Posted on by hildaweisburg

ON LIBRARIES: Keep Your Communication Channels Clear

Clear communication is critical in building relationships, and you need these relationships to develop advocates for your program. As a leader, you will communicate with many people in many situations from one-on-one to (eventually) large groups (more about this in my blog on Space Relations). You also communicate with yourself, often as the initial step in reaching others. Communication is a giant topic with extensive subtopics.

In an online article, Marlene Chism identifies three communication mistakes which are at play in any professional situation. She states that “one of the most valuable tools leaders have for driving results and improving performance is conversation.” No matter what channel you choose and no matter your message, there are always three parts: the sender, the message, and the receiver.  If any part is muddled the message won’t get through. 

Obviously, you are the sender.  Unless you are speaking for a group and haven’t made it clear that you are presenting information that is not necessarily your own belief, there is rarely any confusion about the sender.

The message is another matter.

Aside from the need to tailor the message to the medium and the receiver (which I’ll discuss another time), you need to be sure you are not inadvertently bringing confusion. To ensure message clarity, you must avoid mistakes that can affect all communication no matter which method/medium you use.

Lack of focus is the first blunder.  Are you trying to communicate so much that the channel is completely clogged?  If the receiver can’t make sense of where you are going, they often stop listening. Too many examples and too much background information become overwhelming to the person you are addressing.

School librarians often make this mistake in speaking with their administrator.  They are so anxious to be sure the principal understands the basis for the proposal and to demonstrate they have fully thought it out, that not much of the goal gets through.  Administrators are drowning in details as is. They don’t want or need to assimilate all of yours.

To fix this, identify the bottom line.  State what you want from the principal and for what purpose.  Consider it an elevator speech—no longer than a minute.  Then say, “If you need more information, I will gladly supply it.”

Many of us have this same problem with the conversations in our heads. School librarians wear many hats and sometimes it seems they all require attention at once.  In an effort to take care of all it, your brain swirls thinking of one thing then another without following any one them all the way through. It’s exhausting and non-productive.  A solution to this is to stop, separate all the responsibilities and assign priorities to your tasks. Then work your way through them.

Chism refers to meetings that don’t get anywhere. You probably have attended way too many of these. In Leading for School Librarians I discuss “Making Meetings Matter.”  Among the suggestions are for the leader to learn the purpose and intended results, create and send out an agenda in advance and invite feedback from those who will attend, review the goals so everyone knows where you are heading, and close with action steps that need to be taken before the next meeting.  Focus is what makes the meeting productive.

Putting Tasks before Context is the second block to effective communication. If you start dealing with the details before you have explained and solidified the overall plan, no one will understand where you are going. This is related to lack of focus, but in this case, it is about the sequence.

Back to that conversation with your principal.  If you want to launch a Makerspace or a school-wide reading program, don’t begin with the activities you will include in the Makerspace or how you are getting stakeholders to participate.  Start with the goal – why you need the Makerspace.

It’s similar to creating a strategic plan.  First, you look to your Mission and Vision (hopefully you have them for your library).  Then identify two or three goals that will meet a need and promote that Mission and Vision.  Only then do you develop the action steps for each goal.  You need to know the “why” before you begin the “do.”

The same is true for how you are communicating with yourself.  If the to-do list you create in your head or on paper has you going from one thing to next like the Energizer Bunny, you may get them done, but they won’t add up to solid progress because they were not the outgrowth of a solid plan.  It all becomes busy work. You need to talk to yourself – clearly – about why something needs doing and how it relates to the bigger picture before scurrying around to get it done.

Lack of a “By When” is the final communication error.  Whether it’s you, a teacher with whom you are collaborating, or someone on a committee you are leading, if there’s no set completion date people assume they have loads of time.  Time enough to forget about the task.  Anything that is accomplished tends to be slipshod. If you have not communicated any urgency or priority level, the individual/s is left to assign it themselves.  Your listeners have no idea of the task’s relative importance.

