Focuses on the roles and responsibilities of teacher-librarian in administration. How teacher-librarians are no different from others in education or librarianship who accept challenges of greater responsibility; Five major areas of responsibilities of school administrator; Administrative tasks of the teacher-librarians; Difference between the abilities of principal and teacher-librarians; Skills of the teacher-librarians; Qualities of a successful teacher-librarian

Haycock, Ken

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SJSU ScholarWorks

San Jose State UniversitySJSU ScholarWorksFaculty Publications School of Information1-1-1992The teacher-librarian as school principal: A naturalprogressionKen HaycockSan Jose State University, ken.haycock@sjsu.eduFollow this and additional works at: https://scholarworks.sjsu.edu/slis_pubPart of the Library and Information Science CommonsThis Article is brought to you for free and open access by the School of Information at SJSU ScholarWorks. It has been accepted for inclusion in FacultyPublications by an authorized administrator of SJSU ScholarWorks. For more information, please contact scholarworks@sjsu.edu.Recommended CitationKen Haycock. "The teacher-librarian as school principal: A natural progression" Emergency Librarian (1992): 21-22.7/24/13 EBSCOhostweb.ebscohost.com/ehost/delivery?sid=905c9172-0ffb-4b6d-ab90-5b3c22804fdb%40sessionmgr14&vid=5&hid=11 1/3Title:Authors:Source:Document Type:Subject Terms:Abstract:Full Text Word Count:ISSN:Accession Number:Database:Section:Record: 1The teacher-librarian as school principal: A natural...Haycock, KenEmergency Librarian. May/Jun92, Vol. 19 Issue 5, p21. 2p. 2 Blackand White Photographs.Article*TEACHER-librariansFocuses on the roles and responsibilities of teacher-librarian inadministration. How teacher-librarians are no different from others ineducation or librarianship who accept challenges of greaterresponsibility; Five major areas of responsibilities of schooladministrator; Administrative tasks of the teacher-librarians;Difference between the abilities of principal and teacher-librarians;Skills of the teacher-librarians; Qualities of a successful teacher-librarian.1028031588889705310862Academic Search PremierCAREER ALTERNATIVESTHE TEACHER-LIBRARIAN AS SCHOOL PRINCIPAL: A NATURALPROGRESSION few years ago a colleague outlined for me why it must be so confining to be a teacher-librarian ratherhan a "real" librarian in a large library system. Most compelling was the supposedly inhibiting factor ofaving to leave librarianship altogether in order to get ahead, to secure a promotion. The comment hastuck with me even though it has become more and more absurd.eacher-librarians are no different from others in education or librarianship who accept challenges ofreater responsibility: they take the special skills they have, apply them in a different context and add toheir repertoire through professional development and personal experience. Children's librarians do thishen they become branch heads and directors; community college librarians are becoming vice-residents and presidents with increasing regularity; special librarians in large corporations headnformation centers integrating several departments. And, of course, classroom teachers face thatame prospect when applying for school administration.t is surprising then that more teacher-librarians do not make the move from the resource center to theront office. For the classroom teacher the context and focus are significantly different, but for theeacher-librarian many of the duties are comparable to life as an effective teacher-librarian. The schoolAthsTgtwpisIft7/24/13 EBSCOhostweb.ebscohost.com/ehost/delivery?sid=905c9172-0ffb-4b6d-ab90-5b3c22804fdb%40sessionmgr14&vid=5&hid=11 2/3administrator carries-responsibilities in at least five major areas: educational leadership, including boththe administrative and instructional functions; school organization and liaison; school climate; a focus oninstruction; and staff development. In many cases these are mirror images of the role of the teacher-librarian, especially for vice-principals.Consider first a few of the administrative tasks of the teacher-librarian. The teacher-librarian managesdiverse programs, staff and services in order to contribute to the stated goals of the school. Theteacher-librarian selects, supervises and plans for the effective use of staff, including recruiting andmotivating adult and student volunteers. The teacher-librarian plans for the use of space, equipment andfacilities and is one of the few teachers in the school to have experience in planning and managing aflexible budget. Like teacher-librarians, administrators ensure an annual inventory of materials andequipment, regularly prepare oral and written reports, encourage a school-wide environment conduciveto learning, and involve staff in the evaluation of program effectiveness. Few classroom teachers havethe opportunity to undertake such a wide range of tasks but these are part of the role of each teacher-librarian.The