ETL504 ASSESSMENT 2 BLOG POST TEACHER LIBRARIAN AS LEADER: A CRITICAL REFLECTION

I had never previously considered the teacher librarian (TL) to be a leader, or the need for the TL to be a leader until undertaking ETL504.  I had never seen a TL in any work environment lead the school in any educational initiative except for book week.  So the idea of the importance and responsibility of the TL as leader was new to me (Australian Library and Information Association/Australian School Library Association [ALIA/ASLA], (2002); Wong, 2012, p. 24; Miss Lizzie, 2013a)

I began ETL504 with a strong understanding of leadership within a school because previous to this course, I had 10 years’ experience as assistant principal.  My initial understanding of the principles, skills, qualities and attributes of leadership which should also be embodied in a TL as leader included (Miss Lizzie 2013b):

·         Working collaboratively with staff on planning, programming, assessing, reporting and evaluating 

·         Supporting staff members and students in professional learning

·         Communicating well including:

o   Listening to concerns and requests for assistance, negotiating acceptable outcomes and following through as quickly as possible

o   Encouraging others through verbal and written feedback

o   Offering opportunities and suggestions if I observe that there may be an aspect of practice that may require development

o   Getting on well with others.  Good interpersonal skills

·         Being prepared for planning days, meetings and presentations so work can be completed efficiently and effectively

·         Leading positively by example.  Model what you expect

·         Negotiating.  Allow team members choice and ownership in the decision making process.  More heads are better than one.

·         Motivating and inspiring others

·         Being flexible

·         Sharing responsibility for projects and achievements and acknowledging the good work of others. 

I’ve learnt the TL’s leadership role is about establishing an educational vision and an accompanying long-term strategic plan to focus the role of the library services and the TL in the achievement of student learning outcomes within the school.  Decisions and actions focused on the vision will inspire others to join in and contribute to that vision (Combes, 2009; Sinek, 2008; Miss Lizziec, Miss Lizzie, 2013c).  The strategic plan must be built on a needs assessment including student learning needs.  It must also include contributions from all key stakeholders, which will promote ownership and success of the plan (Nelson, 2008, p. 4).  The TL as leader must communicate the vision through professional dialogue, staff meetings, collaborative planning, demonstrations/modelling, and by being proactive in the school community.  Modelling the behaviour, strategies, and enthusiasm required is also needed to achieve the vision (O’Connell, 2012, p. 224; Belisle, 2005, p. 78; Sinek, 2008). 

I have learnt that a TL needs to work as an instructional leader to develop leadership for learning across the school, ensuring all decisions and actions are focused on the achievement of the vision and its moral purpose.  Leadership for learning is educational practice that involves explicit dialogue, maintaining a focus on learning, nurturing conditions that facilitate learning, and leadership that is shared and accountable.  Learning and leadership are linked by the purpose of the vision (MacBeath & Dempster, 2008, p. 42; Miss Lizzie, 2013d).  Leadership for learning improves teaching practice and student learning outcomes through promoting analysis, critical reflection and a cycle of continuous improvement.  It involves the TL and other teachers engaging in instructional leadership through modelling and collaboration (Neumerski, 2013, p. 318; Miss Lizzie, 2013d ). 

Whilst I knew collaboration was valuable, I learnt that it promotes effective professional learning and growth through engagement in dialogue, reflection, socio-emotional support, testing of innovative ideas, and encouragement.  A rich collaborative network also results in gains in staff confidence, motivation and morale (Harris & Muijs, as cited in O’Donoghue & Clark, 2010, p. 90; Fullan & Hargreaves, as cited in O’Donoghue & Clark, 2010, p. 90).  As a newly appointed TL, I will implement Collay’s (2011) approach to instructional leadership where ideas are trialled as an individual, then as a grade group before sharing it with the whole staff.  This allows time for collaborative discussion, analysis, critical reflection, further trials if needed and gathering evidence of effectiveness (Miss Lizzie, 2013e).  In addition to collaboration, I learnt the TL needs to provide other professional learning opportunities for colleagues in a range of delivery modes, in order to cater to learning styles, for variety, and in an attempt to reduce barriers of communication (Miss Lizzie, 2013f; Miss Lizzie, 2013g; Pashiardis & Savvides, 2011, p. 424; Møller et al., as cited in Pashiardis & Savvides, 2011, p. 414; Alanis Business Academy, 2012; Rai & Rai, 2009).

