I received an email today requesting my subject choices for next year. Hmmm. After a leave of absence, am I ready to study again? The short answer is no. The longer answer is, I am still discouraged by the comments made by the lecturer in regards to my assignments for the last two subjects. As someone who wants to be a Teacher Librarian but is not affiliated with a library because I am a casual teacher, I am finding it hard to put myself into the roles of a TL and write about them in explicit detail. (While I am writing this I am being reminded of the second reason I took a leave of absence; "Mummy, I'm hungry." and my favourite, "Mummy, what can I do now?")
So, as someone who takes on challenges with a smile (most of the time) and finishes what they start, I have re-enrolled for study next year. Call me crazy..............oh, well, at least the fish will get fed!
Tuesday 18 December 2012
Thursday 17 May 2012
Reflection - ETL504
This has been a long semester for me and after much contemplation I am going to have to take time off to get some things sorted out. This topic has been an interesting one but quite draining and frustrating at times. It is hard when you aren't in a library and you don't see the goings on to envision how things could be better. For me then, Assignment 2 about the vision statement, was quite generalised. I am sure my feedback will be, as was in the first, a good beginning but ..... I was quite disheartened by the grade in Assignment 1 and now, sadly,am just hoping for a pass for this unit. I feel that as a casual teacher with the dream of being a Teacher Librarian, it just isn't enough. Perhaps I should take the information that I have learned from these subjects and be pro-active. I need to volunteer my time in a library. Perhaps that is what I'll do in my 'time off'.
So, what else did I learn from Teacher Librarian as a leader? It all seems to come back to collaboration, having good people skills and showing initiative. The concept of leading from the middle was an interesting one. It taught me that just because others don't see you as a leader, doesn't mean that you aren't one. Being a leader isn't always about telling people how to do things but by showing through attitude, work ethic, flexibility and passion that your job is important and you can help others do their jobs more easily and efficiently. You can lead by example.
The Teacher Librarian is in such a unique position because they have contact with everyone at the school. They can put their own personal stamp on everyone they meet and advocate their roles at the same time. They can use change processes like the CBAM model to help teach others about new technologies and practices. They can work with challenging staff members because they know how to manage different personality types and leadership styles. They can make a difference at their school no matter what the obstacle.
The roles and responsibilities of the Teacher Librarian are many and varied but I can honestly say that I am looking forward to the challenges and the triumphs that await me.
So, what else did I learn from Teacher Librarian as a leader? It all seems to come back to collaboration, having good people skills and showing initiative. The concept of leading from the middle was an interesting one. It taught me that just because others don't see you as a leader, doesn't mean that you aren't one. Being a leader isn't always about telling people how to do things but by showing through attitude, work ethic, flexibility and passion that your job is important and you can help others do their jobs more easily and efficiently. You can lead by example.
The Teacher Librarian is in such a unique position because they have contact with everyone at the school. They can put their own personal stamp on everyone they meet and advocate their roles at the same time. They can use change processes like the CBAM model to help teach others about new technologies and practices. They can work with challenging staff members because they know how to manage different personality types and leadership styles. They can make a difference at their school no matter what the obstacle.
The roles and responsibilities of the Teacher Librarian are many and varied but I can honestly say that I am looking forward to the challenges and the triumphs that await me.
Saturday 28 April 2012
Libraries of the future
Researching for assignment 2 and the vision statement for the library, I came across this blog titled, 10 Changes to Expect from the Libraries of the Future.
http://www.onlineuniversities.com/blog/2012/04/10-changes-to-expect-from-the-library-of-the-future)
Instead of the doom and gloom of libraries and librarians becoming obsolete in the future, these writers talk about how the role of the librarian may change for the better. They discuss how libraries raise the bar by adapting to the changes of technology and always endeavour to adapt for their patrons. Long live the librarian!