teacher-librarian is expected to establish rapport with school staff, students and community just asthe administrator is. Teacher-librarians work toward collaborative work environments where they can bemore successful and this is a priority for effective administrators, too. Both invite and acceptsuggestions from staff and establish short and long range goals with others.Schools are more effective where teachers are involved in the selection of materials and theestablishment of policy and procedures. Nothing new here for teacher-librarians. Teacher-librarians alsohave considerable experience in the acquisition, organization and circulation of learning resources.The teacher-librarian is ideally suited to assess needs and interests and provide resources which satisfythose professional or instructional needs. And what teacher-librarian/principal couldn't share the joy ofreading and promote appreciation of whole language and literature-based programs, two currentcurriculum priorities?The principal may not design and produce instructional materials like the teacher-librarian but the abilityto plan, design and produce resources like newsletters and to advise teachers on the appropriate use ofresources is an important function. Like the teacher-librarian, the principal also acts as laison betweenthe school and other agencies, answers or obtains answers to teacher questions, provides guidance,develops a working relationship with other schools and school board departments, and participates incoordinated projects with the district.The teacher-librarian also promotes the program, communicates effectively, can develop informationaland public relations campaigns and can encourage school-wide themes. These are importantcomponents of the administrator's repertoire, too.The experience in cooperative program planning and teaching is invaluable for any instructional leader.Having participated as a teaching partner, having knowledge of resources and appropriate7/24/13 EBSCOhostweb.ebscohost.com/ehost/delivery?sid=905c9172-0ffb-4b6d-ab90-5b3c22804fdb%40sessionmgr14&vid=5&hid=11 3/3teaching/learning strategies, having worked with staff through the trauma of developing a school-basedcontinuum of information skills and processes, having a commitment to work with teachers from theplanning to evaluation phases of implementation, all the while providing consistent leadership andsupport -- these teacher-librarian experiences provide a philosophical framework and foundation forleading staff to work together to improve curriculum and instruction for students. These skills are difficultto develop, however, from the perspective of a single classroom position and well nigh impossible afterbecoming an administrator without at least a prior disposition.Successful teacher-librarians are remarkable at fostering a strong team approach. They lead formal andinformal in-service programs for teachers, share techniques and strategies on a regular basis andinvolve staff in developing guidelines. Teacher-librarians also serve on local and district committees,keep abreast of change, take advantage of continuing education opportunities and apply researchfindings -- again, key factors for the successful principal as an instructional leader. Teacher-librariansalso maintain memberships in professional associations and know the importance of networking.And what teacher-librarian hasn't planned strategies for securing support for the program? And whatteacher wouldn't see this as a key role of the principal, as spokesperson for the school?Of course, principals, like teacher-librarians, also suffer from the rubric "other duties as assigned"and"other duties left when there is no one else to delegate to", but that is the nature of reality in the publicschools!School administration is an ideal extension of the role and responsibilities of the teacher-librarian. Ratherthan feeling that you've left teacher-librarianship, your area of specialty, you will feel more and moreideally suited to a different leadership role, one with potentially even more impact (yes, even more thanthe teacher-librarian!) on the quality of experiences that teachers and students have in school.Stop and consider it:have you submitted your application?PHOTO (BLACK & WHITE): Ken Haycock~~~~~~~~By Ken HaycockKen Haycock has been a teacher-librarian and a school principal, among many roles he has played inpublic education. Dr. Haycock is currently director of program services with the Vanconuer (BritishColumbia) School Board.Copyright of Emergency Librarian is the property of EL Kurdyla Publishing LLC and its content may notbe copied or emailed to multiple sites or posted to a listserv without the copyright holder's expresswritten permission. However, users may print, download, or email articles for individual use.

The teacher-librarian as school principal: A natural progression

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The teacher-librarian as school principal: A natural progression

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