scholarly journals Taking it Outside the School Library

2019 ◽  
Author(s):  
Joanne Rodger ◽  
Jennifer Branch-Mueller
Keyword(s):  
Instructional Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
School Library ◽  
University Teaching ◽  
Female Teacher ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Formal Leadership ◽  
Teacher Librarians

This paper presents findings from a study of the experiences of six female teacher-librarians who are now in leadership positions as assistant principals and school/university consultants. These TL leaders were working as district consultants, assistant principals, and as a university teaching and learning consultant.  All TL leaders had classroom experience, teacher-librarianship experience, and had been teacher leaders in their schools. The TL leaders were using their unique skills and experiences to provide professional development and instructional leadership. More research is needed about how the experience of being a teacher-librarian shapes formal leadership roles.

scholarly journals Supporting STEM Education in the School Library with Digital Tools

2021 ◽  
Author(s):  
Melissa P. Johnston ◽  
Lucy Santos Green ◽  
Amanda Jones ◽  
Erica Thompson
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
School Library ◽  
Digital Tools ◽  
Leadership Roles ◽  
Federally Funded ◽  
Stem Learning ◽  
Digital Resources ◽  
K 12 ◽  
Teacher Librarians

The prominence of technology in STEM education provides opportunities for teacher librarians to collaborate with teachers across multiple disciplines and embrace leadership roles through integrating digital tools for teaching and learning. This presentation will discuss work from the federally funded REALISD project which is providing professional development for K-12 teacher librarians for designing and facilitating STEM learning in their schools. Participants will learn about locating, accessing, and evaluating digital resources, along with strategies for utilizing resources to provide learning experiences in the STEM areas through both formal and informal instruction.

Now You See Me, Now You Don’t: A Conceptual Model of the Antecedents and Consequences of Leader Impostorism

2021 ◽  
pp. 014920632110203
Author(s):  
Ronit Kark ◽  
Alyson Meister ◽  
Kim Peters
Keyword(s):  
Popular Media ◽  
Empirical Literature ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Motivation To Lead ◽  
Fertile Ground ◽  
Contextual Characteristics ◽  
Antecedents And Consequences ◽  
Formal Leadership ◽  
Leader Role

Impostorism, a phenomenon whereby a person perceives that the role they occupy is beyond their capabilities and puts them at risk of exposure as a “fake,” has attracted plentiful attention in the empirical literature and popular media. However, despite evidence that impostorism is frequently experienced by people in leadership positions, there has been little consideration of why this happens. In this theoretical article, we explain why formal leadership roles—roles that are characterized by elevated expectations, high visibility, and high levels of responsibility—are fertile ground for impostorism experiences. We also discuss how the associated self-conscious emotions of shame and fear, can increase leaders’ risk-aversion and enhance leader role performance, yet at the same time drive emotional exhaustion, and reduce their motivation to lead. This can ultimately inhibit leaders from seeking, claiming, and thriving in leadership roles. We offer individual-, dyadic-, and organization-level contextual characteristics that can either enhance or reduce this phenomenon. We also discuss how supportive organizations can mitigate leadership impostorism. Furthermore, we highlight how women and minority-status leaders may be more vulnerable to this experience and conclude by suggesting the practical implications of the leader impostorism phenomenon for individuals and organizations.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

scholarly journals Changing teaching practice: The evolving purpose of the teacher in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 1-11
Author(s):  
Prue Gonzalez ◽  
◽  
Beate Mueller ◽  
Kevin Merry ◽  
Colin Jone ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Leadership Roles ◽  
Future Expectations ◽  
Higher Education System ◽  
Subject Matter Expertise ◽  
Cultural Historical Activity

In this Editorial, we take the opportunity to expand on the second Journal of University Teaching and Learning theme, Developing Teaching Practice. Building on Editorial 18(4), which articulated changes to higher education in the period roughly between 1980 and 2021, we believe it is pertinent to explore the changing conceptions of academic as ‘teacher’. We use Engeström’s cultural-historical activity theory as a lens to consider how higher education teachers are situated in the current context of rapid changes arising from the COVID-19 pandemic. We explore possible future purposes of higher education to consider flow-on impacts on the purpose of its teachers and how their roles might change to accommodate future expectations. We assert the need to challenge the notion of the academic as a person who is recruited into higher education largely because of their subject matter expertise and maintains strong commitment to teaching expertise that is grounded in scholarship, critical self-reflection, and agency. In our various teaching and leadership roles, and consistent with the literature, we have observed paradoxical outcomes from the nexus between risk, innovation and development, driving risk aversity and risk management, with significant (contradictory) impacts on teaching, teachers and student learning. The barriers to implementing innovative curricula include questions of do students get a standardised and ‘safe’ educational experience or are they challenged and afforded the opportunity to transform and grow? Are they allowed to fail? Related, do teachers have genuine agency, as an educator, or are they positioned as agents of a higher education system? We explore these questions and invite our readers to engage in serious reflexivity and identify strategies that help them question their attitudes, thought processes, and assumptions about teaching and student learning. We welcome papers that contribute values-based conversations seeking to continue exploring ways of dealing with and adapting to change in our teaching practices, case studies of learning through failure, change and adaptation and the development of the field.

