Leading a cultural change: Leading a cultural change: where do you start?where do you start?

Barbara LaidlawBarbara LaidlawBrentwood Secondary CollegeBrentwood Secondary CollegeWatsons Road, Glen Waverley 3150Watsons Road, Glen Waverley 3150ph: 8545 0300ph: 8545 0300 fax:8545 0355fax:8545 0355

lai@brentwood.vic.edu.aulai@brentwood.vic.edu.au

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Transformational leaders Transformational leaders “know what is “know what is wanted, communicate those intentions wanted, communicate those intentions successfully, empower others, and know successfully, empower others, and know when and how to stay on course and when when and how to stay on course and when to change”.to change”.

Developing and maintaining relationships is Developing and maintaining relationships is a key part of this process of developing a a key part of this process of developing a shared vision for the future of a school, as shared vision for the future of a school, as is innovating new ideas and evaluating is innovating new ideas and evaluating their progress and overall effectiveness.their progress and overall effectiveness.

Thomas Sergiovanni, Thomas Sergiovanni, Leadership and Organisational CultureLeadership and Organisational Culture (1984)(1984)

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Sergiovanni’s Leadership DomainsSergiovanni’s Leadership Domains

TTechnicalechnical

HHumanuman

EEducationalducational

SSymbolicymbolic

CCulturalultural

THETHE--SSecondary econdary CCollegeollege

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TTechnical:echnical: plans, organizes, coordinates, plans, organizes, coordinates, manages resources. manages resources.

HHuman:uman: supports, encourages, motivates supports, encourages, motivates

EEducational:ducational: professional knowledge about learning, professional knowledge about learning,

‘ ‘Community of Learners’.Community of Learners’.

SSymbolic:ymbolic: modelling goals and behaviours, modelling goals and behaviours,

‘ ‘walk-the-talk’, eg, how we speak walk-the-talk’, eg, how we speak to students – please & thankyou to students – please & thankyou

CCultural:ultural: strengthens & articulates values, strengthens & articulates values,

beliefs, cultures and traditions.beliefs, cultures and traditions.www.sofweb.vic.edu.au

[Blueprint for Victorian Schools – Building Leadership Capacity][Blueprint for Victorian Schools – Building Leadership Capacity]

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November 2002 the position was advertised: November 2002 the position was advertised: LT2 Information Resources/Library Services ManagerLT2 Information Resources/Library Services Manager

Why did I apply? Why did I apply? I needed a sea-change!I needed a sea-change!

Research the position:Research the position:No tour of the school!No tour of the school!No background on the vacancy!No background on the vacancy!Not much on the library page on the web site!Not much on the library page on the web site!The ICT manager’s job e-mailed to me!The ICT manager’s job e-mailed to me!

I walked around the outside of the school on Sunday I walked around the outside of the school on Sunday morning to try to get ‘something’ about the place!morning to try to get ‘something’ about the place!

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Prepare for the interview:Prepare for the interview:

I went into ‘swat for the exam’ mode!I went into ‘swat for the exam’ mode!

Thankyou to my coaches:Thankyou to my coaches:Joy Board - Beaconhills College, PakenhamJoy Board - Beaconhills College, PakenhamChris Clayton – Cranbourne S.C.Chris Clayton – Cranbourne S.C.Mary Manning & the SLAV publicationsMary Manning & the SLAV publications

Prepared an Prepared an ‘Action Plan’‘Action Plan’ to leave with the panel to leave with the panel for the last question:for the last question:“Do you have anything you would like to add?”“Do you have anything you would like to add?”(included in your notes)(included in your notes)

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History of Brentwood Secondary College History of Brentwood Secondary College librarylibrary

Long-serving staffLong-serving staff: :

1 full time library manager, 1 full time library manager,

1 0.7 Teacher-librarian (2 history classes), 1 0.7 Teacher-librarian (2 history classes),

1 0.5 library assistant 1 0.5 library assistant

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Premise behind decisions affecting the library prior Premise behind decisions affecting the library prior to the arrival of the current Principal:to the arrival of the current Principal:

Books are ‘out’, the internet is ‘in’.Books are ‘out’, the internet is ‘in’.Therefore:Therefore: no need for much of a budget to waste no need for much of a budget to waste

on bookson books no need for more library staff because no need for more library staff because

there’s no need to buy many booksthere’s no need to buy many books

Thus 75% of the book stock was >10yrs oldThus 75% of the book stock was >10yrs old

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I came to BSC with a completely different I came to BSC with a completely different approach to the library. This was an approach to the library. This was an opportunity to do things differently.opportunity to do things differently.