I have enjoyed learning about the TL as leader in ETL504, and I am eager to share my vision with my principal and start on its implementation!

References

Alanis Business Academy. (2012). How the communication process works.  Retrieved on August 30, 2013 from https://www.youtube.com/watch?v=q6u0AVn-NUM

Australian Library and Information Association/Australian School Library Association [ALIA/ASLA]. (2002). Standards of professional excellence for teacher librarians.  Retrieved on September 25, 2013 from www.alia.org.au/sites/default/files/documents/ALIA.ASLA_.2004.TLstandards2013.05.30.JB_.pdf

Belisle, C. (2005). The teacher as leader: Transformational leadership and the professional teacher or teacher-librarian. School libraries in Canada (17108535), 24(3), 73-79.

Bender, Y. (2005). The tactful teacher effective communication with parents, colleagues, and administrators. Retrieved from Charles Sturt University Library.

Collay, M. (2011). Teaching is leading. In Everyday Teacher Leadership: Taking Action Where You Are.  Retrieved on August 9, 2013, from Charles Sturt University Library.

Combes, B. (2009). Challenges for teacher librarianship in the 21st century: Part 3 – Status and role.  In SCIS Connections.  Retrieved on September 16, 2013 from http://www2.curriculum.edu.au/scis/connections/challenges_for_teacher_librarianship.html

MacBeath, J. E., & Dempster, N. (2009). Connecting leadership and learning: principles for practiceRetrieved from Charles Sturt University Library.

Miss Lizzie. (2013a). ETL401 Part B Assessment 2: Critical Reflection. Retrieved on September 29, 2013 fromhttps://thelivelylibrarian.wordpress.com/2013/05/27/part-b-assessment-2-critical-reflection/

Miss Lizzie. (2013b). Teacher librarian as leader – ETL504 module 1 forum.  Retrieved on September 29, 2013 from https://thelivelylibrarian.wordpress.com/2013/07/23/teacher-librarian-as-leader-etl504-module-1-forum/

Miss Lizzie. (2013c).  ETL504 teacher librarian as leader – Module 6.1 forum posting. Retrieved on September 29, 2013 from https://thelivelylibrarian.wordpress.com/2013/09/16/etl504-teacher-librarian-as-leader-module-6-1-forum-posting/

Miss Lizzie. (2013d).   Leadership for learning – ETL504 module 3.1 forum posting.   Retrieved on September 29, 2013 from https://thelivelylibrarian.wordpress.com/2013/08/12/leadership-for-learning-etl504-module-3-1-forum-posting/

Miss Lizzie. (2013e).   Collaborative curriculum programs – ETL504 module 3.2 forum posting.  Retrieved on September 29, 2013 from https://thelivelylibrarian.wordpress.com/2013/08/12/collaborative-curriculum-programs-etl504-module-3-2-forum-posting/

Miss Lizzie (2013f ).  ETL504 teacher librarian as leader – Module 6.1 forum posting. Retrieved on September 29, 2013 from https://thelivelylibrarian.wordpress.com/2013/09/16/etl504-teacher-librarian-as-leader-module-6-1-forum-posting/

Miss Lizzie (2103g).   Communication processes – ETL504 module 4.3 forum posting.  Retrieved on September 29, 2013 from https://thelivelylibrarian.wordpress.com/2013/09/01/communication-processes-etl504-module-4-3-forum-posting/

Nelson, S. (2008). Part one: The planning process. Strategic Planning for Results (pp. 3-139). Retrieved from Charles Sturt University Library.

Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49(2), 310-347. doi:10.1177/0013161X12456700

O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library 2.0 (pp. 215-228). 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.

