Tag: Leadership

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

 

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)

The Teacher Librarian as a Leader

 

As I begin my final subject, ‘Teacher Librarian as Leader’, I reflect on the essence of leadership even before delving deep into the course material. What immediately comes to mind is what leadership isn’t. It isn’t about assuming you possess all the solutions. It isn’t about needing to dictate every action and oversee every detail. It certainly isn’t about believing your voice is the only one that matters within the team, with your directives being unquestionable. I have had experience as a leader within the Early Childhood sector. I know that my knowledge and skills will be drawn upon as I become a Teacher Librarian within a primary school community.

As I embark on this course, my curiosity about the essence of effective leadership is piqued. I believe exemplary leaders inspire their peers, leading by example rather than mere words. Their actions align seamlessly with their words, embodying the principle of ‘do as I do, not just as I say.’ They foster a collaborative environment where every voice is heard and valued. They possess a forward-thinking mindset, envisioning the school’s trajectory in the 21st century. They don’t settle for past achievements but also recognise and commend the hard work of teachers, support staff, and fellow leaders.

Even though I am at the beginning of my teacher librarian career, I recognise the pivotal role I can play in guiding staff toward embracing 21st-century curriculum practices. I look forward to balancing responsibilities and bridging between providing curriculum support and classroom instruction while also navigating emerging learning technologies, literacies, and resources. Effective leadership entails staying rooted in the present while keeping a keen eye on current and future trends to remain attuned and pertinent in an ever-evolving landscape.