Cheng, Y.C. (2002) - Leadership & strategy

Cheng offers us a variety of concepts to help us understand the nature of educational leadership. Of the five domains dimensions described, I believe that my strengths are in human leadership and educational leadership and strategies. I maintain a happy working environment for my team and feel that it's important for us to support and encourage each other - a bit of teasing doesn't go astray either. My colleagues turn to me for ideas during planning meetings and they know that I have a deep affection for the kids we teach. If I didn't love kids, I wouldn't be able to do this job. It's not just a job to me - it drives me and keeps me young!
This is one article that I think I will come back to again and again - Cheng gives us a lot of food for thought.

Harvey, T. R., Bearley, W. & Corkrum, S.M. (2001) - Core steps in decision making

On a daily basis, working in my role as a TL, I am approached by colleagues, parents and children to help solve problems. In perfect world, they would have more of a curriculum focus, but the majority of them do not directly relate to improving the teaching and learning taking place. I think I am approached so regularly because I am one of the longest serving expatriate staff members in the school (6 yrs) so I have a lot of knowledge of the 'culture' of the school and also I am easily identifiable/locatable because of my role.
The six-step approach defined by Harvey et al is a good reflection of the way I like to try to solve these problems. Harvey et al tell us, as a general rule, to "adapt, not adopt" and that schools/organisations must "remain flexible and constantly renew themselves" if they want to move with the times in a rapidly changing environment. For education to be relevant for the world our students live in, it is vital that schools evolve as necessary - just like on a computer, leaders should click the 'refresh' button every so often in their approach to solving problems.

Fullan, M., Cuttress, C. & Kilcher, A. (2006) - 8 Forces for Leaders of Change

Fullan gives us eight drivers to assist in creating "effective and lasting change". In order for educators to be successful in implementing change there is much to be done, from developing new knowledge to learning from our peers. He talks about the "we-we" identity beyond one school which is something specialist teachers often experience. Working as a TL here in KL, I am lucky to have a large group of fellow TLs in other international schools to support me and bounce ideas off. We meet regularly and have implemented a number of very positive changes in our schools.
I learned from Fullan that leadership for change is about creating leaders on a variety of levels with the school, people who are passionate about looking towards the future and who display "innovativeness".

Hough, M. J. & Paine, J. (1997) - Collaborative decision making with teams.

The theme that recurred throughout this article is that of sharing: the sharing of vision, beliefs, information, knowledge, empowerment, etc. This means that communication between all members of the school community must be at the forefront of strategic planning if it is to be successful. I believe that when sharing takes place and people are informed, they are able to accept change more easily, knowing the reasons behind the changes taking place and knowing that the powers that be have acted thoughtfully and openly.

Tribus, M. - Quality Management in Education

Tribus tells us that to create a quality enterprise, all stakeholders should be involved, giving them the opportunity to voice their definition of quality. A school has layers of interested parties which is what gives it its "colour" or "flavour".
QM stresses that managers manage interdependent systems and I think this is so true for the TL role. It's necessary for TLs to work with all levels in the school which is what makes our role so interesting, demanding and vital. We have a huge number of customers who all need to be listened to.
Tribus also tells us that quality of teaching and learning is about how the process is carried forward, how well have we inculcated in our students the capacity and desire to want to be a life long learner. Each one of us as teachers has the power to make this happen.

ETL504 Scenario 6 - The right library now!

Reading this scenario made me reflect on the library in my school and how it has changed since I began working in it. Previously, it was a receptacle for books, it lacked atmosphere and was most unwelcoming for both teachers and students. It was staffed by two clerks whose job it was to catalogue, shelve and man the circulation desk check. Visitors were not encouraged at times other than scheduled borrowing times. Now our library is a hub of activity.
My first priority in moving from the classroom and into the library was to make it a welcoming and relaxing place where children and adults (both staff and parents) wanted to spend time. Some of the changes we have made are:

• children are encouraged to come in during break time and lunch time to read, play games (card, board and computer)
• teachers are welcome to come in at any time for assistance
• removed all tatty, grubby books - budget needed to be increased and books mostly replaced with hardcovers
• encouraged children, parents and teachers to make suggestions for book purchases
• increased opening times
• encouraged parents to borrow - not allowed to in the past (??) - we now have over 120 parents registered for borrowing
• installed bright, colourful displays, seating, carpets and shelves

I believe David Warner is correct in saying that a library's integral role is in "assisting young people to develop the disposition and skill to be self-directed lifelong learners". I can see that many of our little people are already on this journey; they are already developing opinions about the reading matter they like, their favourite authors and the genres they prefer to read. We have changed/improved so much in our library and I know that it will continue to evolve as long as we listen to our clients.

Scenario 5 - The Centre - 2050

I think the idea of authors being paid royalty payments each time one of their e-books is read is a great idea. If this was available now for printed books, perhaps more people would be able to afford to follow their passion and write full-time.
This links in with the new policy being hotly commented on LM_NET about publishers only allowing an e-book to be checked out 26 times before it expires and the library needing to buy a new one. A printed book would be susceptible to normal wear and tear and may need to be replaced, giving the publisher and author royalties due to them each time a book is replaced. The limit of 26 checkouts seems fair (ish) to me.
The idea of blogging software "Dialogue in the Margin" is a nifty one. What a super way to be able to support each other. Wouldn't it be wonderful to have this facility available to us each time we had to write essays?