Outcome+1

Identify Quality Management principles and transformational leadership facets in managing the decision making process. Critical elements to be understood are: Keep in mind we need to relate it to our objective: Be able to relate issues in leadership theory and the decision-making process to the teacher librarian's role in the school __**Our Understandings: **__
 * Expected Outcomes **
 * Shared vision and shared ownership through participative management and empowerment of all stakeholders
 * Quality and value defined by the client
 * Continual improvement of the system and its associated processes
 * **Carey: **
 * Mutual understandings - Whole community needs to understand what 'Information Literacy' means - as desired educational goal. (Shared vision)
 * Teaching Team - including TL - collaboratively agrees on where IL can be implemented and creates a plan of action on a timeline. (Challenge the Process : 5 practices & 10 commitments - Kouzes & Posner 2002)
 * Data collection and interpretation will influence future decisions regarding pedagogy.
 * The continuing focus on 'reflection and development' should result in innovation and implementation of goals.
 * All stakeholders are informed of actions, results and developments and their feedback is sought to continually refine what community wants.
 * I'm planning to save and continue!

//Key points I have made… // - //cannot improve student learning without the support of the students – students/clients have a voice in determining/defining quality BUT teachers are responsibile for communicating their side of the argument to ensure consensus is reached that leads to joyous learning rather than enjoyment without learning; // - //QM helps decrease the social divide between team managers and members // - //<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 115%;">Embraces the idea for all team members to be adequately trained, encouraged and expected to take part in improvement processes (and leaderships roles) // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">It is the job of everyone in education to continuously improve the systems of learning for which they are responsible, with the help of those working in the system. __AND__ If you don’t improve the systems for which you are responsible, who will? (Main points made by King & Kovac paper – 2nd reference) //** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">- **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Alban-Metcalfe, Alimo-Metcalfe, & Burnett (2005): //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Transformational <span style="color: #231f20; font-family: 'Times New Roman','serif'; font-size: 16px;">Leadership is not simply about meeting staffs needs - about engaging others as partners in developing and achieving the vision, which in turn leads to achieving desired results. It is also about promoting a fertile, supportive environment for creative thinking, for challenging assumptions about how provision should be delivered. It is about much greater sensitivity to the needs of a range of internal and external stakeholders, and it is about connectedness – joined-up thinking. //** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">- **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The above source also lists //**//__<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">14 dimensions of transformational leadership __////<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px;">under three clusters which may be useful to us (I have included these at the end of document I will send you all by email shortly. This doc also includes full references for the in-text citations above and further info I found interesting in just some of the articles I found). //
 * **Kara**

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expected Outcomes ** Identify Quality Management principles and transformational leadership facets in managing the decision making process. Critical elements to be understood are: Clear Direction – Organisational alignment occurs when all the elements of a ‘school’ work together towards shared goals. Students and educators work together to identify core values and processes Representative of all stakeholders involved in decision making process: Principal, Admin, Teachers, Parents, Students ‘Leadership, which empowers others, is essential in a self-managing school, especially in decision making. (Cadwell & Spinks, 1992) Creating and sustaining a culture of excellence will involve a transformational leader – involve staff in a dispersed model of leadership. Partnership: Team up approach not hierarchical Communication is paramount. Communicating the vision to all stakeholders is crucial to its acceptance and implementation. Assemblies as vehicle for the promotion of culture (positioning of key staff was important for reinforcement of culture, Ryan) (TL influence) For everyone in the school the needs of the students are paramount Leaders in the school coach others (Mentoring & Coaching). Teachers share their successes in wider educational community – writing journal articles, participate in Professional Learning Communities **PLCs** (TL expertise) Processes in places to ensure the communication and recognition of ideas /T listen to students talk about their needs and use tools to identify preferred modes of learning. Quality grows through empowering everyone and engendering good **relationships**. Transformational leadership will inspire and motivate stakeholders to go beyond the individual good for the greater good. Increase the quality and effectiveness of instruction time by adopting more student-centred approaches to learning higher levels of cognition (IL) Clear and measurable performance outcomes We are all learners. Our learning never stops. Education and training on-going Staff development which address the needs of the teachers and students and promotes the best possible means of teacher delivery are significant for teacher improvement and student learning Staff & Students use a variety of tools to help with brainstorming problem solving and decision making **Transformational Leadership: Responsive** leadership is the way in which a transformational leader demonstrate a desire for improvement All people work in a system outcomes are improved when people work on the system/Evaluation, Reflection & Feedback Accountability: ‘Evidence based practice is accountable practice. It is the most affirming and satisfying form of accountable practice that can exist in the school library profession. (Todd, 2002) Using QM tools – Graphs and Matrixes to use data effectively to improve current practice TQM involves long term commitment to excellence. There is a commitment to teamwork to solve the problem, ownership in delivery, the process and results. ‘Doing wrong things more productively does not promote true continuous improvement’ (Idhammar, 1992) Sustainability requires management of relationships with stakeholders.
 * Fiona:**
 * Shared vision and shared ownership through participative management and empowerment of all stakeholders
 * QM Principles #1**
 * Collaborative decision making
 * Building a sense of community
 * Affirmation as a conscious strategy
 * Quality relationships
 * Effective Communication
 * Transformational Leadership: Culture**: - the way things are done day to day basis – driven by values – quality, effectiveness and equity – Empowerment & Collaboration
 * Quality and value defined by the client
 * QM Principle # 3**
 * Transformational Leadership: Educational** Leadership (expertise – learning and teaching and outcomes for the students – leader engaged in nurturing a learning community) **Professional Learning Teams** – TL expert intervention for IL
 * Continual improvement of the system and its associated processes
 * QM Principle # 6**:
 * QM Principle #7**:
 * No quick fix.**
 * Lauren- QM & TL theory**