Pashiardis, P., & Savvides, V. (2011). The interplay between instructional and entrepreneurial leadership styles in Cyprus rural primary schools. Leadership & policy in schools, 10(4), 412-427. doi:10.1080/15700763.2011.610557

Rai, U., & Rai, S. M. (2009). Effective communication.  Retrieved from Charles Sturt University Library.

Sinek, S. (2008). How great leaders inspire action (Sinek, 2009).  In TED Ideas worth spreading.  Retrieved on September 16, 2013, from http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html

Wong, T. (2012). Strategic long-range planning. Library media connection, 31(2), 22-24. Retrieved from Charles Sturt University Library.

 

ETL504 TEACHER LIBRARIAN AS LEADER – MODULE 6.1 FORUM POSTING

In this subject you have been reading and exploring key aspects of leadership strategy:

·        Leadership both from an organisational perspective and curriculum / teaching and learning.

·        Innovation and change

·        Communication

·        Planning

In the forum discuss how you can approach developing your leadership role in your school using Simon Sinek’s “why” and your purpose in education. What is it that makes me (as a TL) unique in the school, what can I do?

Once again the importance of a moral purpose or belief underpinning and guiding the actions of an organisation, school or library is emphasised. 

If you focus your actions on your belief, your purpose, your vision, you will inspire others to join in and contribute to that vision.  People will buy into that vision (Sinek, 2008).  Therefore, having a clear educational vision of the role (or the purpose) of the library guiding all your actions, is important in attracting people in supporting and building that vision.  It will inspire others to join and buy into your vision.

The vision must be an educational one which is tied to the strategic outcomes of your school and your education system (Combes, 2009). As TL the vision needs to be about developing information literate students who are able to build knowledge through active learning in a digital and print landscape (O’Connell, 2012, p. 224).

Communicate your vision through conversations, professional dialogue, staff meetings, collaborative planning, demonstrations/modelling, and by being proactive in the school community.  If it is a good vision with a moral purpose, members of the school community will buy into that vision and contribute to it, support it and be inspired to achieve it (O’Connell, 2012, p. 224; Belisle, 2005; Sinek, 2008).  Modelling the behaviour, the strategies, and the enthusiasm required to achieve the vision (the How and the What) is also required to achieve it (O’Connell, 2012, p. 224; Belisle, 2005, p. 78; Sinek, 2008). 

As a classroom teacher I have always programed, for example in English, by selecting the targets/focuses for a unit of work and driving all learning experiences in reading, writing, talking and listening towards the achievement of those targets.  Effective communication, teaching concepts in context and across contexts, explicit and high expectations were all applied to drive the achievement of the targets/outcomes.  As TL I will apply the same technique to the library vision, driving all communication and all actions towards the achievement of the vision.  Zmuda and Harada (2008, p. 1) also advocate the need to “practice a mission-focused mindset that empowers school leadership teams to drive school improvement.”

As TL I can use Simon Sinek’s WHY and my purpose in education to:

·        Inspire colleagues through modelling the desired behaviour, professionalism, and teaching strategies: those that promote high standards and achievement of the vision (Avolio, Walumba & Weber, 2009, p. 423; Dinham, 2005, cited in Dinham, 2007, p. 268).   (Authentic leadership)

·        Model and communicate results from evidence based practice at staff meetings or during collaborative planning sessions.  I can lead a drive in improvement through the use of a cycle of inquiry based on evaluating student work, teaching practices, and the use of innovative ideas.  Modelling and instructing others in this practice will lead to improvement in teaching and student learning outcomes (the vision) (ALIA & ASLA, 2004; Lamb & Johnson, 2004-2010; Knapp, Copland & Swinnerton, 2007, pp. 85, 99).  (Instructional leadership)  Zmuda and Harada (2008, p. 3) stress the importance of combining these actions in a collaborative setting with a mission-centred belief.  They also advocate focusing on a handful of improvements, which is what I will do as TL.

