Posted on by hildaweisburg

I Don’t Have Time To…

How are you completing the sentence in the title? To get books shelved? To do a diversity audit? To eat lunch? We are so pressed for time we focus on the most urgent tasks or the ones we are struggling to complete and forget ourselves. It’s not only that there are a limited number of hours in the day. The fact is, we can’t be creative every hour we are awake. We cannot even be productive every hour. Our bodies and brains need a break.

We’ve all tried a variety of ways to organize and manage our time. We have our to-do lists in whatever format we prefer, project planners, and post-it note reminders. Then your principal pulls you to cover a class and have no choice but to do what you were told. And there goes the to-do list and your day. You surrender to it and are too tired to use whatever time you have left to tackle the task you expected to get done.

Despite your best efforts, you may not be making the best use of the time you do have. Mary Kelley has 5 Ways to Find Out If You Are Maximizing Your Time.

  1. You Stick to Your Schedule – First, make sure you’re doing what you said you were going to do when you wanted to do it. You’re not maximizing your time if you are checking emails before getting started. But what about those unscheduled interruptions?  What happened to the task you didn’t get to finish? Get back to it as soon as possible. You may need a quick review to see where you left off. An alternative is to consciously reschedule it for a better time. Then get on with the next task on your schedule.
  • You Plan Ahead – Kelley is referring to looking long range – next week, next month. I call it telescoping, periscoping, and microscoping. In telescoping you view a project through its completion. This could be an advocacy plan or a unit you are doing with a teacher. You are aware of when the parts need to be completed to meet your final deadline. In periscoping, check in every so often to see if you are on target for completing a task. If not, make the adjustments to the schedule to make sure there are no surprises as you head toward the finish live. In microscoping you focus on the immediate work. Then if you are interrupted, you can make the needed change when you periscope.
  • You Prioritize – Kelley uses a whiteboard with her MITs (Most Important Tasks). You may be doing that with your to-do list but having them in front of you is a constant reminder. It might also alert those interrupting you to the work you are trying to do. And don’t forget to put yourself in the schedule. Put in your lunch time. Add whatever you do to stay healthy such as a chair yoga exercise or even going to an open window to breathe. You need these pauses to refresh your brain. You are a priority too.
  • You Avoid Multitasking – It’s been proven that it doesn’t work, and we keep doing it. Know which tasks require the most brain power and/or creativity. Make sure that has your total focus. If there is an interruption you must respond to, do not work on the task while dealing with the interruption. Tasks involving creativity often require that you pause to think through a problem. It may be tempting to scan your emails while you think. Just because you are not actively doing something doesn’t mean you aren’t engaged in the task. Trying to get through those emails will only slow you down, and you are likely to miss important details on both tasks.
  • You Cheerfully Say NO – I like this one. While you can’t say no to your principal, there are many other requests you can turn down. Knowing when and how is important in making the best use of your time. If the request connects to a priority of yours, “yes” is probably the right answer. If not, refuse, but carefully. Suggest an alternative. You may be able to take it on at a future date. It’s important to know how to say “no” without damaging a relationship.

In her post, Kelley notes our brains can’t run at full capacity for more that 4 hours a day. Know when your most productive/creative times are and develop your schedule around it. Do what you can to work on your biggest priorities during those times. And give yourself a break when the schedule goes nuts.

Posted on by hildaweisburg

In the Heat of the Moment

We are all stressed. And we are dealing with people who are stressed. The combination can lead to sudden eruptions of temper. Words spill out. More are exchanged, and you are left with the fallout. It’s not pretty, and it can have long-term consequences.

How do you feel after one of these verbal explosions? Exhausted? Still simmering? Annoyed with yourself? Are you re-thinking what the other person said? What you said or should have said?

We are in the relationship business. Having a professional relationship with everyone in the building is a job requirement for school librarians. We can’t afford to lose our temper in the heat of the moment. We need to quickly defuse the heat whether it’s ours or theirs.

It’s important to anticipate these outbursts and possibly more important to know how to deal with the consequences. Knowing these confrontations are bound to occur, have a plan for dealing with it to lessen occurrences and/or any damage it does to relationships.

