By Oberg, Dianne
GAINING THE RESPECT AND SUPPORT OF SCHOOL ADMINISTRATORS IS THE NUMBER ONE CHALLENGE FACING SCHOOL LIBRARY PROFESSIONALS IN THE 21ST CENTURY (ISHIZUKA, MINKEL, & ST. LIFER, 2002). THE SCHOOL LIBRARY LITERATURE FROM ITS EARLIEST YEARS CONTAINS DISCUSSIONS OF THE ROLE OF THE PRINCIPAL IN SCHOOL LIBRARY PROGRAMS, OFTEN CENTERING ON THE NOTION OF PRINCIPAL SUPPORT. “THE PRINCIPAL’S SUPPORT OF THE LIBRARY AS A VITAL PART OF THE EDUCATIONAL SYSTEM IS EXTREMELY IMPORTANT,” WINIFRED B. LINDERMAN WROTE IN AN ARTICLE ENTITLED “WHAT SHOULD THE SCHOOL LIBRARIAN EXPECT OF THE SCHOOL PRINCIPAL?” IN THE DECEMBER 1944 ISSUE OF THE SCHOOL REVIEW (P. 614). THIS QUOTE, FROM 60 YEARS AGO, COULD EASILY HAVE COME FROM A MUCH MORE RECENT SOURCE.
WHY PRINCIPAL SUPPORT MIGHT BE LACKING
Principals have a critical role in the implementation of change in schools. The educational change research (see, e.g., Fullan, 1991, 1993) and the effective schools research (see, e.g., Rosenholtz, 1985, 1989) have helped us to understand the contributions of the principal in terms of vision building, evolutionary planning, empowering others, resource mobilization, and problem coping and monitoring. Effective principals are collaborative leaders who use these strategies to facilitate the transformation of school culture. Research in the school library field has shown that although teacher-librarians generally view principal support as being critical to the success of the library program (Haycock, 1995), they often have low expectations of principal support (J. M. Campbell, 1991) and rarely engage in the kind of activities that would increase their principals’ understanding and support (Edwards, 1989).
TABLE 1
Principals and School Libraries: Research Findings
A growing body of research from around the world centers on what principal respect and support involve (see Table 1). However, not surprisingly, not all principals respect and support the school library programs or teacherlibrarians. In the worst-case scenario, the principal believes that libraries are basically warehouses, that teacherlibrarians are fussy introverts whose most important role is selecting and circulating materials, and that teacherlibrarians are not leaders or proactive educators but service providers who merely respond to teacher or student requests.
Hartzell (2002) suggests some of the reasons that may underly the worst-case scenario. He points out that when information is limited, people tend to rely on stereotypes to make judgments. Teacherlibrarians suffer from occupational invisibility, and the occupational socialization of principals rarely focuses on libraries or teacher-librarians. Teacher-librarians tend to be invisible because the nature of their work involves empowering others, and building relationships with other educators-including the principal- is limited by their physical isolation in the library and by scheduling.
Teacher-librarians also tend to be invisible because of their low profile in the educational literature. Principals often had limited exposure to the role of the teacherlibrarians when they were students in school and when they were classroom teachers. Few had opportunity to learn about the role of the teacher-librarian in their education as teachers or as administrators. Additionally, media images rarely add positively to their perceptions of teacher- librarians or librarians in general.
Teacher-librarians’ occupational invisibility is exacerbated by the low levels of librarianship education within the profession. When some members of a professional group lack appropriate professional education, their potential clientele are unsure about what to expect in expertise and quality of service, and the image and status of the whole group suffer from this uncertainty.
However, many teacher-librarians are visible leaders in their schools, and many principals are supportive of the work of their teacher-librarians; we can learn a great deal from those principals and their teacher-librarians. My own understanding of what is involved in gaining the respect and support of principals comes from over a decade of work as a teacher-librarian in three schools as well as from the research done by myself and others. Since the 1980s, I have been analyzing the professional literature and research literature dealing with the concept of principal support (see, e.g., Oberg, 1995).