This was a sideways step on the career This was a sideways step on the career ladder and I was relieved to have a ladder and I was relieved to have a change of leadership position.change of leadership position.

I changed how I thought about my role as I changed how I thought about my role as Head of the Library.Head of the Library.

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INSIDE-OUT THINKINGINSIDE-OUT THINKING

““The way we see the problem The way we see the problem isis the problem.” the problem.”

“ ‘“ ‘Inside-out’ means to start first with self; even more Inside-out’ means to start first with self; even more fundamentally, to start with the most fundamentally, to start with the most insideinside part of self – part of self – with your paradigms, your character, and your motives.”with your paradigms, your character, and your motives.”

“ “ The ‘inside-out’ approach says that private victories The ‘inside-out’ approach says that private victories precede public victories … it is futile to put personality precede public victories … it is futile to put personality ahead of character, to try to improve relationships with ahead of character, to try to improve relationships with others before improving ourselves.”others before improving ourselves.”

‘‘The 7 habits of highly effective people’The 7 habits of highly effective people’ by Stephen R. Covey(1990) by Stephen R. Covey(1990)

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The 3 ‘R’s’ vital for a learning communityThe 3 ‘R’s’ vital for a learning community

Relationships!

Relationships!

Relationships!

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How can I hope to have students How can I hope to have students and and teachers enjoy coming to the library if I teachers enjoy coming to the library if I don’t show that I’m happy to be here too?don’t show that I’m happy to be here too?

Relax > Smile > Chat > Greet themRelax > Smile > Chat > Greet them

Every time they come into the Every time they come into the library!library!

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ESTABLISHING PRIORITIES:ESTABLISHING PRIORITIES:

1.1. Have a plan with a time-lineHave a plan with a time-line

2.2. Discuss this with a ‘critical’ but Discuss this with a ‘critical’ but ‘sympathetic’ friend‘sympathetic’ friend

3.3. Get your own ‘house’ in order firstGet your own ‘house’ in order first

4.4. Set short-term goals – the ‘to-do’ listSet short-term goals – the ‘to-do’ list

5.5. Keep checking in on your long term Keep checking in on your long term goalsgoals

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THE LIBRARY TEAMTHE LIBRARY TEAM

1.1. Listen a lot and speak a littleListen a lot and speak a little

2.2. Ask non-judgemental questions Ask non-judgemental questions

3.3. Don’t be comparative about previous Don’t be comparative about previous schoolsschools

4.4. Build trust through building relationshipsBuild trust through building relationships

5.5. Act on matters that are important to the Act on matters that are important to the teamteam

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Distributed leadership empowers team members.Distributed leadership empowers team members.

Performance Development: Performance Development: What are their particular skills and areas of What are their particular skills and areas of

expertise?expertise? What PD would they like to undertake?What PD would they like to undertake?

Make this happen!Make this happen!

Be the Be the ‘guide on the side’‘guide on the side’ with your staff and not with your staff and not the the ‘sage on the stage’‘sage on the stage’! !

Leadership that is genuinely devolved builds Leadership that is genuinely devolved builds confidence and strengthens your team confidence and strengthens your team

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Advertise! Advertise! Advertise!Advertise! Advertise! Advertise!

Success breeds success!Success breeds success! Spread the word about how good your team is!Spread the word about how good your team is! Praise your staff to students and teachers.Praise your staff to students and teachers. If a colleague thanks you for a job, ask them to If a colleague thanks you for a job, ask them to

thank your team member who actually made it thank your team member who actually made it happen!happen!

