Tag: collaboration

Teacher Librarian as Leader

Like a phoenix rising from the ashes, the teacher librarian emerges as a beacon of knowledge, guiding and inspiring the school community with wisdom and vision. I know this reads like an opening sentence in a novel gracing the school library’s shelves. Still, it is how I feel writing my final (EVER) reflection in my Master of Education (Teacher Librarianship) course.

When I began this course and composed one of my first entries, Little Did I Know…. (Gonye, 2022, March 10) I had not considered the importance of studying a subject such as Teacher Librarian as Leader. I had identified roles associated with a teacher librarian but had not related the importance of leadership within this role.

One surprising revelation was that leadership transcends formal titles; anyone can embody its qualities. You don’t require a specific position to demonstrate the attributes synonymous with effective leadership. The term leading from the middle was something I knew I had done in previous leadership roles but had not labelled it as such. In my post titled, Leading from the Middle (Gonye, 2024, March 4) I realised that there is potential for me to exercise and build upon my leadership qualities in my role as a teacher librarian.

I hadn’t considered the various leadership styles available to a teacher librarian. The way a teacher librarian chooses to lead is a crucial element I had previously overlooked. With this new understanding, I reviewed my strengths, including building relationships through collaboration and implementing skilful communication techniques (Bender, 2005, p.25).  Adding to these traits, my ability to build relationships with children and gain the trust of staff and families aligns with the servant leadership style.

As I read about servant leadership (DocMartin Leadership, 2019) the servant leadership approach appealed to me as it encourages a focus on student-centred learning and cultivates a spirit of collaboration among staff. The primary emphasis of a servant leader lies not in their personal leadership aspirations or the organization’s goals, but rather in the welfare and requirements of those they lead. (Crippen & Willows, 2019, p.171). To be genuinely effective, I recognised the need to broaden my understanding of leadership by integrating transformational and distributed styles into my approach. This is especially vital for achieving the vision of the library as a key centre for integrating technology and promoting the development of future skills (Bonanno, 2015).

In a 21st-century education model, the role of the teacher librarian is to connect learners and facilitate knowledge construction, transforming the library into a space where students can create meaningful experiences tailored to their needs (Holland, 2015). In my post titled, Changing Educational Paradigms (Gonye, 2024, April 12) I had further explored the notion of the teacher librarian not only teaching in the ever-evolving educational landscape, but also through leadership, having the capacity to influence and shape the future direction of education.

While I am in the early stages of my career as a teacher librarian, I understand the crucial role I can fulfil in guiding staff towards adopting 21st-century curriculum practices. In my post titled The Teacher Librarian as Leader (Gonye, 2024, March 15) I explored qualities of leaders and how it is important to strike a balance between providing curriculum support, delivering classroom instruction, and navigating emerging learning technologies, literacies, and resources. Effective leadership involves staying grounded in the present while staying abreast of current and future trends to remain relevant in an ever-changing educational landscape.

Anticipating my future as a teacher librarian in a primary school, I approach it with a keen awareness of my unique position within the school community. It’s a ‘bird’s-eye’ view, as Cox and Korodaj (2019) aptly describe it. I’m filled with enthusiasm about exploring how I can leverage this perspective to create a meaningful and positive impact on the community.

References

Bender, Y. (2005). The tactful teacher: Effective communication with parents, colleagues and administrators. Nomad Press.

Bonanno, K. (2015, March). A profession at the tipping point (revisited). Access. 14-21. http://kb.com.au/content/uploads/2015/03/profession-at-tipping-point2.pdf

Cox, E., & Korodaj, L. (2019). Leading from the sweet spot: embedding the library and the teacher librarian in your school community. Access (Online), 33(4), 14–25.

