This
post is part of ETL504 Assessment 1 and is designed as a way to reflect on
emerging thoughts on the leadership role and practices of the Teacher-Librarian
(TL) in the context of recent modules on organisational theory and school
leadership.
In
order to do this, I’ve chosen to link the TL role to some ideas raised in my
concept map depicting school leadership.
Vision
and Purpose – this closely links to the practice of developing a vision
statement and library goals as articulated in the library policy. This can
shape and inform practical things such as resource management and the types of
services and engagement that the library can offer the school. Having a vision
and purpose can also provide the TL with ammunition to argue funding and
direction and increase motivation, commitment and enthusiasm (Sergiovanni,
1984). If developed well it will also link into broader school vision and allow
the TL s voice in direction setting.
The
TL like any leader needs to develop communication skills and build
relationships.
Communication
binds leadership (Marzano, Waters, & McNulty, 2005) this is particularly
important as chances to informally interact with colleagues can be hampered by staffing
the library during break times. Developing ways of communicating about what and
how the library can help with resources and skills will raise the library
profile and provide more engagement opportunities for TLs.
Likewise
TL relationships can focus on member-leader exchange (Avolio, Walumbwa &
Weber, 2009) and the outcomes of these interactions (Townsend, 2011) can provide
opportunities for co-teaching, engagement and sharing expertise.
These
are linked with notions of openness and trust which communication and relationships
will facilitate and the TL can utilise to argue and lead for greater
participation – of students and colleagues in their library use and of the TL
in broader school issues. Likewise TLs need to share expertise with colleagues
and welcome the expertise of others into the library to build a learning
community (Orridge, 2009) and positively impact change management (Cameron and
Green, 2004).
TLs
also need to engage in enabling/empowering colleagues through professional
development and learning opportunities which will support change (Orridge 2009)
garner support in realising goals (Belbin, 2010).
Information
gathering and monitoring is import to TLs – in practice this can mean using
data about library use or evaluating and reporting on programs and their
impacts as a way of increase effectiveness (Knapp, Copland & Swinnerton, 200,7 Marzano et al, 2005) and arguing for resources and increased participation.
Data,
problem solving and decision making in can be linked to resource management,
developing relationships, enabling and participation (Adair 2010). Resource
management is a large part of the TL role where the library, its resources and
access to these are fundamental responsibilities.
In
undertaking all these leadership aspects a range of leaderships styles
including transformational leadership as way of inspiring and activating higher
order values (Avolio et al,2009,p.428) transactional leadership and
authenticity and empathy (Cameron and Green 2004) along with problem solving
techniques and change management (Schifter, 2008)must be employed with an aim
to effect leadership for learning (Townsend, 2011) and build a knowledge
organisation (Hargreaves, 2007) – which will, in turn require great
communication and relationships and a fair amount of perseverance and
dedication.
References
.
Belbin, R. M. (2010). Chapter 9. The art of building a team. Teamroles at work
(2nd ed., pp. 97-106). Amsterdam: Butterworth-Heinemann. Retrieved March 28,
2013 from Charles Sturt University website.
KotterMarzano, R. J., Waters, T., & McNulty, B. A. (2005). Sometheories and theorists on
leadership. School leadership that works: from research to
results (pp. 13-27). Alexandria, Va.: Association for Supervision and
Curriculum Development. Retrieved 27 March, 2013 from Charles Sturt University
website.
Schifter, C. (2008). Effecting Change in the Classroom Through
Professional Development. In C. Schifter (Ed.), Infusing Technology into the
Classroom: Continuous Practice Improvement (pp. 259-274). Hershey, PA: .
doi:10.4018/978-1-59904-765-2.ch014
