Tag: teacher librarian

Growing Up on the Page: Teaching Coming-of-Age Novels in Australian Classrooms

Coming-of-age novels have long held a central place in literature, offering rich terrain for both personal reflection and academic exploration. For educators working with adolescents, these texts are more than just stories—they are mirrors and windows into the complex journey of growing up. This post explores why coming-of-age literature resonates so deeply with teenagers, why it matters in the curriculum, and how educators can harness its potential to foster empathy, identity formation, and critical thinking.

Bildungsroman

Adolescence is a period marked by emotional intensity, identity exploration, and social upheaval. Coming-of-age novels, also known as bildungsroman, capture this liminal space with authenticity and nuance. Teen readers often see themselves reflected in protagonists who grapple with similar dilemmas: family conflict, peer pressure, romantic entanglements, and the search for purpose. These narratives validate the adolescent experience, offering reassurance that their struggles are not isolated but part of a universal human journey.

Moreover, the first-person perspective common in young adult fiction allows readers to inhabit the protagonist’s inner world. This immersive quality fosters emotional resonance and encourages teens to reflect on their own values, choices, and aspirations. As Biscontini (2024) noted, coming-of-age literature “provides young people with a relatable experience while offering adults a sense of nostalgia,” and often centres on the loss of innocence, self-discovery, and the struggle to adapt to societal expectations.

Why They Matter in the Curriculum

From a pedagogical standpoint, coming-of-age novels are invaluable tools for teaching literary analysis, thematic exploration, and cultural literacy. These texts often engage with issues such as race, gender, class, and mental health: topics that are both timely and timeless. By studying these works, students develop empathy and gain insight into diverse lived experiences.

Importantly, coming-of-age literature also supports identity development. For students from marginalised backgrounds, seeing characters who reflect their realities can be empowering. For others, these stories offer a chance to understand perspectives different from their own. As such, these novels contribute to a more inclusive and socially aware classroom environment (Federation of Egalitarian Communities, 2024).

Why Choosing the Right Text Matters—Especially for Boys.

“Puberty is merciless. Regardless of who you are,” Becky Albertalli in Simon vs. the Homo Sapiens Agenda

This sentiment that captures the emotional turbulence of adolescence with striking clarity. For boys, this period can be particularly complex, often shaped by conflicting expectations around masculinity, emotional restraint, and identity formation.

Potential reads

Choosing the right coming-of-age texts for boys is not merely about fostering a love of reading. It is about offering them tools for emotional literacy, ethical reasoning, and self-reflection. These stories help boys navigate moral ambiguity, understand the consequences of choices, and appreciate the nuances of human relationships. Crucially, they provide a safe space to explore vulnerability, fear, and belonging, which often occur before boys feel equipped to express these experiences in their own words.

Selecting texts that feature emotionally authentic male protagonists, whether they be sensitive, conflicted, resilient, or flawed; can disrupt narrow stereotypes and expand boys’ understanding of what it means to grow up. When boys see themselves reflected in literature, or encounter perspectives that challenge their assumptions, they are more likely to engage deeply and critically.

Incorporating well-chosen coming-of-age novels into the curriculum also supports literacy outcomes. The relatability of the content increases motivation, while the layered narratives encourage boys to interpret symbolism, character development, and thematic complexity. With the right texts, educators can foster not only stronger readers, but more thoughtful, empathetic young men.

How Students Socially Learn from Narrative Fiction

Recent research by Gasser, Dammert, and Murphy (2022) offers a compelling framework for understanding how children socially learn from narrative fiction. Their integrative review identifies three distinct mechanisms:

  • Getting the Lesson – where children extract and internalise explicit moral messages from the text.
  • Simulating Social Worlds – where readers imaginatively engage with fictional characters, enhancing empathy and perspective-taking.
  • Dialogic Inquiry – where students develop social reasoning through peer dialogue about complex sociomoral issues raised in fiction.

This framework is particularly relevant for educators designing literature programmes that go beyond comprehension and into the realm of ethical inquiry and emotional intelligence. It supports the use of coming-of-age novels as tools for cultivating sociomoral competencies in the classroom.

Key Texts – Australian Coming of Age stories for Boys

Australian literature offers a rich and diverse array of coming-of-age narratives that speak directly to local contexts, landscapes, and cultural tensions. There are wide range of novels that can be utilised effectively in the classroom, however, these texts are particularly valuable for fostering national literary literacy and connecting students with stories that reflect their own communities.

  • Jasper Jones by Craig Silvey
  • Boy Swallows Universe by Trent Dalton
  • I am not really here by Gary Lonesborough
  • Rowan of Rin by Emily Rodda
  • Breath by Tim Winton
  • The first third by Will Kostakis
  • Scartown by Tristan Bancks
  • The Sidekicks by Will Kostakis
  • Ready when you are by Gary Lonesborough

Key Texts: Classic Coming-of-Age Novels

These canonical works have shaped the genre and continue to offer profound insights into the human condition. They are ideal for comparative studies and historical context.

  • David Copperfield by Charles Dickens
  • The Picture of Dorian Gray by Oscar Wilde
  • The Catcher in the Rye by J.D. Salinger
  • The Adventures of Huckleberry Finn by Mark Twain
  • To Kill a Mockingbird by Harper Lee
  • The Outsiders by S. E. Hinton.

Key Texts: Modern Coming-of-Age Novels

Contemporary novels reflect the evolving challenges faced by today’s youth, including cultural identity, mental health, activism, and global conflict. These texts are especially relevant for engaging students in current social discourse.

