21st century leadership in schools and the role of the teacher librarian

Introduction

This critical analysis will explore themes of leadership within the contemporary Australian educational context, specific to the leadership concept map presented in Part A. This map illustrates ideal school leadership, with reference to current academic literature and best practice recommendations. The main leadership themes and relationships identified include: shared vision, collective leadership, empowering 21st century educational success, change management culture, quality teaching, improved school community outcomes, and consultation and feedback. Implications for teacher librarians will also be discussed.

Shared vision

Shared vision is represented at the top of the leadership hierarchy to indicate its essential role to educational success. It is widely acknowledged that the development of a shared vision is a primary determining factor to successful school leadership and educational achievement in contemporary school contexts (Day, Gu & Sammons, 2016, p. 221-258; Goldman & Casey, 2010, 119-128; Harris & MacNeill, 2015, p. 26-29; Winzenried, 2010, p. 23-61). A shared vision informs the scope for all educational innovation, planning and improvement strategies within the school community, impacting how resources are utilised to achieve strategic goals (Goldman & Casey, 2010, 119-128). The development of a shared vision within the school community should be led by the principal, ideally after rigorous consultation and feedback from the broader school community including staff, students, families and other stakeholders (Holmes, Clement & Albright, 2013, p. 270-283). Ensuring the vision is shared by the community will support its implementation and encourage a sense of ownership (Clement, 2014, p. 39-51; Winzenried, 2010, p. 23-6).

The vision of the school should facilitate the aims of the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority (ACARA), 2010), enable the requirements of state and territory educational directorates (Australian Capital Territory Government, 2018), whilst also considering educational future trends (New Media Consortium (NMC), 2017) and educational best practice (Australian Institute for Teaching and School Leadership (AITSL), 2011). International curriculum such as the International Baccalaureate or other ideological frameworks may also be considered depending on the school context. The vision should consider the demographics of the school community including cultural, linguistic and socio-economic diversity to ensure that the vision of the school aligns with the values and needs of the community (Holmes, Clement & Albright, 2013, p. 270-283).

Collective leadership

Whilst leadership hierarchies exist and serve a purpose in schools, there is a trend towards more collective forms of leadership (Dempster, Townsend, Johnson, Bayetto, Lovett & Stevens, 2017, p. 2) rather than those reliant on individuals, which support shared responsibility and the development of broader leadership capacities amongst school staff (Aczel, Roebuck & Wolstencroft, 2017; Vukovic, 2017). Collective leadership includes formalised hierarchical leadership roles, such as principal and deputy principal, whilst also recognising the informal leadership potential of other staff members, such as teacher leaders or the teacher librarian. Distributing leadership responsibilities can foster improved collaboration and professional relationships within the school community and assist in managing workload and power dynamics issues. Distributed leadership also provides meaningful opportunities for staff in non-formalised roles to fulfil their professional obligations (AITSL, 2011), share their expertise, and extend their leadership capacities (Aczel, Roebuck & Wolstencroft, 2017; Vukovic, 2017).

Academic and practitioner literature indicate that leaders who engage a combination of leadership methodologies, or different styles for different purposes, are more successful in the 21st century educational context (Cheng, 2002, p. 51-69; Marks & Printy, 2003, p. 371). Moreover, varied leadership styles can be used by the one person; for example, the principal or by different staff across the school community, as discussed previously. These dynamic leadership strategies are indicated with red arrows [NB4] in the concept map, illustrating how they may be used by, or targeted towards, varied staff groups, and can operate between and through multiple staff hierarchies. Studies suggest that transformational leadership when used in combination with instructional leadership is very effective in meeting strategic goals, in particular those related to innovation and continuous improvement (Marks & Printy, 2003, p. 371).

Transformational leadership influences and empowers staff to collaboratively embrace educational innovation and change (Cheng, 2002, p. 51-69). When used in parallel with effective instructional leadership; which facilitates school-based professional learning, analysis of data and collective professional growth (Dempster et al, 2017, p. 40-54; Watson, 2017), schools are more likely to embrace change and improve teaching and learning (Lynch, Smith, Provost & Madden, 2016, p. 575-592; Marks & Printy, 2003, p. 371). Structural leadership is also required to ensure the required policies, procedures, budgets, and resources are in place to support the strategic action of the school towards its goals (Cheng, 2002, p. 51-69).

Enabling 21st century educational success

In the future-focussed educational context of the 21st century, three elements empower the success of contemporary schools; innovation, strategic planning and continuous improvement (AITSL, 2011; NMC, 2017). These are linked with double-ended arrows in the concept map, illustrating the ways in which they inform and correlate with each other. It is by engaging with these elements and their processes that school leaders can strive towards achievement of the shared vision.

