ETL504 Teacher Librarian as Leader Overview Dr Arthur Winzenried

General Subject Coordinator: Arthur Winzenried Assisting Lecturer: Roy Crotty Marking Team will be involved Posted Materials (“the Brick”) Prescribed text, readings, extras Library e-reserve for 504 OZTL_NET http://listserv.csu.edu.au/mailman/listinfo/oztl_net

Communicating Forums Announcements Study/support groups Chat?? Phone 02 6933 2832 Fax 02 6933 2733 Email – awinzenried@csu.edu.au Forums Announcements Study/support groups Chat??

The TL A teacher among teachers A skilled librarian Advisor on study habits Advisor on lesson planning Expert in curriculum Financial manager Technical wizard Book dealer Digital dynamo …. etc. etc. etc. (and not paid nearly enough for it all)

A privileged position A leader in the School organisation Leader in teaching Leader in resourcing Leader in studying Leader in departmental management Leader in communication Leader in strategic planning A leader in the School organisation

504 and all that…. 3 key topics.. Organisational theory Communication How organisations work Communication Connections skills for your organisation Strategic Planning Planning to make your organisation work; now and in the future

Your Learning Objectives The learning objectives consider the topics in a broad sense. At the completion of this subject students should: be able to identify key developments and issues in organisational theory and relate these to the delivery of a school’s information services and the work of the teacher librarian; be able to relate issues in leadership theory and decision-making processes to the teacher librarian’s role in the school;

be able to demonstrate an awareness of the principles and methods of strategic planning for change, and identify the role of the teacher librarian within these processes; be able to develop a mission statement and identify objectives/outcomes for the delivery of a school’s information services; be able to demonstrate an understanding of the importance of communication for the teacher librarian as leader and identify strategies to develop and enhance teamwork and collaboration.

Organisational theory The topics under Organisational Theory, Communication, Strategic Planning all link back to the objectives in some way. Organisational theory Quality management Decision making and problem solving Teamwork and collaboration Leadership Innovation and change

Communication Strategic planning Processes Conflict resolution Negotiation Strategic planning Planning to plan Vision and mission statements Analysing the environment Evaluation and review

You can’t see the links until you understand something about the individual topics You need to see the topics both as distinct and connected

What is your organisation? At various times you will want to consider these organisations: Library School School district

Libraries – organisations within organisations Awareness of how the parent organisation works gives you a basis for making your organisation work better within that framework Teacher librarians are leaders and are led Welch (Reading 17) is a good starting point

TLs as leaders – Why? Teacher librarians are leaders (often unexpectedly so) Lead from the middle (authority through influence rather than designated power) You have contact with every student You oversee a very expensive facility Your management and leadership skills and opportunities should be recognised and valued—it’s your job to make it happen

What is leadership? “The leaders who work most effectively, it seems to me, never say "I." And that's not because they have trained themselves not to say "I." They don't think "I." They think "we"; they think "team." They understand their job to be to make the team function. They accept responsibility and don't sidestep it, but "we" gets the credit…. This is what creates trust, what enables you to get the task done.” Peter Drucker

Leadership characteristics Traits of leaders you have known: Those which made them successful Those which made them less successful Think about some leaders…

Successful Leaders Integrity and honesty Loyalty Optimism and courage Selflessness Knowledge and competency in the industry Ability to make the most of available talent Dependability Management: Traits of Successful Business Leaders by Moses (2005) http://www.nfib.com/object/IO_20132.html

Leadership in Learning Information & ICT literacy programs Provision of ICT PD for staff – mentoring & modelling Curriculum leadership Whole school policy development & implementation Strong learning technologies focus Strong client focus Growing trend of TLs moving into more formalised ICT leadership role Study by Hay in 2004: The majority of programs and initiatives identified had a strong learning technologies focus, supporting students and teachers information and ICT needs. Internet-based programs and services, including website and intranet development and maintenance were also prominent. Of note was the growing trend that some TLs were moving into a more formalised ICT leadership role. Out of a total of 20 respondents, 5 (ie. ¼) of these had position titles reflecting this role. One of these TLs had actually been selected to take on a super-numery position for a period of 2 years as Learning Technologies Coordinator while her TL position was filled with a casual. It appears that some of these TL positions are evolving, some expanding (with both roles & responsibilities, and also in some cases additional staffing), as the following 2 responses suggest: For the past 15 months I have concentrated on the curriculum side of ICT and am now the school's Learning Technology Co-ordinator in-charge of outcomes, teaching programs, PD, authentic assessment, policies. Am now 'Technology teacher librarian' two days a week - very much an evolving role, but presently involved in updating web site, introducing intranet and hopefully facilitating people to introduce technology into classrooms - very learn as we go! Most of my 'leadership' has been one to one with kids and staff in the library, or through regular library work with classes, not a specific program… [started] new 2 day position (in addition to regular 3 days in library) - 3 weeks! In response to Question 2 regarding the number of years these TLs had been working on specific programs and initiatives, this ranged from 5 weeks to 12 years! For those TLs who had been in their school for a number of years, the development of a school-based information skills program ranged from 4-12 years of implementation. With ICT skills identified as a part of this being introduced from 1-5 years. Hay, L. (2004). Information leadership VSP: Vision, Strategy, Position. [Keynote Address] Transforming Practice: The Leadership Role of the Teacher-Librarian, School Library Association of Victoria (SLAV) Conference: International Speaker Series, Melbourne, 4 June

