Know your role...

All three of the courses I have taken towards my Teacher-Librarian diploma have had some form of discussion or lesson on the role of the teacher-librarian. It is an interesting topic, and one that seems to spark a plethora of answers, most of which leave the novice TL feeling very overwhelmed.

My school district does not have a set list of criteria or job description for this role. There is an outdated document that was created by non-teacher-librarians and without any consultation with librarians, that outlines some criteria for literacy within the district which seems to rely heavily on the teacher-librarians "making it all work." This document is basically ignored, and I didn't even know it existed until I went looking for district policies regarding the libraries in our district.

Having said this, I am always interested in how other districts define the role of teacher-librarian. The criteria from the Greater Victoria School District is one of the "nicer" lists I have seen.

THE ROLE OF THE TEACHER-LIBRARIAN IN THE GREATER VICTORIA SCHOOL DISTRICT

In the Greater Victoria School District, the teacher-librarian works in collaboration with the principal, classroom teachers, school and district staff to develop a school library program that supports, enriches and implements the instructional program of the school.

The responsibilities of the teacher-librarian encompass areas including program and instruction, learning resource management and leadership in resource-based learning:

PROGRAM AND INSTRUCTION

- participating as a teaching partner in helping teachers to address identified learning outcomes through a knowledge of resource-based learning

- working cooperatively with classroom teachers in order to assist students in developing skills in information retrieval and critical thinking so that they may become informed decision-makers and life-long learners

- promoting reading and language development and literature appreciation

- supporting the integration of instructional technology and media literacy and becoming familiar with current technological developments in information retrieval

LEARNING RESOURCE MANAGEMENT

- establishing and maintaining effective systems for the selection, acquisition, processing and circulation of resources

- managing the library facilities, services and budget in order that these may contribute to the stated goals of the school, school district and Ministry of Education

- cooperatively developing school library policies and procedures

- participating in an information network with district schools, the District Resource Centre, the public library and information agencies

- organizing and directing clerical staff, parent and student volunteers in the school library

LEADERSHIP IN RESOURCE-BASED LEARNING

- providing leadership and promoting strategies for the effective use of a wide variety of learning resources which support and extend the curriculum

- applying skills in evaluating and selecting learning resources to reflect the curricular, informational and recreational needs of the school and its learners

- participating in and contributing to school and district activities which advocate support for school libraries and resource-based learning

- promoting school library programs in the school and in the community

- seeking opportunities for personal growth in school librarianship and participating in collegial networks

- developing the potential of parent and student volunteers

The success of a school library program is dependent on the teacher-librarian being able to balance all of the above given adequate staffing, budget and facilities in accordance with the entire school program.

Developed by the Steering the Course Committee and the Teacher-Librarians of the Greater Victoria School District

I really like how I can see the topics we have covered in this course and the others I have taken within this list of "roles." - collaboration, research models, literacy, technology. I also liked the action terms like: providing leadership, applying skills, participating, contributing, promoting, seeking and developing. The list provided here is also very succinct. Although there is the big question - Where will I find the time to do all this? - the list of roles and responsibilities is not huge and is written in clear language.

I, like many others I think, probably had a laugh out loud moment when reading the last paragraph of the description, "The success of a school library program is dependent on the teacher-librarian being able to balance all of the above given adequate staffing, budget and facilities in accordance with the entire school program." Isn't that the truth! Isn't it also true that most of us have none of these things that the school board thinks is necessary.

Although the role description provided by Victoria is not indicative of my situation, I hope to make it so. I think this couples well with my own philosophies, goals and vision for my library. Although I do not have adequate staffing, budget, or facilities I am committed to making my library better. I cannot argue with points like "working cooperatively" with staff, "promoting school library programs," or "establishing and maintaining effective systems" to make my library run smoothly.