The Leadership Freak’s blog post offers sage advice, giving 7 Proactive Responses to Hot Emotions. The title refers to the focus of the post: reactions are too often an out-of-control response to a situation. As he says in his list of “7 Dangers of Reacting, “The more you react, the more your thinking congeals,” and “The more you react, the more negative consequences you experience.”

The “5 Emotions that Switch on Reaction-mode” according to the Leadership Freak are ones we experience frequently. The first he mentions is Stress, and, as noted we are living with high stress. Discouragement is another emotion he identifies. So many librarians are feeling frustrated about schedules that keep them from doing their job as librarians. It’s no wonder that things boil over.

To deal with these situations, Leadership Freak suggests “7 Powerful Proactive Responses to Hot Emotions.”

  • Gratitude – Thank the person for bringing the issue to your attention. When you do this, focus on the message the other person is sending, not the manner of delivery.
  • Acknowledgement –  Recognizes the other person’s feelings. There are two of you (or more) in this moment. Notice what is happening for them.
  • Space – A time-tested technique for any relationship, personal or professional. It’s counting to ten or the parent classic, “Go to your room, I am too angry to deal with you now.” In the work setting “Give me some time to think about this” achieves the same aim.

If you respond offensively or defensively when someone’s hostility is directed at you, you set off an escalating confrontation. You will need to invest time and effort to restore the relationship to where it was previously. If others were present to hear it you may have some repairs to do there as well.

The scenario is somewhat different when you are the one who starts the conflict. It maybe you were asked to do one more thing and just exploded. Whatever triggered your reaction is not as important as what you do after. That step is crucial.

As soon as possible, apologize, another of Leadership Freak’s proactive responses. It’s best to do so without adding reasons. Start with, “I’m sorry. There is no excuse for my behavior.” Justification is a natural way to remove some of the blame (and shame), but you will get the relationship back on track much faster if you take full responsibility.

And remember, what is true in the work world is also true in your personal life. These outbursts will happen. Be pro-active to de-escalate them rapidly. The more clearly we can communicate, the less stress we’ll have in our relationships and our lives.

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Powerful Words – Powerful Results

Our word choices – whether speaking or writing—impact how we are perceived, and the results we get. When we write, we take time to search for and edit out weak words, those which don’t say what we want or which muddle the clarity of our message. In conversation, it’s important to choose words that convey surety and confidence.

This is vital is when writing your Mission and Vison statements. When I give presentations on the subject, I often point out how a simple word choice or change can make the statements more powerful. We eliminate words like “will” and “plan to” and put the statements in the present tense. Even a Vision statement you don’t see as entirely possible to achieve (or at least not for a while) gains strength from being written in the present tense. Let’s look at the difference the right words can make:

Compare:

The Mission of the Blank School Media Center Program helps in creating lifelong learners with critical thinking skills and an appreciation of literature with enriching opportunities for all students to gain the self-confidence necessary to successfully learn in an information-rich world.

With

The Blank School Media Center Program creates lifelong learners possessing critical thinking skills and an appreciation of literature by collaboratively providing opportunities for all students to gain the self-confidence necessary to successfully learn in an information-rich world.

“Help” is weak, while “Enriching” is vague in the first example. They aren’t wrong, but they are supplementary. When writing something so concise, and something we want to have an impact, we can’t afford to be supplementary.

Changing a Vision statement into the present tense immediately adds force.

Compare:

The School Library Media Program will be a user-centered environment where up-to-date resources and technology and a responsive staff empower students and teachers to achieve their academic and personal goals.

With

The School Library Media Program is a user-centered environment where up-to-date resources and technology and a responsive staff empower students and teachers to achieve their academic and personal goals.

In our conversations, the subtleties communicated in our word choices can make a huge difference in how our messages are received. Saying, “I believe that purchasing books by diverse authors will make a positive difference in our students’ sense of belonging,” does not convey the same message as “I know that purchasing books by diverse authors will make a positive difference in our students’ sense of belonging,” “Believe” does not convey the same strength of conviction as “know.” Being aware of words that weaken or soften your impact can improve your proposals and have you better positioned to be accepted and approved.

In his article The Love for Confidence and Conviction, Bob Decker points out how “soft word” choices communicate the degree of confidence you have in your ideas, regardless of how much confidence you actually have. He recommends you eliminate the following terms:

  • Maybe
  • Possibly
  • I think
  • Just
  • I hope
  • Potentially

because they suggest you aren’t certain about what you’re saying. Each conveys hesitancy and a lack of conviction which does not support your success.