Crippen, C. & Willows, J. (2019). Connecting teacher leadership and servant leadership: A synergistic partnership. Journal of Leadership Education, 18(2), pp. 171-180. https://journalofleadershiped.org/jole_articles/connecting-teacher-leadership-and-servant-leadership-a-synergistic-partnership/

DocMartin Leadership. (2019, February 8). What is servant leadership? [Video]. YouTube. https://youtu.be/3dS7FpUUbY8

Gonye, S. (2022, March 10). Little did I know…My understanding of the role of the Teacher Librarian [Blog Post] Assessment 1: Little did I know…. My understanding of the role of the Teacher Librarian – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Gonye, S. (2024, March 4). Leading from the middle [Blog Post] Leading from the middle – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Gonye, S. (2024, March 15). The Teacher Librarian as a leader [Blog Post] The Teacher Librarian as a Leader – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Gonye, S. (2024, April 3). Changing Education Paradigms [Blog Post] Changing Education Paradigms – SUZANNE’S SCHOOL OF THOUGHT (csu.edu.au)

Holland, B. (2015, 14th January). 21st century libraries. The learning commons. Edutopia. https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

 

Changing Education Paradigms

When navigating school systems, it’s essential to consider the myriad factors that impact the school, its faculty, and its students. These influences span structural, cultural, and societal realms. For instance, considerations include the school’s organisational layout, leadership dynamics, and educational approach—is it age- or stage-based? Moreover, cultural influences shape the school’s identity, whether it’s a government, independent, or Catholic institution, and the predominant cultural groups among its student body. However, it’s the societal influences that are particularly pertinent in the current educational landscape. These include the role of social media in education, the economic landscape of the 21st century, and how these factors shape the concept of 21st-century learning within the school. Staying abreast of these societal influences is crucial for practical educational analysis.

Each school, even those within the same educational sector, possesses its unique identity, akin to living entities within their respective environments. While they may share common characteristics, such as belonging to the government sector and catering to primary and secondary students, their individuality extends beyond these surface similarities. For a teacher librarian, it’s essential to acknowledge this ever-evolving nature of the school environment while embracing the capacity to influence and shape it. To me, “leading from the middle” encapsulates the notion of occupying a dual role as a follower and a leader within this dynamic ecosystem.

Upon viewing Ken Robinson’s presentation, “Changing Education Paradigms,” the significance of collaboration in educational settings became evident. It underscored that individuals cannot thrive in isolation, collective effort drives school advancement. Collaboration serves as the cornerstone of growth and learning within schools. For a teacher librarian, integration into the school’s framework involves collaborating within their team and fostering partnerships across various teams, including teachers. While teachers specialise in specific subjects, librarians possess comprehensive insights into cross-curricular priorities and actively engage across the curriculum landscape.

Collaborative teaching initiatives involving the teacher librarian (TL) and classroom teachers signify a notable cultural transition in the TL’s role. No longer confined to traditional tasks like book borrowing and shelf organisation, today’s TLs actively engage in curriculum development. They spearhead initiatives such as team-teaching Guided Inquiry processes alongside subject teachers. Additionally, they take on the responsibility of ensuring that the library catalogue precisely reflects the school’s demographic and caters to its evolving needs and interests.

Finally, for students to effectively integrate into the contemporary job markets of the 21st century, schools must prioritise acquiring skills relevant to this era. Consequently, libraries acknowledge the pivotal role played by libraries in both school and public settings, serving as catalysts for students’ academic success. The role of a teacher librarian extends beyond conventional boundaries, encompassing the cultivation of critical thinking, research capabilities, information literacy, and a passion for literature. These competencies collectively empower students to excel academically and socially within and beyond the school environment and to securely navigate the vast and ever-evolving landscape of the internet and information domains.

References
Robinson, K. [RSA Animate]. (2010, October 14). Changing education paradigms [Video]. YouTube. https://www.youtube.com/watch?v=zDZFcDGpL4U

The Keeper and Stamper of Books

 

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)

Inquiry Learning vs. Standardised Testing

Are the acquisition of Twenty-First Century skills and the focus on accountability mutually exclusive?

Can a teacher prepare their students for the Twenty-First-century workplace and instil a love of lifelong learning by ‘testing’ students in a traditional manner? Unfortunately, this question cannot be answered or implemented by individual teachers alone.

