Weisburg’s article “Leadership: there  is no other option” (2020) really resonated with me. As I embark on my first teacher librarian job next month, I have been privately considering the teacher librarian I want to be and the person I wish to transform into in this role. I am excited and anxious in equal measure. Not only is this an important professional opportunity to expand my skills but an important personal opportunity to rebrand myself and to meet my full potential. Weisburg’s view on teacher librarians as leaders and the necessity of this transformation was very impactful. She argues that for the security of TLs’ jobs and the continuation of libraries in schools they must ensure that they are visible to the wider educational community and that their role is seen as critical to the achievement of the school’s vision and goals.

There are several ways that teacher librarians can make themselves more visible and transform themselves into leaders. By listening to the needs of their colleagues and students they can collaborate and support those that they work closely with to achieve their goals and successfully make themselves integral in the teaching and learning that takes place in the school. Weisburg points out that this doesn’t mean that the TL has to be the best at everything. By acknowledging that different people possess different skill sets this not only “frees” the TL from their internal dialogue of not being good enough (what Weisburg calls “imposter syndrome”) but also makes the need to collaborate with other staff members more imperiative and meaningful. A good way to address this perceived shortcoming is for TLs to constantly try to stay abreast of not only technological and pedagogical innovations but to also review their leadership styles in light of new research and changing circumstances.

TLs can also become more visible in the school context by seeking to lead from the middle by becoming members of school commitees and initiatives that will showcase the skills of the TL but also demonstrate that they are critical in implementing the strategic directions of the school and that they can practically influence how these goals are achieved. This is a big part of what I see as my future TL role and will involve me trusting myself and my knowledge and feeling that my contributions are valuable. I wish to become a strong communicator and a better listener. It is important to me that I model the change I want to invoke in others and lead by example. As was stipulated in Moir, Hattie and Jansen’s research “Teacher perspectives of ‘effective’ leadership in schools” (2014), it is important that all leaders are trustworthy, respectful of others, supportive and lead by example.

Strategies that I can use as a TL to become more of a leader and less of a “keeper and stamper of the books” is to not only stay up-to-date with educational directions but to also provide support and PD opportunities for other staff members. I recognise that I need to start small. By connecting with individuals, sending a link to helpful resources and collaborating to achieve shared goals, I can build strong relationships that are anchored in trust and respect and be supportive of staff and student needs. I can provide professional development opportunities for other staff whilst also focussing on my own. As Weisburg stresses, it is important for TL’s to overcome their self-doubt and their self-consciousness to lead and provide professional development if they are going to be visible in schools and integral members of the educational community.

References

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

Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18 (1). https://slav.vic.edu.au/index.php/Synergy/article/view/369/364