ETL504 has changed my perception of leadership and the role of the teacher librarian (TL) in a school organisation. I have recently taken up a TL position, and this subject has led me to consider the different leadership styles and the kind of leader that I aspire to be as I embark on my new career. Prior to studying this subject, I had an understanding of the TL’s role in supporting and collaborating with staff and students. However, I had never previously considered the TL as a leader. For me the lines of leadership and management were blurred, and I perceived leadership as being a top-down managerial process only performed by those with formal titles (Templeton, 2021, March 1). I have come to understand that leadership is defined by an individual’s social influence rather than power or authority (Kruse, 2013).

Studying this subject has provided me with a sound understanding of the different styles of leadership and I have been able to see examples of the merits and limitations of each in my own educational setting. Whilst there are many different leadership styles and much literature published on leadership theory, it is clear that there is not just one perfect style of leadership. Rather, effective leaders need to demonstrate flexibility and adapt their leadership style to different situations and different followers (Upton, July 23).

TLs typically occupy a middle leadership position in an organisation, as they operate at the intersection of the Executive staff, teaching staff and students. They have a unique overview of the organisation and can use their influence in this position to bridge classroom practices with whole-school strategy. Often the TL adopts a servant leadership style which focuses on the needs of followers above personal aspirations (Crippen & Willows, 2019). This leadership style is successful in fostering growth in students and staff, building a strong school community and increasing trust in the TL within a school (Lawrence, 2024) but it is ultimately based upon the empowerment of others, and this limits the TL’s role to a facilitator of change rather than the driver of change.

My new-found knowledge of leadership theory will profoundly inform my future practice as a TL. It has emboldened me to act intentionally, collaboratively and strategically to lead change in my school. Schools are places of constant change and TLs are often at the forefront. By adopting a transformational leadership style, TLs can guide others with “confidence, empathy and purpose” (Toscan, October 7) through the myriad changes of rapid technological innovation, new pedagogies and curriculum updates. Through my studies of change management, I understand the importance of transformational leaders actively managing change by inspiring their colleagues to work collaboratively towards a shared vision. Through transformational leadership the TL can use their strengths of collaboration and communication to build trust and empower staff, who were initially resistant to change, to see themselves as part of the change process (Barlow, September 3). The study of ETL504 has changed my perception of leadership and the role of the TL as leader significantly. TLs need to ensure that they do not operate in isolation from the school’s strategic direction in teaching and learning. An effective transformational TL will align their leadership style to the evolving needs of the school community and be a key driver of school improvement.

References

Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: a synergistic partnership. Journal of Leadership Education, 18(2), 171-180. https://doi.org/10.12806/V18/I2/T4

Kruse, K. (2013). What is leadership? Forbes. https://www.forbes.com/sites/kevinkruse/2013/04/09/what-is-leadership/?sh=3bcbe1115b90

Lawrence, E. (2024). The role of leadership styles in shaping educational organisational culture and performance. Research Gate. https://www.researchgate.net/publication/386459227_The_Role_of_Leadership_Styles_in_Shaping_Educational_Organizational_Culture_and_Performance

Templeton, T. (2021, March 1). The action of leading a group of people or organisation. Trish’s trek into bookspace: a journey of discovery to beyond the cover of a book. https://thinkspace.csu.edu.au/trish/2021/03/01/leadership-the-beginning-of-etl504/

I have chosen to base my leadership diagram on my current school rather than the school I will be starting at in a few weeks as I am more familiar with the structure and leadership styles of this school. My diagram is based on an Independent K-12 school but I have chosen to only represent the secondary part of the campus. Even though the school is governed by a Board I have chosen not to include this in order to keep the design simple and uncomplicated.

The Principal sits at the top of my hierachical structure and her leadership style would be best described as a Transformational style of leadership as her role sits above the day-to-day operations of the school. Her role is transformational as she tends to share her vision and mission for the school, is responsible for strategic planning and setting long-term goals for the school but does not typically implement these goals or govern the development of strategies to achieve the overall vision and mission of the school.