  • The Hate U Give by Angie Thomas
  • Persepolis by Marjane Satrapi
  • Darius the Great Is Not Okay by Adib Khorram

Reference List (APA 7)

Biscontini, T. (2024). Coming of age in literature. https://www.ebsco.com/research-starters/literature-and-writing/coming-age-literature

Federation of Egalitarian Communities. (2024). What do coming-of-age novels teach us? https://www.thefec.org/news/what-do-coming-of-age-novels-teach-us/835/

Gasser, L., Dammert, Y., & Murphy, P. K. (2022). How do children socially learn from narrative fiction: Getting the lesson, simulating social worlds, or dialogic inquiry? Educational Psychology Review, 34(3), 1445–1475. https://doi.org/10.1007/s10648-022-09667-4

Sun, X. (2024). Teaching young adult literature in secondary L2 classrooms: A case study of The Outsiders reading programme. The Language Learning Journal, 52(3), 233–254. https://doi.org/10.1080/09571736.2022.2107694

The Greatest Books. (2025). The greatest coming-of-age books from 2020 to 2025. https://thegreatestbooks.org/the-greatest/coming-of-age/books/from/2020/to/2025

Book Review – Wednesday

If Wednesday Addams were to write her own memoir, it’d probably look a lot like Wednesday: A Novelisation of Season One. This isn’t just a book—it’s a moody, macabre mirror held up to the Netflix series, with all the gothic charm and deadpan sass you’d expect. Written by Tehlor Kay Mejia, the novel dives headfirst into Wednesday’s psyche, offering a peek behind the curtain of her stoic facade. Think of it as the show’s inner monologue, scribbled in black ink and sealed with disdain.

Published in 2024, the plot follows Wednesday’s arrival at Nevermore Academy, a school for supernatural misfits where murder mysteries are part of the curriculum and socialising is a punishable offence. While the series gave us brooding cello solos and a wardrobe that screams “funeral chic,” the book lets us crawl inside Wednesday’s mind—where sarcasm is a survival skill and feelings are best left buried. Mejia nails the tone, balancing Wednesday’s razor-sharp wit with moments of reluctant vulnerability that feel oddly touching (but SHUSHH don’t tell her that).

One of the novel’s most delicious contrasts—and let’s be honest, Wednesday thrives on contrast—is the infamous dorm room split between her and Enid Sinclair. On one side: a monochrome mausoleum of black, grey, and gloom, where even the shadows look depressed. On the other: a rainbow explosion that looks like a unicorn sneezed on a Lisa Frank catalogue. It’s less “cohabiting” and more “cold war with glitter.” The book leans into this absurdity with Wednesday’s internal commentary, which is equal parts horror and reluctant fascination. Sharing a room with Enid is like bunking with a disco ball that talks. Their room becomes a battleground of personality—and somehow, a crucible for growth. It’s eerily reminiscent of Elphaba and Galinda’s dorm at Shiz University in Wicked: one half brooding misfit, the other half pastel chaos, and somehow, against all odds (and taste), it works.

Now, let’s be honest: like most movie tie-ins, this novelisation is fairly true to the source material but ultimately feels like a watered-down echo of the show. It’s a weak parody in places—more shadow than substance. An OK read, sure, but clearly aimed at teens and readers who don’t mind their books light on literary weight. Basically, it’s all frosting and no cake: sweet, stylish, and fun to look at, but don’t expect it to nourish your soul or challenge your brain.

In short, if you loved the series but wished Wednesday would open up just a smidge (begrudgingly, of course), this book is your poison. It’s witty, weird, and wonderfully introspective—like a love letter written in invisible ink and sealed with a spider. Just don’t expect hugs. She’s still Wednesday, after all.

Book Review: Best of All Worlds by Kenneth Oppel

Kenneth Oppel’s Best of All Worlds is a young adult speculative fiction novel centred on Xavier Oak, a Canadian teenager trapped beneath an invisible dome with his father and stepmother. What begins as a short family retreat becomes years of unexplained isolation. The arrival of a second family three years later introduces ideological tension and a mild romantic subplot, consistent with genre expectations.

The narrative is straightforward, with hints of extraterrestrial involvement and surveillance. The prose is accessible, the pacing steady, and the themes—xenophobia, resilience, distrust—are presented in simplified form. The book is fairly true to the tone and structure of the Netflix adaptation it complements, though like most tie-ins, it reads as a diluted version of the original. It is an adequate read, but lacks literary substance.

Unlike Oppel’s other works, such as the Silverwing series, this novel lacks scope and is largely devoid of the symbolism that traditionally enriches his fiction. It trades allegorical depth for surface-level tension and interpersonal drama.

For readers who find classic dystopian texts too demanding, this may serve as a more approachable alternative. However, for those who do not generally enjoy young adult fiction, this novel is unlikely to change that view. It is readable, but ultimately all frosting and no cake—conceptually interesting, but light on depth.

Boys, Biscuits, and the Book Club Revolution

There’s something quietly radical about a group of students gathering to talk about books; in a world of endless scrolls and fleeting attention, the act of sitting together, face to face, page to page, is an act of resistance; it’s also an act of connection. Book clubs are often seen as quaint or optional, but research increasingly shows they are anything but; they are lifelines, especially for boys.