Thursday 12 April 2012
Leadership styles
The first part of assignment one for ETL 504 focused on Daniel Goleman who conducted research through Hay/McBer and found 6 different types of Leadership styles that are related to components of Emotional Intelligence.
These styles are:
* Coercive (Commanding). These leaders demand immediate compliance.
* Authoritative (Visionary). These leaders move staff together towards a vision.
* Affiliative - These leaders create harmony in the workplace and develop emotional bonds among staff members.
* Democratic - These leaders use participation to build a consensus among staff.
* Pacesetting - These leaders expect excellence and self-direction.
* Coaching - These leaders help staff to identify their strengths and weaknesses and use those to the best of their ability.
These leadership styles have direct impact on the working atmosphere within a company. The results show that the best leaders don't rely on one leadership style but change their style according to the situation and the person/people that they are dealing with.
The Emotional Intelligence component is broken up into 4 dimensions:
* Self awareness - realising your own strengths and limitations; using your gut to guide decision making and having self- confidence.
* Self management - displaying honesty, integrity, flexibility and optimism; ability to act quickly and grab opportunities as they arise and the drive to improve your own work performance.
* Social awareness - showing empathy towards others and showing an interest in their concerns; recognising and meeting needs of the clients.
* Relationship management - ability to guide and motivate others; using co-operation and team building to initiate and lead staff in new directions; use guidance and feedback to help staff be the best that they can be.
By using positive emotions in the workplace, leaders can bring out the best in all of their staff members.
These styles are:
* Coercive (Commanding). These leaders demand immediate compliance.
* Authoritative (Visionary). These leaders move staff together towards a vision.
* Affiliative - These leaders create harmony in the workplace and develop emotional bonds among staff members.
* Democratic - These leaders use participation to build a consensus among staff.
* Pacesetting - These leaders expect excellence and self-direction.
* Coaching - These leaders help staff to identify their strengths and weaknesses and use those to the best of their ability.
These leadership styles have direct impact on the working atmosphere within a company. The results show that the best leaders don't rely on one leadership style but change their style according to the situation and the person/people that they are dealing with.
The Emotional Intelligence component is broken up into 4 dimensions:
* Self awareness - realising your own strengths and limitations; using your gut to guide decision making and having self- confidence.
* Self management - displaying honesty, integrity, flexibility and optimism; ability to act quickly and grab opportunities as they arise and the drive to improve your own work performance.
* Social awareness - showing empathy towards others and showing an interest in their concerns; recognising and meeting needs of the clients.
* Relationship management - ability to guide and motivate others; using co-operation and team building to initiate and lead staff in new directions; use guidance and feedback to help staff be the best that they can be.
By using positive emotions in the workplace, leaders can bring out the best in all of their staff members.
Sunday 11 March 2012
Thoughts on A School without a Principal
An interesting idea of shared leadership at a school with 450 students in California (back in 1998) written by Barnett, McKowen and Bloom. Not wanting to have one person as leader, a team of shared leaders was put in place. The ideas in this article struck a chord with me: the needs of the school must outweigh individual needs; there needs to be quality communication between staff and students as well as between staff members; the success of the shared leadership depends on openness and honesty and a commitment towards problem solving and reflection.
I could also really relate to the idea that there are 5 givens that must be conveyed through everything that is done at the school:
1. Community
2. Inclusion
3. Professionalism
4. Quality and
5. High expectations.
If only every school focussed on these 5 ideals, imagine what type of education our students would receive from each and every teacher.
I could also really relate to the idea that there are 5 givens that must be conveyed through everything that is done at the school:
1. Community
2. Inclusion
3. Professionalism
4. Quality and
5. High expectations.
If only every school focussed on these 5 ideals, imagine what type of education our students would receive from each and every teacher.
Friday 2 March 2012
Teacher Librarian as Leader
This week I started my 4th subject on my journey to become a Teacher Librarian. I have read quite a few things so far and it makes sense that the TL should be viewed as a leader within the school. Leaders are visionary, they manage budgets and staff and they want the best for their studentsso they try to be forward thinking in their programming and teaching strategies. So too, the TL.