·        Provide professional development opportunities for colleagues, in addition to leading through collaborative efforts (Pashiardis & Savvides, 2011, p. 424; Møller et al., as cited in Pashiardis & Savvides, 2011, p. 414).  (Instructional leadership)

·        Equip staff with the strategies and skills to improve practice through cycles of inquiry, so staff can then lead others in the same process.  I can provide leadership opportunities for colleagues by allowing them to share/present strategies and results, and work with others, while continuing to improve student learning outcomes (Van Horn 2006; Vernon-Dotson, Rodrigues, & Belcastro, as cited in Vernon-Dotson, 2012, p. 39). (Distributed leadership) 

·        Develop a strategic plan to achieve the WHY, the vision, and implement it, communicating progress along the way (Wong, 2012)

·        Involve the school community in developing the strategic plan so they have ownership of the vision and by the conclusion of the process, everyone will have a shared purpose and a clear understanding of why the library is providing the services it provides (Nelson, 2008, p. 4).

·        Work collaboratively with staff to counteract isolationism.  I would work strategically with staff, including those in specialist roles,  as a co-operative unit, sharing talents and resources in order to achieve the belief/vision/goals (Zmuda & Harada, 2008, p. 4).

·        Communicate – clearly communicate the vision and strategies to achieve it; taking time to listen and explain; encouraging others; consistent advertising of progress and achievements;

·        Support colleagues through: collaborative work; providing resources, knowledge and ideas; time to discuss, plan, assess, evaluate; professional learning;  

·        Develop trust through reliability, support, encouragement, commitment, being organised, modelling best practice;

·        Build relationships with colleagues through working together, openness, sharing, communicating, supporting;

·        Set high standards – Set and maintain high standards inspires others to do the same;

These actions work with modelling behaviour, being an active learner, evidence based practice, innovative ideas, being organised, showing commitment, inspiring others, openness and collaboration to build the vision of the school library, which is to support the teaching and achievement of student learning outcomes and the vision.

References

Australian Library and Information Association & Australian School Library Association.  (2004).  Standards of professional excellence for teacher librarians.  Retrieved from http://www.asla.org.au/policy/standards.aspx   

Avolio, B., Walumbwa, F., & Weber, T. J. (2009, September 14). Leadership: Current theories, research, and future directions. Retrieved July 23, 2013, from digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1036&context=managementfacpub   

Belisle, C. (2005). The teacher as leader: Transformational leadership and the professional teacher or teacher-librarian. School libraries in Canada (17108535), 24(3), 73-79.

Combes, B. (2009). Challenges for teacher librarianship in the 21st century: Part 3 – Status and role.  In SCIS Connections.  Retrieved on September 16, 2013 from http://www2.curriculum.edu.au/scis/connections/challenges_for_teacher_librarianship.html

Dinham, S. (2007). How schools get moving and keep improving: leadership for teacher learning, student success and school renewal. Australian Journal Of Education (ACER Press), 51(3), 263-275.

Lamb, A & Johnson, L.  (2004-2010). Library media program: Evidence based decisionmaking.  In The school library media specialist.  Retrieved from http://eduscapes.com/sms/program/evidence.html

Knapp, M. S., Copland, M. A., & Swinnerton, J. A. (2007). Understanding the promise and dynamics of data-informed leadership. InYearbook of the national society for the study of education, 106(1), 74-104. Retrieved July 27, 2013, from Charles Sturt University Library.

Nelson, S. (2008). Part one: The planning process. Strategic Planning for Results (pp. 3-139). Retrieved from Charles Sturt University Library.

 O’Connell, J. (2012). Change has arrived at an iSchool library near you. In Information literacy beyond library 2.0 (pp. 215-228). Retrieved from Charles Sturt University Library.

 Pashiardis, P., & Savvides, V. (2011). The interplay between instructional and entrepreneurial leadership styles in Cyprus rural primary schools. Leadership & policy in schools, 10(4), 412-427. doi:10.1080/15700763.2011.610557

Sinek, S. (2008). How great leaders inspire action (Sinek, 2009).  In TED Ideas worth spreading.  Retrieved on September 16, 2013, from http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html

Vernon-Dotson, L. J., & Floyd, L. O. (2012). Building leadership capacity via school partnerships and teacher teams. Clearing house, 85(1), 38-49. doi:10.1080/00098655.2011.607477

Wong, T. (2012). Strategic long-range planning. Library media connection, 31(2), 22-24. Retrieved from Charles Sturt University Library.