It is an odd fact of life that as receivers of information, we recognize these indicators of uncertainty and lack of confidence, yet as senders, we are frequently unaware of the implications of our word choices. To improve the power of your communication, both written and oral, tune into how others express themselves. Listen to the words your principal uses in proposing an initiative or plan. Did you hear confidence or uncertainty? Observe how others respond. Then take the time to notice your own language choices and speak (and write) from the passion and enthusiasm of your work.

Posted on by hildaweisburg

Always Leading

Leadership should not be something you turn on and off and it’s more than something you do. It’s a mindset and a way of being. When you see yourself as a leader, you carry your leadership qualities and skill set into all situations and regardless of the type of administrator you work for.

By being aware of what your administrator(s) want and need, and responding as a leader, you sharpen your leadership skills. Other people respond to your actions by seeing you as a leader. The more naturally you assume the role, the more you own this identification. Your colleagues and administrators come to view you as one of the building leaders and respond positively to your suggestions and proposals.

Managing or leading up can be critical in a building or school district where administrators change frequently or the one in place is inept. Jenn David-Lang and Donna Spangler explain why and “How to Manage Up in a School Setting.”  They identify six different administrators and what skills you want to employ:

  • Brand new – Get in early and be regarded as a helper as the administrator becoming acclimated. Learn their goals and show how your work supports this.
  • Hands-off or distracted – Take the reins and run. They won’t notice it, but the teachers will, and many will be grateful.
  • Micromanager – Sending detailed reports shows you know how to do your job – and how they like to do theirs.
  • Inexperienced with teaching and learning – Infographics are a good source of help. You want to present information as succinctly as possible so they can absorb it and see the connection.
  • Know-it-all – Show that you’re aware of their knowledge. Introduce ideas with phrases like, “As you know…”
  • Indecisive – Present options (but not too many) and offer rankings along with reasons or evidence for choices.

David-Lang and Spangler expand on dealing with these six types of administrators with their “AAHH” strategy.

Ask – You need information to prevent missteps. Ask questions to learn their vision, what they see as success, and gain a sense of who they are. You also want to know what issues the administrator is focused on and any background information on it.

Adjust – Change tactics depending on which of the type of supervisor you are dealing with. What worked for a previous administrator, might not work for your new one. For example, if you were a micromanager, presenting a plan of action and having a written agreement on who will do what (and probably by when) works well. With a hands-off administrator, you can be more general in your plan and stay focused on presenting the successful end result.

Head or Heart – Some administrators want just the facts. They love data. Others respond better to the emotion behind a project. Micromanagers and Know-it-alls tend to be the former. The others can fall into either category, so it helps to identify early how they react to information and present it in a way that facilitates their hearing you.

Hands – When you make a proposal, you need to support it with an action plan. All types of administrators need to know they can count on you to deliver—and make them look good.

Get to know your administrators and their style. Present yourself and your work in the best light by giving them what they need, the way they can you it best. When you do, you are better able to lead everywhere.

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Leading Today, Tomorrow and Beyond

Success feels good – it feels great. You worked hard to get there. Unfortunately, if you get too comfortable with what you have achieved, you risk to sliding backwards.

Remember Blockbuster? Xerox? Blackberry? Sears? They were all leaders in the field for a significant period and are nowhere today. These giants, and many others along with them, didn’t see the change coming and didn’t adjust and move forward. You don’t want your library to suffer a similar fate.

As lifelong learners we must keep our leadership focused on the future or our libraries will be rooted in the past. “We have always done it that way” leads to stagnation. Policies, procedures, and programs must be reviewed regularly and be open to change and new ideas.  Equity, SEL and other current issues need to be thoroughly integrated into the library program. What else is happening? How can you predict where you need to go?

One way is to think laterally. Expand your reading beyond library and education issues by looking at what is happening in business and technology. Consider how new developments and concerns in those areas might impact libraries and schools. From this you may find unique inspiration to bring into your school.

In How to Keep Learning as a Leader, David Burkus presents four ways in which you can be ready for what may be coming next.