As I wrote on the forum, I could really relate to the Streeton Primary School reading on The 12 Quality Principles. The examples are given in an educational context that helps to illustrate important points about teamwork within a school; quality leadership; meeting the needs of students; putting plans into action; fostering good relationships with those we work with and reflecting on needs and successes within a school so as to be able to improve upon what is happening in the school.
My son's school has been undergoing a lot of change - Principal retired in Week 6 of Term 4 last year and the 4 assistant Principals were in charge until the end of the year. This year they have a relief Principal for first term and then the 'real' Principal will be appointed starting next term. Due to this lack of leadership many teachers have taken the first term off, hoping to start the year afresh with the new Principal. Unfortunately, the students are suffering and the lack of vision and teamwork is clearly evident. For me, this illustrates the need for strong leadership (and quality principles!), support among staff to create a shared vision and the ability to provide sound, educational programs for students instead of fillers to make due until the 'real' Principal arrives. My son is bored with the worksheets but loves the games that they get to play with their new teacher. Come on new Principal - this school needs some vision, some direction and focus for the students. The dwindling numbers are telling the sad tale, ie. lack of leadership and vision = fewer students to teach.
As I wrote on the forum, I could really relate to the Streeton Primary School reading on The 12 Quality Principles. The examples are given in an educational context that helps to illustrate important points about teamwork within a school; quality leadership; meeting the needs of students; putting plans into action; fostering good relationships with those we work with and reflecting on needs and successes within a school so as to be able to improve upon what is happening in the school.
My son's school has been undergoing a lot of change - Principal retired in Week 6 of Term 4 last year and the 4 assistant Principals were in charge until the end of the year. This year they have a relief Principal for first term and then the 'real' Principal will be appointed starting next term. Due to this lack of leadership many teachers have taken the first term off, hoping to start the year afresh with the new Principal. Unfortunately, the students are suffering and the lack of vision and teamwork is clearly evident. For me, this illustrates the need for strong leadership (and quality principles!), support among staff to create a shared vision and the ability to provide sound, educational programs for students instead of fillers to make due until the 'real' Principal arrives. My son is bored with the worksheets but loves the games that they get to play with their new teacher. Come on new Principal - this school needs some vision, some direction and focus for the students. The dwindling numbers are telling the sad tale, ie. lack of leadership and vision = fewer students to teach.
Monday 27 February 2012
Seeing a Teacher Librarian in action
Last week I had the pleasure of seeing a Teacher Librarian (TL) in action. I was the casual in a Year 3 class for the day and the Library lesson had been overlooked. Since no-one had set up another class for me to teach, I took this as my opportunity to sit in (and help where I could) on a library lesson. It was fabulous, though I must say, the time flew by. The TL began the Library lesson by reviewing the rules of the Library. She then took the students on a tour of the Library because, as graduates from Infants, they were now able to borrow from other sections in the Library. She then introduced them to the school OPAC and had them search for books that they might be interested in reading. After this they were allowed to select books and borrow. I walked around with a few students who weren't really sure about what they wanted to borrow. It was great to have the chance to talk to them about their interests and to find books that they were excited to take home and read. All too soon the bell rang and I was off to my recess duty.... It really was a great opportunity for me to see a TL in action.
Thursday 5 January 2012
Budgeting - yet another role of the Teacher Librarian
Another aspect of Teacher Librarianship that I gave little thought to was budgeting. Again, I am forced to look at the ever increasing roles of the Teacher Librarian and wonder how do they fit it all this stuff in???!!! How will I fit all this in? After many deep breaths, I started reading...
