More Musings on Collaboration and the future of TL's:

After some further reading Reframimg the role of the teacher-librarian: the case for collaboration and flexibility by Gibbs, R (2003), it became apparent that action on seeking collaboration is imperative for the enhancement of student learning.
Gibbs argues that schools and TL's have operated within a culture of fragmentation and independence as they focus on their individual subject and teaching areas and schools as an entity have provided the environment for this to thrive. However, there needs to be a reorientation of focus and staff must collaborate with TL's if they are to influence student outcomes. Gibbs (2003) argues for the alignment of ones personal vision to a shared vision. This process according to him occurs when there is an ongoing, professional relationship between the TL and the staff. Henri (1999) suggests that the relationship between the TL and the Principal is crucial to the development of an information school community.

Also, the vision needs to be felt and understood by other staff otherwise it lacks commitment and direction. Covey (1990) believes vision creates a frame of reference for professional relationships that can guide future directions and help with decision making.

What resonates for me is the emphasis placed on the culture of schools that needs to be changed and ultimately this can be chipped away with greater collaboration and CPT. For this to essentially take effect schools like Gibbs' must adopt a structural change to timetabling, meetings (KLA or stage) and a focus that is geared to acknowledging and building collaboration. Without executive and structural support, programs may run in isolation , appear fragmented and do very little for enhanced student outcomes.