CSLT II Grant J. Decman, Ed. D.

The Principal and the Librarian:The Interface

CSLT II Grant

J. Decman, Ed. D.

CSLT II Grant - Decman 2

Overview

The Way It Ought To Be

The Way It Is

So What?

CSLT II Grant - Decman 3

The Way It Ought To Be

•Nine Competencies among Three Domains•Each domain makes part of the TExES Examination•The percentage of questions on the examination indicate “prescribed” leadership focus

Texas Standard

s for School

Principals

CSLT II Grant - Decman 4

TExES Domain 1: School Community Leadership

This domain makes approximately 33% of the TExES test.

Shaping campus culture through school vision

Communicating, collaborating, responding

and mobilizing

Acting with integrity, fairness, and in legal and

ethical frameworks

CSLT II Grant - Decman 5

TExES Domain 2: Instructional Leadership

This domain makes approximately 44% of the TExES test.

Facilitate the design and

implementation of curricula and plans

that enhance teaching and

learning

Advocate, nurture and sustain

instructional program for

student learning and professional

growth

Staff development and evaluation

system

Apply organizational,

decision-making, and problem-

solving skills for effective learning

CSLT II Grant - Decman 6

TExES Domain 3: Administrative Leadership

This domain makes approximately 22% of

the TExES test.Apply principles of management

to budgeting, personnel, resources and technology

Apply principles of management to physical

plant and support systems

CSLT II Grant - Decman 7

Serviovanni’s Leadership ForcesCultural - building a uniq

ue school culture

Symbolic –

focusing the

attention of others on matters of importance

Educational – expert knowledge

Human –

harnessing available social

and

interpersonal resources

Technical – sound management techniques

CSLT II Grant - Decman 8

Five Forces

The technical leader assumes the role of “management engineer.”

The human leader assumes the role of “human engineer.”

The educational leader assumes the role of “clinical practitioner.”

The symbolic leader assumes the role of “chief,” signaling what is of importance and value.

The cultural leader assumes the role of “high priest;” defining, strengthening, and articulating enduring values and beliefs.

CSLT II Grant - Decman 9

What About the forces?

We know:

Technical and human leadership forces are generic; they are not unique to the school.

Educational, symbolic, and cultural leadership forces are situational,

and contextual.

Technical, human, and educational aspects of

leadership are essential to COMPETENT schooling.

Cultural and symbolic aspects of leadership are essential to EXCELLENCE

in schooling.The greater the presence of force in cultural and symbolic

aspects, the less important the others become to those

in the organization.

CSLT II Grant - Decman 10

A Comparison…

TExES Domains

School Community Leadership

Instructional Leadership

Administrative Leadership

Sergiovanni’s Forces

Cultural Leadership

Symbolic Leadership

Educational Leadership

Human Leadership

Technical Leadership

CSLT II Grant - Decman 11

The Way It Ought To Be…

• School leaders need to spend their time primarily doing what?

CSLT II Grant - Decman 12

The Way It Is: How Principals Spend Their Time

10 hours, daily

20 minutes, lunch and personal time

66.7% management

29.7% Instruction

The Wallace

Foundation (2007)

found

What do you see in

your experienc

e?

CSLT II Grant - Decman 13

How Do Principals View Librarians?

Principals believe materials selection is most important task of librarians. -from “Principals Give Short Shrift to Librarians’ Curricular Role” by Olson

Principals view librarians as primarily providing reference and research services while the librarians view instruction in information literacy as their most important contribution. -from “Principals and Teacher-Librarians: Building Collaborative Partnerships in the Learning Community” by Kolencik

There are "a lot of principals who feel they can do without a library because they would rather use resources on other things.“

Libraries are expensive. Between costs associated with books, software, and cataloging, it is sometimes difficult to see a positive “cost to benefit” ratio.

Libraries cause problems because there is no “tried and true” method of running a library. Some are always open and some are seen as classrooms in which students need permission to attend.

CSLT II Grant - Decman 14

What Principals Say… (Lau, 2002)

Only 47 percent of principals say there's a direct link between

an effective media center and increased

student achievement, and just 41 percent say the school library

has a positive impact on students'

standardized test scores.