The Debowski (2001) chapter was long but extremely informative and helped me sort out the different facets of budgeting that a TL has to deal with in my own mind. Through the article many goals arose:
* build a funding base so financial support is easily achieved
* ensure that your collection reflects the needs of the users
* be visibly accountable by publishing outcomes
* hand in a budget submission every year
* maintain a record of the costs associated with providing
electronic services
* evaluate your collection using collection mapping to
identify needs and areas that are lacking.
Lamb and Johnson (2007) identified 3 roles of the TL as a good budget manager:
1) Collaborator - collaborate with members of the school community to secure and allocate money for the budget.
2) Steward - a leader who seeks input from others; bases choices on needs of the community; can account for all spending; implement and assess results and communicate these results to the community.
3) Thinker - search for ways to gain additional funding but also make the most of what you have.
The thing I related to most though was in the Marge Cox (2008) article when she stated, "Put on your own oxygen mask first". In her article she says this as a reminder that the TL should include items in the budget that will keep you up-to-date with what is going on in your profession. I read this and saw myself, hyperventilating on my first day as a TL ..... so many roles for one person.
The Debowski (2001) chapter was long but extremely informative and helped me sort out the different facets of budgeting that a TL has to deal with in my own mind. Through the article many goals arose:
* build a funding base so financial support is easily achieved
* ensure that your collection reflects the needs of the users
* be visibly accountable by publishing outcomes
* hand in a budget submission every year
* maintain a record of the costs associated with providing
electronic services
* evaluate your collection using collection mapping to
identify needs and areas that are lacking.
Lamb and Johnson (2007) identified 3 roles of the TL as a good budget manager:
1) Collaborator - collaborate with members of the school community to secure and allocate money for the budget.
2) Steward - a leader who seeks input from others; bases choices on needs of the community; can account for all spending; implement and assess results and communicate these results to the community.
3) Thinker - search for ways to gain additional funding but also make the most of what you have.
The thing I related to most though was in the Marge Cox (2008) article when she stated, "Put on your own oxygen mask first". In her article she says this as a reminder that the TL should include items in the budget that will keep you up-to-date with what is going on in your profession. I read this and saw myself, hyperventilating on my first day as a TL ..... so many roles for one person.
Tuesday 3 January 2012
Copyright
Very interesting reading of the copyright laws for schools and TAFE's. If you want to read more see: www.smartcopying.edu.au
Some of the more interesting things I found were:
* In Australia there is automatic protection of copyright.
* Schools can use DVD's and videos for non-educational purposes; eg. rainy days and on bus trips (if the school provides the movie) ONLY if schools have a Co-curricular licence. If the school does not have this license, permission must be gained from the movie's distributor to play the movie.
* Schools should not borrow DVD's from students or parents as they could be pirated. There are serious penalties for playing pirated movies in schools.
* The Teacher Librarian should not have to police copyrighting issues at the school - each teacher should be aware of the rules and the penalties involved if copyright is breached. (This involves website and internet copyright as well as print materials, electronic materials, dvd's etc.)
Creative commons:
Schools are able to use creative commons resources free of charge. This includes music, film clips and photos. A list of creative commons symbols can be found on the smartcopying website. This will help teachers identify resources that are protected under the creative commons licence.
Some of the more interesting things I found were:
* In Australia there is automatic protection of copyright.
* Schools can use DVD's and videos for non-educational purposes; eg. rainy days and on bus trips (if the school provides the movie) ONLY if schools have a Co-curricular licence. If the school does not have this license, permission must be gained from the movie's distributor to play the movie.
* Schools should not borrow DVD's from students or parents as they could be pirated. There are serious penalties for playing pirated movies in schools.
* The Teacher Librarian should not have to police copyrighting issues at the school - each teacher should be aware of the rules and the penalties involved if copyright is breached. (This involves website and internet copyright as well as print materials, electronic materials, dvd's etc.)
Creative commons:
Schools are able to use creative commons resources free of charge. This includes music, film clips and photos. A list of creative commons symbols can be found on the smartcopying website. This will help teachers identify resources that are protected under the creative commons licence.
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