  1. Linger on Failure – Take the time to notice what you learned, achieved and will do differently as a result of setbacks. Accept your failures as part of your process – and proof that you’re growing as a leader.. Failure is feedback when you know how to use it. It isn’t comfortable to review your mistakes, but this is not about being comfortable. It’s about growing and learning.
  2. Stay Curious – Listen, read, view, and keep learning. A random conversation can give you a new idea. Watching television or seeing a movie can start an unanticipated thought process. You just need to be open to the possibility.  Burkus talks about listening to experts in different fields. The wider your scan of the environment, the greater your opportunity to discover something new. It doesn’t have to be a deep dive into these subjects, unless you uncover a treasure you want pursue.
  3. Experiment – Put your new idea into practice. If it only stays in your head, tomorrow will have arrived before you are ready for it. Yes, you will fail sometimes (see #1) but the trying is worth it! Burkus suggests creating a decision journal and log what you decided to do. What was your intended outcome? Did it work? Can you tweak it? The journal can give you a record of your thinking and how productive it is.
  4. Cultivate Conflicts -This is the scariest step. It doesn’t mean instigating them but it does mean developing your awareness of them. We live in highly polarized time. While you don’t want to engage, listening can lead to amazing opportunities. The more you know about how others around you think and why they do, the better able you are to anticipate resistance to different ideas and projects. Knowing where pushback is likely to arise, you can plan. You might make modifications, provide background information, or include others in the planning process, which always a good idea.

In the words of Fleetwood Mac, “Don’t stop thinking about tomorrow/ Don’t stop, it’ll soon be here…Yesterday’s gone.” Be staying curious, learning from setbacks, trying new things, and listening to those around you, you’ll be ready for tomorrow and continue to grow and thrive as a leader.

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Take My Advice

We all are guilty of giving unsolicited advice. Most often, we don’t even realize we’re doing it. Unfortunately, instead of building relationships, giving advice when it’s not asked for tends to cause resistance. In offering help, we don’t stop to learn if the other person needs or wants assistance. In rushing in with our solution, it may seem to the other person that we are minimizing the problem. In ither case, the other person pulls away and an opportunity to truly be of help is gone.

 What makes us think we always have an answer? We certainly don’t have solutions for all our problems. Often, the best help we can give someone is just to listen. Whether they want to vent their anger or release too many thoughts swirling in their heads, offering a solution cuts off their process. By short-circuiting what they were saying, you may very well have prevented them from finding their own solution. When someone is angry, fearful about a situation, or any other highly emotional state, they are not thinking cognitively. Through the process of expelling it all, reason has a chance to return. The thoughts stop swirling, and the rational mind deals with what has upset them.

When someone comes to you with a problem, you have an important role to play—without offering help. They needed someone with whom to share all of it, and they trusted you to be that person. By using your active listening skills, you help them while deepening the relationship. Instead of speaking, use your body language to show you are focused on what they are saying. Nod your head. Let your facial expression mirror supportive feelings. If there is a pause, you can restate something they just said to show you are listening – and to find out if you missed a point.

PsychCentral cautions “It’s Time to Stop Giving Unsolicited Advice“. The simplest way to do this is to ask if advice is wanted. You can try any of these questions suggested by PsychCentral:

Are you open to suggestions? This clears the path for your response. “Suggestions” is a better word than “advice.”  The latter says you know more and can be taken as a criticism. The former is just some ideas you offer that can be taken or not.

I’ve been through something similar. Can I tell you about what worked for me? Without imposing, you are establishing a bond of a mutual experience. Recognize that means you will have to share that experience. That interchange puts the communication on an even more personal level. It evokes shared trust and leads to deepening the relationship.

Is there anything I can do to help? Be prepared for a no or a yes. It is a generous offer. If the other person takes you up on it, you are obligated to follow through. The commitment may take time and effort on your part. If no further help is required or requested, you have shown your willingness and concern.

If you find that you regularly give unsolicited advice, PsychCentral offers you some advice in the form of questions to ask yourself, including the following:

  • Why do I want to offer advice right now?
  • Is there something else that I can do that would be more helpful?
  • Is there someone more qualified who could advise this person?
  • Can I let them decide or figure this out on their own?
  • What else can I do to reduce my anxiety or discomfort?
  • Can I accept that my ideas aren’t the only good ideas?
  • How can I be supportive without giving unsolicited advice?
  • Can I focus on listening and understanding instead of fixing and instructing? Would this be supportive and respectful?