“A space for boys and books is a space for possibility.” — Nichols-Besel et al., 2018

Reading is, by nature, a solitary pursuit; but when we read together, when we discuss, debate, and share, we transform that solitude into community. The National Library of New Zealand (n.d.) emphasizes that social reading increases understanding, introduces diverse perspectives, and fosters authentic engagement; it’s not just about comprehension, it’s about connection. This matters deeply for boys, who often disengage from reading during adolescence. Nichols-Besel, Scharber, O’Brien, and Dillon (2018) found that boys respond positively to book clubs when given access to interest-based reading materials and male role models; their study showed that boys’ engagement and reading outcomes improved significantly in these settings. Similarly, a recent UK study trialed social book clubs across 17 school libraries and found that boys’ reading ages increased by an average of 1 year and 3 months or more than double the expected growth when reading was framed as a social, low-pressure activity (School Library Association, 2025).

“Book clubs create a space where stories become shared experiences, and readers become friends.” — J.N. Polleck (2022)

One of the primary roles of the teacher librarian is to foster a love of reading; this goes beyond managing resources and catalogues, it’s about cultivating curiosity, joy, and lifelong habits. Polleck (2022) argues that youth-led book clubs, especially those facilitated by librarians, are transformative spaces that prioritize student voice, identity, and emotional safety. Book clubs provide opportunities for students to review books, select new titles for the library collection, participate in reading competitions, and model positive reading behaviour for peers; these activities not only build literacy skills but also empower students to take ownership of their reading journey (Cutrer-Párraga & Hall-Kenyon, 2024).

Facilitating book clubs and fostering a love of reading aligns directly with the Australian School Library Association’s (ASLA) Standards of Professional Excellence for Teacher Librarians. Specifically, it reflects the standard that teacher librarians “develop and promote literacy and literature programs that encourage and engage learners” (ASLA, 2004). By creating inclusive, student-led book clubs, supporting reading for pleasure, and modelling positive reading behaviours, teacher librarians demonstrate excellence in both pedagogy and leadership. These practices not only build literacy but also nurture lifelong learning and a strong reading culture within the school community.

For boys, reading can feel like a chore; a subject; a test. But in a book club, it becomes a conversation; a safe space; a place to laugh, question, and be heard. Literacy circles and book clubs allow boys to explore texts in small, student-led groups, which fosters deeper understanding and emotional connection (The Weary Educator, 2024). And yes, food helps; at our school, we’ve learned that no boy can resist a food bribe. Biscuits, humble, crumbly, and beloved, have become our secret weapon; they lure students in, but it’s the stories and the friendships that keep them coming back.

In 2024, our school launched a student book club called Books & Bites for Years 7–9; just six students came. It was small, but it was something. I bribed them with food and with this lure, they came. Now, in 2025, our Years 7–10 club has grown to 28 students; that’s 28 young minds choosing to read, choosing to talk, choosing to belong. Whilst they still come for the biscuits, they stay for the books. Therefore, I felt emboldened with such a strong uptake, and decided to start one for our younger readers. So, this August, we started a primary book club called Lauries Literature Legends. On day one, 15 students turned up. Some came for the biscuits; all stayed for the books. Even more came to the second session… apparently the lure of sitting in the library reading and eating was stronger than playing out in the quad.

Book clubs are not just about literacy; they’re about identity, empathy, and agency. They teach students to listen and to lead; they offer a space where boys can express emotions, challenge ideas, and discover who they are—not just as readers, but as people. In a time when reading is increasingly seen as a subject to learn rather than a joy to experience, book clubs remind us that stories are meant to be shared. So, we’ll keep offering biscuits; we’ll keep making space; because every book club meeting is a quiet revolution, and every student who shows up is part of it.

References

Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. https://asla.org.au/resources/Documents/ASLA%20standards.pdf

Cutrer-Párraga, E. A., & Hall-Kenyon, K. M. (2024). Facilitating youth-led book clubs as transformative and inclusive spaces [Review of the book by J. N. Polleck]. UCL Press. https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/January/Facilitating%20Youth-Led%20Book%20Clubs%20as%20Transformative%20and%20Inclusive%20Spaces-1705521637.pdf

Nichols-Besel, K., Scharber, C., O’Brien, D. G., & Dillon, D. R. (2018). A space for boys and books: Guys Read book clubs. Children and Libraries, 16(2). https://journals.ala.org/index.php/cal/article/view/6682/8971

Polleck, J. N. (2022). Youth-led book clubs and the power of student voice. UCL Press.

School Library Association. (2025). New study shows positive impact of social reading spaces. https://www.sla.org.uk/Services/Public/News/Articles/2025/social-reading-spaces.aspx

The Weary Educator. (2024, July 8). Implementing literacy circles/book clubs in your classroom in 10 steps. https://thewearyeducator.com/2024/07/08/literacy-circles/

National Library of New Zealand. (n.d.). Social reading and book clubs. https://natlib.govt.nz/digital-literacy/stories/projects-to-improve-student-learning/schools/reading-engagement/strategies-to-engage-students-as-readers/book-clubs

#boybooks -Why Jack Heath Belongs in Every Boys’ School Library

If you’re looking for books that speak directly to boys—stories packed with action, danger, and emotional grit—Jack Heath is an author who delivers every time. Based in Canberra, Heath has become a standout voice in Australian young adult fiction, known for his fast-paced narratives and male protagonists who face extreme challenges and somehow manage to survive. His books aren’t just entertaining—they’re powerful tools for building resilience, especially in young readers who need to see that courage isn’t about being fearless, but about pushing through fear.