P & C STRATEGIC PLAN – ETL504 MODULE 5.4 FORUM POSTING

Examine the strategic plan of a P&C of a school. Identify the following elements:

Data used

Data was gathered from 2010 school review, annual parent surveys, the school’s technology audit, and from Education Queensland (EQ) regarding the ICT and digital focus and implementation of the Australian Curriculum (AC).

Analysis of data

ICTs were identified by the entire school community as an area requiring improvement.  This was supported by data from the technology audit.  The focus of the AC on digital technology and literacy also supports the need for funding ICTs in the school, as is the realisation from the P & C that EQ is not going to fully fund the ICT requirements of the school.

Vision and / or Mission statements developed or used for the plan

No vision statement is included, but objectives/functions are listed which serve as the mission statement for the P & C, but are not developed specifically for this strategic plan.

Goals and objectives identified

The objectives of the P&C Association are to promote the interests of, and facilitate the development and further improvement of the school by – promoting parent participation; encouraging close co-operation between parents, students and staff; and promoting positive community support (Mackay West State School P & C Association [MWSSPCA], 2011, p. 1). 

In pursuit of these objectives, the functions of the P&C are to (MWSSPCA, 2011, p. 1):

·        foster community interest in educational matters

·        try to bring about closer co-operation between the parents, community, staff and students

·        give advice and recommendations to the Principal about

·        issues relating to persons who receive educational instruction at the school, and

·        the general operation and management of the school

·        give, or assist in the giving of, financial or other resources or services for the benefit of persons who receive educational instruction at the school, and

·        perform any other functions, not inconsistent with the Act, as the Minister may decide.

Goals relating specifically to the strategic plan are:

While the P&C will retain the flexibility to respond to a range of issues across the school, the top priority for 2012-2014 will be addressing the ICT concerns at the school. The P&C will also dedicate a nominated amount of funding equally to academic, sporting and cultural initiatives across the school each year (MWSSPCA, 2011, p. 2).

 

Values are: The P&C values being able to work (MWSSPCA, 2011, p. 2):

·        proactively by identifying issues or concerns and working cooperatively to address these

·        reactively by responding to issues or concerns as they arise

·        cooperatively through strong relationships with Admin, staff, students and the wider community, and

·        independently in decision-making whereby the P&C favours being able to stipulate where its funds are used, rather than handing over lump sums of money for the school to use at its discretion.

Strategies to meet the goals identified

Strategies identified to meet the goals start with a spending plan for funds raised over 3 years.  Then they have listed three important actions (MWSSPCA, 2011, p. 3):

1. Inclusion in the school’s ICT Committee

The P&C would like to be represented on the school’s ICT Committee. The P&C sees the efficient working of this committee as pivotal in assessing and addressing the school’s ICT needs and developing an ICT Action Plan. Importantly, the P&C would stress the need for this committee to have provision for anonymous input.

2. Advertising academic, sporting and cultural funds to the school community

Awareness needs to be raised about the funding available to academic, sporting and cultural initiatives within the school. This funding should be advertised to teachers, staff and the wider school community before the end of 2011. Applications can be lodged using the Request for Discretionary Funding Form available on the P&C web page at http://mackwestss.eq.edu.au/p&c.htm.

3. Seeking ICT-related funding opportunities

The P&C grants officers are encouraged to seek ICT-related funding opportunities, particularly relating to ICT infrastructure, and to report any opportunities to the P&C.

Timeframe for the plan and when each strategy should be completed

There are no separate timeframes, just three years for the entire plan.  It is a simple, yet specific plan.

Stakeholders and responsibilities identified

Stakeholders are identified, and the Strategic Sub-Committee developed just for this plan will be responsible.

Monitoring ongoing process of plan and evaluation of achievement at the end of the planning period.

