The TL as a ‘mover and shaker’ within their school
Fullan (1993) defines change agentry as “being self-conscious about the nature of change and the change process”. As a TL it is important to facilitate and focus on being leaders of education reform rather than reactors to it. Harada and Hughes- Hassell (n.d) ask the TL to face the challenge of becoming change agents. This requires the TL not to be reactive to situations but to lead the way by facilitating this change.
The core characteristics of effective change agents are listed by Harada and Hughes- Hassell, allowing the TL to acknowledge these attributes within their own character. The article proceeds to outline how the TL is able to display these characteristics as strategic players targeting change reform.
The TL is provided with an action plan; stimulate curiosity and discovery within students, incorporate ICT’s, promote reflection and evidence-based practice, address diversity and involve families in literacy development.
The TL needs to move beyond the centre of the library and extend their knowledge base into the wider community. This means that the TL needs to be proactive and positive when leading the way as a change agent.
Harada, V.H & Hughes-Hassell,S. (n.d)Facing the Reform Challenge: Teacher-Librarians as Change Agents. Retrieved August 30th, From, http://www2.hawaii.edu/~vharada/Reform-Challenge-2008.pdf.
Monday, August 31, 2009
Sunday, August 16, 2009
Forming new relationships
The steps taken, by a leader, to foster a working relationship
When forced into a new relationship with colleagues, there are many steps to be taken along the path to fostering a relationship that sees no one person as the dominant figure. The steps can be defined and relate closely to the similarity of courting a beau. As an individual, one must assertain the degree to which they wish to contribute and the personality type they wish to portray within these relationships/groups in the workplace.
When placed in a group for a group assignment, much time is spent setting up the relationship with the other peolpe forced into this situation. There is much to-ing and fro-ing to firstly introduce oneself and enquire about the personal background of each person, as well as setting up compatible talking times. This is the "Getting to know you" stage.
One then can move onto the "Relating and being friends/or not" stage, where by the decision can be made as to whether you like the personality of the people you have met. These two stages may take a considerable amount of time and development of trust from each person. Within this stage a degree of caring and sharing can develop between the group members. Sympathy and empathy can develop and foster to help with trust building.
Now that you have built a rapport with your group you can begin to work cohesively. Each personality should be known, including limitations. Each persons leadership qualities, or lack of, will be shining through as will the committment level they portray be easily seen.
The "Check my personality" stage begins.As an individual within this group, you need to decide upon the leadership role you wish to take on. How are you going to potray yourself? How will decisions be made, autocratic, democratic or collaborative?
With all these important factors sorted, it becomes time to knuckle down and start on the project at hand, thus begins the "Let's get moving" stage. During this time, the initail 3 stages will be constantly revisited.
Oh, but wait! There's more!
One more person to add to the mix, coming in 2 weeks behind the completed stages.
Now come the many questions, What if she doesn't like what we've started? What if I can't appreciate her personality? Will she be willing to accept all that we have done and pick up from there? Will she comtribute, plus more, as she has been absent? Do I resent her for not being here in the beginning? Or more to the point...Can I continue to develop my qualities as a leader and continue the great role that I have undertaken within my group?
Keep watching this space as the story unfolds.
When forced into a new relationship with colleagues, there are many steps to be taken along the path to fostering a relationship that sees no one person as the dominant figure. The steps can be defined and relate closely to the similarity of courting a beau. As an individual, one must assertain the degree to which they wish to contribute and the personality type they wish to portray within these relationships/groups in the workplace.
When placed in a group for a group assignment, much time is spent setting up the relationship with the other peolpe forced into this situation. There is much to-ing and fro-ing to firstly introduce oneself and enquire about the personal background of each person, as well as setting up compatible talking times. This is the "Getting to know you" stage.
