10 School Library Management (Lambert 2002 Center for Educational Leadership 2012). When examining the overlap that exists in the librarian’s role as program administrator, several direct connections occur with the four dimensions of instructional leadership outlined by the Center for Educational Leadership. Figure 3 depicts how each responsibility within the role of program administrator influences the dimensions within the instructional leadership framework (Center for Educational Leadership 2012). There are strong connections between all four role responsibilities of the librar- ian as program administrator and two of the four instructional leadership dimen- sions, with Allocation of Resources yielding the greatest amount of connections. Due to the value of this connection, principals utilizing the instructional leader- ship concept should work closely with the librarian to help access and provide resources across the school. Through their formation of outside partnerships and understanding of teacher needs versus resources available within the school, the librarian plays a vital role in helping lead the school, and those the school serves, to success. Within the dimension of Improvement of Instructional Practices, the librarian works to support and improve the quality of instruction students receive on a daily basis. Through intentionally meeting with grade level and content teacher teams to help plan and design opportunities for student engagement with library resources and the forging of partnerships with community stakeholders, librari- ans work to ensure teachers have the appropriate materials and resources to strengthen their instructional practices. Through optimization and empowerment of the librarian and other staff, factors such as school culture will be positively impacted, thus elevating the level of collective teacher efficacy (Marzano et al. 2005 Lee 2015). Although these connections are only minor examples displaying the value of the librarian as school leader, I want to reiterate the importance the librarian’s leader- ship role holds in the school. When making community and global connections, offering instructional support, shifting instructional practices, and providing access to resources, principals should not hesitate to call upon their librarians for support. Good principals know when to hand over leadership responsibilities great principals know how to hand these responsibilities to individuals who have already developed an expertise around them. It is time to shift our view of school librarians from only the leaders of libraries to leaders throughout their schools. Works Cited American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. American Association of School Librarians, 2009. American Association of School Librarians (AASL). National School Library Standards for Learners, School Librarians, and School Libraries. ALA Editions, 2018. Center for Educational Leadership. “4 Dimensions of Instructional Leadership: Instruc- tional Leadership Framework Version 1.0.” University of Washington. http:// info.k-12leadership.org/download-the-4-dimensions-of-instructional-leadership (accessed December 14, 2016). DuFour, Richard, Rebecca DuFour, Robert Eaker, and Thomas Many. Learning by Doing: A Handbook for Professional Learning Communities at Work. 2nd ed. Solu- tion Tree, 2010. Lambert, Linda. “A Framework for Shared Leadership.” Educational Leadership 58, no. 8 (May 2002): 37–40. Lee, Kyle. “The Influence of Collective Instructional Leadership on Teacher Efficacy.” EdD diss., University of Kentucky, 2015. Leithwood, Kenneth, and Karen Seashore Louis. Linking Leadership to Student Learn- ing. Jossey-Bass, 2012.
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