In our internal communication, we plan something in our heads (or on our to-do list) without a due date to give ourselves an out. It keeps us from being accountable. You don’t have to meet your self-assigned deadline, but you do need to know if you missed it – and why.

Focus, Context, and Due Dates will keep your Communications clear.  And being a good communicator is an essential quality of a leader.

Posted on by hildaweisburg

ON LIBRARIES: Curiouser and Curiouser

In the opening to Chapter 2 in Alice in Wonderland, Alice describes the events unfolding by saying, “Curiouser and curiouser” going on to comment, “now I’m opening out like the largest telescope that ever was!” With this book, those words, and what occurs on Alice’s adventures, Lewis Carroll created a world antithetical to the Victorian education of his day.  In a society where students recited “How doth the little busy bee…” chorusing it by rote, curiosity was not encouraged.

But Carroll was right. Curiosity lets you open out like the largest telescope. Curiosity leads to innovation and growth for students and for ourselves. We need to introduce curiosity into more subject areas and bring it further into our lives as leaders. Where standardized tests are the “Little busy bee” of our time, curiosity must be cultivated and celebrated.

Schools and libraries have been creating Makerspaces and STEM labs which are giving students the space and resources to follow their imagination. They love the activity and become skilled at problem-solving.  In a Makerspace, students don’t worry about failure.  In that environment, they accept failure as part of the learning process.  It’s like their video games where they die, learn from it, and are then able to use the information to go back then go on to the next level.

In Makerspaces, students are asking themselves, “What if I …?”  “I wonder if …” Those are the questions of the curious, but problem-solving is not just for Makerspaces.  It needs to be everywhere. But what is happening the rest of the day?  What are classes and assignments like?

Unfortunately, there the emphasis is still on success and correct answers. As librarians, we need to lead the shift to have students focusing on and learning to ask important questions. In February 2016 I blogged about Quality Questions and spoke about the role of Essential Questions in creating learning experiences for students.  There is a link at the end to an article in Edutopia on 5 Ways to Help Your Students Become Better Questioners.  It’s still a worthwhile read, but we need to do even more.

Many of librarians use KWL (know, want, learn) charts with students.  I suggest adding a fourth column- “Q” which stands for “Questions I still have.”  Having them complete this final step encourages kids to think deeper and possibly explore aspects of the topic that haven’t been covered in the project.

Inquiry is the first Shared Foundation in AASL’s new National School Library Standards (NSLS).  In the Framework for Learners. The Competency for it under Think, the first Domain, reads, “Learners display curiosity and initiative by: ….”  From curiosity and initiative come the new ideas that will power tomorrow.  But first students must develop the ability to do so.  Our lessons must stimulate curiosity and the questioning that comes with it.

Explore is the fifth Shared Foundation in the NSLS.  In the Framework for Learners, the Competencies for Grow, the fourth Domain, states “Learners develop through experience and reflection by:…”  Reflection is an important word (and is used throughout the standards).  We grow through reflection because we think about what we know – and what we don’t.  And that should make us curious.

We need to give the student time to reflect and come up with questions that begin, “I wonder….?” and “What if ….?”  Questions that can’t be answered by a quick Google search.  And when they come up with these questions, ask them where they can find answers to their question.

As leaders, we must cultivate curiosity in ourselves as well.  It’s how we move out of our comfort zone which is the only way we grow as leaders. Is there a teacher in your school whom the kids love?  Consider asking if you can observe him/her during your free period.  You might learn so much, and the teacher will likely appreciate being recognized.

Reach out to your colleagues at other schools and other grade levels and ask questions. If you are at the elementary level, talk with the middle school librarian to see what students read and research at that level.  If you are at the high school also check with the middle school librarian to see what experiences they have had.  Middle school librarians can go either or both ways.

