The position of school libraries, which are not statutory in all types of schools, depends greatly on the support of the school principal. Everhart (2004, p. 39) confirms that “most of the library media program variables linked to the student achievement are under the direct control or influence of the principal: budget, professional and support staff, collection size, time devoted to teaching, and extent of collaboration with teachers”.  Similarly, Morris (2007, p. 23) describes the principal as the person who “holds the purse strings” and who determines the library budget and the technology opportunities offered to students. “Principal support enables school librarians and programs to thrive and the lack of principal support can decimate programs” (Everhart, 2004, p.38).

It is therefore critical that principals are fully aware of the teacher librarian’s work and vision. “Principals and teacher-librarians need to have a shared view of the potential of the school library program” (Oberg, 2006, p. 16). This, however, is not always the case. The great potential of the school libraries for the future learning is often not evident to school principals and consequently to the whole school community. Hey and Todd (2010, p.38) admit that the value of the school libraries is at times not clearly understood, and their role in school not fully utilised. 

Oberg (2006, p.14) explains that teacher librarians tend to be invisible because the nature of their work involves empowering others, and building relationships with other educators – including the principal – is limited by their physical isolation in the library and by scheduling.

While the reasons for the invisibility and isolation are understandable, it is no longer sufficient for the teacher librarians to stay in the background. As they are the ones with a full knowledge of the potential of the libraries and their redefined roles, it is their responsibility to bring these ideas forward, to prove their worth and to provide the evidence of the vast contribution of the modern-day library program to the school. Teacher librarians need to become advocates for their profession, using different ways to promote what they do and what they aim to achieve, making principals aware of the library needs and accomplishments.

Oberg (2006, p. 15-16) outlines three key ways for the teacher librarians to gain the respect and support of their principals: by building their professional credibility, by communicating effectively with principals, and by working to advance school goals.

It is now widely acknowledged that collaboration is one of the main factors contributing to the success of the school library programs (see, e.g., IFLA, 2006). Lamb (2011, p. 28) believes that it is the responsibility of the librarian to build the connections with everyone within the teaching and learning process. However, Morris (2007) stresses that the principal keeps the power either to make or break collaborative efforts. It is suggested that collaboration should be an expectation supported by the principal who should be aware of the research on collaboration and increased student achievement. Haycock (2007, p. 31) agrees that the principal is a key player in supporting collaboration between teachers and teacher-librarians. 

Gaining the principal’s confidence and support is worthwhile for every teacher librarian, bearing in mind the positive effect of their partnership on student learning.

References:

Everhart, N. (2006). Principals’ evaluation of school librarians: A study of strategic and nonstrategic evidence-based approaches. School Libraries Worldwide, 12(2), 38-51.

Hay, Lyn & Todd, Ross J. (2010). School libraries 21C: the conversation begins. Scan 29(1), 30-42.

Haycock, K. (2007). Collaboration: Critical Success Factors for Student Learning. School Libraries Worldwide, 13(1), 25-35.

International Federation of Library Associations and Institutions (IFLA) (2006). IFLA/UNESCO school library manifesto. Retrieved from www.ifla.org

Kaplan, A. G. (2007). Is Your School Librarian ‘Highly Qualified’?. Phi Delta Kappan, 89(4), 300-303.

Lamb, A. (2011). Bursting with Potential: Mixing a Media Specialist’s Palette. TechTrends: Linking Research & Practice to Improve Learning, 55(4), 27-36. doi: 10.1007/s11528-011-0509-3

Morris, B.J. (2007).  Principal Support for Collaboration. School Libraries Worldwide, 13(1), 23-24.

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18.