One of Heath’s most popular texts in my school library is the Minutes of Danger series. Each book features ten short stories, each unfolding in real time over ten minutes. Titles like 300 Minutes of Danger, 400 Minutes of Danger, and 500 Minutes of Danger are perfect for reluctant readers, offering bite-sized thrillers that are impossible to put down. The protagonists are often boys who are caught in life-or-death situations. They must rely on quick thinking, bravery, and resourcefulness. These stories are not only gripping but also subtly teach problem-solving and emotional regulation under pressure.

The Liars series takes a different angle, blending tech intrigue with moral complexity. It follows Jarli, a teenage inventor whose lie-detecting app turns him into a target. Across titles like The Truth App, No Survivors, and Armageddon, Jarli navigates a world where truth is dangerous and trust is hard-earned. These books explore ethical dilemmas, the consequences of innovation, and the importance of standing up for what’s right, even when it’s risky. Jarli’s journey is one of growth, resilience, and learning to think critically in a world full of deception.

Then there’s the Money series, featuring Ashley Arthur is based around a teen thief with a conscience. In Money Run and Hit List, Ashley pulls off high-stakes heists while wrestling with questions of morality and loyalty. These books are like Ocean’s Eleven for young readers, combining adrenaline-fueled action with deeper themes about risk, justice, and the blurry line between right and wrong. Ashley’s cleverness and internal compass make him a compelling role model for boys who are learning to navigate complex social dynamics.

“Thrills, Truth, and Tough Choices”

Jack Heath’s literary universe doesn’t stop at young adult fiction—it boldly steps into adult territory with the Timothy Blake series, beginning with Hangman. This marks Heath’s foray into darker, more psychologically complex storytelling, offering older teen readers a bridge into adult fiction. I have recently acquired the series for my school library because these books are perfect for boys who’ve grown up devouring his YA thrillers as they provide a natural progression into more mature narratives. With a protagonist who’s part genius, part monster, and whose moral compass is as twisted as the crimes he solves, the series channels unmistakable Thomas Harris’ Hannibal Lecter vibes, intelligent, disturbing, and impossible to look away from.

For boys’ schools and educators curating their library collections, authors like Jack Heath are essential. His stories don’t just entertain. They shape character. They help boys confront fear, wrestle with ethical decisions, and develop emotional resilience. In a world that often asks boys to be tough without teaching them how to be strong, Heath’s books offer a roadmap. They help boys grow, not just as readers, but as young men learning to navigate complexity, responsibility, and identity.

Jack Heath’s stories are more than just thrill rides. They offer boys a mirror and a map, reflecting their struggles and showing them paths through adversity. His characters don’t have superpowers, but they do have grit, intelligence, and heart. For educators and parents looking to foster resilience in boys, Heath’s books are a goldmine. They prove that strength isn’t just physical, it’s emotional, ethical, and deeply human.

The Whimsical Wonder of Readathons: Reading for Joy, for Fun, for Pleasure!

Normally, my annual fundraiser is Frocktober, where for the month of October, I celebrate the gloriousness of frocks whilst fundraising for the Ovarian Cancer Research Fund. But this year, I’m mixing it up with something equally delightful and just a bit more bookish: a readathon! And not just any readathon—The World’s Coolest Readathon, hosted by the Australian Book Foundation. I saw that another wonderful Teacher Librarian Barbara from Bourke High School had signed up and then I thought… why not do it myself?

And what better way to kick things off than with a mystery? My first book for this readathon is Diabolical Bones by Sue Ellis—a Brontë Girls Mystery, borrowed from the ever-wonderful Brisbane City Council libraries. Gothic Yorkshire, clever heroines, and a touch of the macabre? Yes please.

A readathon, I’ve decided, is the perfect sequel to Book Month—like the epilogue where the characters (aka readers) get to celebrate their love of stories with wild abandon. It’s the encore performance, the bonus chapter, the literary afterparty.

Once upon a time, in a land not so far away (okay, it was my bedroom in Brisbane’s Southside), I embarked on a noble quest: the MS Readathon. Armed with a stack of books taller than my bedside lamp and a sponsorship sheet that made me feel like a literary philanthropist, I read my way through mysteries, adventures, and magical lands—all while raising money for a good cause. It was glorious.

Fast forward to today, and I find myself whispering reminders like a mantra: Read for fun. Read for joy. Read for pleasure. Because somewhere between grown-up responsibilities and inbox avalanches, the simple delight of reading can slip through the cracks.

Why Readathons Are Brilliant (and Backed by Science!) 

Readathons aren’t just nostalgic—they’re powerful tools for literacy, wellbeing, and community. Here’s why they’re so magical:

They Spark a Love of Reading: Choosing your own books makes reading feel like breathing—natural and joyful.

“Until I feared I would lose it, I never loved to read. One does not love breathing.”

–Harper Lee, To Kill a Mockingbird

They Boost Brains and Wellbeing: Reading for pleasure improves mental health and cognitive skills.

“Reading gives us someplace to go when we have to stay where we are.”
— Mason Cooley

They Create Lifelong Readers: Even reluctant readers get swept up in the fun.

“A reader lives a thousand lives before he dies. The man who never reads lives only one.”
— George R.R. Martin

They Build Community: Fundraising through reading turns stories into shared kindness.

“No act of kindness, no matter how small, is ever wasted.”
— Aesop

A Readathon Renaissance

Whether you’re a teacher, parent, librarian, or just a book-loving human, readathons offer a delightful way to reconnect with the joy of reading. They’re flexible, inclusive, and can be tailored to any age or interest. Plus, they’re a fabulous excuse to wear pajamas all day and call it “literary immersion.”