The Strategic Sub-Committee should meet annually to evaluate and review this strategic plan. Before the first evaluation/review, the committee is responsible for developing an appropriate process of evaluation/review.  The next review is due in October 2012 (MWSSPCA, 2011, p. 3).

Consider the strengths and weaknesses of the plan.

I think it is a strong plan because it is simple.  However, the P & C have not yet determined, along with the school HOW the funds are to be spent.  It states that they will “assist in assessing and addressing the school’s ICT needs and developing an action plan” (MWSSPCA, 2011, p. 3).  The assumption is that they will direct spending according to the plan.

However, it is a positive plan that sets about to work with the school to deliver resources that are vital to 21st century learning.

References

Mackay West State School P & C Association [MWSSPCA].  (2011).  Strategic plan.  Retrieved on September 9, 2013 from https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CC8QFjAB&url=https%3A%2F%2Fmackwestss.eq.edu.au%2FSupportandresources%2FFormsanddocuments%2FDocuments%2FMWSS%2520P%2520AND%2520C%2520Strategic%2520Plan%25202012%2520_2014.pdf&ei=PrUtUr_SD4buiAfnk4GoBA&usg=AFQjCNGd5XokuB2frOqlFEHoJiemSn1b6A&sig2=UzVA5nrvgp5FkoJiDm–ow&bvm=bv.51773540,d.aGc

SMART CRITERIA – ETL504 MODULE 5.4

Locate your school goals and measure their effectiveness by applying the SMART criteria to each goal.

The targets from our school plan are:

1.    To improve student performance in Literacy and Numeracy by 3% in the top NAPLAN bands with a focus on higher order thinking.

2.    To improve and focus assessment practices in Literacy and Numeracy so that they better inform teaching to a diverse range of students

3.    Implement Aboriginal Policy and improve student performance in Literacy and Numeracy

Simple

The goals on the whole are simple and clear.

Measurable

Targets 1 and 3 are measurable.  However, a ‘focus’ on higher order thinking isn’t measurable.  This should be part of the HOW to achieve it.  Perhaps they’re trying to include too much in one target.  Target 2 is difficult to measure unless NAPLAN data is used to assess this too.  Target 3 doesn’t state the amount of improvement required in Literacy and Numeracy by Aboriginal students. It should be more specific to make results more measurable.

Achievable

The measurable parts of these goals are achievable, but a lot of planning and work is required in order to achieve them.

Reasonable

The goals are reasonable as they’re tied to mandatory DEC and Australian Curriculum outcomes and current pedagogy.

Timely

I think it will be difficult to achieve these in the 12 month timeframe given.

Does the goal measure up?

Goals should be written with more specificity which will lead to ease of comprehension and measurement. The word ‘focused’ should not be used.  Perhaps a separate target for the development of higher order thinking should be included.

VISION AND MISSION STATEMENTS – ETL504 MODULE 5.3 FORUM DISCUSSION

Locate your school’s vision and mission statements as well as your library’s statements if you have them.

The school executive and I were unable to locate our school’s vision and mission statements as “All that went out 15 years ago.”  So I found some examples from other schools after internet search.

Vision Statement Wirreanda High School (2013): Our shared vision is of a school that enables each student to achieve their potential within a learning environment that is safe, positive, respectful, inclusive, and welcoming.

Mission:  Our school is committed to encouraging the best in its students, staff, and community. We aim to nurture a passion for knowledge, sport, creativity, and vocational skills.

We do this by:

·        Creating a respectful working environment for students and staff

·        Providing a personalised and student-centred approach to learning

·        Building a ‘Culture of Achievement’

·        Focusing on continuous improvement and shared accountabilities

·        Promoting equity and social justice

·        Maintaining attractive and welcoming grounds and facilities

·        Developing partnerships with our community—local, national, and global

·        Recognising and celebrating diversity

·        Encouraging school and community health and well-being.

 

Eldorado Library Media Centre Mission (n.d).

The mission of the Eldorado Library Media program is to ensure that students, staff and community have access to and possess the knowledge and skills to effectively use information in both print and digital formats.  In doing so, the library media program supports and fosters life-long learning.         