Be curious about your coworkers and their lives outside of school.  Sometimes we are like the kids who think the teachers sleep in the school because they can’t imagine them having a life past the school walls.  In getting to know the teachers as individuals beyond their subject/grade you begin building trust and relationships which lead to collaboration.

An article from Experience Life by Todd Kashdan discusses The Power of Curiosity.  The fact that curiosity increases intelligence and social relationships is logical, but you may be surprised to see how it increases health, happiness, and other benefits.  I love the ideas of thriving on uncertainty, reconnecting with play, and finding the unfamiliar in the familiar.

Curiosity, in my opinion, is a foundation of a growth mindset.  It makes the world a more exciting place – and you a more interesting person.

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ON LIBRARIES: Regarding Teachers

Students are our first priority, but teachers come in at a close second.  For the most part, they are the gateway to the students. If we don’t find ways to reach them, we lose much of our access to students.

Why don’t we collaborate more – or at least cooperate?  We are on the same team?  Aren’t we?  The answer is not simple.  Yes, we should be on the same team, but do you feel and act as if the teachers are on your team?  Do the teachers feel you are on theirs?

Too many librarians believe the teachers don’t recognize what they bring to students, and this is often the case. If they are not working with you, they have no idea what you are doing.  And they certainly can’t imagine what you could do.

The situation can be exacerbated by your reaction.  If you feel undervalued and even disrespected, your attitude creeps into your interactions with the teachers. They sense it and respond in kind, further setting up a “we/they” feeling.

It’s too important to let things continue if they are not working.  Your job responsibility requires you to at least have a professional relationship with every teacher. You don’t have to be BFFs, but you must be able to regard all of them in a friendly manner. The library is a “safe, welcoming environment for ALL.” That includes teachers, even if they never set foot in it.

Your challenge is to move from we/they to us.  If they don’t come in the library, you are going to have to meet them elsewhere. School and district committees are a good place to start.  Despite your heavy schedule, you need to make time for this because you automatically meet as equals on these committees.   As you bring your expertise to the discussions, teachers begin to realize how you can contribute to what they do.

Next, make your library an inviting space for teachers.  Food is always the perfect lure.  Have coffee (and tea) available if you can.  Bring in snacks both healthy and not-so-healthy that don’t need refrigeration.  Let teachers know you have this available. There are other ways to lure teachers in.  Having a color printer or a laminator are a draw. Even better, if your library has the space, create a “teachers only” area.

If you build this – they will come. You don’t have to stop what you are doing to greet them. Your students and classes come first. Leave a little welcoming note and/or any needed directions where you have the food.  You can leave some new additions nearby with a note saying these books are about to be put into the collection and to let you know if they want one of them first.  You can also put out magazines you think they would like.

On those occasions when teachers come in and you aren’t involved with students, don’t pounce on them with suggestions of books and websites and other resources.  Just focus on bringing them in. If they feek as though you are offering a sales pitch, they will stay away. Instead, use the time to get to know them as people.  What are their hobbies, interests?  Do they have kids?  Do whatever it takes to begin building a relationship. Reach out to them as people.  Personal before professional lays the groundwork.

You will know you are succeeding when some teachers bring in food as thanks or come to use some of the special resources you have available.  That’s your cue to take the next step with them.  Move from the personal to the professional. (Sounds backwards but it’s really the best way to create collaboration or cooperation.) Ask about what they are working on with their classes. Listen carefully to find out what the culminating project is or any difficulties they are having with the unit.

After the conversation, demonstrate your curation skills by gathering books and/or web resources.  Don’t wait for the teacher to come back in.  Deliver it in person if possible.  Otherwise, put it in their mailbox with a note saying, “Based on our conversation, I thought you would find this helpful.”

Teachers are as overwhelmed and feel as unappreciated and undervalued as you do.  The last thing they want is to take on more work.  Cooperating or collaborating with you sounds like it is just that.  You need to show them that being an Instructional Partner can and will make their life easier.