So if you, like me, sometimes need a nudge to read for the sheer pleasure of it, consider joining or hosting a readathon. You’ll be part of a movement that’s not just fun—it’s transformative.

And if you’re ready to dive in, check out The World’s Coolest Readathon. It’s got all the charm of the MS Readathon days, with a modern twist and a mission to make reading joyful again.

References

Disciplinary Literacy

Disciplinary Literacy is rarely discussed in schools, and this can lead to a significant impact to learning outcomes. The skills required to read a text in Chemistry are very different than the ones required in Literature. However, most schools pigeonhole literacy into the purview of the English Department.

Shanahan & Shanahan (2012) advocate for the explicit instruction of disciplinary literacy across middle and high school classrooms. This approach clearly acknowledges the importance it is the have the ability to ‘create, communicate and use knowledge’ appropriately within each discipline.

Check this link out for more information on how to improve literacy practice in schools. https://www.shanahanonliteracy.com/upload/publications/50/pdf/Shanahan-What-is-Disciplinary-Literacy.pdf

Teacher Leaders

Introduction:

Leaders and leadership traits are found all throughout a learning organisaiton’s stratums. However, the difference between the hierarchies is how leadership is exhibited.  The principal and their executive team are the traditional leaders in schools as they are the ones that hold formal roles and any decision they make has the weight of that authority behind them.  These upper leadership styles are often directive and or distributive in nature to ensure a learning organisation is effective at improving student outcomes (Supovitz, D’Auria & Spillane, 2019, p.8).  However, leadership activity regularly occurs outside the executive team as there are many instances of classroom teachers exhibiting leadership traits within their spheres of influence (De Nobile, 2018).  They are known as teacher leaders, and they have a great capacity to influence a school system and improve learning outcomes because they base their leadership upon the relationships they have with their colleagues, and their communities (Uribe-Florez, Al-Rawashdeh & Morales, 2014, p.1).   Their efficacy is framed upon the simple fact that these teacher leaders are primarily situated in the classroom, have a thorough understanding of student learning and thus have a greater impact on student success (Consenza, 2015, p.80).  

 Defining teacher leaders:

Teacher leaders are predominantly classroom teachers who use their social influence and leadership capacity to effect educational change in their school (Uribe-Florez, Al-Rawashdeh & Morales, 2014, p2).  They often hold a variety of roles and their influence can stem from two main sources, a desire to seek career advancement through investigating appropriate professional challenges, or by building relationships and trust with their peers to create a professional network (Fairman & Mackenzie, 2015; Cosenza, 2015, p.79; Riveros, Newton & da Costa, 2012, p.2).  Either way, teacher leaders do not hold any formal positions within the school, but instead use their expertise, professional knowledge and practice to inspire and motivate their peers. 

Historically teacher leaders were perceived as more of a managerial position.  But it soon became evident that their expertise was more suited to improving pedagogy, and thus the second wave of leadership saw teacher leadership focused upon instruction and curriculum development before finally evolving into leaders of modern pedagogical practice (Fairman & Mackenzie, 2015, p61).   Riveros, Newton & da Costa, (2013) suggest that teacher leader efficacy is based upon the fact they are process orientated and have significant knowledge and understanding of the curriculum and classroom teaching strategies (p.2-3).  Interestingly, both Fairman & Mackenzie (2015), and Riveros, Newton & da Costa (2013) theories that the efficacy of teacher leaders is due to informal leadership positions having a far greater potential to impact pedagogical practices and change management because influence is gained through relationships rather than stemming from a power base. 

Teacher leaders and their role in teaching and learning:

There are several advantages to developing teacher leaders in schools but the predominant benefit is the indirect improvement of student learning outcomes through the direct impact of improving pedagogical practice (Riveros, Newton & da Costa, 2013, p.2).  These pedagogical improvements can be implemented by the teacher leader using servant leadership, such as modelling best practice, mentoring emerging teachers, sharing new ideas, as well as taking action and collaborating on school wide initiatives (Riveros, Newton & da Costa, 2013, p.2; Cosenza, 2015).  Whilst some teacher leaders have specific roles such as teacher librarian, ICT leader, digital coach, literacy leader or even just be known as the ‘math guru’, they are predominantly classroom teachers who are seeking to improve their own professional practice (Riveros, Newton & da Costa, 2013, p.2).  The commonality between the various roles and practices is that these teacher leaders have the ability to effectively collaborate with their colleagues for the benefit of all the school’s stakeholders (Cosenza, 2015, p.93).   

Teacher leaders and change management:

The efficacy of a teacher leaders’ ability to be a change agent and implement school wide improvements is framed upon their leadership abilities, and their capacity to collaborate effectively with their peers horizontally across the learning organisation.  Leadership traits such as having a strong sense of purpose, developing robust relationships, and advocating collaboration to improve teaching and learning beyond the walls of their classroom are essential to improve school wide practice (Riveros, Newton & da Costa, 2013, p.2).  It is through these behaviours and attributes that teacher leaders are able to directly influence change by initiating professional conversations, promoting collegial discussions, mentoring emerging teachers, sharing innovative ideas as well as by collaborating with their colleagues on curriculum, assessment and reporting (Fairman & Mackenzie, 2015, p72).  They can also indirectly influence how change is implemented by promoting a positive learning environment and by developing teams to facilitate the change management process (Fairman & Mackenzie, 2015, p. 73).  