One then can move onto the "Relating and being friends/or not" stage, where by the decision can be made as to whether you like the personality of the people you have met. These two stages may take a considerable amount of time and development of trust from each person. Within this stage a degree of caring and sharing can develop between the group members. Sympathy and empathy can develop and foster to help with trust building.
Now that you have built a rapport with your group you can begin to work cohesively. Each personality should be known, including limitations. Each persons leadership qualities, or lack of, will be shining through as will the committment level they portray be easily seen.
The "Check my personality" stage begins.As an individual within this group, you need to decide upon the leadership role you wish to take on. How are you going to potray yourself? How will decisions be made, autocratic, democratic or collaborative?
With all these important factors sorted, it becomes time to knuckle down and start on the project at hand, thus begins the "Let's get moving" stage. During this time, the initail 3 stages will be constantly revisited.
Oh, but wait! There's more!
One more person to add to the mix, coming in 2 weeks behind the completed stages.
Now come the many questions, What if she doesn't like what we've started? What if I can't appreciate her personality? Will she be willing to accept all that we have done and pick up from there? Will she comtribute, plus more, as she has been absent? Do I resent her for not being here in the beginning? Or more to the point...Can I continue to develop my qualities as a leader and continue the great role that I have undertaken within my group?
Keep watching this space as the story unfolds.
Thursday, August 13, 2009
7 Habits of Highly Effective Web Searches
How effective are the 7 habits?
The 7 habits, outlined below, are useful not only to teach upper primary and high school students effective web searching habits, but also teachers alike. Steps 1-3 are handy/useful must haves to allow step 4 to occur. Step 4 can occur because steps 5-7 have been implemented. All steps 1-7 can work effectively if one allows time for step 5 & 6 to develop a positive attitude about step 7.
Step 1 - Use targeted phrases
Step 2 - Expand your search horizons
Step 3 - Learn a few web search tricks
Step 4 - Use your time wisely
Step 5 - Learn how stuff works on the web
Step 6 - Stay on top pf new web developments
Step 7 - Cultivate a love of discovery.
Retrieved August 14th, 2009 from http://websearch.about.com/od/searchingtheweb/a/sevenhabits.htm
The 7 habits, outlined below, are useful not only to teach upper primary and high school students effective web searching habits, but also teachers alike. Steps 1-3 are handy/useful must haves to allow step 4 to occur. Step 4 can occur because steps 5-7 have been implemented. All steps 1-7 can work effectively if one allows time for step 5 & 6 to develop a positive attitude about step 7.
Step 1 - Use targeted phrases
Step 2 - Expand your search horizons
Step 3 - Learn a few web search tricks
Step 4 - Use your time wisely
Step 5 - Learn how stuff works on the web
Step 6 - Stay on top pf new web developments
Step 7 - Cultivate a love of discovery.
Retrieved August 14th, 2009 from http://websearch.about.com/od/searchingtheweb/a/sevenhabits.htm
Wednesday, August 12, 2009
Decisions made within institutions
How do institutions make decisions?
School is a learning community where members worl as individuals and strive toward a main focus/outcomes. GPS decisions are made using many models. Whole school decisions appear to be made using the Consultative model which is a recent shift away from the Collegiate style of decision making. The new Principal does not believe that he has the right to veto staff decisions and is respectful of the individual's knowledge, expertise and professionalism.
The staff work within teams and are responsible for setting the direction of the school through planning. Development of programs and community ownership of a shared vision occurs within stage groups.Staff also work within committees and KLA groups symbolising task learning teams to empower members of the school community in continous improvement and innovation.
On the home front, as there are young children within the household, the deision makers take on the Collegiate style of decision making. This approach is with an always ever present awareness of steering clear of an Autocratic approach. Local clubs do try to steer away from autocratic approaches toward a Consultative style of decision making.
The range of tools used and the inclusiveness of techniques for decision making are quite similar in all 3 institutions/organisations within the community. The 6 step approach by Harvey, Bearley, Corkrum (2001) can be used when making decisions. This approach is useful to solve problems and make decisions within these organisations. Each organisation needs and should follow the 12 Quality principles set by Streeton Primary School (2000).