This mission directs the school library media specialists to:      

•Provide a program that is fully integrated into the school’s curriculum and is central to the learning process.     

•Provide access to a variety of information representing a wide range of subjects and difficulty levels.        

•Provide learning experiences that encourage users to become discriminating consumers, skilled creators of information, and lifelong learners.         

•Provide leadership, instruction, and consulting assistance in the design of learning strategies and the use of information and the use of information technology.    

•Promote the enjoyment of reading, listening, and viewing for users.   

•Participate in partnerships, including networks that provide access to information outside the school.       

•Promote literacy that enables students and teachers to live, work, and communicate in a democratic information society.

•Promote innovative media services through professional growth and continuous learning.

Can you tell the difference between them?

Willeanda’s vision statement is clear.  I think it should reach for the stars more, be bolder.  The mission statement states how it is going to be achieved, but it wouldn’t pass the t-shirt test (Olsen, 2008).  It does however, state part of the school’s core purpose.  The elaborated points support how the mission is going to be achieved.

Eldorado’s library mission statement is clear.  It states the library’s core purpose and how it is going to be achieved through its supporting points.  The vision statement, from what I could see is incorporated at the end of the paragraph: “The library media program supports and fosters lifelong learning.”

Is there a clear delineation?

The delineation is clear, as the vision statement, although not hugely inspiring, is forward looking, whilst the mission statements are dealing with how to achieve it.

 

References

Eldorado Library Media Centre.  (n. d.).  Library.  Retrieved on September 9, 2013, from http://www.eram.k12.ny.us/education/components/scrapbook/default.php?sectiondetailid=41830&PHPSESSID=aee042f01b80b57b0f5b47961b48e8c4

Olsen, E. (2008). Strategic planning management.  In YouTube.  Retrieved on September 4, 2013, from https://www.youtube.com/watch?list=PLF47BA7BC6BDA46B1&v=XtyCt83JLNY&feature=player_embedded  

Wirreanda High School. (2013). Wirreanda high school.    Retrieved on September 9, 2013, from http://www.wirreandahs.sa.edu.au/welcome/vision-statement.html

STRATEGIC PLANNING FOR SCHOOL LIBRARIES – ETL504 MODULE 5

SlideShare from halfpintofwisdom

 

S – Social

·        Different leaisure activity choices, less recreational reading

·        Library as social space.  What does this mean?

T – Technological

·        High speed broadband

·        Ebooks and ereaders

·        Ubiquitous use of technology in wider school

E – Environmental

·        Green issues – how do libraries lead the way?

·        Changing climate, scarce resources, buy local

E – Economic

·        Cost cutting, operational budgets

·        Move towards user pays or community run libraries

P – Political

·        Change in management, change in government, new BOT

·        Internal politics within school community

 

Apply this environmental scan to your situation and discuss your results.

·        S – Provide quiet leisure and social activities during lunchtimes

·        T – Provide access to ebooks, websites and other useful eresources through establishment of a school library Weebly which can be accessed on and off site through multiple devices

·        T – Implement web evaluation tools

·        E – Continue to purchase print items locally and frugally to fully utilise budget

·        P – Maintain good communication with Principal, executive, staff and the wider school community about library plans, services and achievements.  This is important in ensuring good relationships are maintained.

References

Halfpintofwisdom. (2011). Strategic planning for school libraries.  In Slidshare. Retrieved on September 4, 2013 from http://www.slideshare.net/halfpintofwisdom/strategic-planning-for-libraries

 

COMMUNICATION PROCESSES – ETL504 MODULE 4.3 FORUM POSTING

You have developed a new digital literacy program that you believe needs to be used across the school. How will you communicate this program to your staff?

Using the communication process as outlined by Alanis Business Academy (2012) I would engage in communicating the message, allow the receiver to provide feedback, and then review the program based on the feedback.  I would monitor the audience for body language indicating disinterest or lack of understanding.

Delivery: I would use various modes of delivery in order to cater to learning styles, for variety, and in an attempt to reduce barriers of communication (Alanis Business Academy, 2012; Rai & Rai, 2009).

