The role of the teacher-librarian is multifaceted and constantly evolving. But, how is the teacher-librarian seen by the leadership within the school, primarily the school principal? I think that this role is seen as different things to different people, by that I mean there are a number of variables to determine the principal’s evaluation of the role and the setting also plays a part in this summation.
So, I ask myself, like Kachel (2017, pg 1.) What does your principal care about? I think that answering this question helps to determine the approach that a teacher-librarian (TL) might take in their setting and the key decisions that are made about the TL role from the principal and leadership perspective. Influence in the TL role is made when communication is open and when you take into consideration someone else’s goals, for when they are achieved is when influence occurs. (Kachel, 2017.)
Being a collaborative part of the school community is also an approach towards achieving the principal’s priorities for the school. Collaboration can have a positive effect on student achievement, ignite creativity among teachers and will be hinged on trust, shared vision and communication (Haycock, 2007). Haycock sees the principal as the key player in supporting collaboration amongst staff. To do this, however, common values play a pivotal role in ensuring value is added to the school through the TL role and the TL is supported in this role.
Research in the area of principal’s perceptions of the TL role had primarily been in the US and in high schools. It is difficult to translate some of this research to the primary school setting, in which I am entrenched, and little research has been done in this area in any case. An Australian based study led by Hughes in 2013 investigated how teacher-librarians contributed to student literacy development in 27 Queensland schools (Hughes, et al., 2013). As part of this study, perceptions of school principals held about the TL role was investigated. Although each principal had varied views of the TL role, some commonalities emerged, the TL needed to be “an expert teacher, manager of resources, and someone who is a good collaborator” (Lupton, 2016, p4.) In her research, Lupton identified some value-based views of the school principal.
- Value for money – teacher first, librarian second
- Value in providing a broad perspective
- Value in giving advice and providing ideas
- Value in providing leadership in ICT
- Value in the teacher-librarian’s qualities
Although I feel I am supported in my current role by the principal, leadership, teachers, students and parents, it also leaves me with the question, What does my school principal value? And by knowing this, will it take the way I goal set for the future?
References
Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35.
Hughes, H. (2013). Findings about Gold Coast Principal’s views of school libraries and teacher librarians. Chapter 8, School libraries, teacher librarians and their contribution to student literacy development in Gold Coast schools. Research report.
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
