Nigel Bennett (2001) stated that school effectiveness can be maximized if the school is viewed as an organization. Its structure, its culture and its power are crucial considerations. I agree with him that members who view their workplace as an organization will regard it ‘as having the capacity to adopt and grow in relation to its environment’ (p. 101).
The physical structure of the school library that I have taught in for ten years and been leader of for six of those years is where the 4.2 members of the library team work each day to meet the need of the 1,000 students in the Kilbreda College community. The library is designed to enable students to find, evaluate and use print and digital resources. Meeting the needs of students and staff dictates the work structure. While each of us has a unique job description, our task structures often merge as we endeavour to provide the resources that will cater for the teaching and learning that occurs in our Years 7 to 10 campus.
Creating a Procedures Folder has created tension this year, particularly when one member of the team had knowledge of a procedure that had not been recorded in the folder. In case of illness, or the departure from the school, the lack of this knowledge can cripple the ability to provide a seamless delivery of electronic resources.
Beare, Caldwell, and Milikan (1990) list 16 techniques that lead to the successful management of excellent schools. These factors become the driving force in school management, and shape day-to-day activities.