Ray (2013) suggests forming strong relationship with principals and other executives can only gain support for the TL and the library programs. Ray (2013) infers offering to help where possible in the school environment will be seen as a positive move. Principals wear many hats and will appreciate handing any of those hats to someone to deal with. The TL is in a good position to do this showing support, building trust and rapport. So instead of asking, what will you do for me? Ask, what can I do for you? Furthermore, TLs can bridge gaps and promote communication and collaboration. Ray (2013) insists that principals recognise good work and like to hear the value of success, so building relationships is paramount going forward as a TL and to be able implement and show the value of library programs to someone who will listen and appreciate the work being done.
Unfortunately, it is not mandatory to have a TL in school libraries, so schools tend to go without to save money. Lupton (2016) offers TLs are going through a period of transition. Henri and Boyd (2002) note TL have specialised expertise with a strong focus on teaching and student learning, curriculum development and promoting information literacy. The way the principal perceives the TL is crucial towards support of the TL and collaboration with classroom teachers. Lupton 2016) signifies principals’ perception may vary between principals and sees the TL as a teacher first and then a librarian. She further adds, principals rather see the funds investing in teaching rather than the role of TL. Hartzell (2002, p.92) states “the problem is that support flows from trust, and trust flows from understanding”. He further adds, principals don’t understand what TLs, do not appreciate the contribution they bring to teaching and student learning. However, to do this TLs need to ensure they are not invisible and show they do reshape the school environment and enhance student learning and progression. The best way to do this is to collaborate with the whole school environment and have regular meetings with the principal. Principal support is vital to sustain the TLs role and be seen as influential.
References
Hartzell, G. (2002). The principal’s perceptions of school libraries and teacher-librarians. School Libraries Worldwide,8(1), 92-110.
Henri, H. & Boyd, J. (2002). Teacher librarian influence: Principal and teacher librarian perspectives. School Libraries Worldwide, 8(2), 1-17.
Lupton, M. (2016). Adding value: principals’ perceptions of the role of the teacher-librarian. School Libraries Worldwide, 22(1), 49-59.
Ray, M. (2013). Making the principal connection. School library Journal. https://www.slj.com/story/the-same-difference-mark-ray-asserts-that-principals-and-librarians-have-a-lot-more-in-common-than-you-might-think-and-he-should-know