With a colleague from the field of educational administration, I have conducted research, through interviewing principals, teacher- librarians, and district leaders in a district with exemplary school library programs, on how school culture facilitates school library programs (LaRocque ft Oberg, 1991). Our case study of two teacher- librarians’ establishing library programs in schools where the programs were new to them as well as teachers and principals expanded my understanding of the role of the principal in supporting the school library program and that of the teacher-librarian in gaining the respect and support of the principal (Oberg Et LaRocque, 1992). Most recently, 1 was part of an international survey on the role of principals in supporting school library programs (Henri, Hay, & Oberg, 2002). Drawing on this research, 1 explore three questions:
* How does the principal support the school library?
* What do principals believe about the teacher-librarian and the school library program?
* How can teacher-librarians develop principal respect and support?
HOW DOES THE PRINCIPAL SUPPORT THE SCHOOL LIBRARY?
The research involving principals who support the school library program and the teacher-librarian indicates that principal support occurs through four key roles of the principal: that as a supervisor working directly with teachers, that as a model demonstrating personal commitment, that as a manager enabling the program, and that as a mentor providing visibility and importance. The first three roles focus on the principal’s support for the school library program and the fourth, on the principal’s support for the teacher- librarian.
As supervisors working directly with teachers, supportive principals outlined expectations for library use and provided professional development for teachers. These principals made it clear that teachers were expected to be involved in the school library program on an ongoing basis. For example, principals required that evidence of collaboratively planned projects be provided as part of the teachers’ annual performance reviews (LaRocque ft Oberg, 1991). Principals encouraged teachers’ professional development in relation to the school library program by providing inservice education and by providing time for discussions related to the program in staff meetings.
As models demonstrating personal commitment, supportive principals explicitly expressed their understanding of the value of the school library program, and they were visible in the library. These principals conveyed the importance of the library program to teachers (Mandrusiak, 1993). They also interpreted the role of the school library program to students and parents and to district- level personnel and other principals (LaRocque ft Oberg, 1991). They demonstrated an understanding of the value of information literacy and encouraged teachers to embrace it (Hay ft Henri, 1995). Principals who also taught in the classroom modeled their commitment by using the program in their teaching.
As managers enabling the program, supportive principals created the school context and structures within which the principal, the teachers, and the teacherlibrarian could work collaboratively (Nasedkin, 1989). These principals ensured the provision of adequate budgets for materials and information technology. They arranged for the flexible scheduling that allowed collaborative work between teachers and teacher-librarians (Hay & Henri, 1995). In addition to providing flexible schedules for the teacher-librarians, principals built into school schedules common planning times for teachers at the same grade or level. Some principals used their administrative time to release teachers from their classrooms for planning, and others used discretionary funds to hire substitute teachers or provide additional clerical support in the library (Oberg, 1997). Principals ensured that the school library program was integrated into the planning and evaluating structures of the school.
As mentors providing visibility and importance for the teacher- librarians, supportive principals spoke highly of the teacher- librarians in their schools and gave clear evidence that they trusted the teacher-librarians’ knowledge and expertise. They made time for meetings with the teacher-librarians and encouraged their personal and professional development. Principals also provided resources to teacher-librarians to allow release from teaching to undertake professional development (Hay a Henri, 1995; Oberg, 1997).
In both the professional and the research literature, the role of the principal in supporting the school library program is often referred to as simply “principal support.” An analysis of the complex relationships between principals and school librarians has demonstrated that principal support involves at least four kinds of principal actions or role categories. Only one of these roles involves what is often seen as the core of principal support, whic\h is that of ensuring collaborative planning time and providing funding for program resources.
WHAT DO PRINCIPALS BELIEVE ABOUT THE TEACHER-LIBRARIAN AND THE SCHOOL LIBRARY PROGRAM?
The research involving principals who support the school library program and the teacher-librarian indicates that these principals have positive perceptions about the contributions of the program and those of the teacher-librarian to teaching and learning in their schools. For example, principals in Alberta, Canada, who had teacher- librarians working half-time or more in their schools stated that teacher-librarians improved the quality of teaching and learning through in-servicing staff, cooperative planning and teaching, and collection development. The principals believed that teacher- librarians had valuable expertise and should inform their principals about issues affecting the potential of the library. The principals also believed that teacherlibrarians should be key players in the school’s information literacy programs and that an important part of the teacherlibrarian’s role in the school was providing appropriate in-servicing to the teaching staff. The strengths of their libraries, according to these Alberta principals, were the qualified and cooperative staff, the resources and equipment, and the focus on learning and curriculum.
