Found these two readings:
Quality Management in Education by Myron Tibus and
The 12 quality prinicples fron Streeton Primary School
to be most enlightening.
Have commented on the former on forums but further comments on the latter are warranted.
A PD was held amongst staff at my school and we discussed the Strategic Plan for 2012. My group raised principle 3 - that quality and value are defined by the client - we thought that we should be outreaching more to our community in general to culitvate their interest in us.
This raised private thoughts for me re the role of the library and a TL. There is a library here but no TL and I have commented before on the difficulties this raises for this school.
The Streeton principles reinforced my sense of how important the library and the TL's role in the school would be with respect to reaching out to the community. The dynamics of a library can attract community interest as it is there for all not just individual year levels. It should be the hub of team work and the meeting place of all with like minded thoughts and the place where we embrace the unlike minded thoughts to join us!
Found much food for thought in this reading particularly impressed by the fact that it comes from a primary school.
Friday, 18 March 2011
Tuesday, 8 March 2011
Doham reading ETL504
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
I agree with the statement p. 296 that good leaders know and respect the limits of their circles of influence. I think much of this comes from knowing your environment and people int it and learning how to approach matters and leadership personnel when necessary - as stated on p297 - looking inside and outside of themselves (leaders) to find solutions. Being proactive in the environment is critical - a leader stuck behind a desk will never achieve anything. Figure out what you do best and use it to the fullest and work hard on the skills that don't come so readily - I like that because doing the MasterTL has definitely pointed out to me skills I have and enjoy using and skills I need to work harder on to improve.
Have a vision - (p298) "sharedness", "concreteness" and "clarity". Collaboration and communication are particularly important in leadership.
p299 - leading by influence through being collegial rather than distant and superior - to demonstrate knowledge willingly and co-operatively
(p300)- keep up association with the students in the classroom and the classroom processes.
p301 - get involved in curriculum committees, leadership committees, council, function committees - promote the value of the library
p302 - that the library is a centre for teaching and learning rather than a room full of educational books - much has been written on this particular topic - it's not just a place to read - it is an active, productive and dynamic facility that offers so much more than a storage place for shelves of books.
p303 - encouragement to be self aware - write a journal and ask yourself everyday, what can I do differently and how can I do it in a better way.
Reading also differentiates between leadership of the nature of a principal and leadership of a TL - I think a TL's leadership role is much more subtle for obvious reasons and requires perhaps a greater degree of diplomacy.
Posted above on forum but will add more here:
Judy Bolton responded saying she thoroughly enjoyed reading this article - so did I - found it very informative - agree with her point about leading from a collegial position - essential in a workplace involving the human element rather than inanimate objects. Also thought Siobhan's point about being in a locus-of-control position was thought-provoking.
I agree with the statement p. 296 that good leaders know and respect the limits of their circles of influence. I think much of this comes from knowing your environment and people int it and learning how to approach matters and leadership personnel when necessary - as stated on p297 - looking inside and outside of themselves (leaders) to find solutions. Being proactive in the environment is critical - a leader stuck behind a desk will never achieve anything. Figure out what you do best and use it to the fullest and work hard on the skills that don't come so readily - I like that because doing the MasterTL has definitely pointed out to me skills I have and enjoy using and skills I need to work harder on to improve.
Have a vision - (p298) "sharedness", "concreteness" and "clarity". Collaboration and communication are particularly important in leadership.
p299 - leading by influence through being collegial rather than distant and superior - to demonstrate knowledge willingly and co-operatively
(p300)- keep up association with the students in the classroom and the classroom processes.
p301 - get involved in curriculum committees, leadership committees, council, function committees - promote the value of the library
p302 - that the library is a centre for teaching and learning rather than a room full of educational books - much has been written on this particular topic - it's not just a place to read - it is an active, productive and dynamic facility that offers so much more than a storage place for shelves of books.
p303 - encouragement to be self aware - write a journal and ask yourself everyday, what can I do differently and how can I do it in a better way.
Reading also differentiates between leadership of the nature of a principal and leadership of a TL - I think a TL's leadership role is much more subtle for obvious reasons and requires perhaps a greater degree of diplomacy.
Posted above on forum but will add more here:
Judy Bolton responded saying she thoroughly enjoyed reading this article - so did I - found it very informative - agree with her point about leading from a collegial position - essential in a workplace involving the human element rather than inanimate objects. Also thought Siobhan's point about being in a locus-of-control position was thought-provoking.
Sunday, 6 March 2011
ETL504
Found EER500 enjoyable and refreshingly different in approach to format of study. Also felt doing subject in the summer break - comfortable and advantageous.
Now onto ETL504 - dropped this in 2008 - had Fullan text but find now that text is:
Winzenried, A. (2010). Visionary leader for information, Wagga Wagga, NSW: Cetnre for Information Studies, Charles Sturt University
Reflections on reading Introduction, Chapter 1 and Scenarios:
Intro/Ch 1: Suggests that the Library (or whatever name is used) is a place for all people, to be used for what ever they need (information or leisure), for whatever purpose and from a range of sources (print in various forms, electronic in various forms, sound, relaia etc)
That leadership of librarians (includes all professionals involved in work in libraries) will move the library into a much more prominent, productive and necessary facility in the 21st Century.