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

Assistant Principals: The Case for Shared Instructional Leadership

1999 ◽  
Vol 83 (610) ◽  
pp. 80-94 ◽  
Author(s):  
Leslie S. Kaplan ◽  
William A. Owings
Keyword(s):  
Instructional Leadership ◽  
Secondary Schools ◽  
Learning Organization ◽  
Assistant Principals ◽  
Leadership Roles ◽  
Leadership Responsibilities ◽  
Shared Instructional Leadership

In today's restructuring secondary schools, principals have new instructional leadership responsibilities on top of already demanding management responsibilities. Not enough time exists for one person to address all these expectations successfully. Assistant principals can effectively share instructional leadership roles to increase a school's success as a learning organization for students and educators.

Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel

2019 ◽  
Vol 56 (4) ◽  
pp. 600-640 ◽  
Author(s):  
Audrey Addi-Raccah
Keyword(s):  
School Improvement ◽  
Structural Equation ◽  
Leadership Role ◽  
Equation Modeling ◽  
Low Ses ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Parents Involvement ◽  
Formal Leadership ◽  
Management Domains

Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.

scholarly journals Bumping into the Glass Ceiling: Exploring Women’s Experiences Seeking Positional Leadership Roles within the Student Affairs Profession in South Africa

2020 ◽  
Vol 11 (Winter) ◽  
pp. 192-195
Author(s):  
Jamie Storey
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Student Affairs ◽  
Phenomenological Study ◽  
Senior Management ◽  
Institutions Of Higher Education ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Management Positions ◽  
Formal Leadership

Despite women’s aspirations to obtain formal leadership positions within institutions of higher education in South Africa, they continue to face barriers that impede their ability to achieve senior management positions. The purpose of this phenomenological study is to explore the meaning women ascribe to the experience of seeking formal leadership positions within the field of student affairs in South Africa.

scholarly journals The School Library as a Dynamo within the Learning Community of the School

2021 ◽  
pp. 231-238
Author(s):  
Elizabeth Greef ◽  
Yvonne Jenkins
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
School Library ◽  
Knowledge Society ◽  
Bloom's Taxonomy ◽  
Internet Research ◽  
Bloom’S Taxonomy ◽  
Information Skills ◽  
Teacher Librarians ◽  
Intellectual Power

This paper demonstrates how a school library can be an intellectual power centre, a dynamo within the school, helping to build citizens of a knowledge society, using a variety of research-based units of work designed by teacher librarians at St Andrew's Cathedral School in collaboration with teachers across the curriculum. The types of units are information-skills-based units, units based on Bloom's Taxonomy, PowerPoint units, Internet research-based units. The paper also discusses the advantages of and strategies for using an Intranet to support teaching and learning as well as elements helpful for nurturing a culture of collaboration and a vital relevant library. 

scholarly journals Promise of MOOCS

2021 ◽  
Author(s):  
Jennifer Branch-Mueller ◽  
Joanne De Groot ◽  
Michael Stephens ◽  
Kyle Jones ◽  
Kandise Salerno ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Information Science ◽  
School Library ◽  
Online Course ◽  
Library And Information Science ◽  
State University ◽  
San Jose ◽  
Massive Open Online Course ◽  
San Jose State University ◽  
Teacher Librarians

This research paper presents the findings from a final survey of those who registered in The Hyperlinked Library MOOC (Massive Open Online Course) offered by the School of Library and Information Science at San Jose State University in the fall of 2013. The survey questions analyzed deal specifically with the development of a sense of community within the MOOC. Key findings include: purpose (shared interests and shared experience), people (connecting with others – participants and instructors and those outside the MOOC), participation (reading, writing, sharing, joining, responding, etc.), pedagogy (decisions about teaching and learning in the MOOC are so critical) and platforms (spaces for collaborative learning inside (BuddyPress) and outside (social media). School library organizations should look to the power of MOOCs to connect teacher-librarians with each other and provide professionaldevelopment.

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