Inquiry Blog Post #3 – Teacher-Librarians as Professional Development Leaders

     The need for educator professional development is paramount for continued growth in effective, relevant and current teaching practices. The library learning commons is a “catalyst for building a new culture of learning” and a “catalyst for 21st century learning approaches” (CLA 12). The Standards of Practice for a School Library Learning Commons in Canada clearly outline five core standards to be implemented by the teacher-librarian:

(Image from CLA 8)

     In regard to professional development, I find the first two standards especially significant. Professional development involves facilitating the collaborative engagement of colleagues. Through research, the ISTE found that teacher leaders supporting colleagues was better than top-down. “Principals are no longer perceived as the sole source of leadership, and educators seek leadership from peers to improve learning gains” (Crompton). Teacher-librarians are in a role of leadership and Canadian School Libraries clearly defines a part of the LLC management to include creating a “culture of growth” (CSL 14) not just for the students but for the staff also.

     When thinking of approaches that would enhance professional development within my own school community, the second standard of ‘advancing the learning community to achieve school goals’ is prominent. School goals are clearly defined areas that we know need continued growth. Therefore, school goals must not only guide but also drive our professional development. Our school goal this year is centred around supporting reading and can be viewed here. In order to distinguish ways to lead professional growth in this area, the teacher-librarian should first reflect on the diverse abilities and experiences of colleagues, educators, peers and administrators. The teacher-librarian should consider assembling and utilizing the diverse strengths of the teaching staff in leading professional development activities and not just focusing on his or her own capabilities.

(Image by Scott Adams)

     Our small school of 12 divisions consists of 7 primary classes and 5 intermediate divisions. Of the primary teachers, 3 have over fifteen years of teaching experience and 4 are in their very first or second year of teaching.  All intermediate teachers have 20+ years of experience. Our primary students are struggling with the processes of reading and our intermediate students wrestle with reading engagement. Each teacher and staff member in the school has something unique to offer in this area of our school goal.

Some expertise that the experienced primary teachers bring to the table are:

• one is Orton-Gillingham trained
• one is Reading Recovery trained
• one has experience in leading district professional development workshops in facilitating running records for reading benchmark assessments
• one runs continuous guided reading groups in her classroom all year

     All of these teachers could provide rich in-house workshop opportunities to share their knowledge and expertise with staff. Small sessions could be incorporated on school pro-d days, in lunch-and-learns or even as quick ‘5 Minute Teaching Tips’ incorporated into school staff meetings (something a former school I taught at did regularly). Just as valuable are the new primary teachers who bring an open and receptive attitude to professional development activities. This attitude can influence the mood and tone of the endeavours, sparking renewed zeal in conversations with more experienced teachers who may have faded in their enthusiasm.

Expertise that the intermediate teachers bring to the table are:

• two have completed their graduate studies in the integration of ELL students in curricular areas of learning (including reading)
• one runs multiple literacy circles in her classroom year round
• one is an exceptional art teacher whose students create cross-curricular related projects
• one teacher is our school SOGI leader and Indigenous education contact

     Collaborating with the first two intermediate teachers for professional development would provide rich knowledge of the integration, inclusion and adaptations needed for ELL learners when fostering a reading culture (providing more visuals, graphic novels, texts in their home language, pair and share, etc.). The SOGI leader and Indigenous contact would be able to educate others in how to integrate the First Peoples Principles of Learning seen here in their reading programs and also how to ensure that all races, genders, cultures, ages and abilities are represented in texts presented to students.

     Drawing on the strengths of others to enhance our own teaching practices is the heart of collaboration and professional development. “The deep and enduring value is realized when the whole school moves through the process together – participants supporting each other and building on each other’s thoughts and ideas to push further than each team member could individually” (CLA 4). The school librarian should approach any professional development opportunity as a co-organizer, co-presenter and team player, recognizing also the need for curating resources and digital technologies to support the development occurring. The teacher-librarian is to be forward thinking in presenting new strategies as well. When I think about the two teachers with expertise in literacy circles and art expressions, I think of how valuable the ‘teacher lab’ approach seen in the video below would be. If release time could be granted, I think this approach of viewing how educators operate their passions inside of their classrooms, and how they are making connections to competencies in reading, would be very insightful for other staff.

Teacher Labs: Making Professional Development Collaborative

     Other human resources to consider are your administrator and any district support personnel. Our teacher-librarian recently arranged for our district literacy program consultant to come to our school during our pro-d day. She shared her knowledge and give advice regarding the strengths and shortcomings of three different primary reading programs that we are considering for purchase next year. Sharing her knowledge of literacy instruction combined with her knowledge of the pros and cons of these programs was invaluable to us. I was reminded that “educator-led development initiatives (are) deemed more desirable and relevant as they focus on current problems in practice” (Crompton). Our new school administrator currently leads our ‘school goal sub-committee’. She has implemented school wide-book swaps and reading bingo challenges, both of which she has had experience with in previous schools.

     Using school goals as a catalyst for professional development and considering the diverse abilities and experiences of one’s colleagues, teacher-librarians can offer themselves and their “school libraries as a force for improving teaching and learning” (CLA 5) . With trained teacher-librarians at the helm, the responsibility to provide access to (and to take part in the development of) professional growth opportunities has been understood, knowing that we “position school libraries to lead learning for the future” (CLA 4).

Works Cited:

Adams, S. “Teams Dilbert.” Pinterest, uploaded by Google.com, https://www.pinterest.ca/pin/65168500856 0064365/.

Canadian Library Association (CLA). Leading Learning: Standards of Practice for School Library Learning Commons in Canada, 2014. llsop.canadianschoollibraries.cawpcontent/ uploads/2016/09/llsop.pdf. Accessed 9 June 2024.

Crompton, H. “Evidence of the ISTE standards for educators leading to learning gains.” Journal of Digital Learning in Teacher Education, vol. 39, no. 4, 2023 pp. 201–219.

Canadian School Libraries (CSL). Foundations for School Library Learning Commons in Canada: A Framework for Success, 2023. https://www.canadianschoollibraries.ca/wp-content/uploads/2023/11/CSL_Foundations-Frameworks_ FINAL_ Nov2023.pdf. Accessed 9 June 2024.

Edutopia. “Teacher Labs: Making Professional Development Collaborative.” Youtube, uploaded by Edutopia, 6 April 2017, https://www.youtube.com/watch?v=gf5KcyHGhRA.