Hay, on leadership “Knowledge - of range of software and web resources relevant to students and teachers, constant need to keep abreast of new e-learning opportunities. Transferred and further developed abilities in policy writing, budgeting, human resource and resource management, evaluations and future planning. Understanding of adult learning needs and how to tailor learning programs to meet individual levels and expectations.” (Hay, 2004) KNOWLEDGE: •Curriculum, reforms •Adult learning needs •Student needs •Web publishing •Network/intranet management •Local school context •Regularly tap into PD and read to develop knowledge, skills and understandings (40%) And a second quote: Clearly articulated point of view about what information literacy is; information literacy skills; an information literacy process; understanding of planning and assessing student learning outcomes… Knowledge of the needs of a wide range of learners, including those with special needs; knowledge of effective teaching and learning methodologies, willingness to model them!

Leadership skills Problem solving, ability to acquire skills ‘on the job’, troubleshooting, testing, trialling (40%) Technology skills (25%) Ability to think ‘big picture’ (25%) People skills (25%) Ability to effectively work in teams (20%) Leadership in mentoring & modelling practice Organisational skills (Hay, 2004) Willingness to be a learner myself – willing to have a go… Skills in using a range of ICT applications (but not all!), eg. I can see the potential of some applications that I am not proficient in… but can use others competently… I’ll have a go and work WITH anyone on using something new.

Leadership Qualities Initiative, drive, being a self-starter (55%) Risk-taker (25%) Patience (25%) Persistence, perseverance (20%) Determination (15%) Self-confidence (15%) Passion (10%) Diplomacy (5%) (Hay, 2004)

The Future – be prepared 7 Scenarios (see text) Future changing and changeable Flexibility needed Client service critical Communication (in all forms) vital Show value to organisation (Winzenried 2010)

The choice is yours

Your 504 toolkit Be familiar with… Overview of subject materials Forums & subforums – purpose of each ‘New Resources’ link in online subject Assessment guidelines & criteria Due dates for tasks, assignments (see Study Schedule) Instructions on forum & subforums Presentation of assignments link Student Services Learning Skills website http://www.csu.edu.au/division/studserv/learning/index.htm Learning Skills http://www.csu.edu.au/division/studserv/learning/index.htm Esp Critical Thinking, Writing Annotated Bibliographies, and Evaluating Information Study Guide also available as pdf with clickable links from Subject Home Page Preparation of Assignments in Teacher Librarianship http://www.csu.edu.au/faculty/sciagr/sis/folio/TLassignments.doc CSU Library Services Referencing Guide 7th ed. http://www.csu.edu.au/division/library/tutorial/reference/refbib.htm

Your learning journal Why? What? As a record of your learning in ETL504 A record to use in assignment 2 Portfolio “So I know what I’m thinking.” Orwell What? Personal Observations Questions (So what? Why? What if?) Connections With readings, both required and other With real life Contradictions Synthesis Constructing new knowledge A deep approach to learning making sense of new knowledge and developing understanding … looking for what is of significance, like key concepts and principles, relationships between ideas, lines of reasoning; employing higher order thinking skills through examining issues, clarifying problems, producing own ideas, and thinking critically; asking questions about what you are learning; relating new ideas to previous knowledge and experiences; reflecting upon what’s learned and reviewing the effectiveness of your learning strategies; finding the link between conceptual knowledge and real-world applications; and accepting the challenge that learning involves actively constructing knowledge for your self. Adapted from http://www.csu.edu.au/division/studserv/learning/study_deep.htm

References Drucker, P. n.d. Wisdom quotes, http://www.wisdomquotes.com/002483.html Hay, L. 2004, ‘Information leadership VSP: Vision, Strategy, Position’. [Keynote Address] Transforming Practice: The Leadership Role of the Teacher-Librarian, School Library Association of Victoria (SLAV) Conference: International Speaker Series, Melbourne, 4 June Moses 2005, Management: Traits of Successful Business Leaders, Available http://www.nfib.com/object/IO_20132.html