Taking the Librarian as Leader subject has been a really enlightening experience for me, significantly expanding my understanding of leadership theory and what it takes to be an effective leader. One of the most rewarding aspects of this journey has been the opportunity to apply what I’ve learned in real-time, as I recently began a new role as a Teacher Librarian in a school where there hasn’t been a functioning library/ teacher librarian employed for over 5 years. This dual experience has allowed me to reflect on how the librarian’s role is perceived within the school and to formulate a strategy for how I can shift preconceptions and effectively lead from the middle, collaborating across all faculties to support teaching and learning. I’ve gained a clearer sense of how the librarian can be a driving force in curriculum development, not just a support role. This idea- that the teacher librarian can be an integral member of the school team and contribute across all areas has been a long held belief of mine and it was interesting to look at former blog posts of mine that I wrote right back at the start of this course. Even when I originally started with ETL 401 I could see the importance of shifting teacher perceptions through strong relationships and clear communication (Otto, 2018, March 3). 

Additionally, this subject has made me more aware of the leadership styles used by the leaders around me. I can now see how different leadership styles, whether transformational, transactional, or instructional, are being applied by various leaders in my school. This awareness has helped me understand their motivations and approach, allowing me to respond more effectively in professional settings. Importantly, it highlighted the notion that sometimes the unsettling nature of change in schools can actually be a sign of a good leader who is thinking in ‘terms of renewal and looking at the systems and processes to ensure they are meeting the ever changing educational landscape’ (Grogan, 2013). This will be particularly timely for me as my school goes through a period of significant change in the school’s senior leadership team. Whether I’m working with a new leader who favors a more hands-off approach or one who thrives on structure and control, my increased understanding of leadership theory has equipped me with the knowledge and skills required to adapt.

Learning about Kotter’s change management model has been particularly valuable, as it has provided me with a structured framework to enact change in a way that is deliberate and sustainable. I now see how I can lead initiatives—such as improving the library’s role in the school—with a clear plan that ensures lasting impact. Among many of the changes I would like to make one of the first is to implement genrefication within my fiction collection. I was interested to read Sarah Marchant’s post ‘TLs as change leaders’ which shared a similar goal. She outlined the need for a transformational leadership style to be utilised in order to clearly communicate the benefits and expected outcomes to the school community (CSU). Overall, this subject has enriched my leadership skills and improved my ability to navigate the various leadership styles present in my school environment.

Grogan, M. (Ed.). (2013). The jossey-bass reader on educational leadership. John Wiley & Sons, Incorporated

 

Marchant, S.(2024) 4.3: TLs as change leaders. https://learn.csu.edu.au/d2l/le/17890/discussions/threads/40890/View

Otto, A. (2018, March 3). Changing perceptions of teacher librarians. The Book Was Better. https://thinkspace.csu.edu.au/msotto/category/etl-401-introduction-to-teacher-librarianship/