I would work from an autonomous/adaptive approach where colleagues are empowered to design and change the digital literacy program for best practice and use.  Reinvention occurs to suit teaching and learning needs. Changes must occur to differentiate the curriculum in order to cater to learner needs, within the requirements of the syllabus (Lewis, 2011, p. 46). 

I believe in being positive, so I would take a gain approach to selling the digital literacy program.  Look at what we can help our students achieve (Lewis, 2011, pp. 147-148).  Highlighting efficacy: we are capable of successful implementation of programs to develop digital literacy. 

As a collaborator (or owl), I believe in “more heads are better than one”, or the resource approach where stakeholder input is encouraged.  Colleagues always develop and refine ideas better than I could on my own, so I would provide opportunities for colleagues to discuss, suggest and provide opinion and advice.  After all, more participative approaches to change implementation produce more positive benefits (Lewis, 2011, p. 151).

Employing the above approaches I would:

1.    Scour the Australian Curriculum for references to the development of digital literacy, in particular the ICT, literacy and Critical and Creative Thinking Capabilities (Australian Curriculum, assessment and reporting Authority, 2013).  Also scour English K-10 (Board of Studies New South Wales, n. d).  Use these to develop a clear outline of a digital literacy program, including goals, focuses.  I feel a starting point is required, and it is easier for one person to do this.

2.    Liaise with Principal (and school executive), ICT committee and literacy committee about the program.  In small group meetings look at the program, discuss needs, focuses and allow for feedback from committee members.

3.    Further develop and rework the program based on feedback and suggestions received during step 2.

4.    Repeat steps 2 & 3.

5.    Implement the program with a volunteer class.

6.    Evaluate success of program collaboratively with class teacher.  Make adjustments/changes as a result.

7.    Present to staff ensuring minimisation of barriers to communication (Rai & Rai, 2009).  Presentation includes program, how to adjust it for use with different students.  Use visuals, photos, footage and provide information sheets too.  Show (with teacher whose class was involved) what was achieved with a class and how the program was modified during and after the session.

8.    Clearly show/demonstrate how it is tied to curriculum/syllabus documents and how to implement/follow program. Outline the positives.

9.    Ask for other volunteer classes to work with collaboratively to implement program.

10.Provide opportunities for colleagues to discuss, suggest, question and provide feedback – concerns, fears, any support required.  Respond positively.

11.This is only the beginning.  Ongoing development based on implementation and feedback of the program is required.  Implementation includes working and modelling with whole staff, small groups, individually and collaboratively (Duke, as cited in Baildon & Baildon, 2008 p. 638).

12.Opportunities must be provided for evaluation, feedback and discussion of the program and its implementation.  This will allow for improvements to be made and for the ball to keep rolling.  We all know that if something is introduced at one staff meeting it very quickly dies a death!

13.A participative approach will more likely result in acceptance and implementation of the program (Lewis, 2011).

References

Alanis Business Academy. (2012). How the communication process works.  Retrieved on August 30, 2013 from https://www.youtube.com/watch?v=q6u0AVn-NUM

Australian Curriculum, assessment and reporting Authority [ACARA]. (2013).  Retrieved on September 12, 2013 from General Capabilities in the Australian Curriculum

Baildon, R., & Baildon, M. (2008). Guiding Independence: Developing a Research Tool to Support Student Decision Making in Selecting Online Information Sources. Reading Teacher, 61(8), 636-647. doi:10.1598/RT.61.8.5 Retrieved from Charles Sturt University Library.

Board of Studies New South Wales. (n. d).  English K-10.  In NSW syllabuses for the Australian curriculum. Retrieved on September 1, 2013 from http://syllabus.bos.nsw.edu.au/english/english-k10/

Lewis, L. K. (2011). Communication approaches and strategies. Organizational change creating change through strategic communication (pp. 144-176). Retrieved from Charles Sturt University

Rai, U., & Rai, S. M. (2009). Barriers to communication. Effective communication (Rev. ed., pp. 57-67). Retrieved from Charles Sturt University Library.