An effective librarian is as important as an effective principal – both impact teaching and learning in schools. (Kuon, 2012, p.39). A principal has responsibility for creating a successful learning environment for all students. There are many elements involved in this – “vision building, evolutionary planning, empowering others, resource mobilization, and problem coping and monitoring.” (Oberg, 2006. p.13). Effective principals can use all these strategies to create a dynamic environment for teaching and learning working with the teachers and educational leaders they hire. Achieving success without their principal’s backing, however, is almost impossible for the teacher librarian. (Kuon, 2012. p. 39)
Ken Haycock asserts that, “collaboration is the single professional behaviour of teacher librarians that most affects student achievement” (Haycock, 2007. p. 32). Yet teachers can be reluctant to move from independent planning and teaching of the curriculum to in-depth collaboration with a teacher librarian as it requires extra effort and time. Without the principal making this collaboration a priority for all there is little chance of it developing. The principal is the major decision maker in the school and has the opportunity to set the stage for collaboration, curriculum development and implementation. (Farmer, 2007. p 60). Oberg identifies four key areas in which principals can bring dynamic support for the role of the teacher librarian and it is no surprise that the first is providing collaborative planning time. The others include funding for programme resources and enabling teacher librarians to provide in-service training for teaching staff. (Oberg, 2006. p.15)
It is interesting to note that principals do recognise the role the teacher librarian plays in its most visible form – keeper of the books or the reader of “great stories” – both of which only relate vaguely to student achievement and learning. The fact that teacher librarians are trained teachers, experts in curriculum design, literacy development, information and digital literacy can be over looked. (Kaplan, 2007. p. 300). Often the work of the teacher librarian is invisible – the role itself is to work to empower others. “Teachers and students take what librarians give them and fold it into their own products and performances” (Hartzell, 2002. p. 2)
Yet despite this recent research shows that principals do value their teacher librarians – they want them to be more visible leaders in their school communities. (Kuon & Weimar, 2012. p. 36). It is up to the teacher librarians to take the lead. Advocacy is an important start, we need to allow satisfied students and teachers sing the library’s praises. Learning the language of administrators can help with better communications. (Kuon & Weimar, 2012. p. 39). Two strategies are planning and reporting. Creating an annual plan which clearly relates to the school’s mission then inviting the principal to endorse it is a good start. Regular reporting to the principal, to colleagues and to the wider community celebrates the library’s contributions. (Johnson, 1992. p.24) Oberg shares his views in advocating teacher librarians communicate effectively and show that they are advancing school goals. (Oberg, 2006. p. 16)
Making the time and giving the effort to create a positive partnership with the principal will enable the teacher librarian to effectively work in the role for the benefit of the entire school community. Becoming visible and valuable – this is my goal for the coming year.
References
Farmer, L. (2007). Principals: Catalysts for Collaboration. School Libraries Worldwide, 13(1), 56-65. http://search.ebscohost.com (AN 25545935)
Hartzell, G. (2002, June).What’s It Take? Paper presented at Washington White House Conference on School Libraries Checks Out Lessons for Success, Washington. Retrieved from http://www.laurabushfoundation.com/Hartzell.pdf
Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35. http://search.ebscohost.com (AN 25545933)
Kaplan, A. G. (2007). Is your school librarian ‘highly qualified’? Phi Delta Kappan, 89(4), 300-303. http://search.ebscohost.com (AN 27757339)
Kuon, T., & Weimar, H. (2012). How Does Your Boss See You? School Library Journal, 58(9), 36-39. http://search.ebscohost.com (AN 79888148)
Johnson, D. D. (1992). At the ends of our job. Using planning and reporting to build programme support. (cover story). Book Report, 10(5), 24. http://search.ebscohost.com. (AN 9203090542)
Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au/docview/224879111/fulltextPDF#