Transcript Class 3 Leadership Professionalism Ethics

Class 3
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Leadership
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Professionalism
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Ethics
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Collaboration
TCB
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Use of wiki
Management notebook pgs v. weekly discussion pages
Assignment of page administration
Program project check-in
Topics paper check-in
Jennifer - censorship
Thomas - children and family (I think!)
Jamison - gender differences in learning
Corrine - classroom management/discipline
Lauren - ELL
Eileen -reading program support for gifted children curriculum
Leadership v. Management
• A leader does the right things. A good manager does things right.
• Leadership is about effectiveness. Management is largely about
efficiency.
• Leading is about what and why. Management is about how to do
things.
• Leadership is about trust and about people. Management is about
systems, controls, procedures, policies, and structure.
• Leadership is about innovating and initiating. Management is about
copying, about managing the status quo.
• Leadership looks at the horizon, not just the bottom line.
Management is about the bottom line.
Adapted from Learning to lead: A workbook on becoming a leader (p. 4), by W. Bennis J.
Goldsmith, 1994, Reading, MA: Addison-Wesley.
What Makes a Good Leader?
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Setting goals and taking responsibility
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Advocating
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Accepting change
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Managing time
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Networking
Adapted from: Leadership and the School Librarian: Essays from Leaders in the Field by Mary
Lankford, 2006, Worthington, Ohio: Linworth Publishing.
A leader is a change agent
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“Change is mandatory, growth is
optional.”
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“Learning organizations neither ignore
not attempt to dominate their
environments. Rather, they learn to live
with them interactively. Continuous
change is built into the relationship
because widespread interactions under
conditions of dynamic complexity
demand constant attention and
movement. Change forces are seen as
inevitable and essential to learning and
Critical Attributes of Leadership
Liberate staff
 Find ideas
 Have passion
 Continuing education and learning
 Be accountable and organized
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Adapted from: Leadership and the School Librarian: Essays from Leaders in
the Field by Mary Lankford, 2006, Worthington, Ohio: Linworth
Publishing.
Critical Attributes of Leadership con’t
Integrity and confidence
 Positive attitude and perseverance
 Mission statement
 Working well with others
 Need to learn
 Time management and organizational
skills
 Knowledge of standards
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How to recognize a leader
Trustworthy
 Honorable
 Moral courage
 Judgment
 Sense of priority
 Disposal and concentration of effort
 Humor
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Your personality type - Myers-Briggs Type Indicator at
www.keirsey.com
Adapted from: ” Five marks of a great leader”. Forbes, May 9, 2005 n.p.
Developing Leadership On the Job
Need the support and collaboration of
the principal
 Collaborate with classroom teachers
 Be a leader in technology
 Reach out to the community
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Snippet of real life – Ldrshp & Ethics
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>>> MARY 9/20/2006 5:02 pm >>>
Hello, Admins,
At our department meeting, the following concern was raised about the papers
teachers are being asked to sign, indicating they have read a student's plan and
will comply with it. Teachers are concerned that this reads like a contract, and
there are things they cannot guarantee they will/can do. Examples raised were:
- Student is supposed to have a SmartBoard, and none is available.
- Student is supposed to get preferential seating, and so are 9 other students in
the class.
- Student is supposed to get teacher notes, and the teacher doesn't teach from
notes.
What is the obligation when teachers sign these forms? Can the form be
changed to read that the teacher has received and read the plan? Teachers of
good will, who comply as much as possible, are concerned about being held to
parts of a plan that don't work for their particular class.
Thanks, Mary
Snippet con’t
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>>> DAVID 9/21/2006 10:14 AM >>>
Ditto from the Foreign Language Dept..people are
hesitating to sign because there are many conditions
that will be extremely difficult to meet, when 17 out of
23 students require specific conditions, for example..
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>>> JANE 9/21/2006 10:16 am >>>
We also had an incident where there was actually no
IEP written and some issue about who was supposed
to actually write the thing so it was not being done. I
hesitate to sign the form with IEP's missing. JKA
Snippet con’t
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Subject:Re: Special Ed / signature concernsI think it
would be helpful to review how many classes have
SPED enrollments over 50%; we have a few in social
studies and I see from David Brule's response that his
dept does as well. At that level of enrollment are these
regular ed classes or special ed classes? Are we in
compliance (literally or in spirit) with Ed Reform, our
own intentions?
>>> David 9/21/2006 10:58 AM >>>
Same from Performing Arts!
As well as placement into classes that are not
appropriate.
Dave
Scenario
You are a librarian in a elementary school.
The students are dropped off by the
teacher during their weekly scheduled
library block. You are left alone with the
class which includes seven special
needs students. As you begin your
lesson, one of the students bolts out of
the library. You have no idea where this
child is off to.
What do you do? What should you know?
Discussion
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Why is this discussion important to the
library?
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What should the librarian’s position be in
these discussions?
12 P’s
Passionate
 Persistent
 Perceptive
 Persuasive
 Political
 Positive
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12 P’s
Practical
 Problem-solver
 Progressive
 Productive
 Participant
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…and Professional
“Maintain a professional demeanor – in
manner and dress- at all times. Seek out
professional growth opportunities to
become knowledgeable and articulate
about your topic. Remember, you many
be the only one on campus to represent
your profession…”
“The 12 pieces of leadership”. CSLA Journal v. 24 no. 2
(Sprint 2001) p. 15-16.