The idea of the hub is appealing. While I work in the library of a primary school (not as a librarian), the location of said school is in a zone comprising 7 primary schools. one middle school and one senior school. The idea of a hub for the whole group particularly for the primary schools, would probably create a dynamic approach to the resourcing of the needs of all - encourages sharing of skills, encourage a co-operative relationship and the potential strength of that relationship would make facing change more managable and agreeable.
Scenario 1 - read it once then noted author and thought - typical - such a visionary and way ahead of most in his thinking - unlikely scenario up here but who knows - apart from the library role - I'm impressed with the extraordinary power young Miles has at his fingertips in his futuristic environment. His commitment to his timetable and work load impressed - just seeing that in the students I teach without the gadgetry would be fabulous - or does the gadgetry make Miles motivated? - Chicken/egg?
Scenario 3 - author makes interesting points of BER program from Federal Government. Personal experience is that not much revolution has happened in my work place where the library has had a bit of a paint job, new carpet and new shelving but no TL, L or anyone qualified to operate the library and rooms have been built including a kitchen, attached to the library block but none have any direct relationship with the library - it has become the passage way to all other rooms! Principal excited about new rooms and their future - does not believe in TL or L - that's antother story!
Scenario 4 - Loved the approach and manner of writing - easy to read and caught my attention. Can see how this sort of change to the environment of the library can motivate people to use the facility.
Scenario 7 - point on page 155 'disjuncture between the essentiale processes and reasons of a library' - struck me as a critical matter for the future. In my own work place the library has lost the meaning of its existence other than a place to borrow and return books. Little Information literacy takes place - it has become more of a tutorial room without using the resources.
Other thoughts - References in scenarios to technology usage - what sort of technology are we talking about? If it is computers most primary age students in my school of 460, will not have access to or use a computer of any description at home. However most will have access to electronic toys including hand held computer games of various sorts and mobile phones - a low to mid socio economic background school - not able to buy top of range or latest vrsion BUT they are all able to use some sort of tech. On the other hand - read much about the move to include technology in high schools and tertiary institutions during EER500 - related to realisation that technology of various sorts will allow students access to teachers/fellow students/wider community to increase/improve process of learning. Therefore much to think about in terms of advantages of students having prior knowledge and comfort in use of technology - therefore embrace it and use it!
Now onto ETL504 - dropped this in 2008 - had Fullan text but find now that text is:
Winzenried, A. (2010). Visionary leader for information, Wagga Wagga, NSW: Cetnre for Information Studies, Charles Sturt University
Reflections on reading Introduction, Chapter 1 and Scenarios:
Intro/Ch 1: Suggests that the Library (or whatever name is used) is a place for all people, to be used for what ever they need (information or leisure), for whatever purpose and from a range of sources (print in various forms, electronic in various forms, sound, relaia etc)
That leadership of librarians (includes all professionals involved in work in libraries) will move the library into a much more prominent, productive and necessary facility in the 21st Century.
The idea of the hub is appealing. While I work in the library of a primary school (not as a librarian), the location of said school is in a zone comprising 7 primary schools. one middle school and one senior school. The idea of a hub for the whole group particularly for the primary schools, would probably create a dynamic approach to the resourcing of the needs of all - encourages sharing of skills, encourage a co-operative relationship and the potential strength of that relationship would make facing change more managable and agreeable.
Scenario 1 - read it once then noted author and thought - typical - such a visionary and way ahead of most in his thinking - unlikely scenario up here but who knows - apart from the library role - I'm impressed with the extraordinary power young Miles has at his fingertips in his futuristic environment. His commitment to his timetable and work load impressed - just seeing that in the students I teach without the gadgetry would be fabulous - or does the gadgetry make Miles motivated? - Chicken/egg?
Scenario 3 - author makes interesting points of BER program from Federal Government. Personal experience is that not much revolution has happened in my work place where the library has had a bit of a paint job, new carpet and new shelving but no TL, L or anyone qualified to operate the library and rooms have been built including a kitchen, attached to the library block but none have any direct relationship with the library - it has become the passage way to all other rooms! Principal excited about new rooms and their future - does not believe in TL or L - that's antother story!
Scenario 4 - Loved the approach and manner of writing - easy to read and caught my attention. Can see how this sort of change to the environment of the library can motivate people to use the facility.
Scenario 7 - point on page 155 'disjuncture between the essentiale processes and reasons of a library' - struck me as a critical matter for the future. In my own work place the library has lost the meaning of its existence other than a place to borrow and return books. Little Information literacy takes place - it has become more of a tutorial room without using the resources.
Other thoughts - References in scenarios to technology usage - what sort of technology are we talking about? If it is computers most primary age students in my school of 460, will not have access to or use a computer of any description at home. However most will have access to electronic toys including hand held computer games of various sorts and mobile phones - a low to mid socio economic background school - not able to buy top of range or latest vrsion BUT they are all able to use some sort of tech. On the other hand - read much about the move to include technology in high schools and tertiary institutions during EER500 - related to realisation that technology of various sorts will allow students access to teachers/fellow students/wider community to increase/improve process of learning. Therefore much to think about in terms of advantages of students having prior knowledge and comfort in use of technology - therefore embrace it and use it!
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