ETL 504 Reflection

This has been an interesting subject. The task requiring creation and explanation of the future vision for the library was particularly important for highlighting the importance of remaining up to date with current educational trends and looking to ensure the library is focused on its customers needs when deciding what services to provide.
Recognition of leadership styles is important when working with administration and other staff members. As the TL needs to be customer focused, having a clear understanding of our customers helps identify and plan for meeting their needs.

As implementing change can be a difficult process, the CBAM model covered provided a useful framework to follow during the process. It is important for the TL to model and assist the school to implement current educational and technological trends and a change model can help achieve this.

Strategic Planning is a key skill of the future oriented TL.

Welch advises a 3 step marketing approach: situational analysis, development of a marketing strategy based on the marketing mix and implementation of the strategy, to ensure the client is central to future decisions.

Firstly undertaking a situational analysis of the current environment and customer needs, including gathering data on current usage, budget, resource needs is required. A SWOT analysis is suggested as a useful tool by which to judge the current situation. In analysing the environment, it is important for the library to consider both the internal environment ie within the library, and the external environment ie within the wider organisation.

From the gathered data, the mission statement is derived. Described as “brief, distinctive, enthusing and realistic” (Welch, 2006, p. 28) a good mission statement outlines the philosophy and provides a purpose for the organisation.

As the mission statement is idealistic, goals and objectives are set to determine how the mission will be achieved. Goals are quantifiable iterations of the objectives and as such need to be SMART (specific, measurable, achievable, realistic and timely) and need to still be reflective of the mission statement.

This document provides clear instructions and useful support for strategic planning.

Source: Welch, L. (2006). Groundwork: the situation analysis. In The other 51 weeks: a marketing handbook for librarians (Rev. ed.) (pp. 25 – 43). Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.

The future of the TL role

Fragmentation in school environments, including isolation of teachers and TLs, and separating the curriculum into discrete units, inhibits innovation and change. TL role needs to be dynamic, flexible and collaborative, aligned to classroom programs and underpinned by the school vision. Continual reflection on school outcomes is required to ensure effectiveness.
Henri (1999) believes that an ongoing partnership between the TL and Principal is necessary to achieve information literacy throughout the school. This partnership needs to focus on common goals and shared vision. Covey (1990) argues that shared vision should guide decision making and future goals.
Barnier school sought to define the school vision, starting with questioning staff, parents and students. Responses to these questions were used to develop the vision statement which has been used as a reference point for teaching and learning programs. As part of this the library has become an important support to classroom programs. Collaborative team teaching culture has been fostered and supported by changes to meeting schedules to facilitate collaboration and joint planning of programs. ICT skills are taught via explicit instruction in collaborative lessons to promote information literacy. Students have access to self-directed learning when certain ICT skills are mastered and the library and librarian are key elements in the schools gifted and talented program.

Source: Gibbs, R. (2003) Reframing the role of the teacher-librarian: The case for collaboration and flexibility Scan 22(3) 4-7.

Kouzes and Posner - 5 Practices

Kouzes’ and Posner’s Five Practices of Exemplary Leadership centre on creating a positive team relationship. Effective leaders clearly articulate vision and build an environment of trust and collaborative efforts to achieve the vision. Modelling expected behaviours and showing appreciation by celebrating successes helps develop relationships to create high performing teams. Inspiring leaders look for opportunities to improve processes and enable others to do so as well. Risk taking is applauded and mistakes are treated as learning opportunities. This risk taking approach is reminiscent of Kreigel’s quote “If it ain’t broke … break it!”.

Reference: Kouzes, J., & Posner, B. (2007). The Leadership Challenge (5^th ed.). San Francisco, Jossey-Bass.

Sustainable leadership

Sustainable leadership supports present leaders whilst preparing for the future. Distribute leadership throughout the system to promote initiative and ownership of new ideas. Ensure enduring leadership by considering succession planning.

TL could fit into this picture by taking on leadership of information literacy skills instruction. Working with the principal and with other school staff to collaborate and share ideas.  Leading learning by working with teachers to explicitly teach ICT skills not only teaches students but also shares skills with classroom teachers, thus distributing leadership to them for future student instruction.

Reference:  Hargreaves, A. & Fink, D (2003). Sustaining leadership. Phi Delta Kappan 84(9), pp. 693-700.

Leadership practices

Kouzes’ and Posner’s Five Practices of Exemplary Leadership centre on creating a positive team relationship. Effective leaders clearly articulate vision and build an environment of trust and collaborative efforts to achieve the vision. Modelling expected behaviours and showing appreciation by celebrating successes helps develop relationships to create high performing teams. Inspiring leaders look for opportunities to improve processes and enable others to do so as well. Risk taking is applauded and mistakes are treated as learning opportunities. This risk taking approach is reminiscent of Kreigel’s quote “If it ain’t broke … break it!”.

Reference: Kouzes, J., & Posner, B. (2007). The Leadership Challenge (5^th ed.). San Francisco, Jossey-Bass.

