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ETL504 Assessment 2 Refelction

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My understanding of the teacher librarian (TL) as a leader and the potential impact the role has on the school in achieving its strategic directions has deepened over the course of this subject. In my first blog post (Crombie, 2023, August 3) I reflected on how the TL can create change through collaborating with staff and sharing their expertise in curriculum. As a classroom teacher I am using this knowledge to take steps to lead by being part of the literacy curriculum team and modelling instructional practices for other staff.

The course has confirmed my belief that TLs can make an impact by modelling best practise through co-teaching lessons (Crombie, 2023, August 3) and has increased my understanding of leadership styles used within a school. Instructional leadership is an effective tool for change within a school community as it focuses on improving student learning through improving teacher practice (Le Fevre, 2021). The TL is well placed to spearhead curriculum changes and initiatives and are described as curriculum leaders by the Australian School Library Association (n.d.). To influence school curriculum priorities, it is imperative that the TL be part of curriculum teams within the school organisation structure. Being part of curriculum teams is also a great wat to build relationships with staff in formal leadership positions.

Throughout the course the idea of building relationships with both leadership and staff members has arisen multiple times. As a classroom teacher I am often told that building relationships with students is essential to assist with increasing their learning outcomes. I believe this also extends to staff, as teachers should be seen as trusted professionals (Crombie, 2023, July 13). Research shows that positive classroom experiences are increased when there is a high level of trust amongst staff (Moir et al., 2014).

A qualified TL builds relationships in a variety of formal and informal ways including reaching out to new staff members and inviting them to the library, mentoring graduate teachers (Soulen, 2020), providing professional development, and demonstrating servant leadership by collaborating with staff and providing just in time resources. Building relationships with others creates a more trusting and credible relationship giving others the confidence to take on board a TL’s recommendations.

My current school does not have a dedicated TL role and I believe that this is due to a lack of understanding in leadership and the wider staff about the role and benefits of having an experienced TL in the school library (Crombie, 2023, July 13b). TLs are more than just ‘keepers of the books’. The ability to advocate for a TL position by building a community who can also speak about the valuable work TLs do and the benefits is important to show the principal what the role can achieve (Kachel et al., 2012).

As a future TL I recognise the impact that leading from the middle achieves. Failing to undertake leadership activities results in the TL’s role becoming invisible and expendable (Weisburg, 2020). This subject has made it clear that leadership is not dependent on having a formal leadership position within a school (Bush & Glover, 2014) and that advocacy for the role of the TL and the school library is only effective if you act as a leader (Weisburg & Walter, 2010). Based on what I have learnt while undertaking this course I believe I now have the depth of knowledge and confidence to take on a leadership role in advocating the benefits to my school to engage a dedicated TL role. As a current classroom teacher, I can use my learning from this subject to continue to develop my leadership abilities and style in preparation for a future TL role.

References

Australian School Library Association. (n.d.). What is a teacher librarian? https://asla.org.au/what-is-a-teacher-librarian

Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management, 34(5), 553-571. https://doi.org/10.1080/13632434.2014.928680

Kachel, D.e., DelGuidice, M., & Luna, R. (2012). Building champions in the school community. In D. Leritov (Ed.), Activism and the school librarian: Tools for advocacy and survival (pp. 85-98). ABC_CLIO, LLC.

Le Fevre, D. (2021, March 10). Instructional leadership and why it matters. The Education Hub. https://theeducationhub.org.nz/instructional-leadership-and-why-it-matters/

Moir, S., Hattie, J., & Jansen, C. (2014). Teacher perspectives of ‘effective’ leadership in schools. Australian Educational Leader, 36(4), 36-40.

Soulen, R. R. (2020). The continuum of care: A model for collaboration with new teachers. Knowledge Quest, 48(4), 36–42.

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 8(1). https://slav.vic.edu.au/index.php/Synergy/article/view/369

Weisburg, H. K., & Walter, V. A. (2010). Being indispensable: A school librarian’s guide to becoming an invaluable leader. American Library Association.

Information Literacy in the Australian Curriculum

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Lupton (2014) discusses the lack of reference to information literacy in the Australian Curriculum and compares the areas of History, Geography and Science inquiry skills across year levels. Her findings include the inquiry skills mentioned in the strands don’t necessarily all match up and that there is an even greater discrepancy amongst the year level that certain skills are introduced in.

Lupton (2014) stipulates that the way in which content areas are explored is just as important as the content itself. This is where having a common inquiry model in a school comes in. Inquiry learning allows teachers and students to be partners in learning and the creation of knowledge. The teacher librarian, with a more broad view of the curriculum is in an ideal place to work with classroom teacher on making information literacy skills more obvious within the curriculum and linking these to the school’s chosen inquiry learning model. Schools need both a common inquiry learning model and a clear information literacy model that will enhance student learning.

References

Lupton, M. (2014) Inquiry skills in the Australian Curriculum v6: A bird’s eye view. Access 28(4), 8-29.

School Principals and the Role of Teacher Librarians

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“Shaking hands” by Chris-Håvard Berge is marked with CC BY-NC 2.0.

Teacher librarians, along with classroom and other specialist teachers need to align themselves with the vision and priorities of the school. When actively working towards helping to achieve goals set out in the Annual Implementation Plan, teacher librarians promote the value of their role and the school library in general. Collaborating with the principal about their vision of how the library can contribute to school goals can help promote a positive view of the role of the teacher librarian. Having a positive reciprocal relationship with the school principal is key to stepping into more of a leadership role and would make initiating planning with teachers across the school easier. Teacher librarians need to actively promote the work they do within the school to build a culture where staff and students value the library and the teacher librarian.

Hughes, H. (2013) reports that most principals in their study believed that the school library benefited students’ literacy development. It is important to continue to promote the value of not only libraries but teacher librarians with school principals.  As Kachel, D. (2017) states “No student or teacher can be helped if there is no librarian”.

References

Hughes, H. (2013). Findings about Gold Coast Principal’s views of school libraries and teacher librarians. Chapter 8, School libraries, teacher librarians and their contribution to student literacy development in Gold Coast schools. Research report.

Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian, 45(1), 50-52.