3Professional+Commitment

==== The Professional Commitment Standards relate to the professional dedication required by Teacher (TL) to provide excellent service to the school and wider community. The four standards in which a TL must strive for professional excellence inlcude: ====

3.1 Lifelong learning
Excellent teacher librarians: • empower others in the school community to become lifelong learners • undertake research which informs evidence-based innovation in school library programs • engage in debate on educational issues within the school community • create and foster library-related professional development opportunities for staff

3.2 Commitment
Excellent teacher librarians: • are dedicated to excellence in professional service • emphasise a learning and teaching focus in school library programs and services • promote the profession of teacher librarianship in their schools and the wider community • foster a reading culture through the active promotion of literature • participate in continuing professional development


 * Promotion of Reading **

Fostering a reading culture through the active promotion of literature is an important capability in showing excellent principles of education and librarianship (ALIA & ASLA, 2004). As stated under Professional Standard 2.1, Donham’s (2008) ‘initiating’ reading promotion concept will be explored here. The TL instigating promotional events and fostering originality are examples of Donham’s ‘initiating’ motivation. The TL at Site 1 organises a variety of events that the school partakes to foster a healthy reading culture including the Premier’s Reading Challenge, National Simultaneous Storytime and MS Read-a-thon. In the past the Reader’s Cup has been attempted, however due to limited numbers it has proven difficult to allow students to experience success against other schools. The TL believes this is still a worthwhile experience to engage students in discussion, teamwork and collaboration with other schools (TL, Site 1, 2012). I would continue this event if I were the TL as responding to literature with peers encourages a broader, deeper understanding and sparks a creative expression of ideas (AASL, 2007).

Further promotional events include Book Week and the National Year of Reading. Book Week is a highly celebrated event which includes many activities based on shortlisted books, students dressing up in characters and showcasing talent in a school idol. Below are some photos of Book Week celebration from previous years. The National Year of Reading is being promoted in various ways including a school read-a-thon, years 6&7 rotational book club and buddy reading. These promotional activities are all practices Hay and Foley (2009) support as building an effective reading culture in schools. The approach to building an effective reading culture includes creating meaningful and purposeful events that promote interactive engagement and addresses individual and community needs (Northern Territory Government, 2008). The TL at Site 1 is very astute in creating such meaningful and individualised events. Particular focus is given to Indigenous Literacy Day when Indigenous literature is shared among the school community. It is difficult in the small school community to fundraise for such events. I was impressed with the TL’s idea for a reading café with donation upon entry that involved students and the community in the promotion of Indigenous literature. Below is a photo of the café preparation in the new library.

As explained under Professional Standard 3.3, this cultural awareness and knowledge about Indigenous literature is something I need to develop. Throughout my SPP, I wish to gain experience in the following areas of reading promotion:
 * Promote events to actively engage readers in the school
 * Invite the wider community to library events
 * Formulate ideas and artistic creation for reading promotion displays
 * Use the school website and newsletter to promote events
 * Use OZTL_net and other networks for information and sharing ideas for library events
 * Learn application and enrolment process for reading challenges
 * Source information and activities for Book Week and similar promotional events

3.3 Leadership
Excellent teacher librarians: • actively engage in school leadership and participate in key committees • promote and nurture a ‘whole school focus’ on information literacy policy and implementation • build and foster collaborative teams within school and professional communities • provide effective and transformational leadership to school library and information services staff


 * Leadership in the school and wider community **

ALIA & ASLA’s (2004) Standard 3.3 explains the need for an excellent TL to demonstrate leadership within school and professional communities. O’Connor (2007, p.3) acknowledges that TL’s “current responsibilities require unusually high leadership knowledge and skills”. This highlights the important role TLs undertake as knowledge leaders and multifaceted, specialised experts. Having 17 years experience, the TL at Site 1 has expert knowledge in her field and is a highly respected and valued member of the school community. Although not a member of the leadership team, she works collaboratively with the Principal, staff and community to make decisions about resourcing the school, program implementation and planning. She also contributed to the design of new library. The Principal considers the TL a leader as working across all classes means she must be abreast of school wide issues, curriculum and resource development (Principal, Site 1, 2012). Donham (2008) supports the Principal’s thoughts and suggests effective leadership skills that I consider the TL conveys. These include communication with the Principal through regular meetings, email and being up to date in areas of new technologies, information resources and current literature.

