My TL path began in 2019 after being a classroom teacher for 20 years. I was eager for a career change and a new challenge. I was well-equipped to teach all grades and was thoroughly familiar with the NSW curriculum in all stages. This empowered me to be a TL with renewed vigour for teaching and bringing new life and learning into the library space.
The Australian Library and Information Association (ALIA) has developed a comprehensive set of standards (2004) for TLs, a framework of professional knowledge, professional practice and professional commitment. These standards have enabled me to provide effective library services and programs within my school community, however, they have also highlighted areas in which future professional development (PL) is necessary, for me to strive to become an excellent teacher-librarian.
Recently, the NSW government has implemented a new curriculum that I have not been fully engaged in from the TL perspective. In response to this, I have engaged in PL to ensure I maintain a rich and comprehensive understanding of the curriculum, across a variety of areas and developmental levels. In striving to become an excellent teacher librarian, my recent PL in the 3-6 English Syllabus has ensured a “comprehensive understanding of literacy”, gaining a detailed knowledge of reading and “a sound understanding of current assessment theory and processes” (ALSA, 2004, p. 2).
In addition, my capacity to meet this standard has also been supported by ETL402, in which I developed a literature learning resource. This enhanced my knowledge of the curriculum by examining the relevant documentation pertinent to the literature resources and target audience. This was valuable learning that linked closely with ASLA’s 1.3 knowledge of the curriculum standard for having a comprehensive understanding of literature, curriculum, and school programs (ASLA, 2004, p. 2).
Furthermore, being responsive to the needs of learners and collaboratively supporting classroom teachers to implement their programs successfully, is an important part of the TL role (as in ASLA’s 2.2 standard, 2004). Collaboration was a theme throughout my course and was highlighted in ETL504. Leading from the middle, as Gottlieb (2012) points out, can bring out the best in others; a TL can support the vision of the school and be a quiet force for change. This also highlights the specialist role of the TL as both a qualified teacher and librarian.
Moreover, ensuring that the library’s policies and procedures are planned, and adhere to the school’s mission is crucial. ASLA’s 2.3 standard (2004) outlines the importance of these documents, something I strive to achieve successfully. ETL503 was pivotal in developing my understanding of and for a CDP. I researched various policies prior to creating a CDP for ETL503, Assessment 2, a valuable assessment that increased my knowledge of the necessary inclusions for my school setting. It wasn’t until my placement, however, that I learned about the effective implementation of a CDP. With revisions occurring every two to three years to ensure current practices and procedures.
I am committed to ongoing PL opportunities to enrich my understanding of ASLA’s professional excellence standards for teacher librarians (2004). This may involve connecting to professional networks, training through professional bodies, and continuing to be an advocate for school libraries.