Students are keen observers of adults and they Students are keen observers of adults and they KNOWKNOW what library staff think of each other and what library staff think of each other and of the teachers.of the teachers.

Big people are the role models for the young Big people are the role models for the young people & they see and hear people & they see and hear EVERYTHINGEVERYTHING

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2006 BSC library team:2006 BSC library team:

1 full time 1 full time Library ManagerLibrary Manager appointed start of Term 2 appointed start of Term 2 1 0.7 1 0.7 teacher librarianteacher librarian who has control of the fiction who has control of the fiction

budget, Premier’s Challenge, Yr 7 program, author visits, budget, Premier’s Challenge, Yr 7 program, author visits, reading clubreading club

1 1 Library TechnicianLibrary Technician: cataloguing, invoices, AV & library : cataloguing, invoices, AV & library bookings on-linebookings on-line

1 1 Library TechnicianLibrary Technician: the Library monitors, library : the Library monitors, library displays, circulationdisplays, circulation

1 0.5 1 0.5 Library AssistantLibrary Assistant: AV equipment & off-air recording, : AV equipment & off-air recording, book processingbook processing

Integration aidesIntegration aides whose students are absent whose students are absent

Use data to support the application for an Use data to support the application for an increase in staffingincrease in staffing

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Staff Difficulties:Staff Difficulties: It’s tough – get some PD if you need it & keep a member It’s tough – get some PD if you need it & keep a member

of the Principal team informedof the Principal team informed Focus on the work and service to the clienteleFocus on the work and service to the clientele Keep expectations clear and explicitKeep expectations clear and explicit OHS and Work-Cover claims – are not personal. Get OHS and Work-Cover claims – are not personal. Get

independent advice eg a workplace assessorindependent advice eg a workplace assessor Examine your own behaviour & monitor your own Examine your own behaviour & monitor your own

reactionsreactions Check that Duty Statements accurately reflect the tasks, Check that Duty Statements accurately reflect the tasks,

including hours of dutyincluding hours of duty Get your own copy of the SSO guidelines and check Get your own copy of the SSO guidelines and check

that you are managing within thesethat you are managing within these ‘‘Behaviour unchallenged is behaviour condoned’Behaviour unchallenged is behaviour condoned’

Poor work practices that have become entrenched have Poor work practices that have become entrenched have also become normalised. To challenge these will cause also become normalised. To challenge these will cause upset.upset.

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Have fun! Share a laugh! Have a joke!Have fun! Share a laugh! Have a joke!

BirthdaysBirthdays

Easter BunnyEaster Bunny

Morning Tea on Report Writing daysMorning Tea on Report Writing days

Go out for Arvo TeaGo out for Arvo Tea

Have lunch together for ‘special’ birthdaysHave lunch together for ‘special’ birthdays

Most of us spend more time during Most of us spend more time during the week with work colleagues the week with work colleagues than we do with our families!than we do with our families!

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LIBRARY SERVICESLIBRARY SERVICES

‘‘Outside-in’ approach: Outside-in’ approach:

What do library users want and what do they What do library users want and what do they value? value?

Focus on customer service because Focus on customer service because that is what they will notice!that is what they will notice!

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Teachers:Teachers: Faculty orders given the highest priorityFaculty orders given the highest priority Buy the resources they suggest & notify them Buy the resources they suggest & notify them

when they’ve arrivedwhen they’ve arrived Faculty/Staff meetings in the library to display Faculty/Staff meetings in the library to display

new resourcesnew resources ‘‘Books & Bubbly’ gatheringBooks & Bubbly’ gathering PLT on WebquestsPLT on Webquests Support teachers with planning assignments Support teachers with planning assignments ‘‘Value added’ – make their time worthwhileValue added’ – make their time worthwhile Discourage any talk of ‘us & them’ in your team Discourage any talk of ‘us & them’ in your team

by keeping the focus on student learningby keeping the focus on student learning

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FinanceFinance Use Use datadata to apply for a budget increase to apply for a budget increase Your relationship with the Business Manager Your relationship with the Business Manager

is crucialis crucial Be accurate & efficientBe accurate & efficient Excel spreadsheet of library Excel spreadsheet of library supplierssuppliers Excel spreadsheet: Excel spreadsheet: Subscriptions Subscriptions Accounting Accounting Excel SpreadsheetExcel Spreadsheet