21st century education is dynamic; furthermore, the nature of technological development and educational reform dictates that school leaders must be future focused and prepared to embrace innovations and trends that support quality teaching and learning (Education Council, 2014; Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). Transformational leaders, such as teacher librarians, use academic and practitioner research to select innovative pedagogies and tools appropriate for use in the school community and inspire their colleagues to embrace these to enhance teaching and learning (Cheng, 2002, p. 51-69).

Effective leadership uses continuous improvement to facilitate ongoing growth and development within the school community for both students and staff (MacNeill & Silcox, 2000, p. 12–14, 44; Ministerial Council on Education, Employment, Training and Youth Affairs, 2008). Instructional leaders use strategies such as school-based professional learning, mentoring, coaching, and disciplined dialogue (Dempster et al, 2017, p. 40-54) to engage in professional learning, data analysis, and reflection for improvement (Lynch, Smith, Provost & Madden, 2016, p. 575-592).

Strategic planning is a practical element facilitating the implementation of innovation and continuous improvement strategies. A strong strategic plan will outline specific goals in line with the vision (Juhani Lahtero & Kuusilehto-Awale, 2013, 457-472), strategies to facilitate achievement, and measurable success criteria (Pedder and Opfer, 2010, p. 433-452). Processes related to resourcing, implementation, monitoring and evaluation should also be included within a dynamic strategic plan to support collective leadership and success (Cheng, 2002, p. 51-69).

Change management culture

Change within a school community in light of educational reform and technological development can be challenging (Dilkes, Cunningham, & Gray, 2014, p. 45-64; Winzenried, 2010, p. 23-61). Therefore, highly successful schools establish and maintain a positive community culture and manage change through collaboration, trusting relationships, conflict resolution, proactive communication and professional learning (Dinham, 2008, p. 37-59, 119-137; Hulpia, Devos, & Van Keer, 2010, p. 40-52). These elements of change management are linked with double-ended arrows in the concept map, illustrating their mutual importance and role in facilitating the other elements.

Research indicates that building trusting relationships is a key factor in the success of schools, furthermore, when relationships are strong, other change management elements are impacted favourably, for example collaboration, communication and conflict resolution (Dinham, 2008, p. 119-137; Winzenried, 2010, p. 23-61). Provision of school-based professional learning aligned with the school vision is another way in which leaders can support their school community through change (Dinham, 2016; Schleicher, 2012, p. 13-14). Positive school culture and effective change management processes support continuous improvement in the school community (MacNeill & Silcox, 2000, p. 12–14, 44).

Quality teaching and improved school community outcomes

Research shows that quality teaching is the strongest contributing factor to student achievement (Hattie, 2014, p. 22-34) and improved outcomes. Quality teaching is informed by the 21st century educational success elements identified above (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008) and achieved when teaching teams are led collectively to build their capacity as educators. Furthermore, effective school communities challenge and support staff (Leonard, 2006, p. 40-43) to work within collegial teaching teams to deliver programs which have a positive, measurable impact on student learning in accordance with best education practice (Dempster et al, 2017, p. 40-54; Hattie, 2014, p, 149-170; Organisation for economic cooperation and development (OECD, 2013, p. 2; Pont, Nusche, & Moorman, 2008, p. 10). Research indicates that teaching highly focussed towards innovation and continuous improvement not only develops the quality of the teaching and learning but influences improved overall student outcomes (Lynch et al, 2016, 575-592) and influences greater community engagement.

Consultation and feedback

It is essential that consultation and feedback be utilised to inform the school’s vision, and to maximise opportunities to improve organisational processes and pedagogy within the school (Goldman & Casey, 2010, p. 119-128; Sparks, 2018). This consultation may take the form of meetings, surveys, assessment, disciplined dialogue (Dempster et al, 2017, p. 40-54), and data analysis (OECD, 2013, p. 2-3) and may occur informally, or at regular scheduled times. The crucial importance of consultation and feedback is indicated within the concept map; surrounding the framework and informing the shared vision at the top of the leadership hierarchy.

Implications for teacher librarians

A teacher librarian with strong community relationships is advantageously placed within the school to act as a transformational, and instructional leader. Oftentimes, this will be in a collective or distributed capacity (Hulpia, Devos, & Van Keer, 2010, p. 40-52) within an informal leadership role, as illustrated in the concept map. This layered leadership strategy is powerful, taking advantage of the teacher librarian’s curriculum, pedagogy and information expertise (Burdenuk, 1992, p. 16-27; Lupton, 2014, 8-29). Teacher librarian leaders make a valuable contribution to the educational success of students and the wider community by directly working with students, through modelling best practise, and by leading, challenging and supporting colleagues to build their capacity as quality teachers (Library Leadership and Management Association (LLAMA), Competencies Committee, 2017; Oberg, 2011, p. 2-4).

Conclusion

Leadership in the 21st century is dynamic, involving shared vision based on stakeholder feedback, facilitated by elements which empower educational success; innovation, strategic planning and continuous improvement. When collective leadership is applied within a culture of positive change management, quality teaching can occur, thus influencing improved community outcomes, ongoing consultation and feedback.

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