CBAM Concerns-Based Adoption Model - introduction

The introductory video found below gives an overview of the Concerns-Based Adoption Model which can be used to assist schools to effectively implement new educational programs.

New programs adopted in schools often don’t result in improved student outcomes and schools then move on to implementing a new program. Often this results from a lack of understanding of the change process by school staff. 

Tools are required to assist understanding – CBAM can do this.

It is a “conceptual framework providing tools and techniques for assessing and facilitating reform in an educational environment”

CBAM can be used to:

1.     Examine components

2.     Track progress

3.     Report findings

4.     Design interventions

5.     Measure implementation of reforms

It is based on assumptions regarding the change process:

1.     Change is a process not event

2.     Personal element is important and must not be ignored. Coaching and follow up may be necessary. Often follow up of new programs is ignored and teachers are not given what they need to utilise the innovation

There are 3 dimensions to the model:

1.     Stages of concern (SoC) – while implementing innovation teacher’s concerns personal, management or impacts. Uses survey or questionnaire to identify attitudes and feelings re new program (affective domain) during the implementation phase

2.     Levels of use (LoU) – teachers use innovation to varying degrees, some not at all, sometimes as is or sometimes refined for optimal use. LoU uses interview to assess degree of use. Problems usually with use of the new innovation.

3.     Innovation configurations (IC) – innovations almost always altered to meet teacher needs for students and class. Explicitly outlines various forms of new practice as implemented in classroom by teachers.

Reference: http://www.youtube.com/watch?v=6E3rarcATqU&list=PL175633190530CC61&index=0&feature=plcp

Decision Making and problem solving

This approach to problem solving looks at implementation of action as well as action plans, to address possible resistance. Harvey et al recommend 6 step approach to problem-solving, advocating spending time on clearly defining the problem and the context, including the organisation and the people. Language of the problem solving time must be carefully chosen eg term ‘issue’ has negative connotations.

When developing solutions, following a set criteria to achieve consensus is advised and use strategy that draws out possible solutions without judgement. Envision implications for the organisation of possible solutions, then use criteria to achieve consensus on desired solution.

Devise a clear plan for implementation and evaluate implementation of the solution. This can then be used to revisit.

 A straightforward and readable resource with useful mindmaps to follow.

Reference: 

Harvey, T. R., Bearley, W.L., & Corkrum, S. M. (2001). Core steps in decision making. In

The practical decision maker : a handbook for decision making and problem solving

in organizations 

(pp. 17-34). Lancaster, Pa. : Technomic.

Further on Donham

The leadership environment discussed in this article was, as Gillian noted, quite 'non-threatening', both in terms of ability for the potential leader to achieve (for which I think it held clear and achievable strategies) and for those as part of the TL's team.
What would the rest of the book hold?

Donham article on Leadership

This was a clear and easy to read article with useful considerations and strategies for effective leadership, which are summarised here. The writer draws also on other leadership experts to support ideas.

Covey –

• leaders know and respect circle of influence
• Act from internal locus of control – listen to teachers’ needs and find ways to achieve within circle of influence

Hartzell – be proactive: look for change opportunities, work to overcome issues before they arise and keep trying

Collins – be understanding of your strengths and weaknesses, and be driven by rewards achieved from focusing on aspects about which you are passionate

Begin with a clear vision. Fullan (1996) suggests 3 important elements: “sharedness,… concreteness … and clarity”. Ability to communicate this clearly and the technical ability to support the role then complete the vision and allow achievement.

Leading from the middle – critical for success is the ability to take your expertise and work with other members of the school. To achieve this, we need to keep in mind:

• Demonstrate knowledge to build confidence in your ability
• Maintain up-to-date knowledge of the constantly changing information environment
• Look for opportunities to acquire new knowledge and abilities
• Well-developed communication skills, use and understand educational language
• Follow through on promises – be accountable
• Reflect, seek feedback and work for continuous improvement
• Keep involved in all aspects of the school including volunteering for committees and make use of unique skills etc

Strategic Leadership – decide on a preferred goal, plan steps to achieve it and indicators to assess achievement.

• Ever changing nature of information environment requires “strategic thinking and strategic leadership” (p. 301)
• Need to clearly articulate vision an resulting mission statement to wider school community
• Be opportunistic – ready as opportunities arise – thus representation on committees is important

Relection –

• periodically reflect on performance and use for making changes.
• Regular journal entries can assist. 4 questions given (p. 303) as starter.

Mentoring –

• Share enthusiasm with students and teachers and encourage excellent teachers towards the profession

Action Strategies – source gives brief strategies to enhance leadership performance

Learning and Teaching

• Identify and develop strength and align with relevant teachers. Develop other skills as required.

Information Access and Delivery

• Library home page with links from school web page increase prominence of library

Program Administration

• To organise strategic planning for library media program, use planning guides such as A Planning guide for Information Power: Building Partnerships for Learning (AASL 1999)
• Include information on library homepage about careers in librarianship
• Volunteer on committees – listen, be notetaker, volunteer for extra responsibilities as arise