Most principals don't even

acknowledge the need for special librarian

evaluations.

More than half the principals surveyed say

the media specialist views her

primary role as a "caretaker."

CSLT II Grant - Decman 15

So What?

50 years of research indicates that effective library media programs-when led by active, involved librarians-can have a discernible positive impact on student achievement regardless of student, school and community demographics.

CSLT II Grant - Decman 16

Identify the “Disconnect”

The responsibilities of the formal leadership position are

too big, too demanding, and too burdensome for one person.

Collegiality (not congeniality) is a professional virtue which means that

one is less concerned with one’s teaching practice and more concerned

with the practice of teaching.

Pair and Share: Where does the librarian have the most

potential to make a difference?

CSLT II Grant - Decman 17

The Librarian as a Leader

The burdens of leadership will be less if leadership functions and roles are shared.

This means that the concept of “leadership density” must be a viable replacement for principal leadership

CSLT II Grant - Decman 18

Professional Ideals for All EducatorsHow can librarians exhibit…?

Four Professional Ideals permeate teaching:

A commitment to practice in an

exemplary way

A commitment to practice toward

valued social ends

A commitment not only to one’s own practice but to the

practice itself

A commitment to the ethic of caring

CSLT II Grant - Decman 19

Groups: In what ways can librarians espouse professional ideas and function as leaders?

In which of the three TExES domains can librarians have the most impact?

If change is going to be made, what are the roles of the change agents?

CSLT II Grant - Decman 20

Ideas…

• Librarians must make themselves more visible by better articulating their mission and the impact they have on student learning.

CSLT II Grant - Decman 21

Practical Suggestions…

Take the initiative: Approach reading

specialists and department heads

to inquire about their needs and offering books

and other helpful resources.

Understand NCLB and other

legislation. By becoming

experts in the law, media

specialists are able to identify

less obvious roles they can play.

Librarians need to study their

state curriculum standards. Curriculum knowledge

must be an area of strength.

Librarians need to "make sure they're an integral part of

the school governance and

provide leadership to meet the

stronger accountability

standards.

CSLT II Grant - Decman 22

Finally: Build the Bridge!!!

If the relationships between administrators and teachers are trusting, generous, helpful, and cooperative, then the relationships between teachers and students,

between students and students, and between teachers and parents are likely to be trusting, generous, helpful, and cooperative. If, on the other hand, relationships between administrators and teachers are fearful, competitive, suspicious, and

corrosive, then these qualities will disseminate throughout the school community.

CSLT II Grant - Decman 23

Thoughts for when you go back to school tomorrow…

• “Anything unattempted remains impossible.”—Unknown

• “As long as a man stands in his own way, everything seems to be in his way.”—Ralph Waldo

Emerson

• “Find a purpose in life so big it will challenge every capacity to be at your best.”—David O. McKay

• We must look for the opportunity in every difficulty instead of being paralyzed at the thought of

the difficulty in every opportunity.”—Unknown

• “It’s not the load that breaks you down, it’s how you carry it.”—Lena Horne

• “Kites rise highest against the wind—not with it.”—Sir Winston Churchill

• “My greatest concern is not whether you have failed, but whether you are content with your

failure.”— Abraham Lincoln

CSLT II Grant - Decman 24

Sources

Finding Time for What is Important: Instructional Leadership IASB… (www.ia-sb.org/uploadedFiles/IASB/Convention_Web/Convention_2007_Handouts/Session%2028%20Principal%20Ldrshp.ppt)

Hartzell, G. (2002). Why Should Principals Support School Libraries? ERIC Digest. ERIC Identifier: ED470034 (http://www.fundourfuturewashington.org/resources/ERIC+Principals-Libraries.pdf)

Lau, D. (2002). What Does Your Boss Think About You? School Library Journal (http://www.schoollibraryjournal.com/index.asp?layout=article&articleid=CA240049)

Sergiovanni, T.J. (2007). Rethinking Leadership. A Collection of Articles. Thousand Oaks, CA: Corwin Press.