Further leadership contributions a TL should endorse includes staff collaboration and cooperative planning and teaching (Branch and Oberg, 2001). The Principal at Site 1 (2012) and Moore (2011) share the same view in that an effective leader enhances pedagogy across the whole school. This is one area the TL at Site 1 recognised limitations in her role as a leader (TL, Site 1, 2012). Although the TL at Site 1 demonstrates effective pedagogical skills in the library, she could take a stronger leadership role in promoting school wide pedagogy. I observed that staff collaboration and cooperative planning are areas that need particular focus seeing the limited communication and sharing of resources that occurred between staff. If I were TL at Site 1, I would aim to increase communication between teachers, effectively utilise individual teacher talents and encourage the sharing of teaching techniques, ideas, resources and units of work. This could be done using the school portal for discussion and sharing of resources between all staff promoting an open collaborative curriculum. I would adopt this kind of shared collaboration which “leads to whole school knowledge, continuous reflection and innovative thinking” (Gibson-Langford, 2007, p.21). TLs can also play an important leadership role in promoting cross-cultural understanding. Summers (2010) states the importance of leadership in school libraries that are articulated by multicultural educators. She describes James Banks’ four levels of multicultural curriculum “to measure effectiveness in helping all students in a culturally diverse society” (p.10). The TL at Site 1 is particularly devoted to this attention to diverse difference. Her involvement, contacts and knowledge of Indigenous literature, programs and events make her a leader in this field. I believe the TL is already working at the Fourth Social Action Stage Summers (2010, p. 12) explains as involving parents and the community to “build meaningfulness between home and school experiences”. As I stated in the Learning Hubs discussion Wiki, reflecting Summers (2010):

“I believe the TL at my school is a culturally responsive leader, fostering student achievement through motivation, trust, cultural awareness and inclusion” (Terwin, Module 5, 2012).

I observed the TL undertaking the following actions that support my view of the TL being a culturally responsive leader:
 * Invites Indigenous authors to talk to students (Aunty Ruth Hegarty, Boori Monty Prior, John Danalis)
 * Promotes Indigenous/multicultural literature (The Photo below shows an Indigenous book display to promote Reconciliation week in 2012)


 * Promotes Indigenous Websites (This link shows an example of an Indigenous Crackerjack Education website the TL uses to promote Indigenous education)
 * Participates in event organisation of Indigenous Literacy Day, ,Naidoc Week and Sorry Day.
 * Invites community members and parents to events and reading days.
 * Integrates an Indigenous perspective when planning with teachers
 * Plans excursions to book stores, public libraries and events with an Indigenous focus – Examples include Kuril Dhagun: Indigenous Knowledge Centre at the State Library of Queensland and Riverbend Books, Bulimba)
 * Caters for diverse learning needs
 * Considers broad reading levels when planning library lessons across the whole school.

In connection with cultural responsiveness, Branch and Oberg (2001) highlight the importance of instructional leadership to making a difference in the success of students in their schools and communities. This implies the TL taking initiative, taking action and being an involved and assertive instructor. Having worked at Site 1’s multicultural school for seven years I have become a culturally aware educator being sensitive to diverse learning styles, allowing all students to achieve success and effectively communicating with students. However, if I am to become a culturally responsive and instructional leader, my cultural knowledge and experience needs great improvement. To improve in this area I aim to become familiar with Indigenous literature and authors, discuss Australia’s shared history with the Indigenous Liaison Officer and learn about important multicultural events. I also aim to advance the ability to instruct teachers assertively, impart knowledge and develop a partnership with the Principal through my SPP, as I gain confidence in my expertise as a TL.

3.4 Community responsibilities
Excellent teacher librarians: • model the sharing of knowledge • actively participate as members of professional communities • demonstrate collegiality and mentor colleagues • promote library and information services to the school and wider community