As Instructional leaders…

You and Your - We recognize curriculum

Why Do We Do This?
programs mandated by the
Teacher-Librarian province, district and school
- We collaborate with teachers There has been extensive
- A guide to understanding what to promote the growth of research done on school libraries
we love, what we are about, education, and love of reading that suggests a positive
and how we do it! - We teach information literacy
correlation between student
skills to students that will be
What We Love
beneficial to their post- academic achievement and
Reading! To read is to fly in pursuit of secondary education teacher-librarians. This study was
information and knowledge. As Information Specialists… done on School Libraries and
What We Do - We strive to provide Student Achievement in Ontario.
appropriate information, It demonstrates similar results to
As instructional leaders, information resources, or instruction to
specialists, program administrators we numerous international studies
satisfy the needs of students,
encourage the pursuit of research and teachers, and the curriculum which show the positive
knowledge As Program Administrators… relationship between
How We Do It - We collaborate with principals professionally staffed school
to build a better foundation for libraries and student
Teacher-Librarians promote the resource-based learning
academic achievement of students achievement.
- We manage our budget and
through leadership, information collection
technology, and information literacy - We stay up to date with online
databases, journals, and
articles as a part of information
technology, and relay that
information to teachers and
students
 The Canadian Association for
School Libraries listed the
following competencies for
Teacher-Librarians:
School Libraries and Student Achievement in Ontario
The Ontario Library Association; a study 
by Queen’s University and
1.1 places a priority
People for Education on staff
relationships and leadership in
the implementation of change;
 1.2 provides leadership in
This study was led by Queen’s collaborative program planning
and teaching to ensure both
University educational researcher, physical and intellectual access
Dr. Donald Klinger. Some relevant to information and commitment
research findings were…. to voluntary reading;
 1.3 knows curriculum programs
mandated by the province,
district and school;
- Is based on Ontario data:  1.4 understands students and  1.6 develops and promotes
their social, emotional, and the effective use of
Grade 3 and 6 EQAO data and intellectual needs; informational and
People for Education Tracking  1.5 has expert knowledge in imaginative resources in all
Reports for the same schools evaluating learning resources in formats through cooperative
- The presence of a teacher- different formats and media, professional activities;
librarian was the single both on-site and remote, to  1.7 provides appropriate
support the instructional information, resources or
strongest predictor of reading program;
enjoyment for both Grade 3 instruction to satisfy the
needs of individuals and
and 6 students groups;
- Reading enjoyment is  1.8 uses appropriate
strongly and positively linked information technology to
to student achievement acquire, organize and
- There was an emphasis placed disseminate information;
 1.9 manages library
on the importance of teacher- programs, services and staff
librarians in fostering to support the stated
engagement in reading, a educational goals of the
factor that is instrumental in school;
fostering literacy and life-long  1.10 evaluates program and
services.
learning for students
The Principal and The School How Can Principals Support
Library the School Library?

- Principal support must be broad

- Why it’s important to academic and multi-dimensional
success

 As the Ontario Library Research  Increase your overall knowledge

indicated, quality library media centers regarding your library, and its
enhance student achievement, and resources
informed, committed librarians can
help principals enhance their own
 Realize your librarian’s potential and
administrative practice. 
collaborate effectively to improve
your school library media program
 When principals invest time in quality
improving library conditions, it is in the
best interest of both the students and
principal
 Encourage your staff and teachers to
collaborate with the librarians for
 Principals determine school library research opportunities
media program quality as much as
librarians do (Haycock, 1999; Oberg,
 Provide your librarian with current
1995; Oberg, Hay, & Henri, 2000)
curriculum standards to serve as an
informational guide
 The principal's role in creating a school
environment where student library use
and faculty/librarian interaction are
 Continuously evaluate your library
valued and should be promoted
media program accurately based on
(Campbell & Cordiero, 1996; Wilson &
collaboratively developed criteria
Lyders, 2001)
recognizing school library standards