The world is changing, the technology is changing, the ways that students learn is changing, and so as the role of a teacher-librarian (TL). Almost all of the resources, i.e. books, articles, etc., that I have read stated that the teacher librarian is expected to take up the role of “curriculum leadership.” Scheirer (2000) had included a list of professional competencies for TL in her article, two of the competencies really stood out “BIG” to me:
- places a priority on staff relationships and leadership in the implementation of change
- provides leadership.
![DIY Professional Development_thumb[3]](http://blogs.ubc.ca/jaclearningblog/files/2015/10/DIY-Professional-Development_thumb3.jpg)
Photo in courtesy of: http://www.rakisradresources.com/2015/01/where-to-find-your-own-professional.html
At my last post, I shared that I was a beginner at building my personal learning network (PLN) using one or more tools mentioned in the above photo. I am still “lurking” on social media, while my colleagues are more knowledgable on tools mentioned than I am and are possibly sharing their experience in teaching actively via those tools. I would question myself: Who am I to provide “leadership”? I guess if I HAVE to be an educational leader, I COULD push myself forward and “force” myself into the doing. However, as being a person who does not like to be the center of attention, I would be pushing myself into doing something that I am uncomfortable with and I do not think the thrust would last for long. As I was researching for ideas on how could I fulfil the role within my capability, I came across the video below:
The video suggests supporting teacher’s professional development by working alongside with the classroom teacher. This echoes with the quote that catches my attention in the article “Librarians as Leaders in Professional Learning Communities through Technology, Literacy, and Collaboration.”
“As a school librarian, the goal should be to look at what students are learning and what teachers are teaching in the classroom and see where your knowledge and skills can fit into that plan.” (Dees et al., p. 11)
From my research, I have learned that being a educational leader does not mean that I have to be “ahead” of everyone in current educational issues, to be an expert on technology, nor being a professional development workshop speaker. I could be a support staff working collaboratively with teachers, suggesting technological tools which are applicable to the teachers’ teaching and students’ learning. In another word, I could be an “educational coach.”
A few staffs at my school have decided to try the FreshGrade program as an alternative for parent-teacher communication tool. As I had attended a summer professional development workshop on the program, I approached those staffs who would like to try and offered help in troubleshooting if they have any questions. This is the first time I made myself “visible” in new technology, and I am glad that I was able to help a few colleagues and assist a colleague in presenting a workshop on FreshGrade. I do not consider myself as an “educational coach” yet, but I think I had made a big leap in the role.
What can I do differently, or new, this year that better support the staff at my school?
I am currently not a teacher-librarian at my school. Imagine that I am, I would set the following goals for this school:
- Be proactive in building a relationship with the individual staff at the school. Collaboration is built on a relationship with trust, and only through collaboration that I would be able to know “what students are learning and what teachers are teaching.” With that knowledge, I will then be able to suggest educational readings, professional development opportunities, or digital tools that would enhance the teachers’ teaching.
- “Crack out of my shell” – Instead of continuing to lurk on social media, I have to try sharing my own ideas. If I do not share or tweet, how could I encourage other staffs to do so? I have to extend my personal learning network, so that I could share my experience with others and encourage others to build their own PLN.
Two goals would be my limit for this year, as I had mentioned in my last post, I have to slow down and take small steps at a time. I think I could achieve these two goals even being a music teacher (not a TL) this year. Hence, this would be a good start.
References:
Dees, Dianne, Alisande Mayer, Heather Morin, and Elaine Willis. “Librarians as Leaders in Professional Learning Communities through Technology, Literacy, and Collaboration.” Library Media Connection 29.2 (2010): 10-13. Web. 22 Oct. 2015. Link: http://coekate.murraystate.edu/media/professors/files/koren/LibrariansLeadLearnCommunities.pdf
Raki, Heidi. Raki’s Rad Resources. Web. http://www.rakisradresources.com
Scheirer, Bev. “The Changing Role of the Teacher-Librarian in the Twenty-first Century.” (2000). University of Saskatchewan. Web. 22 Oct. 2015. Link: http://www.usask.ca/education/coursework/802papers/scheirer/scheirer.htm
A good cautious start to implementing the skills and building the networks in order to be a better support for your peers and colleagues. TLs have an important and powerful role in the school and have an obligation to maintain their skills and role-model their own ProD to encourage others to try the same. Your discussion of relationship building and realistic goals and achievements are very important to remember as we need to keep ourselves healthy and strong and not burn out trying to do too much. A good post with good embedding, linking and tagging.
I will definitely take a lesson away from your post, and the video you included. I think sometimes I see being a leader in an area synonymous with being an expert that area. Thank you for your opinions on this matter, because I see a new perspective now. I agree with you, if you can put yourself out there, and be a coach, helping a few colleauges along the way with what you know so far, then yes, you are a leader. Good for you for taking a chance with Fresh Grade and making your self available to others.
I really enjoyed your post and identify with a lot of your comments… I also tend to waver when it comes to being the centre of attention and pretending to be the “expert.” I think you’re quite right in that we don’t need to be ahead of everyone else, just willing to try and explore!
This is great to see the various articles that you pulled from here – thanks for linking. You have a great perspective on this topic yet have made realistic goals and thoughts on what you would do if you were a librarian. I’ve been feeling the same way with the concept of having to put myself out there more instead of just lurking. 🙂
I completely identify with how you’re feeling with the role of a TL and being a more visible presence in a school. I honestly always viewed a TL as a ‘behind the scenes’ teacher within a school community and throughout our courses and through all the changes in our curriculum, this position is becoming more and more visible and necessary. My gut tells me that lots of introverts gravitate towards being a TL (myself included!) and those who shy away from the limelight so this position is both a professional and a personal challenge. It’s daunting to think to be the ‘leader of the pack’ or the ‘expert’, but just like Jen mentioned, it’s more about our willingness to try and be transparent with our efforts to our school community. Through your post, it sounds like you know exactly what you have to do to do a great job as a TL!
Hi Jackie,
I really appreciate your perspective on trying to come alongside your colleagues, your coaching approach, rather than trying to be right up in front of their faces as a leader.
I’ve always found that staff members are far less threatened or apprehensive when you are just talking around the lunch table about what’s going on in the classroom and then you say something like, “Wow, that sounds fun; do you want to team up with me on that…?”
The nervousness many of us are expressing about not feeling so expert ourselves is shared by most of our colleagues. Classroom teaching can also be an isolated experience, in their own little bubble, but working with the TL can be daunting because now another colleague might see their failings…(which aren’t likely there—everyone’s nervous).
So acting like a leader or expert can be off-putting, but your idea of being a support or a partner or coach is a welcoming stance.
Chris