Librarians in U.S. Public Schools Without Other Kinds of Specialist Educators: The Scale of Opportunities for Instructional Leadership

This article explores the unique instructional leadership opportunities for school librarians in U.S. public schools that lack other specialist educators, such as technology specialists, instructional specialists, and instructional coaches. Drawing on data from the 2020–21 National Teacher and Principal Survey (NTPS), the study highlights the prevalence of schools with librarians operating without full-time or part-time technology specialists, subject-specific instructional specialists, or instructional coaches. The absence of these roles often places librarians in a central position to support both students and teachers in areas such as literacy development, STEM education, and technology integration. Additionally, the article examines the potential for librarians to function as instructional coaches, mentoring new teachers, fostering collaboration, and addressing teacher retention through professional development. By analyzing the overlap between librarianship and other specialist roles, the article underscores the importance of librarians in shaping instructional practices and contributing to student achievement in under-resourced schools. Recommendations for supporting librarians in these expanded roles include targeted professional development and systemic strategies to optimize their impact on school-wide goals.