Monday, September 2, 2019
The Transformational Leadership Practices of National Board Certified S
Introduction According to Empowering Learners: Guidelines for School Library Media Programs (American Association of School Librarians, 2009), Ã¢â¬Å"The school library media program is built by professionals who model leadership and best practice for the school communityÃ¢â¬ (p. 45). This leadership role is a new one for school librarians; earlier guidelines documents (AASL, 1988; AASL, 1998) embedded leadership activities within the roles of information specialist, instructional consultant or partner, teacher, and program administrator. These earlier guidelines were aligned with the larger educational culture, in which school librarians have rarely been regarded as leaders by their colleagues, administrators, or themselves (Hartzell, 2002; Ishizuka, Minkel, & St. Lifer, 2002; McCracken, 2001). Perhaps because of this perception, few researchers have studied the activities of school librarians who act as leaders. The purpose of Empowering Learners (AASL, 2009) is to define Ã¢â¬Å"the future direction of school library media programsÃ¢â¬ (p. 5). Both Empowering Learners and its predecessors (AASL, 1988; AASL, 1998) serve as guidelines for exemplary school library media programs, providing a mission and vision for the program and identifying and describing the roles of the school library media coordinator (SLMC). The mission of the program is Ã¢â¬Å"to ensure that students and staff are effective users of ideas and informationÃ¢â¬ (AASL, 2009, p. 8) and to support this mission the SLMC must take on multiple roles. The original guidelines document, Information Power: Guidelines for School Library Media Programs (AASL, 1988) defined these roles as information specialist, teacher, and instructional consultant. The 1998 version of the guidelines (AASL... ...ndards as classroom teachers, but the SLMC standards are currently under revision and will parallel the teaching standards closely, including a leadership component (R. White, personal communication, October 8, 2010). School library media coordinators must demonstrate leadership to meet the expectations of their national professional organization, to achieve advanced teaching credentials, and even, in North Carolina, to maintain their professional positions. Since the release of Empowering Learners (AASL, 2009), no research has examined the extent to which librarians are able to carry out the leadership practices it identifies. In this climate, however, it is important to know how school library leaders behave and to what extent they implement these practices, both to evaluate the standards and to provide examples for leadership development for school librarians.