Improves your tracking of ordersImproves your tracking of ordersProvides a service to Heads of Faculty Provides a service to Heads of Faculty Streamlines your contact with Streamlines your contact with

supplierssuppliers

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The students: build connectedness with The students: build connectedness with this ‘click & go’ generation. this ‘click & go’ generation. (Andrew Fuller)(Andrew Fuller)

Relax with themRelax with them SmileSmile Greet them as they Greet them as they

come into the librarycome into the library Music before schoolMusic before school Board GamesBoard Games Chess ClubChess Club RoboticsRobotics Fiction: browsingFiction: browsing

Use fine money to Use fine money to buy popular buy popular magazinesmagazines

DisplaysDisplays CompetitionsCompetitions Special events Special events Food: Easter Eggs, Food: Easter Eggs,

Black CatsBlack Cats

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How do you measure your success with the How do you measure your success with the students?students?

Sheer volume of students in the library at Sheer volume of students in the library at recreational times, class bookings and recreational times, class bookings and students on passesstudents on passes

The happy ‘vibe’The happy ‘vibe’ Kids talking to youKids talking to you Students putting pressure on the teachers Students putting pressure on the teachers

to book into the libraryto book into the library The volume of items borrowedThe volume of items borrowed

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Brentwood Secondary College L ibrary

CI R CUL ATI ON TOTAL S

0

5000

10000

15000

20000

25000

30000

2001 2002 2003 2004 2005

Year

No

of

tran

sact

ion

s

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Brentwood Secondary CollegeStudent Borrowing

11.17 11.32

15.20

20.08

22.68

0

5

10

15

20

25

2001 2002 2003 2004 2005

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LIBRARY MONITORSLIBRARY MONITORS

Distributed leadership – Library TechnicianDistributed leadership – Library Technician A student leadership position in the collegeA student leadership position in the college Have status: celebrate their contributionHave status: celebrate their contribution

graduation from training partygraduation from training party& badge presented by the & badge presented by the PrincipalPrincipal

NewsletterNewsletter School Magazine team photoSchool Magazine team photo Genuine responsibilitiesGenuine responsibilities Place to belong for the ‘lost & lonelies’Place to belong for the ‘lost & lonelies’ Develops social skills and confidence through providing Develops social skills and confidence through providing

customer servicecustomer service

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The Library Manager as an The Library Manager as an educational leadereducational leader

First: manage yourself!First: manage yourself!

Your personal imageYour personal image Dress codeDress code Work ethicWork ethic Work practicesWork practices MannerManner RelationshipsRelationships ConversationsConversations

What are you saying to the school community about What are you saying to the school community about yourself? Consider the ‘inside-out’ message.yourself? Consider the ‘inside-out’ message.

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Contribute toContribute to

and leadand lead educational discourseeducational discourse

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Know your stuff:Know your stuff: the Blueprint, The Flagships the Blueprint, The Flagships Strategies, VELS, PoLTS, D.E.&T. initiatives.Strategies, VELS, PoLTS, D.E.&T. initiatives.

ReadRead professional journals/newsletters: SLAV ; professional journals/newsletters: SLAV ; the ‘the ‘Education TimesEducation Times’, the AEU; the VIT eg, ‘the ’, the AEU; the VIT eg, ‘the Renewal of Registration’ discussion paper.Renewal of Registration’ discussion paper.

‘‘Inside-out’ thinking: Inside-out’ thinking: read literatureread literature on on educational leadership & change management: educational leadership & change management: Elmore, Fullan, Hargreaves, Marzano, Perkins, Elmore, Fullan, Hargreaves, Marzano, Perkins, Sergiovanni.Sergiovanni.