These findings are consistent with those of studies in other parts of the world. Principals interviewed in an Australian study (Hay ft Henri, 1995) expected their teacher-librarians to have a vision of the future development of the library’s program and services and to have or develop the skills needed to be leaders in the school. They were prepared to support teacherlibrarians as senior members of staff as long as the teacher-librarians met those expectations. Principals in a U.S. study (J. M. Campbell, 1991) reported that their major source of information about library programs was that of their teacher-librarians; that is, teacher- librarians provided professional development for principals as part of routine communications with principals.
HOW CAN TEACHER-LIBRARIANS GAIN PRINCIPAL RESPECT AND SUPPORT?
Teacher-librarians gain the respect and support of their principals in three key ways: by building their professional credibility, by communicating effectively with principals, and by working to advance school goals.
Teacher-librarians must build their credibility as experts in the field of teacherlibrarianship as school leaders and as agents or catalysts of change. According to Alberta principals (Hay, Henri, et Oberg, 1998), being experts in teacher-librarianship means having qualifications in both education and librarianship. Teacher- librarians should have the same level of education as the other leaders in their schools; in most schools and school districts, school leaders are expected to have master’s degrees. Expertise in librarianship brings to teaching and learning the core values of librarianship (including freedom of information and the right to privacy) as well as the practical knowledge required to deal with issues such as censorship, cultural diversity, and Internet filtering.
By contributing as school leaders to schoolwide initiatives and concerns, teacher-librarians build their credibility as educators and increase the willingness of others to work with them (Lance, 2001). When asked to list the tasks that the teacher-librarian does that are critical to the quality of teaching and learning, both principals and teacher-librarians identified those of in-servicing staff (Oberg, 1997), cooperative planning and teaching, and collection development. The teacher-librarians put the strongest emphasis on the cooperative planning and teaching role, whereas the principals put the strongest emphasis on the in-servicing role.
Time and money alone are not sufficient for meaningful change. Principals and teacher-librarians need to have a shared view of the potential of the school library program as one that reaches beyond the library and into the teaching and learning of the whole school. Together principals and teacher-librarians need to develop a deep and rich understanding of resourcebased and inquiry-based learning that will allow them to link these changes to restructuring efforts focused on improving opportunities for student learning. This may mean discussing the implication of research, such as studies showing that integrated resource-based instruction is the most effective means of acquiring information skills (Hara, 1997) and that it leads to improved levels of content knowledge (Todd, 1995).
Teacher-librarians must communicate effectively with their principals. Teacherlibrarians need to begin by enhancing their principals’ knowledge of the school library program and the role of the teacher-librarian. This includes clearly explaining the goals of the school library program and the teacherlibrarian. Some studies have found that principals seemed uncertain about how to evaluate the success of library and information literacy programs (Hay ft Henri, 1995; Wilson, Blake, Et Lyders, 1993). However, where district, state, or provincial guidelines were made available to them, principals reported feeling confident in evaluating their teacher-librarian and the library program (Dekker, 1989; Wilson, Blake, ft Lyders, 1993). Teacher-librarians also need to clearly explain their professional needs, in terms of both mentoring and professional development.
Teacher-librarians must work to advance school goals. Teacher- librarians should begin by knowing and promoting with others their principal’s views of school goals. The principal needs to be able to see the teacher-librarian as an ally, not as someone with an endless list of demands and complaints. The teacher-librarian needs to be able to share the principal’s worldview (or find another, more compatible assignment). Teacher-librarians should help their principals see the strong connection between library program goals and school goals, that a close alignment between the principal’s vision and the teacher-librarian’s vision is of benefit to both of them (Oberg, 2000). Principals have valuable resources to share with teacher-librarians; teacher-librarians need to be clear that they have valuable resources to share with principals. Together, the teacher-librarian and the principal can form a strong team.