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ON LIBRARIES: A Place for a Pause

Two weeks ago in my blog, I confessed that I talk a lot.  To combat dominating a conversation, I worked—and still work—at being an active listener.  One of the ways to do this is to know how and when to use the power of a pause in your daily conversations.  Mastering it will help build the relationships that are key to your success as a leader. You also want to be aware of phrases that stop conversations in their tracks and filler words that can help or hinder the impact of what you say.

Brenda Barbosa, in a post entitled 1 Tool that Will Make Your Conversation Flow Better, said the best advice she ever got was, “shut up and listen.”  Of course, you are quiet when you the person you are speaking with is talking.  But are you just waiting for your chance to talk?

Some of us jump in with a comment even as the other party is still talking.  Others are more respectful outwardly but are busy formulating their reply.  Both behaviors show when we are not listening. Not the best basis for forming or continuing a relationship.

Here is where the pause comes in. Even if you know what you need/want to say next, take that moment. When you do so consciously you breathe deeper, and that sends more oxygen to your brain. You get a better understanding of what the other person is trying to communicate.  By pausing you will make a better, more relevant reply, and you will validate what the other person is saying to you.  A win/win.

When we validate another’s opinion, even if we disagree (yes, you can do both) with it, we build trust, a necessary component if you are going to have a relationship that leads to cooperation. In our digital age, we communicate with multiple devices, but you get the biggest return in a one-on-one conversation and the best results in that conversation when we are active listeners.

In the workplace, you are usually speaking in the Personal or possibly Intimate Space, which I described in my blog one month ago. In this space, you view body language, see each others’ faces. The voice is clearer and no emoticons are needed.  To make the connection, you need to be fully present and the pause will get you there.

And then there is the Yabut. It’s something you know, even if you’ve never heard it called this.  Marvin G. Knittel explained on the Psychology Today page How a Yabut Can Kill A Conversation. He gives this example, “I said to my friend, ‘This has been the nicest day we’ve had in a long time.’  My friend, said, ‘Yabut, you know our weather won’t last.’” Have you ever done that?  I’m sure I have.

Knittel goes on to quote Steve Cochrane as saying the Yabut may be the “No. 1 killer of collaboration, cooperation, great ideas and innovation in any organization.”  The complete opposite of what you are seeking.  The suggestion is to try, “Yes, and….”

Filler words can go either way. We all use them   A pause is good, and it’s common to say “umm” or “uh” when we are doing so since most of us have an aversion to silence in a conversation.  Use it occasionally and it moves things along.  Use it repeatedly and you sound uncertain.

Then there are the recurring words such as “actually,” “like”, “totally”, “you know”, and a number of others, most of which make us sound like teens in an 80’s movie.  They do have their uses.  Fluent U suggests some very good ones in their article Quick English Filler Words You’ll Thank Yourself for Learning. However, Christopher Mele’s New York Times “So, Umm, How Do You, Like, Stop Using Filler Words?” makes the point that if we use too many of these words our conversation, we don’t sound very intelligent.  Filler words minimize what you are saying. Unfortunately, Mele doesn’t offer a cure, but awareness is an important first start.

My suggestion is to start listening to yourself. You won’t be able to stop using the filler words at first, but by being more aware of when you use them, you can slowly delete them from your conversation.  Actually, I have uh managed you know to literally almost get them out of my speech pattern. Totally.  

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ON LIBRARIES: Perseverance, Persistence, and Resilience

The list of leadership qualities seems to be always growing. Listening to librarians as they discuss how they cope with the demands of their job as well as the constant need to show their value, it seemed time to add some more.  For us as school librarians, perseverance, persistence, and resilience are particularly necessary qualities of leadership. We have a seemingly never-ending challenge to prove our worth along with that of the school library and the programs we create.

According to Merriam-Webster, Perseverance is “continued effort to do or achieve something despite difficulties, failure, or opposition.” It’s almost a definition of the school librarian’s world. Every day, we strive to connect with teachers and the administration to demonstrate to them how we increase student achievement, transform learning, and prepare students to be the lifelong learners necessary for success in an ever-changing world.