Unsolicited advice is a two-edged sword. You have only the best intentions when you are the one offering it, but that may not be how it’s received. Think about times when someone has offered you unsolicited advice By recognizing what receiving it feels like, you will be better able to restrain your impulse in the future. And if they are looking for advice, hear the other person out — completely—so you understand the situation before you give your response.

And that’s my advice to you. LOL 🙂

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Happiness is…

No one is happy all the time, but if you can’t recall recent moments of happiness, you are harming yourself as well as your ability to be a leader. The harm to yourself comes from the chemicals your brain produces when you are stressed or angry compared to those produced when you are happy. Your body needs the benefits of those endorphins to get you through your busy days.

The harm to your leadership ability results from how you present yourself to the world because, in addition to the negative feelings, your face shows it when you are sad, angry, or stressed. No one enjoys spending much time around people who are often unhappy or upset.

The good news is you don’t need large doses of happiness. Even fleeting pleasures can boost your mindset and last for quite a while. The challenge is to identify – and then capture – them in the moment. When something drags you down, if you continue finding these happiness-promoting instances, you will feel happy overall. And that happiness will be seen even through a KN95 mask.

In his in depth blog What Leads to Happiness? Greg Vanourek lists 20 ways you can bring more happiness into your life. Here are his first 10:

  1. Regular exercise and physical activity –. You don’t have to train for a marathon or spend hours exercising. Just include 10-15 minutes a day on your to do list. And especially for those of us currently in winter, do what you can to spend a few of those minutes out in the sun when it appears. Research suggests getting out into the fresh air has an immediate positive effect
  2. Acts of kindness, service, and generosity – The getting is in the giving. When you help others, there is a boost to your sense of self. Take time to notice the small and many opportunities where you can give to others but make sure not to do this at the expense of your own needs and boundaries. Don’t turn giving into a burden or a drain
  3. Purpose and meaning – Knowing that your actions are producing something of value and making a difference is a cause for happiness. Know and notice your “why” when you engage in any activity, including those connected to your job.
  4. Relationships with others – Humans are social beings. As the pandemic proved, it harms us when we can’t interact with others. Don’t let your tasks and responsibilities keep you from spending time with the people you care about and who care about you. You offer support for each other as needed, and it just feels good to be with them. Vanourek says ‘According to many researchers, strong social relationships are the most important contributor to enduring happiness for most people”
  5. Goals and aspirations – This is related to #3. If you know where you are going – and why you want to go there is joy in the journey. As you achieve the small steps, your sense of accomplishment makes you happy.
  6. Authentic expression of self – Be true to who you are. It saves a lot of energy-draining effort. Being a people-pleaser or focusing on what other people think diminishes you and your happiness.
  7. Anticipation – An upcoming anniversary, graduation, or other event in your life adds pleasure. Savor it. If necessary, look to put something on your schedule that you can look forward to.
  8. Gratitude – Recognizing what you have in your life and being thankful for can keep you from focusing on the negatives. Taking a moment to be grateful can give you a happiness boost in the midst of a gray day.
  9. Experience – While something is happening, take time to notice and enjoy it. Do what you can to stay in the moment. Appreciating enjoyable times whether it’s dining out, seeing a ball game, or being with a friend boosts your happiness.
  10. Learning and developing – Mastering a new task or learning something new makes you feel good about your accomplishments. Consider ways you can share your new knowledge for even more happiness.

Happiness is many things. It’s not the huge events that are responsible for making us happy on an everyday basis. It’s the small moments that can make all the difference once we tune into them. When you can take the time for joy and notice what is already good in your life, your happiness will shine and others will enjoy being in its presence.

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You Aren’t Listening

Did you ever have someone call you out because you weren’t listening to them? Have you ever said that to anyone? You can’t have a successful communication if one party isn’t listening. We know this and recognize the importance of active listening, yet all too often our conversations go astray as we or the other party tune out.

We (or the person we’re talking to) tune out when our thoughts go elsewhere. We also tune out when we are trying to make our point and override what the other person is saying.  This typically happens if we have decided we are not being heard. In the process, we block what is being said to us in an attempt to reinforce our perspective.