 As teacher leaders are defined by their skills and actions rather than a formal role or position, they can arise from any faculty across a school (Consenza, 2015, p.80).  This means that they are able to have an immediate impact on their sphere of influence, and when they collaborate with their colleagues, their spheres of guidance expands and as such, their activity becomes a collaborative exercise (Fairman & Mackenzie, 2015, p 63).  These spheres of activity and corresponding impact allows teacher leaders to become innovators of pedagogy because they are able to use their positive relationships with their peers to influence teaching practices in their schools, and build collegial environments in their professional communities (Fairman & Mackenzie, 2015, p.68).  

Teacher librarian as a teacher leader:

Teacher librarians can be considered as teacher leaders because their professional practice requires them to have a comprehensive understanding of curriculum, use evidence to support pedagogy, advocate lifelong learning, demonstrate leadership, promote collaborative practices and create an environment that promotes participation and learning (Johnston, 2015, p. 40; ALIA & ASLA, 2004).  In fact these requirements correlate closely to the qualities described in AITSL (2019) Highly Accomplished and Lead Teacher domains, therefore confirming teacher librarians as teacher leaders.   In fact, many teacher librarians are distributed the role of leadership of information literacy, innovative pedagogies and emerging technologies as part of shared leadership because they are best suited to that role (Johnston, 2015, p.40).  

Through their capacity as teacher leaders, teacher librarians are able to develop positive relationships with their peers, and are able to effectively implement innovative pedagogies as well as embed emerging technologies into teaching and learning (Lipscombe et al., 2020, p.412).  These behaviours are made possible because the relationships are based upon a shared professional identity, and a reciprocal of trust which creates the library as a safe place for teachers to experiment without fear of any reprisals (Riveros, Newton & da Costa, 2013, p.10). 

 Teacher leaders often use servant leadership such as modelling good practice, sharing ideas, as well as coaching and collaborating with their peers to influence the pedagogical practices of their learning organisation (Fairman & Mackenzie, 2015, p68).   Examples of such practice include working collaboratively with their colleagues to create inquiry units that develop important 21st century skills, or model literary learning through text sets, or literature circles as a viable alternative to textbook work, or share ideas of how to integrate emerging technologies such as AR and VR into their practice.  Besides directly impacting pedagogical practice, teacher librarians are also tasked with being the information specialists of their school.  This means that they are required to model and teach information literacy skills, provide a physical and digital learning space that is conducive to learning for all members of the community, and ensure the curriculum is resourced appropriately with access to print and digital material (ASLA & ALIA, 2004).

Support and limitations of teacher leadership in schools.

Even though it is widely acknowledged that classroom teachers have the greatest impact upon student learning and that collective teacher leadership is an effective method to implement school wide improvement, the capacity of a teacher leader is not being universally actualised (Cosenza, 2015, p.80; Lowery-Moore, Latimer & Villate, 2016, p.2).  The efficacy of teacher leaders is often hampered from both the executive and from their colleagues through covert and overt behaviour.   Some executives may view teacher leadership with disfavour as it infringes on their formal roles within a school (Isabu, 2017, p.149).  Others may fail to endorse teacher leadership activity because they find the idea of pedagogical reform from the classroom unpalatable compared to reforms rolled out from the boardroom (Cosenza, 2015, p.81). Whereas, collegial reluctance is often due to resentment because an individual teacher leader’s strive for improving professional practice could increase the benchmark and change the status quo of acceptable teacher practice (Fairman & Mackenzie, 2015, p. 71).  

Teacher leaders need the support from the executive leadership team in their school to succeed.  Without their obvious support, the capacity of teacher leaders to thrive is limited.  Executive leaders can overtly limit professional development opportunities to reduce the likelihood of teacher leader initiated reforms and covertly hinder their efficacy by exhibiting disinterest and apathy (Uribe-Florez, Al-Rawashdeh & Morales, 2014, p.11).  Whilst disinterest from formal leaders limits the scope of a teacher leader to lead, apathy has significant implications towards teaching and learning in general.  Organisations like schools will always take the path of least effort and if there is executive apathy, it can quickly stagnate school wide initiatives and limits a positive learning culture which directly impacts the value of learning for both students and teachers (Dinsdale, 2017, p. 43; Patel, 2019).  

Conclusion

Teacher leaders are pivotal to school-wide improvement initiatives because they are able to effectively use the positive relationships that they have with their colleagues to improve professional practice.  As teacher leaders most frequently use servant leadership to influence their colleagues, they are able to integrate and embed innovative teaching practices by leading others through explicit actions and through modelling good practice.  Since teacher leaders can arise from any faculty across a learning organisation, they are able to impact change horizontally across the curriculum and as such, have a collective impact upon teaching and learning.  However, the scope of teacher leadership is dependent on the actions of their leadership team.  Effective teacher leaders thrive in schools with a positive learning culture and where they are empowered by their principal.  

