As a teacher librarian
for over two years, this subject, my fourth in this Master study, has certainly challenged
me most, making me look at my role very differently. From
early module 1 readings, I learned something as basic as the fact that managing things (budgets, resources,
timetables) is very different to leading people.
This was the start to realizing just how vast and complicated the role of TL
as leader is. I do believe managing is a big part of
leadership – being organized and efficient are important aspects of
leadership. And managing these things is
a big part of a TL’s job. Leading in
schools, however, is about TLs engaging and participating, promoting
teacher/student development, providing an ethical school environment and
raising the standards of student outcomes.
Readings from other modules
and research has affirmed what I have long but quietly believed...that
leadership within schools in not restricted to individual(s) in executive
positions but is a team effort. I have
witnessed this many times in my 26 year teaching career spanning 3 continents
in numerous primary and middle high schools as teacher, learning support
teacher and now TL. Though the principal
is the face of the school and receives most of the accolades for the school’s
success, there is quite often an army of teachers leading from the middle,
learning with their students, adapting to an ever changing technology
environment to keep up with it all, to make tomorrow better...to be visionary.
(Coatney, 2010; Purcell, 2010).
Though I enjoyed (well,
not all of it!) the challenge of Assignment 2, I thoroughly enjoyed Assignment
1. Coming up with our own theory of
leadership was such a great task. I
found Donham’s (2005) article on leadership styles a terrific read and keep
referring back to his explanation of how a visionary leader inspires by articulating
a heartfelt, shared goal. This visionary
leader routinely gives performance feedback and suggestions for improvement in
terms of that goal. I “wanna be” that
kind of leader - a transformational leader...I want to make tomorrow better for
my school community. I do feel that by studying this M. Ed – showing this
continual learning to keep up with the demanding environment in which we are
role models is an example of leadership for learning (Donaghue & Clarke,
2010). Referring back to my post
almost exactly two years ago, I would never have believed I was leading
anything. I really have come a long way
in my thinking about my role of TL as leader.
Writing a vision statement
for the library was a challenging task...but worth it. Last year when I studied ETL 503, I
discovered that my school library did not have a collection policy?! They have one now, thank you, so why was I
surprised that we had no vision statement?!
A strong mission statement, yes, but no vision statement for the library
specifically. Despite the mark I get for
this subject, I feel really proud of my vision statement for our library and
intend to publish it...and as soon as I get my mark back, ensure that it is
lived!
I recently attended a professional development day on the new English
syllabus from the Australian curriculum.
Listening to some teachers share (whinge!) throughout the day, it was
evident they were resistant and fearful of the changes the new Australian
curriculum will bring. I came away
realizing that now more than ever, TLs have to be proactive. Not only do we need to have a sound pedagogical
footing and knowledge in the curriculum, but we need to take some
control here, to anticipate problems and persevere (Hackman & Wageman,
2007). This is a fine time for TLs
to promote the inquiry based approach by integrating information literacy with strands
of the Australian Curriculum (Lupton, 2012). If it hasn’t happened before, this
is probably THE prime time for collaboration between TLs and classroom teachers. Why not work together and share this
knowledge to create a school culture for continuous learning. Work smarter...it does make so much
sense.
I will this end this reflection with my final
paragraph from Assignment 1, Part A. It
pretty much sums up what I have learned in this subject.
The distribution of knowledge to empower a vision
to become a reality that is communicated
transparently from an innovative,
emotionally intelligent and virtuous leader brings empowerment. LEADERSHIP!
Refererences
Coatney, S. (2010).
Leadership from the middle: building influence for change. The many faces of school library leadership
(pp. 1-12). Santa Barbara, Calif.: Libraries Unlimited.
Donham, J. (2005). Leadership.
In Enhancing teaching and learning : a
leadership guide for school library media specialists (2nd ed.) (pp.
295-305). New York: Neal-Schuman Publishers.
Donoghue, T. A., & Clarke, S. (2010). Teachers learning and teachers
leading. In Leading learning:
process, themes and issues in international contexts (pp. 87-99). Retrieved from http://csuau.eblib.com.ezproxy.csu.edu.au/patron/FullRecord.aspx?p=460266
Lupton,M. (2012).
Inquiry skills in the Australian curriculum. Access 26(2). Retrieved from
http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=584040093322031;res= IELHSS
Purcell, M. (2010). All
librarians do is check out books, right? A look at the roles of a school library media specialist. Library
Media Connections, 29 (3), 30-33.
