As this semester draws to a close, so too does my formal learning journey as a teacher librarian (TL). After nine long years of undergraduate and post-graduate study I am finally (this subject pending) a qualified TL in the eyes of the NSW Department. I am especially appreciative that ETL504 has been my final subject, as I feel the content covered therein, from leadership styles, leadership for change, 21st century learning, strategic planning, to at the centre of all of it, the TL as a leader, has given me knowledge and skills that I can apply to my current role.

In my initial blog post for this subject, I expressed doubt and trepidation about my leadership abilities (Milliken, 2021a). My response reflected a naive and simplified understanding of leadership as something reserved solely for those in formally recognised leadership positions, such as the principal or school executive members. As I’ve progressed through the learning modules and activities in this subject, however, my understanding of leadership has dramatically changed. I have come to recognise that leaders are not just those appointed to formal leadership roles but can emerge in informal leadership positions due to their own expertise and/or influence with peers (Leithwood et al., 2006). Effective leaders will empower and encourage innovation from those around them, all for the purpose of moving the organisation toward the achievement of a future-focused vision (Law et al., 2011; Smith, 2020).

Reflecting upon the course content has also revealed that the trepidation I felt about my own leadership abilities has been misplaced, as it has become clear that I have already begun to develop into an instructional leader role in my current school. As a TL and expert in information literacy (IL), I have previously embedded myself in some programs of learning at my school, providing research and IL support to students at their point-of-need and working alongside the classroom teacher to team teach this content. As an instructional leader, collaboration with teachers is crucially important as this is how the TL can deepen and enrich students’ learning, as well as support the development of classroom teachers’ capacity to successfully implement change in their classrooms (Schifter, 2008). Collaboration is also vital because it allows TLs to advocate for their role with their peers (Cox & Korodaj, 2019; ).

Despite this being the end of my degree, my learning journey as a TL is far from over. While the final assessment for this subject has driven my motivation to create change in my own school environment for the purpose of meeting the needs of today’s learners, I recognise that I must first develop my professional knowledge of guided inquiry before approaching my school’s formal leadership for approval. In the meantime, I will continue to cultivate influence amongst my peers by resourcing their curriculum and collaborating on research tasks. I will also be placing a great emphasis on communication, with the goal being to create transparency and advocate for my position. In other words, the journey is only just beginning.

Reference List

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.

Law, N., Yuen, A. & Fox, R. (2011). Educational Innovations Beyond Technology: Nurturing Leadership and Establishing Learning Organizations. Springer.

Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What it is and how it influences pupil learning. DfES Publications.

Milliken, K. (2021a, March 3). ETL504 – Initial Thoughts. CSU Thinkspace. https://thinkspace.csu.edu.au/readminder/2021/03/15/etl504-initial-thoughts/.

Smith, D. (2020, February 26). What is Leadership? Knowledge Quest. https://knowledgequest.aasl.org/what-is-leadership/