School is a learning community where members worl as individuals and strive toward a main focus/outcomes. GPS decisions are made using many models. Whole school decisions appear to be made using the Consultative model which is a recent shift away from the Collegiate style of decision making. The new Principal does not believe that he has the right to veto staff decisions and is respectful of the individual's knowledge, expertise and professionalism.
The staff work within teams and are responsible for setting the direction of the school through planning. Development of programs and community ownership of a shared vision occurs within stage groups.Staff also work within committees and KLA groups symbolising task learning teams to empower members of the school community in continous improvement and innovation.
On the home front, as there are young children within the household, the deision makers take on the Collegiate style of decision making. This approach is with an always ever present awareness of steering clear of an Autocratic approach. Local clubs do try to steer away from autocratic approaches toward a Consultative style of decision making.
The range of tools used and the inclusiveness of techniques for decision making are quite similar in all 3 institutions/organisations within the community. The 6 step approach by Harvey, Bearley, Corkrum (2001) can be used when making decisions. This approach is useful to solve problems and make decisions within these organisations. Each organisation needs and should follow the 12 Quality principles set by Streeton Primary School (2000).
Saturday, August 8, 2009
Reference section -no longer?
Can we have a Library without a physical Reference section?
I don't believe so. Local history, pictorial and information, documents and publications are often in book format, not published on the web. Students researching their local area/history will need reference material in book format as it will not be available on the web. In time this will probably change, but currently the aging historian writer is still publishing through the well known format of 'book', atleast in my local area. The school library collection, has this week, the addition of 3 reference books due to the above scenerio.
We do need to promote and guide students' thinkingtoward the fact that 'reference' material is in both book and web formats, and that both are relevant as long as the information is authorative.
I don't believe so. Local history, pictorial and information, documents and publications are often in book format, not published on the web. Students researching their local area/history will need reference material in book format as it will not be available on the web. In time this will probably change, but currently the aging historian writer is still publishing through the well known format of 'book', atleast in my local area. The school library collection, has this week, the addition of 3 reference books due to the above scenerio.
We do need to promote and guide students' thinkingtoward the fact that 'reference' material is in both book and web formats, and that both are relevant as long as the information is authorative.
Monday, August 3, 2009
Teaching and Learning context
Teaching and learning
In my head remains a debate about what part of the TL's teaching role is the most important. Is ot to source resources or is it to assist with skills?
As all students and teachers learn and teach differently, it is important that as a TL I remain aware and constantly consider these facts. Each TL's teaching style will not maximise learning for every student that they encounter. Students are both passive or active within their learning, whilst teachers are either behaviourist or constructivist within their teaching (generally speaking).
TL's are not only providers of information, in many facets and formats for our school community, but encouragers of life long learning through the explicit teaching of inquiry skills. We need to remember that we can assist in the search for information, but need to insist in the development of skills for independence by both teachers and students.
There is no clear answer to the initial question, nor does there need to be. Resourcing the school community and providing them with skills to be information literate travel hand in hand.
In my head remains a debate about what part of the TL's teaching role is the most important. Is ot to source resources or is it to assist with skills?
As all students and teachers learn and teach differently, it is important that as a TL I remain aware and constantly consider these facts. Each TL's teaching style will not maximise learning for every student that they encounter. Students are both passive or active within their learning, whilst teachers are either behaviourist or constructivist within their teaching (generally speaking).
TL's are not only providers of information, in many facets and formats for our school community, but encouragers of life long learning through the explicit teaching of inquiry skills. We need to remember that we can assist in the search for information, but need to insist in the development of skills for independence by both teachers and students.
There is no clear answer to the initial question, nor does there need to be. Resourcing the school community and providing them with skills to be information literate travel hand in hand.
Subscribe to:
Posts (Atom)