 References:

AITSL. (2019). Certification of Highly Accomplished and Lead Teachers in Australia. National Policy Framework https://www.aitsl.edu.au/docs/default-source/national-policy-framework/certification-of-highly-accomplished-and-lead-teachers.pdf?sfvrsn=227fff3c_8

ALIA & ASLA. (2004). Standards of professional excellence for teacher librarians. Australian School Library Association. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librariansCosenza, M. (2015). Defining teacher leadership: Affirming the teacher leader model standards. Issues in Teacher Education 24(2). Pp79-99.  EJ1090327.pdf (ed.gov)

 Cherkowski, S. (2018). Positive teacher leadership: Building mindsets and capacity to grow wellbeing. International Journal of Teacher Leadership 9(1). EJ1182707.pdf (ed.gov)

De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management 38 (4). pp 395-416, DOI: 10.1080/13632434.2017.1411902

Dinsdale, R. (2017). The role of leaders in developing a positive culture. BU Journal of Graduate Studies in Education 9(1). Pp. 42-45. https://files.eric.ed.gov/fulltext/EJ1230431.pdf

Isabu, M. (2017). Causes and management of school related conflict. African Educational Research Journal 5(2). Pp.148-151. https://files.eric.ed.gov/fulltext/EJ1214170.pdf

Johnston, M. (2015). Distributed leadership theory for investigating teacher librarian leadership. School Libraries Worldwide 21 (2). doi: 10.14265.21.2.003

Lipscombe, K. Grice, C. Tindall-Ford, S., & DeNobile, J. (2020). Middle leading in Australian schools: professional standards, positions, and professional development. School Leadership & Management 40 (5) pp.406-424. DOI: 10.1080/13632434.2020.1731685 

Lowery-Moore, H., Latimer, R., & Villate, V. (2016). The essence of teacher leadership: A phenomenological inquiry of professional growth.  International Journal of Teacher Leadership 7(1).  EJ1137503.pdf (ed.gov)

NSW Department of Education. (2020, February 12). Policy library: Library policy – schools. NSW Government.  https://policies.education.nsw.gov.au/policy-library/policies/library-policy-schools

Patel, P. ( 1st April, 2019). Leadership – valuing dissonance. The Teacherist. https://theteacherist.com/2019/01/04/leadership-valuing-dissonance/

Riveros, A., Newton, P., & da Costa, J. (2013).  From teachers to teacher leaders: A case study. International Journal of Teacher Leadership 4(1). EJ1137376.pdf (ed.gov)

Supovitz, J., D’Auria, D., & Spillane, J. (2019). Meaningful and sustainable school improvement with distributed leadership. CPRE Research Papers. University of Pennsylvania Scholarly Commons. Retrieved from https://files.eric.ed.gov/fulltext/ED597840.pdf

Uribe-Florez, L., Al-Rawashdeh, A., & Morales, S. (2014). Perceptions about teacher leadership: Do teacher leaders and administrators share a common ground? Journal of International Education and Leadership 4(1). EJ1136038.pdf (ed.gov)

Weisburg, H. K. & Walter, V.A. (2010). Being indispensable: A school librarian’s guide to becoming an invaluable leader. American Library Association.

 

Leading from the middle – Teacher Librarian as a Middle Leader at School.

 

Leading from the Middle. 

FelixMittermeier / Pixabay

Strong educational leadership has been clearly linked to a positive learning culture and increased student outcomes as effective leaders have a strong vision, are able to lead by example, manage their resources in a flexible manner and are able to develop strong collaborative teams (Leithwood, Harris & Hopkins, 2020; Yeith et al, 2019, p. 452). But whilst there are numerous types of leadership styles, research has indicated that distributed leadership (DL) has the greatest influence on students and their learning outcomes (Leithwood, Harris & Hopkins, 2020, p. 12; Bartlett, 2014, p.1).  DL advocates for the distribution of leadership roles within the school community based on expertise rather than a formal position of power, and as such is fundamentally based upon positive and collaborative interactions between colleagues and teams (Leithwood, Harris & Hopkins, 2020, p. 13-14.  It is these interactions and team development that leads to the promotion of middle school leaders and the development of teacher librarians as leaders of information literacy, innovative pedagogy and educational technology.  

Middle school leaders (MSL) are an important aspect of educational environments as their position of responsibility operates between senior leadership and teaching staff (De Nobile, 2018).  They are often responsible for mentoring new teachers, leading a team, a project or a faculty, as well as managing the traditional aspects of classroom teaching  (Lipscombe et al., 2020, p. 408-411; De Nobile, 2018, p.398).   Unlike principals whose leadership role is based upon actions,  MSL’s responsibility  is often linked to maintenance of resources, professional development, school improvement plans and thus their role is dependent on interactions with others and on their individual context (De Nobile, 2018, p.398; Lipscombe et al., 2020, p. 408-409).  

In primary schools, MSL are often team leaders or year level coordinators, whereas in secondary schools, they manifest as faculty heads and or leaders of wellbeing (Lipscombe et al., 2020, p. 408).  As experienced teachers, MSL are able to combine classroom teaching with leadership positions, and therefore are well placed to make a direct and positive impact upon the teaching and learning (Lipscombe et al., 2020, p.407-408).   Whilst the context may differ, MSL operate on behalf of the school leadership team as they are often required to interpret the agenda of senior management as well as expected to develop and staff towards the principal’s shared vision (De Nobile, 2018, p. 400).  

The efficacy of MSL is dependent on several clear parameters.  The variability of the role and range of possible contexts means that there is no distinct career pathway or associated professional development.  Therefore, in order to be effective, these emerging leaders require clearly established responsibilities, explicit support from the principal, a positive learning culture, expertise in their field and a framework for professional development, so that they can successfully meet the expectations of their school community (De Nobile, 2018, p. 401; Lipscombe et al., 2020, p.407).  Due to the lack of a formal career pathway, Lipscombe et al., (2020) advocates  AITSL’s Australian Professional Standard for Principals as a framework for informing current practice as well as providing direction for future MSL professional development (p. 412).  This framework is useful because there is little structure for leadership development within the professional standards for teachers (Lipscombe et al., 2020, p.412).  Unfortunately not all MSL have clearly defined expectations, or adequate sufficient support from the principal, and this can severely impact their ability to effect change within the school especially when it comes to innovations in pedagogy (De Nobile, 2018, p.401; Lipscombe et al., 2020, p.419). This inability can impact the MSL’s capacity for job satisfaction and can lead to increased attrition rates (Stroud, 2017). 