Below the Principal in my diagram sits the Deputy Principal. Directly below this level sits the Executive Team. The Deputy Principal, Head of Teaching and Learning and the Head of Curriculum would be best described as Instructional Leaders in my school’s structure as they direct and manage from the top whilst also modelling best practice to staff and students. The roles of the Deputy, Head of Teaching and Learning as well as the Head of Curriculum is to lead learning, manage staff and curriculum and to assess the needs of staff and students to ensure that the goals set by the Principal are achieved.

The Pastoral Leaders are also part of the Executive Team at my school, but I have identified their leadership style as being more Situational as the very nature of their job means that they need to adapt and change their leadership style to not only be appropriate for different situations but also for their different followers. They need to use a different leadership style and demonstrate different leadership attributes depending on whether they are dealing with teachers, parents or school students and depending on the complexity of each individual situation.

Below the Executive level I have placed the role of Teacher Librarian on the same level as the Heads of Departments. Both are instrumental in ensuring that practical measures are implemented to achieve the goals and vision set out by the Principal and improve student learning and teacher development. I have identified the role of the teacher librarian at my school as being a servant leader. Her role is to put others’ needs and best interests ahead of her own ambition and position at the school. The teacher librarian is very much a middle leader in this organisation as she serves as a link between the curriculum requirements, the overarching academic goals and mission of the Principal and Executive level and the teacher and student body. Her role is to collaborate with other teachers and members of the Executive to resource the curriculum and improve pedagogy in order to support teachers and student learning. The TL also directly serves the needs of students.

Here is the link to my Canva diagram 

https://www.canva.com/design/DAGt8RrccXA/xIX8rjCry2ricLSWFtZh6g/view?utm_content=DAGt8RrccXA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h0db0a6ef2b

Feedback from Krystal on my diagram below;

Hi @Kristin Upton, another strong start. Placement all looks good and your explanation shows your understanding. I’d encourage you to further reduce the words in the diagram – labels really should only have one to two words to reduce visual clutter! As with other diagrams, I’d also encourage you to think strategically about how colour can be used to group things or represent how things go across the diagram. Hope this is helpful 😀 K

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

I work at an independent K-12 co-educational private school but I am only familiar with the structure of the secondary part of the school. The secondary school has all the hallmarks of the hierachical structure. The Board of Governors is at the top in as much as they are the only body that the Principal must report to. The Board does not typically make decisions that affect the day-to-day running of the school but influence big projects, the finances of the school and the appointment of the Principal. The Principal is the effective Head of the School and all staff report to this level. Beneath the Principal is the Deputy Principal of the Senior School. Below this level are members of the Executive Team which includes the Head of Teaching and Learning, Head of Curriculum and the Heads of the Grammar (boys’ school) and College (girls’ school). At the next level sit the Coordinators of the various Faculties and then the rest of the teaching staff below them.

The Principal typically makes the large decisions which affects the operation and direction of the school but the reponsibility for implementing these decisions falls to members at the Executive level. Coordinators have some decision-making power at a Faculty level but there is little consultation with them otherwise. Most decisions are made directly by the Principal or at the Executive level. The organisation of the school that I am at affects the adoption of 21st century education practices as those making the decisions are not those who have personal experiences of how their decision will impact the teaching and learning of the students as most do not actually teach classes. The organisation of my school affects the staff who often are not consulted and do not necessarily understand the reasons for the decisions or the direction of the school. It does, however, mean that decision making is much quicker and more efficient.

The Library staff almost operate as one of the Faculties at the school. The Head of Library is like a Faculty Coordinator and attends the weekly co-ordinator meetings. The Head of Library operates independently, to some extent, as long as she stays within budget. However, large decisions regarding the direction of the school and teaching and learning initiatives are made at the top levels, filter down and are implemented by the teacher librarians.