Mod 5 ETL504 Strategic Planning

This topic has been very difficult for me to participate in when I am not working at a school. I have no access to the financial aspects of our school. I haven't seen the high school's vision statement or a mission statement. I can't even find one for the public library.
   However, the local primary school was redrafting their mission statement last term. They had various drafts in the school newsletter. At the time I just thought it was a useless exercise. I can know see that it forms the bedrock of 'where we go from here'. I am still loathe to write one though. It's the imprecise language that I have no wish to copy.
   I am a big fan of Don Watson's book Death Sentence where he laments that 'Today's corporations, government departments, news media, and, perhaps most dangerously, politicians – speak to each other and to us in clichéd, impenetrable, lifeless sludge'. This sludge, I fear, is the mainstay of vision statements and mission statements.
   So now I need to think of writing a strategic plan for a fictitious school library, using the sort of language I abhor. I am not relishing this next assignment.

Mods 3 and 4 ETL504

It is taking a while to internalise all the readings for these two modules, nevertheless I'm determined to jot down a few comments.
   Firstly on leadership for learning...
   It's clear that leaders need to be learners and that they act as models of lifelong learning for colleagues and pupils alike. But teachers generally work alone and are not privy to how others do things (such as manage classes, present material, use new technology). They can also be possessive of their own teaching strategies and are reluctant to have people observing their classes. I can relate to this. It seems as if the pressure is on when there's another adult in the room. I did do some team teaching in my first year out when I taught environmental science. I got on tremendously well with my colleague and the two of us planned many class outings and projects for the students. Two heads were definitely better than one.
   Now I am not teaching any longer I am out of touch with all the professional development that teachers have to do. As I only have provisional registration I don't have to do the compulsory hours every year. I have to land a job first and then work towards getting full registration. This would entail working with a mentor which is an idea I am open to now after doing all these readings.
   The second topic is communication...
   I don't enjoy public speaking. I don't enjoy talking. I often tangle my words and say things I regret. I much prefer the written word as a medium of communication. I looked through these reading with a growing sense of dread. I am such a loser when it comes to dealing with other people. I avoid conflict at all costs. I don't listen as fully as I ought and that's not just because I'm becoming deaf in my later years. I know I tune out if I'm not interested. How many times at staff meetings have I indulged in day-dreaming? Too many. How many times do I simply not register that people are talking to me because I am absorbed in some task? Daily. How often have I got facts wrong because I jump to conclusions? Too often to count.
   If anything this module has given me the courage to do three things.
1. Give people my full attention and ask them questions.
2. Be determined not to take things personally and therefore act defensively, thus inflaming situations.
3. Try to think of seven different ways of looking at things, and hence find a win/win solution.

ETL 504 Assignment 1 pt B: Critical Analysis

I rarely work in schools these days, but when I do, it is a pleasure to work under the guidance of the TL at our local Secondary College. She has two subordinates and a handful of student volunteers to co-ordinate. She builds relationships with students well, considering many of them are fleeting or irregular library patrons, and she is also a favourite with colleagues, as she is affable, helpful and steers clear of staff factions.

The TL has identified "promoting reading for pleasure" as the key vision of her library. She puts a lot of energy into guiding students' borrowing choices and challenging them to read voraciously and widely. Her vision has enthused the whole English department. She is also professional in her outlook and conduct, generating trust and respect from her colleagues (Browning, 2013). She promotes creativity in her team, actively asking for opinions and contributions from subordinates. She runs professional development sessions for the staff on internet research, databases and using the online encyclopaedia.  

I've always known that this TL is a great boss, but now having studied "organisational theory" and "leading change" I can name those qualities that make her leadership great. She is a transformational leader because she has vision, integrity, and encourages creativity and professional growth (Marzano, Waters, and McNulty, 2005). She is approachable, listens actively and  is keen to further her own understanding of new technologies. Her leadership shines from within the school organisational structure; it does not impose from above. She is also an active member of the IT team, which meets thrice a term to discuss policy and new technologies. As a team player she exhibits the qualities of a change agent (Aguilar, 2012).

One day a SOSE teacher approached her, asking how he could encourage better research skills in his year 9 class. The TL invited me into the conversation. I offered to put together a pathfinder for him using a wiki. She was happy to let me work with the SOSE teacher to provide a  pathfinder for him. Her faith in my ability motivated me to do my best. As Winzenreid (2010, p. 71) states, if people are valued, their productivity grows.

By contrast, one of my supervisors in the public library is professional, brisk, and difficult to approach. She has what Bush and Middlewood (2013, p. 17) term a managerial leadership style: focussing strongly on functions, tasks and behaviours. Although Winzenreid (2010, p. 72) would describe it as a coercive style, one that stifles creativity and innovation. She is part of the OHS team and the Band 6 group, but she rarely defers to subordinates. The work atmosphere under her leadership is gloomy; you do the work and don't offer suggestions.

The organisational structure in the public library is more hierarchical than the Secondary school. There is a Library Management tier (Human resources, IT and Collection Manager), a band 6 tier (Principal Librarians, Marketing and Early Years Co-ordinator) then branch managers and finally library officers. Casuals, like myself, are the bottom rung. Apart from occasional opportunities to give feedback to the marketing department, there is for me, little sense of belonging to a team or appreciation for a job well done. Perhaps the public library could learn something from embracing transformational leadership.

 

 

References

Aguilar, E. (2012). 'Effective teams: The key to transforming schools?' Edutopia: What works in education. Retrieved 10 March 2014 from http://www.edutopia.org/blog/teacher-teams-transform-schools-elena-aguilar

Browning, P. (2013). Creating the conditions for transformational change. Australian Educational Leader. 35(3) p14-17

Bush, T., & Middlewood, D., (2012). Leading and managing people in education. (3rd Ed). Los Angeles, Ca: Sage Publications

Marzano, R.J., Waters, T., & McNulty, B. A., (2005). Some Theories and theorists on leadership. School leadership that works: from research to results (pp. 13-27 Alexandria, Va.: Association for Supervision and Curriculum Development.

Winzenreid, A. (2010). Visionary leaders for information, Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University.