I have chosen to consider how a teacher librarian who is in their third year in the position could be more proactive in resourcing the curriculum whilst still operating as a servant leader. It is clear from the scenario that the work of the TL is under-valued and the school library space is under-utilised. The TL in this scenario is reactionary in their provision of resources and response to the information needs of students and staff.

In order to address the issue of the TL and the library space being used predominantly as relief from face-to-face teaching and research supervision, the TL needs to ensure that they are at the forefront of curriculum delivery and resourcing. The most important thing that the TL in this scenario could do is ensure that they attend faculty meetings and become familiar with not only what is currently being taught in subjects but also the scope and sequence for each subject. This will ensure that they can be more proactive by anticipating the future needs of classroom teachers.

By familiarising themselves with the teaching subjects through listening and collaborative planning in faculty meetings, TLs can develop library lessons that better target particular skills and integrate content being covered in class as well as proactively developing a list of resources that teachers and students can use in the classroom and for assessments.

Another proactive approach to resourcing the curriculum is to ensure that teachers and students can access relevant resources regardless of whether they are in the library or at school. One of the biggest inhibitors to the role and the perception of TLs is the belief that working closely with a TL requires vast amounts of time. TLs can proactively resource the curriculum by utilising online platforms such as Lib Guides to add resources under different subjects and under syllabus points rather than responding only to requests for support. By anticipating the needs of teachers and students, TLs can transform their servant roles into a servant leadership role.