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Strategies
“a strategy is a pattern of behavior
designed to gain the cooperation of
followers in accomplishing organizational
goals.”
 Hierarchical
 Transformational
 Facilitative
Lashway, Larry. "The strategies of a leader". Emergency
Librarian v. 25 (Jan/Feb 1998) p. 43-4.
Hierarchical
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Top-down, Planner
Resource allocator
 Coordinator, supervisor, disseminator of
information
 Analyst
Provides efficiency, control, predictability
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Transformational
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Motivational
Persuasion
 Idealism
 Intellectual excitement
Fosters acceptance of group goals, high
performance expectations, a sense of
purpose and unity for a common cause.
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Facilitative
“enhance the collective ability of a school
to adapt, solve problems, and improve
performance”
Overcome resource constraints
 Build teams
 Provide feedback
 Coordination and conflict management
 Create communication networks
 Collaborate
 Model school’s vision
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Ethics
“The art and science that seeks to bring
sensitivity and method to the
discernment of moral values.”
http://www2.sis.pitt.edu/~ethics/
Avoiding buzz words
Moral education
 Values education
 Family values
 Character education
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What does being an “ethical” school
librarian mean?????
Some definitions
IFLA
 UPitt links
 NEA statements
 ALA statements
 AASL statements
 Simpson - Ethics in School Librarianship
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A snippet of real life
From: …
Monday - September 25, 2006 2:57 PM
To:AllStaffHS
Subject:Mandated reporting in my absence
Please remember I will be away for the next three days at the National
MSAN Conference in Green Bay, Wisconsin with … and six students. In
my absence, please report any student issue related to Mandated
Reporting to the students' counselors or any other administrator in the
building.
… can take reports, but he will be in Challenge Days tomorrow and
Wednesday all day. … will be available Wednesday and Thursday, but
will be in Challenge Day tomorrow. Any of the clerical staff can help you
locate someone for you to report any concerns. When in doubt,
report! Thanks.
Confidentiality breaches in SLMC
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Circulation signatures
Internet logs
Overdue notices with names
Reading habits discussions
Reference interviews
Books with reading levels
Reports unattended
Staff training for confidentiality
Student/volunteer access to data
Controversial materials
Software statistics
Internet filtering
Standing up to administration
Names and pictures of students on web pages
Simpson Chapter 4
Remaining strong
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Be a professional
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Be an integral part of the school, not an
auxiliary service
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Maintain integration, avoid isolation
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Be involved in the education of students
Scenarios
Simpson p. 63
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 Discuss and present point/counterpoint
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Ethics and reading
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Simpson, p. 34 – Access and Computer
Based Reading Programs
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How do mandated reading program
implementation requirements conflict
with library ethical positions?
Collaboration
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“… dynamic process designed to achieve a shared
goal.”
“…SLMS and teachers will plan for, design, teach, and
evaluate instructional events for students.”
“Collaboration is not cooperation. It is more than that.”
“Teachers bring their knowledge of
students…expertise in their subject areas, and
background in education and instructional design. The
SLMS brings knowledge of the students in the media
center setting…,expertise in information literacy, and
background in education and instructional
design….the SLMS knows the curriculum and whit is
taught at each grade level. Everyone has something
to contribute, and the students benefit.”
Doll, Carol A. Collaboration and the School Library Media Specialist.
Toronto:Scarecrow Press 2005.
Collaborative Instructional Elements
Identify student info needs (evaluating,
interpreting, applying information)
 Planning how and where the skills will be
taught
 Relating this skill to other classroom
learning
 Teaching in partnership
 Assessing the process of student
learning
 Assessing the product of student
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Levels of involvement
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Isolation
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Cooperation
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Coordination
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Collaboration
Reality check
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Full collaboration all the time with all
teachers on all units is NOT POSSIBLE.
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The SLMS has an obligation to other
aspects of the functioning of the SLMC.
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No matter what – students, teaching, and
learning come first, but they can be
accomplished in many different forms.
The Principal’s Role
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Expectation that the SLMS will
participate in and conduct actual
classroom instructional lessons
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Principal is a facilitator and endorser of
collaboration between SLMS and
teachers.
Characteristics of collaboration
Collaborative teacher and planning is a
process.
 For the SLMS, collaboration is the
pervasive method
 For teachers, collaboration is an
alternative method.
 Learning activities must be facilitatied,
monitored and evaluated by both the
teacher and the SLMS.
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Teacher resistance to collaboration
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Do not understand role of SLMS
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Isolation
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Time (for planning and teaching)
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Resources
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Space (for planning and teaching)
The “consigliere”
Taking a leadership role does not mean
“taking over”
 Being an “indirect” leader means
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Informing
 Modeling
 Suggesting
 supporting
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Qualities of collaborative leaders
Envision the ideal and work backwards
 Live the core beliefs
 Listen for ideas, then think
 Counter mental models with new
knowledge
 Seek to understand
 Ask genuine questions
 Use mediated language
 Treat adults as learners
 Value thinking together
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CAPS communication model
Clarify - seek additional information when
necessary
Attend – listen well
Paraphrase to ensure understanding
Summarize to facilitate further
communication
We teach students to:
Analyze questions
Apply strategies
Evaluate
Understand
scholarly
processes
Information Literacy Models
ALA
 Big Six
 Super Three
 Eight W’s
 Follett
 I-Search
 Kuhlthau
 McKenzie Power Search
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