My understanding of leadership and the important role of the teacher librarian as leader has developed significantly throughout this unit. Looking back at my initial blog post, I realised I already had a strong interest in leadership and an awareness that different styles could significantly alter outcomes, motivations and opportunities within the school environment; however, I did not yet have the theoretical background or metalanguage to be able to accurately give voice to my views. Indeed, it wouldn’t be until Module 2 that I was able to fully understand the nuances of differing leadership styles and recognise how deeply they could impact a school (Bier, 2021), but I had a lived experience, and a desire to know more.
My initial impressions were predominantly focused on the leadership of others. However, as I worked through the modules, I came to see that leadership, particularly situated within a school context, was vastly more complex than I had imagined. I spent many hours agonising over my Concept Map for Assessment Task 1, unsure of how to create a leadership structure that included the Teacher Librarian. However, at the same time, I began to recognise in myself some of the qualities of a servant leader, due to my passion for collaboration, mentoring, modelling, and relationship-building. One of my main priorities as a TL has always been to assist and support teachers, and guide them (and by extension, their students) towards enhanced teaching and learning practices. Moreover, I realised that many teachers in the school were already viewing me as a leader, by asking my advice on pedagogy, how to embed 21st century learning into lessons, and information literacy. This, I realised, was ‘leading from the middle’ (Gottlieb, 2012), and it inspired me to be even more proactive to seek out teachers and provide assistance, support and leadership, as I further realised how important this can be to enhance student learning (Church, 2011).
I will admit I am an anxious, introverted person, but this unit has inspired me to step out of my comfort zone: it’s given me the confidence to believe in myself as a leader. I’m starting to recognise that I’m an expert in my field, with significant expertise in information literacy, 21st century learning, the general capabilities, inquiry, digital citizenship and pedagogy, and that my input, skills and experience are extremely valuable to supporting school priorities, and enhancing teaching and learning. I’ve finally realised the value of my unique skillset, and that this could allow me to lead from the ‘sweet spot’ (Cox & Korodaj, 2019, p.17) as I work with teachers from all key learning areas on a shared school vision.
In this unit, I’ve learnt the importance of strategic planning, and ensuring I create a plan for the library, including a mission and vision statement, and work collaboratively with the Principal and senior executive team on how I can best support the planning and implementation of school-wide programs and processes. I’ve gained an understanding of the importance of conducting a S.W.O.T analysis to present areas of opportunity and development (Thomas, 2017), a GAP analysis, and the value of using SMART goals to formulate clear and actionable strategic objectives. I’ve learnt that forward planning can assist to mitigate challenges and ensure the future success of the library programs, policies and leadership.
Above all, the unit has given me insight into an ideal 21st century school, and how the Library can function as the ‘heart of the school’ (DrMsChannel, 2014), and indeed, as the heart of 21st century learning within that school (ACT Government Education, 2019). It has allowed me to deeply reflect on how a Teacher Librarian can inspire, drive and manage change through innovation, collaboration, implementation and strategic forward planning.
At the start of this M.Ed course, I named this blog ‘Learn, Lead Library’. How very true and insightful that turned out to be, and how prophetic for my future career.
References
ACT Government Education. (2019). School libraries: The heart of 21st Century learning. https://www.education.act.gov.au/__data/assets/pdf_file/0007/1435435/School-Libraries-The-Heart-of-21st-Century-Learning.pdf
Bier, M.C. (2021). Servant leadership for schools. Journal of Character Education, 17(2), 27-42.
Church, A.P. (2011). School librarians as teacher leaders. The Delta Gamma Bulletin, 77(3), 10-12.
Cox, E. & Korodaj, L. (2019). Leading from the sweet spot: Embedding the library and the teacher librarian in your school community. Access, 33(4), 14-25.
DrMsChannel. (2014, April 4). Principal’s know: School librarians are the heart of the school [Video]. YouTube. https://www.youtube.com/watch?v=bihGT7LoBP0
Gottlieb, H. (2012, October 30). Leading from the middle: Bringing out the best in everyone. Creating the Future. https://creatingthefuture.org/leading-from-the-middle-bringing-out-the-best-in-everyone/
Thomas, H. M. (2017). Library SWOT analysis. Bizfluent. https://bizfluent.com/about-5498787-library-swot-analysis.html