With an overcrowded curriculum and expectations from the community for teachers to get back to teaching the basics and proving positive results. Can this, in reality, be done?

Our current education environment expects our students to be able to implement mulitple skills that will make them future-ready for higher learning and employment. The skills of creative and critical thinking require independent reasoning. Information and communication technologies require understanding the ever-expanding information and technological landscapes. These skills can be taught effectively through inquiry-based learning. This learning approach allows the students to pose questions and explore in-depth curriculum content in relevant and engaging ways.

In theory, this is in contrast to the expectations of students learning in a more traditional results-driven environment, where students must reach critical literacy and numeracy goals. The results monitor students’ progress against a state (HSC) or a national measure (NAPLAN). With standardised testing often becoming the focus as its results are easily measurable and interpreted, especially by parents, higher learning institutions and the wider community. Teachers often find themselves ‘teaching the test’ using skills to answer the questions.

What issues might stand in the way of inquiry learning in school?

One issue that might stand in the way of implementing inquiry-based learning in schools is teachers not having experience, understanding or appropriate professional development to plan and scaffold their student’s inquiry learning journey. The importance and relevance of inquiry learning must be advocated for by the executive team, Teacher Librarian and experienced teachers to support other educators. It is often perceived that inquiry-based learning has minimum structure, and students are left to ‘explore’ topics on their own and consequently may lose focus or become discouraged with their learning. All inquiry learning models provide an instructional framework to support students’ information to knowledge journey.

What issues might stand in the way of collaboration between teachers and TLs to carry out inquiry learning?

The Teacher Librarian is in a unique position within any school. They have access to all students across all year groups and ability levels. They are teachers who can resource and implement general capabilities across all the Key Learning Areas in collaboration with classroom and subject-specific teachers. The TLs must advocate for students’ needs and the importance of teaching future-ready skills, not within the segregation of ‘library time’ but in collaboration during planning and implementation with other teachers.

 

 

Collaborating with the School Principal

‘It takes a village’ is a statement often made when raising children. It is true for the school community as well. Each class teacher, specialist teacher, support staff, and executive team cannot provide an optimum learning environment working individually. This is especially true of the Teacher Librarian. Their teaching, support and learning encompass the whole school community. When a Teacher Librarian is supported in their role by the executive team, especially the principal, they can work towards the goal of student achievement.

The Teacher Librarian needs more than a ‘gold star’ or ‘merit award’ from their principal. They need practical support, which is conducive to working together to achieve school goals. Support that is visible, documented and shared with others are more likely to achieve positive results.

Some of the ways in which the School Principal can support the Teacher Librarian can include:

  • Promoting a positive school culture where learning is a supported and shared experience.
  • Providing time within the schedule/timetable for ‘non-teaching’ time to attend to other aspects of the Teacher Librarian’s role.
  • Ensuring adequate resources and time by making them a priority within the school operating budget.
  • Consult with the Teacher Librarian on whole school decision making, including a budget allocation to teaching and learning resources.

Lupton, (2016), states, “The principal’s perception of the role of the Teacher Librarian is crucial to the way that the school library and the Teacher Librarian is supported (or not) in the school.” (p.50). With encouragement and validation from the executive team, especially the principal, the Teacher Librarian becomes a powerful advocate for children’s learning within the school community.

Conversely, it is important that the Teacher Librarian also becomes an advocate for their profession. They are a valuable member of the teaching team as they are uniquely qualified as educators and librarians and implement the curriculum across the whole school. They have a knowledge of resources and an understanding of the curriculum. They can teach students how to research by using critical and creative thinking skills, which can be applied to different learning scenarios and experiences.

Collaboration with the principal provides the Teacher Librarian with the ability and confidence to prepare students for the future.

References

Lupton, M. (2016) Adding Value: Principle’s perceptions of the role of the Teacher-Librarian. School Libraries Worldwide, 22 (1), 49. http://eprints.qut.edu.au/94981/