As I read through each module and recommended reading, I began to add another layer to my understanding of what makes a great leader. What resonated with me the most was the theme of ‘vision’.  According to Gleeson (2016), it was imperative for me to articulate a distinct vision.

I have worked in a few libraries over the past six months on a casual basis and have not been able to add my leadership experience from my career in early childhood, especially as a director of services, where I was able to use my vision, expertise and best practice to formulate and execute long term goals for each long day care service.

I am now prepared to start my first permanent role as a ‘lone teacher librarian’ in a primary school. I already feel the support from the school’s principal to change how the library is perceived and make it the ‘heartbeat’ of the school. I know that the school library and the librarians before me were indeed of the era of the ‘keeper and stamper of books’ and the library as a ‘quiet space’. I know it is up to me not only as the teacher librarian of the school but as a leader change that perception.

Not only do I have a vision for the school library and my role within. I have begun to brainstorm strategies that can make the vision a reality. Moir, Hattie and Jansen (2014) maintain that to develop leadership capacity, you need to understand what the organisation values are and build your vision from there. I look forward to collaborating with class teachers and planning with the executives on the needs of the students and community and solidifying a whole school approach to transformation.

I know that a teacher librarian has often been behind the scenes, but I want to be visible in my role to facilitate positive change. Some of the ways I plan to do this include:

• Addressing assemblies and morning greetings by promoting the library, and the activities on offer during the week.
• Be an active participant at staff meetings, get involved in the planning and implementation of programs.
• Propose and implement a whole school reading for pleasure program, highlighting the importance of reading and the resources available to support this initiative.

First and foremost, I will build relationships not only with children, but with the staff of the school. Working in a collaborative manner with staff is something I enjoy and find that it is a wonderful way to build trust in planning and preparing for change. The change that benefits the whole school community.

References

Gleeson, B. (2016, November 9). 10 unique perspectives on what makes a great leader. https://www.forbes.com/sites/brentgleeson/2016/11/09/10-unique-perspectives-on-what-makes-a-great-leader/#e9753b25dd19

Moir, S., Hattie, J. & Jansen, C. (2014). Teacher perspectives of ‘effective’ leadership in schools. Australian Educational Leader, 36(4), 36-40. Teachers’ perspectives of ‘effective’ leadership in schools : Find an Expert : The University of Melbourne (unimelb.edu.au)