Go to the Go to the ‘big event’ PD‘big event’ PD that is on offer, rich and that is on offer, rich and stimulating.stimulating.

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Are you the custodian of the sheets Are you the custodian of the sheets of music or are you the conductor of music or are you the conductor

of the orchestra?of the orchestra?

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Clean upClean up the library the library Throw outThrow out the old books with no ‘pick-up’ the old books with no ‘pick-up’

attraction for the kids. Be RUTHLESS!attraction for the kids. Be RUTHLESS! Create roomCreate room on the shelves for books that on the shelves for books that

staff & students are encouraged to ask for!staff & students are encouraged to ask for! Start Start collecting datacollecting data: age of the collection; : age of the collection;

circulation; loss rate; bookings for library circulation; loss rate; bookings for library spaces; numbers of students at lunchtime.spaces; numbers of students at lunchtime.

Make sure that Make sure that cataloguingcataloguing is is consistentconsistent without being unnecessarily pedantic. Kids without being unnecessarily pedantic. Kids can’t cope with huge Dewey Numbers!can’t cope with huge Dewey Numbers!

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Master PlanMaster Plan Process: Library design conference Process: Library design conference - invite your AP to go with you!- invite your AP to go with you!

Have a go at using the Have a go at using the school’s report packageschool’s report package Join Join School CouncilSchool Council Get onto the Get onto the Management CommitteeManagement Committee Education Sub-committeesEducation Sub-committees PLTsPLTs: Professional Learning Teams: Professional Learning Teams Deliver Deliver PD to staffPD to staff Talk to ALL staffTalk to ALL staff, visit staff rooms, go to social , visit staff rooms, go to social

gatheringsgatherings Get library events onto the Get library events onto the school calendarschool calendar

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It is easier to re-create yourself in a It is easier to re-create yourself in a new school coming into a new jobnew school coming into a new job

It is hard to be a ‘prophet in your own It is hard to be a ‘prophet in your own land’land’

You can do a ‘Lazarus’! It takes You can do a ‘Lazarus’! It takes ‘inside-out’ thinking, positive self-talk ‘inside-out’ thinking, positive self-talk & energy& energy

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““Cultures do not change by mandate; Cultures do not change by mandate;

they change by the specific displacement they change by the specific displacement of existing norms, values, structures and of existing norms, values, structures and

processes by others;processes by others;

The process of cultural change depends The process of cultural change depends fundamentally on modelling the new values and fundamentally on modelling the new values and behaviours that you expect to displace the behaviours that you expect to displace the existing ones.”existing ones.”

Richard Elmore, 2004Richard Elmore, 2004

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Applying for a leadership Applying for a leadership positionposition

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There are 3 parts to the processThere are 3 parts to the process

1.1. The written applicationThe written application2.2. The interviewThe interview3.3. RefereesReferees

Research the schoolResearch the school: website; : website; Charter; curriculum; ‘network’ – Charter; curriculum; ‘network’ – ask your contacts.ask your contacts.

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The written application:The written application: the purpose of the application is to the purpose of the application is to get you short-listed for an interview!get you short-listed for an interview!

Opening letterOpening letter: give the panel some : give the panel some ‘flavour’ of who you are, your educational ‘flavour’ of who you are, your educational philosophy and what you bring to the philosophy and what you bring to the college.college.

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CURRICULUM VITAECURRICULUM VITAE NameName Home addressHome address Business addressBusiness address Record numberRecord number ClassificationClassification Current (leadership) positionCurrent (leadership) position Qualifications: post-graduate firstQualifications: post-graduate first Professional membershipsProfessional memberships Professional work history: chronological order Professional work history: chronological order

starting with the most current; include the years starting with the most current; include the years [ 2003 – current; 2002-1997] [ 2003 – current; 2002-1997]

Subjects taughtSubjects taught

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Positions of Responsibility Relevant to the Positions of Responsibility Relevant to the position:position:

List chronologically from most recent & List chronologically from most recent & most senior, back. Use the school as the most senior, back. Use the school as the sub-heading sub-heading

Professional Development:Professional Development: Organise with sub-headings, eg, Organise with sub-headings, eg,

Management & Educational Leadership; Management & Educational Leadership; Curriculum. Curriculum.