The result is the communication doesn’t work. Whatever the purpose of the conversation, it isn’t achieved. Worse, we may need to repair any damage we have done to a relationship we are building if we have left the other person angry or annoyed.   

Ronald Williamson and Barbara R. Blackburn identify three conditions needed by an effective communicator in their blog post, Leadership: Listening to Others in Volatile Times. The three requirements are:

  • Focus – Keep the conversation focused on the speaker, even if you’ve gone to them for something. Either they need the help or they have what you need.
  • Openness – Be willing to listen. Don’t make up your mind before hearing what the person has to say.
  • Willingness – This is the tough one. You need to be prepared to change your mind or your actions based on what the other person says.  You cannot get here without being focused and open.

Knowing these three conditions doesn’t mean we put them into practice.  There are barriers we construct that keep us from being successful at active listening. Williamson and Blackburn list these five. If you notice these barriers coming up you need to return to practicing the three requirements.

  1. Indifference – For some reason, we think the speaker or their issue is not important.  They may be someone who always has an opinion, and we are tired of dealing with them. It could be a student who regularly brings up something that interferes with the direction you are taking the lesson.  The other party will eventually notice from body language, incorrect answers or other slips that you were not listening.
  2. Assumptions – This happens when we judge other people and categorize them based on our implicit biases.  Although getting to know them can change these perceptions, tuning someone out based on these assumptions hampers building relationship and affects how we are perceived in turn. You are missing an opportunity to connect and get to know someone who could be a true ally if given the chance.
  3. Distractions – Our days are filled with them. You hear your phone vibrate and stop listening to the speaker. Other people in the library have part of your attention, or the project you were managing before this conversation is still on your mind. In these instances, you are out of the conversation and have gone somewhere else. Allowing yourself to be distracted telegraphs the message that the other party and their issue isn’t important.  
  4. Hurrying – The other barriers – in addition to our overloaded schedules – frequently has us trying to hurry a conversation, not allowing the other person the time they need or deserve. Who has time?  We are like the White Rabbit in Alice in Wonderland. If you find yourself thinking, “get to the point,” you aren’t listening and you may miss an important piece of information. You’ve definitely missed a chance to connect.
  5. Information Overload – As librarians we are often guilty of doing this to others.  They come in with a question. We find the answer and keep going with related information and more detail than the person asked for or needed.  Given the likelihood of distractions and hurrying, less is more. When approaching your principal with a proposal, don’t give all the details. Hit the major bullet points and let the other person know you have more information if they need or want.

In conclusion, Williamson and Blackburn list 10 behaviors to promote active listening, many of which I’ve written about before:

  1. Make eye contact.
  2. Use positive body language.
  3. Restate or affirm what the other person is saying
  4. Ask clarifying questions to help you understand.
  5. Wait to share your comments until they finish.
  6. Pause and allow silence if appropriate.
  7. Be fully present and avoid distractions.
  8. Keep an open mind.
  9. React to the content, not the person.
  10. If you take note, explain why, so they don’t think you are ignoring them.

Leaders must be good listeners to be successful communicators. Check in with yourself if your mind wanders and get back to focus, openness, and willingness. Soon, you’ll be actively listening to and engaged with the person speaking with you.

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Reach for Your Leadership Vision

I often write and speak on the importance of knowing your Mission and Vision. Missions focus on what you do. It’s your purpose or your “perspiration.” Visions are your “inspirations” and “aspirations.” They are where you would love to have happen. Both grow from your core values, your philosophy. And you can’t reach your school library Vision unless you have one for yourself as a leader. Without that self-Vision, it is difficult to step out of your comfort zone and the take risks leadership requires.

