My first reaction to learning that the AITSL Standards form the criteria TLs are measured against was a little indignant. ‘A Teacher Librarian is far from the same as a teacher,’ I thought, ‘and should be judged instead according to their particular expertise’. After I dived into the standards though, I became excited. Here was a window into the classrooms and actual practice of many different proficient and expert teachers which I felt I had little opportunity to see examples of before I entered a classroom myself as a fully qualified teacher in 1999. The importance of TLs working towards the higher end of these standards became quickly obvious.

After a one year diploma and a couple of short practicums, I recall feeling ill-prepared for the work I was doing when I took up my first teaching post, having had limited opportunity to really look into the classrooms of different highly competent teachers. Within the standards, I found a wealth of real examples of what the standards look like in practice at different stages.  The first example I selected to view was of a young ICT teacher using peer coaching – a perfect example of an area where a TL could lead. The library is a place of exploration and creativity. Where better for students to develop their confidence than with a TL to guide and facilitate opportunities for them to take turns sharing their own expert knowledge: Minecraft or coding, crafts or design, strategy games such as chess. Students could take turns selecting a book and leading book club sessions. Teachers wanting to explore this strategy could see it in practice in the library and look for ways to implement into their own classroom.

I am developing a growing awareness of the idea of TL as leader, and someone who can set an example, and work with school leadership to plan to meet long-term outcomes, as well as work as collaborator alongside their classroom colleagues. By framing their own work as librarian within the standards, and working to move from proficient, to highly accomplished, to lead teacher, they can lead by example when stepping into the role of teacher – which I increasingly see they must do. To collaborate as equals, and work alongside teachers, they themselves must be positioned as professionals against these standards.

With the development of the AITSL Standards for teacher librarian practice, ALIA explicitly maps the standards to practice and evidence for teacher librarians specifically – answering my question about the work and expertise of librarians. A teacher librarian must be many things, but a teacher first. By demonstrating their practice against the upper levels of these standards, they are better positioned to be a leader in the school and collaborate with greatest effectiveness with their teacher colleagues.

I’ve been out of the classroom for almost 15 years, and though my career has always been situated within education, the idea of stepping back into the school and classroom is intimidating. I don’t know where my librarian path will take me, ultimately it may not be back into the classroom, but my first look at the AITSL  standards has excited my interest, and whether it is into schools I go, or universities, or council libraries, I’m looking forward to exploring the standards and considering them against the work of the teacher librarian, and testing whether this might be a possible path for me.