This blog shares my TL experiences prior to this master’s degree, and ongoing learning in various areas, but from the first post, I recognised a need for the TL to be a connected, learning leader in the school (Linton, 2022, February 23, para. 6). At the time, I used the word ‘lead’ somewhat carelessly but I now understand that to lead requires clarity of one’s strengths, one’s goals, and one’s place within an organisation.
Starting out I had an enormous advantage which I grew to recognise and appreciate: a head of primary (HoP) and a principal who valued the school library. In particular, the much loved HoP granted me enormous trust and advocated for the progams I proposed. Learning about servant leadership and moral leadership styles gave me an epiphany for understanding this leader’s success (Linton, 2025, July 18). There was certainly a method to her servant leadership and it was inextricably tied to her strengths and her role. The kind of leader she became is not accidental. I reflect on my own strengths and what my organisation will enable.
The success of a leadership style, or even its ability to exist, does not rest solely on the personal characteristics of individuals within an organisation. The HoP discussed above was able to thrive because servant leadership was enabled in that school’s distributed leadership (Crippen & Willows, 2019, p.172). In the margins of printed articles on organisational theory can be found little annotations such as, ‘Aha!’ as I started to understand my organisation considerably better than my first limited assessment as merely a hierarchal structure (Linton,2025 July 1). A later post (Linton, 2025, July 6) shows recognition of the principal’s leadership style and how organisational goals are formed and shared (paras. 2-3). In it, I note the frustrations felt in losing influence as a TL when I changed schools in 2023 (para. 5). This course has given me the opportunity to recognise myself within a (mostly) rational organisation, and while there are things I cannot change, my commitment to lead in areas outlined by my position have several crucial elements which I can control, such as commitment to collaboration (Kammer et al., 2021, p. 4).
With knowing where I sit and being aware of my own attributes, I reflect on areas to lead. Leadership is survival for the TL and, most importantly, essential for the success of students. I’ve learned that the library’s vision and mission must be aligned with the organisation’s, that programs which work toward shared goals need a team and a plan. I have to think like a principal and have a shared vision, maintain good relationships, make informed decisions, respond to the external forces, and keep core business at my focus (Holmes et al, 2013, p. 272). One of my first successes as TL was to apply a research framework to analyse our research-like tasks at school and evaluate the requirements against our teaching of skills (Linton, 2023, September 16). It was done without a set plan; a one-off PL which had some impact but little lasting change. In this school which I now understand a great deal better, I plan to lead change in establishing the need for a guided inquiry model in our primary. It is a priority aligned with the strategic plan, 21st century learning demands, and the expertise of our library staff!
References
Bush, T. (2015). Organisation theory in education: How does it inform school leadership? Journal of Organizational Theory in Education, 1(1). 35-47.
Crippen, C., & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education 18(2), 171-181 http://dx.doi.org/10.12806/V18/I2/T4.
Holmes, K., Clement, J. & Albright, J. (2013). The complex task of leading educational change in schools. School Leadership & Management, 33(3), 270-283. http://dx.doi.org/10.1080/136322434.2013.800477
Kammer, J., King, M., Donahay, A., & Loeberl, H. (2021). Strategies for successful school librarian and teacher collaboration. School Library Research, 24, 1-24. https://eric.ed.gov/?id=EJ1292862
Linton, C. (2022, February 23). Assessment 1: First and latest thoughts on the role of teacher librarian. Being and Becoming a Teacher Librarian. https://thinkspace.csu.edu.au/clinton76/2022/02/23/firstandlatest-tl/
Linton, C. (2023, September 16). TLs and information behaviour. Being and Becoming a Teacher Librarian. https://thinkspace.csu.edu.au/clinton76/2023/09/16/tls-and-information-behaviour/
Linton, C. (2025, July 1). Organisational structure in school [Online forum content]. CSU Brightspace. https://learn.csu.edu.au/d2l/le/68843/discussions/threads/140288/View?searchText=linton
Linton, C. (2025, July 6). Organisation theory and leadership models and me in the library (first thoughts). Being and Becoming a Teacher Librarian. https://thinkspace.csu.edu.au/clinton76/2025/07/06/organisation-theory-and-leadership-models-and-me-in-the-library-first-thoughts/
Linton, C. (2025, July 18). My most favourite leader and why. Being and Becoming a Teacher Librarian. https://thinkspace.csu.edu.au/clinton76/2025/07/18/my-most-favourite-leader-and-why/