In Think Deeply About the Leader You Aspire to Be, Art Petty suggests you “mine for early influences and marry them to future aspirations to develop a clear picture of your desired leadership self.” Connecting what you’ve seen and done with what you want can guide you in constructing your leadership Vision using the following four steps:

  1. Start by exploring your leadership inspirations – Look inwardly and widely. Consider the values you hold. What are you passionate about? Who are the people you admire in librarianship and elsewhere? Why do you admire them? Petty suggests you look at the behavior of those people. If they had a direct contact in your life, how did they reach out to you? I became active in school librarianship and began writing because of the people who reached out. Their trust and belief encouraged me to leave my comfort zone.
  2. Spend time reflecting on your best self – Think of those moments when you were proud of something you did as a leader. You may have put together a difficult project or you gave a workshop for teachers, and they were all engaged and participating. Consider what you did to make those instances happen. What aspects of yourself as a person did you draw on? Think of the values that motivated your behavior and/or achievement. Look to the moments when you were proud of yourself and your behavior. It may have been how you connected a reluctant reader to the perfect book. Perhaps you turned a confrontation into the start of a relationship.
  3. Your Leadership Aspirations – Imagine this was your last year at your current position. You’re either moving on or retiring. What would you hope your students would say about their library experience? How about teachers and administrators? Take time to think about the legacy you want to leave, the impact you want to have, as a librarian and a leader and from that, pull out the pieces you want to include in your Leadership Vision.
  4. What’s most important to you as a leader? Petty recommends answering the following questions:
  • What do I care most about doing and achieving as a leader?
  • How will I guide, teach, and coach?
  • How will I support creating great results through others?
  • How do I want to affect those I come in contact with along the way?

My Leadership Vision is “School Librarians are recognized everywhere as vital leaders.” I know it will never be universal, but I always work to be a force for change. It inspires all I do.

Taking the time to see yourself as a leader and the impact your leadership will have on your library can inspire and should inspire you. Reach high and fearlessly create your own leadership Vision.  

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First Impressions

It’s an automatic response. We see someone or something and we make an assessment. With people, it encompasses our biases about everything. We notice skin color, weight, height, clothing, and a host of other outward signs. And while we are having that instant reaction, the other party is doing the same. Fortunately, there are things we can do to make strong and accurate first impressions that will support our success and create a strong foundation for new relationships.

In her article, Make a Good First Impression: Expert Tips for Showing Up at Your Best, Shonna Waters writes: “First impressions last. Whether they are accurate or not, it normally takes a long time and concerted effort to change a first impression. Because they are largely subconscious, first impressions are very persistent. Even in the face of contrary evidence.  Because of our implicit biases and cognitive biases, we see the world and other people through our own set of filters and make decisions based on them. All of your relationships are affected by the first impression that you make.” So how can you make first impressions work for you? Waters top suggestions are:

  • Make eye contact – Before you say anything, making eye contact sends a message of trustworthiness while giving you the opportunity to notice your own reactions and (possibly inaccurate) impressions of the other person. Waters says eye contact indicates you are listening and engaged. At the same time, notice if the other person has returned the eye contact. Are they open to listening to you or just waiting for the conversation to end as fast as possible? This is important information that can help you to know how to continue the conversation.
  • Smile – A genuine smile puts people at ease and creates connection. You want the smile to reach your eyes, or it looks phony (yes, wearing masks makes this harder, but we’re getting used to it.). If you’re nervous, try thinking positive thoughts. This will help your brain activate a real smile.
  • Dress for the occasion – How you look makes an impression, so be aware of what the situation calls for and how you can convey your awareness by your clothes. Dressing appropriately sends a subtle message that you value this interchange. Dressing for success is always wise. And for job interviews, the advice of “dress for the job you want to have” holds true. Remember to be mindful of what you might be doing as part of the day. Comfortable shoes go a long way for an extended interview or presentation.
  • Be a good communicator – Listen more than talk. Pause before answering a question. Restate it to ensure you understand what is being asked. This allows people to notice your communication skills. And remember to really listen—hear what is not being said. Whether asking a principal to support a new program or going for a job interview, we tend to hear the parts we want to hear. Did the principal understand what you meant by digital literacy or were they not aware of all the aspects you meant? When the principal said their library was the heart of the school, what did they actually mean by that?

Outside of face-to-face interactions, remember your library also makes a first impression. It’s a good practice to pause occasionally before walking in and taking in the room as though you were seeing it for the first time. What message is it sending? Is it the one you want? If not, how can you change it? If it is, how can you strengthen it?

We can’t monitor or control all the first impressions we make. There are too many. But if you can stay aware of the ones that are important, you’ll be able to support your success by starting new relationships on the right foot.