Principals and library media specialists working together: A case study of one elementary school

Principals and Library Media Specialists Working Together: A Case Study of One Elementary School Elementary school principals are busy people. They are torn away from instructional duties by daily emergencies and are challenged to track student achievement and plan for improvements. Library media specialists are in a position to help principals improve teaching and learning. Gaining a better understanding of a positive and productive working relationship between a principal and a library media specialist will give the field valuable insight into how present-day schools can meet the needs of instructional and administrative leadership. This qualitative study examined the working relationship of an elementary school principal and library media specialist in a public school setting. The individual case study focused on how the principal utilized the library media specialist to improve learning and instruction and explored the relationship’s effect on the school community. The library media program developed by the principal and librarian was chosen for its quality reputation. The program was deemed outstanding by Missouri's Department of Elementary and Secondary Education (DESE) and the Missouri Association of School Librarians (MASL). An understanding of the case was built by collecting and analyzing data from interviews, observations, and examination of relevant documents. Results of the study led to these conclusions: the library was a welcoming place enjoyed by students, teachers, and community volunteers; teachers viewed the library media specialist as an instructional partner; the principal was knowledgeable about the Gregg, Diane, 2007, UMSL, p. iii library media center expecting students and teachers to use the facility and resources in learning and instruction; the principal supported the library media program through the school budget, collaborative planning, and flexible scheduling; the librarian participated in building and district-wide professional development, served on curriculum and textbook committees, and took part in the school’s technology team; and finally, the principal and library media specialist advocated collaboration impacted student achievement in a positive way. Gregg, Diane, 2007, UMSL, p. iv Acknowledgments This dissertation could not have been written without the participation, support, and encouragement of a number of people. I must express my thanks and appreciation to them. Without the guidance and support of my dissertation committee, this document could not have been completed. Each of you brought a unique and much needed element to the project. Dr. Susan Catapano urged me to think deeper about leadership and its place in education. Her practical advice about the dissertation process was so helpful. Dr. Lisa Bertrand contributed to my study with resources, time, and her own dissertation experience. Her willingness to share these with me was greatly appreciated. Dr. Carl Hoagland gave me encouragement along the way. He challenged me to work hard and have confidence in my abilities. Finally, Dr. Joe Polman acted as my advisor from the very beginning of my doctoral program and provided encouragement from beginning to end. His knowledge of qualitative research was extremely valuable as was his ability to give me the right amount of support at just the right time. Thanks to each one of you for your contribution to this process. This research could not have been conducted without the willingness of “Melanie Gordon”, “Sandy Innes”, “Greenwood Elementary School”, and the central office administrators at “Green Public Schools”. In you, I found educators who truly sought to provide their students with the best learning experiences possible. Thank you for opening the doors of your school and allowing me to spend time with you. Gregg, Diane, 2007, UMSL, p. v There have been so many classmates, coworkers, and friends who supported me in this process. Doctoral classmates inspired me to stay the course simply by watching them in their journey. David Gross and Amy Heuer are respected educators in the field who helped me with my interview questions. Their insight added greatly to my results. Rita Fisher and Judy Statler have been my mentors. I have appreciated their willingness to listen, share, and support my journey from beginning to end. Finally, I’ve worked with a wonderful group of school librarians who are and have been dedicated to providing students with the opportunity to become lifelong learners. Dreda, Larry, Betty, Charlotte, Carolyn, and Pat—this project is for you. One more group was instrumental in my dissertation journey. I could not have accomplished any of this without the unconditional support of my family. Seth and Samuel understood the importance of their mother’s school work and are proud of my accomplishments. Steven encouraged me to go as far as I could go and has been a constant support through this and every part of my life. I love my family. And finally, I dedicate this dissertation to my dad who gave me the basic ingredient needed to complete a project of this magnitude—a passion for learning. Dad, you and Mom have always been interested in and supportive of my educational endeavors and I know you’re proud of this one. Gregg, Diane, 2007, UMSL, p. vi Table of