The main purpose of MSL is to improve and innovate pedagogical practices and positively impact learning outcomes (Lipscombe et al., 2020, p.417).  By these parameters, teacher librarians (TL) are ideally suited to the task based upon their Masters of Education, as well as the significant overlap between their role in the school and the requirements of MSL.  Unlike ATSIL’s Highly Accomplished and Lead Teacher which is focused on using classroom teacher’s expertise to develop professional practice in others, teacher librarians are required by their professional standards to demonstrate leadership within school communities, have thorough knowledge of the curriculum and actively promote collaborative learning (AITSL, 2019, p.3; ALIA & ASLA, 2004; Lipscombe et al., 2020, p.412).  Additionally, from a school hierarchy perspective, most TLs are classified as coordinators or as faculty heads,  and therefore their position within a school is literally in the ‘middle’.   TLs are able to  lead from the middle by supporting their colleagues with their expertise, promoting collaborative teaching and learning as well as modelling good pedagogical practices (ALIA & ASLA, 2004). 

The reality is that even though teacher librarians have a great capacity for leadership, their ability to fulfill that role to the best of their ability requires adequate time, support and structure (Johnston, 2015).  Time is the most desired resource as TL do require adequate time to balance the roles of managing an information agency, along with the developing informational literacy as well as sufficient time to plan strategically for future educational trends (Lipscombe et al., 2020, p.412).  Unfortunately many TLs are restricted in their ability to strategically plan, co-plan and collaborate with their colleagues due to significant teaching loads, lack of support from the principal and insufficient authority.  

Middle school leaders have a great capacity to improve student learning  by sharing their expertise, promoting professional development and collaborative learning as well as by modelling best practice pedagogy.  Teacher librarians make ideal middle school leaders because of their human and social capital.  They are academically qualified, have the necessary professional knowledge, extensive curriculum understanding and collaborative approach to education.  As such their ability to significantly improve learning outcomes is immense provided they are supported by their principal, a positive learning culture and sufficient time to do their role properly.  

 

References:

AITSL. (2014). Australian professional standard for principals and the leadership profiles. Education Services Australia. 

https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standard-for-principals.pdf?sfvrsn=c07eff3c_6

AITSL. (2019). Certification of Highly Accomplished and Lead Teachers in Australia. National Policy Framework https://www.aitsl.edu.au/docs/default-source/national-policy-framework/certification-of-highly-accomplished-and-lead-teachers.pdf?sfvrsn=227fff3c_8

ALIA & ASLA. (2004). Standards of professional excellence for teacher librarians. Australian School Library Association. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians

Bartlett, J. (2014). The power deep in Org Chart: Leading from the middle. Library Leadership & Management 28 (4). https://journals.tdl.org/llm/index.php/llm/article/view/7091/6307

De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management 38 (4). pp 395-416, DOI: 10.1080/13632434.2017.1411902

Gurr, D. (2019). School middle leaders in Australia, Chile and Singapore.  School Leadership & Management, 39:3-4, p278-296, DOI: 10.1080/13632434.2018.1512485 

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited, School Leadership & Management, 40 (1), 5-22, DOI: 10.1080/13632434.2019.1596077

Lipscombe, K. Grice, C. Tindall-Ford, S., & DeNobile, J. (2020). Middle leading in Australian schools: professional standards, positions, and professional development. School Leadership & Management 40 (5) pp.406-424. DOI: 10.1080/13632434.2020.1731685

Johnston, M. (2015). Distributed leadership theory for investigating teacher librarian leadership. School Libraries Worldwide 21 (2). doi: 10.14265.21.2.003

Stroud, G. (2017). Why do teachers leave? ABC News – Opinion. https://www.abc.net.au/news/2017-02-04/why-do-teachers-leave/8234054

Yeigh, T., Lynch, D., Turner, D., Provost, S., Smith, R., & Willis, R. (2019).  School leadership and school improvement: an examination of school readiness factors. School Leadership & Management, 39:5, pp434-456, DOI: 10.1080/13632434.2018.1505718

What does a library do?

How does a library influence the teaching and learning of a school?

 

How does a school library, its services and resources contribute to teaching and learning?  When I started my course two years ago, my understanding of the capabilities of a library and a teacher librarian was restricted to resourcing the curriculum and providing recreational reading.

Now, five units later, I am starting to become more aware of what a well staffed school library and teacher librarian is capable of.

The above concept map is how I feel my school library contributes to the teaching and learning within the school.  I was amazed at how many adaptations I had to make to the original flow chart.

This is my original flow chart of how I thought the library as the information centre contributes to the overall learning outcomes.  But flow charts do not show the relationships between areas or how one impacts the other.

For example – The cycle of Pedagogy, curriculum and assessment is continuous and requires regular reviews.  For example, pedagogical practice impacts learning outcomes and requires teachers review their practice to ensure best practices is maintained.  

But you can’t show those relationships on a flow chart or a hierarchal chart…