leadership hierarchy to work collaboratively across my school, through the trifold role as curriculum leader, information specialist and service managers (Australian School Library Association [ASLA], n.d.; Cox & Korodaj, 2019, p. 16; Power, 2020).
This year I chose to actively engage in a leadership role and volunteered as a change agent (Weisburg, 2017). Through distributed leadership, I advocated for the improvement of school literacy and reading programs with my school leaders who then drew on instructional and transformational leadership with head-teachers to negotiate and enact these improvements. I used the expertise gained through professional development and networking to lead staff professional development, thus becoming both a ‘recipient’ and ‘potential leader’ (Power, 2023a; Power, 2023b). Through servant leadership, I modelled best practice to staff and students, utilising evidence based practice and current research in implementing AI tools in education (Power, 2023a; Power, 2023b).
In future, to minimise the risk of burnout that servant leadership can create, I will work more collaboratively (Eva, et al., 2019, p. 128). I am now also considering leadership possibilities across my local school network (Power, 2023c).
References
Australian School Library Association. (n.d.) What is a teacher librarian?
https://asla.org.au/what-is-a-teacher-librarian
Ciampa, K., Wolfe, Z. M., & Bronstein, B. (2023). ChatGPT in education: Transforming digital literacy practices. Journal of Adolescent & Adult Literacy, 67(3), 186-195. https://doi.org/10.1002/jaal.1310
Cox, E., & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.
Eva, N., Robin, M., Sendjaya, S., van Dierendonck, D., & Liden, R.C. (2019). Servant leadership: A systematic review and call for future research. The Leadership Quarterly, 30(1), 111-132. https://doi.org/10.1016/j.leaqua.2018.07.004
Farmer, L.S.J. (2016). Managing the successful school library: strategic planning and reflective practice. American Library Association.
Ferguson, T. (2021). Working with learning specialists: Teacher librarians as teacher leaders. FYI: The Journal for the School Information Professional, 25(2), 6-8.
Girraween High School (2023). Strategic improvement plan 2021-2025 [Policy Document]. https://reports.sparo.schools.nsw.gov.au/plan-report/2021/8500/2021-2025_Girraween_High_School_SIP.pdf
Kariippanon, K. E., Cliff, D. P., Lancaster S. J., Okely A. D., & Parrish A-M. (2019). Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. PLoS One, 14(10), 1-13. https://doi.org./10.1371/journal.pone.0223607
Kelly, M.L., Yeigh, T., Hudson, S., Willis, R., & Lee, M. (2022). Secondary teachers’’ perceptions of the importance of pedagogical approaches to support students’ behavioural, emotional and cognitive engagement. Australian Educational Researcher, 50(4), 1025-1047. https://doi.org/10.1007/s13384-022-00540-5
Miller, L. N. (2018). What is helpful (and not) in the strategic planning process? An exploratory survey and literature review. Library Leadership & Management (Online), 32(3), 1-27. https://doi.org/10.5860/llm.v32i3.7267
Power, A. [Allie Power] (2020, October 20). The teacher librarian as educator. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/2020/10/20/the-teacher-librarian-as-educator/
Power, A. {Allie Power] (2023a, December 15). AI in education – my own experiences. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/2023/12/15/ai-in-education-my-own-experiences/
Power, A. [Allie Power] (2023b, December 18). AI in education – staff and student perspectives. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/2023/12/18/ai-in-education-staff-and-student-perspectives/
Power, A. [Allie Power] (2023c, December 20). TL as leader and facilitating change within a school – conversations with colleagues. The Power of Libraries. https://thinkspace.csu.edu.au/thepoweroflibraries/2023/12/20/tl-as-leader-and-facilitating-change-within-a-school-conversations-with-colleagues/
Power, A. (2023d). Visual representation of leadership in a NSW high school. [Screenshot of Concept Map].
Rubach, C., & Lazarides, R. (2021) Addressing 21st century digital skills in schools – development and validation of an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118, 106636. https://doi.org/10.1016/j.chb.2020.106636
Weisburg, H. (2017). Leadership is not optional – it’s a job requirement. Connections, 101, 1-2. https://www.scisdata.com/connections/issue-101/leadership-is-not-optional-it-s-a-job-requirement/