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Throughout studying ETL504 ‘Teacher Librarian as
Leader’, my learnings have been vast, motivating and challenging regarding
leadership and the role of the TL as leader. Reflecting on my learnings and
knowledge development of leadership has been a complex and arduous task due to
the complexity of leadership within different contexts and settings. Prior to
this course, my understanding of leadership was limited with my blog comment
‘my understanding of leadership includes: self-sacrifice, communication skills,
flexibility, time management skills, ability to inspire, empathise and work
collaboratively with others’. (Edwards, 2014a) and has expanded quite
considerably. I was aware of the multifaceted role of the TL, giving little
thought to the extensive and important role of the TL as a leader.
My desire to possess the qualities of a
transformational leader has only heightened delving further into research
(Avolio., Walumbwa & Weber, 2009; Browning, 2013; Coatney, 2010) after my
original post on my understanding of leadership (Edwards, 2014b) and my
reflection of assignment 1 (Edwards, 2014c) that were based around Marzano, Waters & McNulty (2005) theories
and theorists. Transformational leadership as best practice for me as an
aspiring TL as Collay (2011, p. 79) suggests, emphasises vision, trust,
modelling, consideration of others, empowering others and uses exemplary
communication.
Change is inevitable, and if you are not adapting or
evolving you are devolving. My knowledge of leadership has developed to include
the importance of collaborating to form effective teams and effective
communication, to initiate professional development, curriculum design (Collay,
2011, p. 92) and implementing a situational analysis. Using tools such as STEEP
and SWOT will help to identify internal and external factors known as future
planning to effectively develop a vision (Wong, 2012, p. 22) and implement
change. Effective teams, professional development and change would not occur if
it wasn’t for communication. Clear and effective verbal communication is the
most important factor in negotiations (Shearouse, 2011, p.199) and this will be
a fundamental tool when change is not openly accepted by everyone. If properly
communicated, it will have a better outcome. An excellent leader is an
exemplary communicator.
Identifying and providing professional learning that
is regular and relates to a school mission is a key role of the TL.
Collaborative practices and models such as FUSION (Semadeni, 2009) and ADDIE
(Keengwe, 2013) have given me the tools in developing proficient professional
learning and development for staff teaching twenty-first century learners.
Just as important is the TL leadership role in
developing policies and programs for digital literacy and authentic tasks,
particularly with the technology focus of the Australian Curriculum and the
unique skills required in twenty-first century employment such as ICT skills,
information literacy skills and critical thinking skills (Wall & Ryan, 2010,
p.31).
My knowledge of traditional learning theories has
developed to include Constructivism (Pritchard, 2008) and Connectivism
(Starkey, 2012) learning theories. These theories are based on learners
constructing their own learning by building on experience relevant to them and
emphasise the importance of authentic tasks and reflective practices in
knowledge development (Pritchard, 2008, pp. 17-27).
I have learnt that leading for learning is a shared
education practice involving explicit dialogue, focusing on learning and
conditions that favour learning within a framework of moral purpose (MacBeath
& Dempster, 2009, p.42 ). A TL must work as an instructional leader to
achieve leadership for learning to ensure all decisions and actions are focused
on the vision of the library and school. This is no small task with
opportunities and challenges that will develop a flexible collaborative school
culture that focuses on student achievement.
Leadership from the middle and advocacy are the two
dominate knowledge developments about leadership that I have obtained studying
ETL504. My previous thoughts about leadership indicated it would be more
effective from the middle. I previously expressed ‘leadership that is central allows for shared
vision, opportunity to collaborate with staff from all levels of leadership,
the opportunity to know staff personally and professionally, effectively
facilitate change, demonstrate exemplary behaviour and build personal
attributes that will help develop leadership skills and empower
followers’(Edwards, 2014c). It was reassuring to read about leading from the
middle in module 6, that leading from the middle is a unique but important
opportunity that TL’s have as their role.
Advocating is a key leadership role of the TL in
this multifaceted ever changing
environment. Promoting and marketing (advocating) the school library’s
vision, goals and achievements is an important role of the TL now more than
ever. An indication of how effective the library is can be evident when
community members become promoters of the library advocacy (Martin, 2012, p.
55).
Finally, leadership comprises of a commitment to
moral purpose, continuous learning and knowledge of teaching and learning,
educational contexts, collegiality and the change process (O’Donoghue &
Clarke, 2010, p. 92). I believe there is no one formula for leadership, however
I do believe it can be learned. Effective leadership aids in the development of
curriculum and instructional approaches to develop the skills required by twenty-first
century learners. The leadership role of a TL, varied and complex as it may be,
is essential within the educational context due to the effective relationships
that can be built from the middle, that motivate and inspire colleagues with
the ultimate goal of increasing student development and educational
achievement.
Reference:
Browning,
P. (2013). Creating the conditions for transformational change. Australian
Educational Leader. 35(3), 14-17.
MacBeath, J. E., & Dempster, N. (2009). Connecting
leadership and learning: principles for practice. Retrieved from
Charles Sturt University Library.
O’Donoghue, T. A. & Clarke, S. (2010). Teachers
learning and teachers leading. Leading learning: process, themes and
issues in international contexts (pp. 87-99). Retrieved from Charles
Sturt University Library.
Pritchard, A. (2008). Cognitive constructivist
learning. Ways of learning (2nd ed., pp. 17-33). Abingdon,
Oxon: Routledge.
Wall, J., & Ryan, S. (2010). Digital literacy :
a resource for learning. Resourcing for curriculum innovation (pp.
31-35). Camberwell, Vic.: ACER Press.