Finally, teacher-librarians need to be patient and understanding of the evolution of the school library program. Gaining principal support can be a difficult task and may take several years of effort based on a planned approach and taking advantage of the opportunities that occur. With each new school assignment, teacher- librarians have to begin anew the work of communicating with the principal about their role and the school library program. Hartzell (2002) put it this way: “The only way to change principal perceptions is to assault them directly, repeatedly, and from a multiplicity of directions. Reshaping perceptions takes time and effort and commitment” (p. 106).
WORKING TOGETHER AS A TEAM
Research has shown that the principal is the key factor in the development of the collaborative school culture that is needed for a strong school library program. The principal gives support for the program and for those working to build the program. The principal provides opportunities for teachers to work and learn together. A foundation activity for any school is working together to decide on a vision for the school, a vision that clearly describes what it is that students are to learn and how they are to show what they have learned. This requires active leadership from the principal.
The expertise of teacher-librarians in information literacy, collaboration, and program design and implementation can provide a valuable contribution to teaching and learning. For example, teacher- librarians often begin their work in a school by analyzing the changes that will be needed in the ways that educators have traditionally organized and thought about teaching and learning. Teacher-librarians understand that teachers work from different philosophical bases or platforms, something that complicates the task of collaboration. They often initiate an explicit sharing and examination of these differing platforms. They are experienced in working with teachers to develop learning activities for students, and they are accustomed to working with others to develop schoolwide approaches-this requires active leadership from the teacher- librarian.
The active leadership of the principal and teacher-librarian team is facilitated by district support for collaboration. The support provided by school district administrators, school trustees, and district policy and administrative structures has been shown to be important in enabling principals and teacher-librarians to work together. This teamwork also appears to be much less difficult where teacher-librarians have access to a strong and active teacher- librarian network that is committed to ongoing professional education and mentoring as well as advocacy and policy development. Teacherlibrarians need to be aware of and utilize professional networks throughout their professional lives; certainly, most principals are aware of and utilize their own professional networks. As has been pointed out (see, e.g., Haycock, 1992; Strachan, 1995), principals and teacher-librarians have a lot in common and a great deal to gain by working together.
Feature articles in TL are blind refereed by members of the advisory board. This article was submitted September 2003 and updated and accepted October 2005.
TEACHER-LIBRARIANS SUFFER FROM OCCUPATIONAL INVISIBILITY, AND THE OCCUPATIONAL SOCIALIZATION OF PRINCIPALS RARELY FOCUSES ON LIBRARIES OR TEACHER-LIBRARIANS.
AS MENTORS PROVIDING VISIBILITY AND IMPORTANCE FOR THE TEACHER- LIBRARIANS, SUPPORTIVE PRINCIPALS SPOKE HIGHLY OF THE TEACHER- LIBRARIANS IN THEIR SCHOOLS AND GAVECLEAR EVIDENCE THAT THEY TRUSTED THE TEACHER-LIBRARIANS’ KNOWLEDGE AND EXPERTISE.
TEACHER-LIBRARIANS MUST WORK TO ADVANCE SCHOOL GOALS. TEACHER- LIBRARIANS SHOULD BEGIN BY KNOWING AND PROMOTING WITH OTHERS THEIR PRINCIPAL’S VIEWS OF SCHOOL GOALS. THE PRINCIPAL NEEDS TO BE ABLE TO see THE TEACHER-LIBRARIAN AS AN ALLY, NOT AS SOMEONE WITH AN ENDLESS LIST OF DEMANDS AND COMPLAINTS.
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ACKNOWLEDGMENTS
This article grew out of presentations given in 2003 at the Alberta Library Conference in Jasper, Alberta, and at the American Library Association/Canadian Library Association Conference in Toronto. I acknowledge with thanks the contributions of the participants whose questions and comments helped to shape my thinking about this topic.
Dianne Oberg is a professor in teacherlibrarianship in the Faculty of Education at the University of Alberta in Canada. Before coming to the university, Dianne worked as a classroom teacher and teacher-librarian in the public school system. Her research focuses on the implementation and evaluation of school library programs. Dianne is the editor of an international journal, School Libraries Worldwide, and an active member of school library associations at local, national, and international levels. She can be reached at [email protected].
Copyright Ken Haycock & Associates Feb 2006
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