List chronologically from most recentList chronologically from most recent

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CONFIDENTIAL REFEREES:CONFIDENTIAL REFEREES:Choose carefullyChoose carefully Principal/APPrincipal/AP – your leadership – your leadership PeerPeer – collegial relationship & significant – collegial relationship & significant

understanding of your workunderstanding of your work Library team memberLibrary team member1.1. Professional courtesies: inform Principal; ask Professional courtesies: inform Principal; ask

the referee in person; give referees a copy of the referee in person; give referees a copy of application; indicate particular areas you want application; indicate particular areas you want them to emphasise.them to emphasise.

2.2. Gender balance.Gender balance.3.3. Tell all referees when you are short-listed or Tell all referees when you are short-listed or

you receive notification that you will not be you receive notification that you will not be interviewed.interviewed.

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SELECTION CRITERIASELECTION CRITERIA

Don’t ‘exaggerate’.Don’t ‘exaggerate’. All examples used must be able to be All examples used must be able to be

substantiated.substantiated. Avoid repetition and don’t pad it outAvoid repetition and don’t pad it out Avoid empty ‘EDUSPEAK’!Avoid empty ‘EDUSPEAK’! Have the application editedHave the application edited

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SELECTION CRITERIA cont:SELECTION CRITERIA cont:1.1. A.T.QA.T.Q.! Answer the Question! .! Answer the Question! 2.2. Include aspects of the Include aspects of the Duty StatementDuty Statement through through

the answers to the criteria.the answers to the criteria.3.3. Demonstrated capacityDemonstrated capacity:: code for ‘can develop code for ‘can develop

the skills’, ‘not necessarily experienced’, show the skills’, ‘not necessarily experienced’, show the ‘transferable skills’ relevant to the position.the ‘transferable skills’ relevant to the position.

4.4. Demonstrated abilityDemonstrated ability:: experience to a high experience to a high level.level.

5.5. Examples of experience: Examples of experience: WHATWHAT you did; you did; WHYWHY; ; WHOWHO was involved; was involved; HOWHOW did you plan – did you plan – implement – evaluate; implement – evaluate; OUTCOMESOUTCOMES..

6.6. Use paragraphs and dot-points.Use paragraphs and dot-points.

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The interviewThe interview1.1. Do your homework.Do your homework.

2.2. Questions will come from the selection criteria.Questions will come from the selection criteria.

3.3. Draft questions & plan responses: vision; Draft questions & plan responses: vision; educational trends; library team; charter educational trends; library team; charter priorities; professional learning; student learning.priorities; professional learning; student learning.

4.4. Extended answer with follow up questions.Extended answer with follow up questions.

5.5. Organise a ‘mock interview’.Organise a ‘mock interview’.

6.6. You can prepare question/s for the panel. You can prepare question/s for the panel.

7.7. Prepare a concluding statement to draw the Prepare a concluding statement to draw the interview to a positive conclusion.interview to a positive conclusion.

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Recruitment-on-line: Recruitment-on-line: 1.1. Register yourself and elect to be notified of Register yourself and elect to be notified of

library positions and/or Leading Teacher library positions and/or Leading Teacher vacancies.vacancies.

2.2. Check your e-mail.Check your e-mail.3.3. Prepare a basic application as a word doc. Prepare a basic application as a word doc. 4.4. Alter it according to the selection criteria for the Alter it according to the selection criteria for the

individual school. Check the document to make individual school. Check the document to make sure you use the correct name of the school.sure you use the correct name of the school.

5.5. Copy and paste into the on-line application.Copy and paste into the on-line application.6.6. Check with the college that they received your Check with the college that they received your

application.application.7.7. Send a hard-copy (or more if specified) to arrive Send a hard-copy (or more if specified) to arrive

by the closing date.by the closing date.

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GOOD LUCK!GOOD LUCK!

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Are you the custodian Are you the custodian

or or

are you the conductor?are you the conductor?