**Quality Management**

“Educational leaders in the new millennium face a dramatic state of uncertainty” (Goldberg & Cole, 2002, p.1) [] This can cause mounting pressure on individuals to improve the quality of education for young children whilst increasing performance through engaging and enriching learning environments. The way educational leaders undertake these changes can determine the success and visionary goals for the future. To foster change effectively, exemplary educational leaders are advocating performance excellence in the implementation of Quality Management (Goldberg & Cole, 2002, p.1) [].

Quality Management has proven to impact greatly on the educational environment. Quality Management can enhance teacher and student productivity, improve curriculum and students can gain more enjoyment in their learning (Tribus, Energy Inc . Haywood, CA, p.1). QM is applied in education to harmonize the efforts of all stakeholders in the participation and implementation of programming, planning, teaching and facilitate change in this modern and unpredictable world (Wizenried, 2010, p.67). .


 * Principles of Quality Management.**

The following principals can be applied to increase the quality of education in schools.

(Tribus, Energy Inc . Haywood, CA, pp, 3-5).
 * The educational environment is seen as a system of inter-reliant processes linked through collaboration between the members of the school context. These stakeholders share the vision, purpose and missions of the school context.
 * People are the heart of the organisation. Growth and development is encouraged and the learning process and accomplishments made enhance the organisation to succeed.
 * Students have a major role in their learning and every individual is valued for their unique qualities.
 * Innovation is empowered and change is seen as a constant, which promotes future goals and outcomes.
 * Shared goals for the benefit of the organisation and to serve the needs of the client “student” are the main focus.
 * Quality is knowledge and knowledge by all stakeholders is imperative.
 * Transformational leadership theory is utilised to implement QM effectively.
 * Teamwork is encouraged.
 * Learning is seen as a process not the product of examinations.
 * Life long learning is a vision by all.

If the above principals are advocated in the educational environment, strategies for any change or the development of future goals, which will impact on the students, teachers and community can be of great quality. These strategies could include, the development of an understanding of why change is important, clear goals and objectives to support the proposed change, outlining how the change will affect all levels of the school context and visions for the steps to be taken. (Tribus, Energy Inc . Haywood, CA, p.20).

Schools that promote change and have a vision to improve are ones that “approach change from a systems perspective” (Goldberg & Cole, 2002, p.2). []. This effects the a change in the school in relation to behaviours, culture, people and structure, enabling the change to be lasting and more effective for the future. “A system is a network of interdependent components that work together to try to accomplish the aim of the system” (Goldberg & Cole, 2002, p.2) Thus for change to work effectively the aims must be understood by all interdependencies. (Goldberg & Cole, 2002, p.1) [].

Application of QM is recognised in regards to three important aspects. Firstly the management process in the school implements strategic planning, staff development and clear philosophies of what, how and why knowledge is taught. Secondly the students gain an understanding of quality and “recognise they are both customers and workers in the educational system”. (Goldberg & Cole, 2002, p.1) []. Students can then seek their own understandings and take a key responsibility in their own learning journey. The highest level relates to the learning that takes place in the educational context. Standards of quality are developed in regards to the learning curriculum and the learning process is the major focus.


 * The success of QM in the educational environment is largely due to effective leadership. A leader who shares a quality vision with passion and urgency is truly transformational.**


 * Transformation Leadership **

Transformational Leadership or “Visionary Leadership” occurs when a professional educator realises that “moral purpose and relationships are at the heart of successful leading and managing” (Wizenried, 2010, p.67). A transformational leader collaboratively strives to motivate, inspire and support stakeholders to achieve moral purposes, values and desired outcomes. These outcomes should be a benefit of a group or team as opposed to the individual. In regards to education this should be a benefit of the whole school community with the purpose of quality learning (Bass, p. 21 )


 * ** Transformational Leaders ** ||
 * ** Provide ** || ** Outcome ** ||
 * Charisma || Provides moral purposes and visions for the future in a way that gains trust and support. ||
 * Inspiration || Communicates objectives and goals to achieve desired purposes, which focuses efforts from all stakeholders. ||
 * Intellectual Stimulation || Promotes effective problem solving strategies to support rationales. ||
 * Individualized Consideration || Provides support for every individual giving guidance and advise as a coach and mentor. ||

).//

//The qualities a transformational leader encompasses will ensure positive relationships are formed. These relationships will ensure stakeholders have a greater level of achievement and recognition in regards to a moral purpose and vision for the education of students. A leader who presents this vision clearly, persuasively and enthusiastically will have a greater success in achieving those goals. They will also develop trust between stakeholders and act as a mentor to help in growth and development and aid in problem resolution and innovation for change (Wizenried, 2010, p.40,67) )

“Through charisma, individualized consideration, intellectual stimulation and inspirational motivation, transformational leaders have great potential to promote performance beyond expectations and to effect enormous changes within individuals and organizations”( Hay, 2006?) [] In an educational world where change is constant a Transformational leader who advocates QM is truly visionary and an imperative member of the school context.