A supportive partnership between the Teacher Librarian (TL) and the school Principal is important to the success of the school library. If the objective of the library is to support the learning needs of the school community, it makes sense to align the goals of the library with the vision of the school. The strategic directions identified in the school plan will outline the priorities for professional development and the focus of working groups for a three-year period. These strategic directions have been developed to improve outcomes for students, with the specific needs of the learning community in mind. When everyone in the school is working towards a common goal, improvement is likely to follow.
The relationship between the TL and Principal should be positive and can be mutually beneficial. Establishing a strong collaborative relationship with clear communication ensures both parties are on the same page. The TL should take a proactive approach to ensure the Principal has a clear idea of what the library can do for the school. If the Principal endorses it, a culture of valuing the library will develop amongst the learning community. As Mark Ray (2013) explains, TL’s should be thinking more about what service they can offer to the Principal, rather than what the Principal can do for them. The TL holds a dual qualification and is uniquely placed to provide advice and instruction on various areas of the curriculum.
With school Principals juggling the demands of a busy school, the TL must ensure they act as an advocate for the library and emphasise the value of school wide literacy programs. If a Principal can see how the programs of the library align with the priorities of the school, they will perceive the library to be a valuable addition to the mission of the school. TL’s are wise to collect a range of data driven evidence to justify their value and budget allocations. Another approach suggested by Debra Kachel (2017), is for the TL to ask the principal what the library can do to support the goals of the school, rather than simply reporting what is already happening. This is a way to future proof the library and cement its position as an asset to the school.
Equally the Principal who values the role of the TL as a curriculum and information specialist, influences the amount of support for library programs within the school. Mandy Lupton (2016) outlines ways in which the Principal can support the library, through frequently visiting, promoting, and encouraging suggestions and ideas from the librarian, as well as providing a reasonable budget. In return, Principals expect TL’s to be a teacher first and bring a personal range of qualities to the role. TL’s develop a broad perspective of the school and can provide information and communication technology (ICT) leadership. Ultimately in a school environment, collaboration is the key to ensuring we are all working together to achieve common goals.
Reference List
Kachel, D. (2017). The principal and the librarian: Positioning the school library program. Teacher Librarian 45(1), 50-52.
Lupton, M. (2016). Adding value: Principals’ perceptions of the role of the teacher-librarian. School Libraries Worldwide. 22(1), 49-61.
https://doi-org.ezproxy.csu.edu.au/10.14265.22.1.005
Ray, M. (2013, January 31). Making the Principal Connection. School Library Journal: https://www.slj.com/?detailStory=the-same-difference-mark-ray-asserts-that-principals-and-librarians-have-a-lot-more-in-common-than-you-might-think-and-he-should-know