 

Given teachers’ highly stressed workday, it is a continuous challenge to get them to give you the opportunity to prove your worth. Yet, you persevere.  If you are or want to be a leader, you believe that you will ultimately achieve your goals, accepting it likely that it will be a process of two steps forward and one step back.

In a brief article, Terry Magelakis explains the difference between Perseverance and Persistence.  He sees Persistence as the choice to continue doing something despite the difficulties in achieving the goal. Although this sounds close to the Merriam-Webster definition of Perseverance, Magelakis, emphasizes the idea that Persistence is about the choice. By contrast, he says Perseverance is” the continuation of commitment through action in spite of the lack of success.”  To persevere you need stamina and endurance – and so many of you have just that.  I love his statement that “perseverance is the hard work you do after you get tired of doing the hard work you already did.”

But what if you see no path to making the needed changes in your school and/or district? While I always write about leadership and the successes that have been achieved, that isn’t the whole picture.  The fact is success is a goal not a given. And sometimes it is unattainable where you are.  It is why I blogged a few weeks ago about when It’s Time to Move On.

However, before hauling out your resumé, remember that Perseverance does require a continuous effort to achieve your goal. If you slowly see improvements, persevere. Learn from what doesn’t work and try a different approach. After all, repeating the same action in hope of a different result is a definition of insanity. Make a realistic assessment of what is possible and decide your next course of action.

Persistence, which as noted, is very close to Perseverance, is an interesting term.  I had a highly

Small Plant – Drought Desert

strategic superintendent who led a school district that voted down budgets regularly.  She had learned to make it work as best she could with a stratagem I suspect is used by many administrators.

After approving one of my requests, she told me when someone came to her asking for something requiring funding, her immediate answer was “No.”  According to her, they would go away, and she no longer had to deal with it. I, on the other hand, frequently got a positive answer because I kept coming back with alternatives.

My behavior told her that I was serious about my request.  I was creative, and I probably was not going away.  This made her confident that I would use the funds wisely and the students and staff would benefit.

Some think Persistence carries the connotation of being stubborn. This should send up a red flag.  Be careful how your behavior might be perceived.  Stubborn people don’t listen to others’ ideas, believing their solution or approach is the only possible way.  Review how you are presenting your ideas.  Check with a trusted colleague to see if you are sounding stubborn.  If so, revise your message.

Resilience refers to your ability to bounce back from a setback.   Sometimes one of your ideas doesn’t pay off.  You want to go and hide and hope everyone forgets – or doesn’t notice. Nobody likes to get it wrong.

We try to teach students that failing is a part of learning, but we don’t react that way when we are the ones who failed in some ways.  If you always get it right, you haven’t reached high enough.  Leaders will and do make mistakes. It’s what you do next that makes all the difference.

Yes, you can have a pity party, but don’t stay there too long.  Take a close look at what happened. Was the whole thing a disaster or was there any part of your project/idea that worked?  Any of it salvageable? What went wrong? Was it a matter of timing? Did you count on the wrong people? 

In your analysis avoid going to negative or positive extremes.   Honesty is vital if you are going to learn from your mistakes. You will be a better leader as a result.

 

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ON LIBRARIES: More Stories

In October 2015, I blogged about The Stories We Tell Ourselves that keep us from becoming the leaders we need to be. At the time I looked at three stories, but I have come to realize we have many more. Our heads are filled with stories – and not all the happily ever after kind.

Some stories are about how we believe others see us. Some speak to how we perceive ourselves, often based on societal “norms.” In our mind’s eye, we view ourselves as having handicaps we can’t get passed. As with the other stories, while there may be an element of truth to the story, more often it is not as bad as we believe and it ends up being something that holds us back. If you are going to be a leader or grow more in your leadership, you need to be able to quiet the stories and become stronger as a result.

The first step is to recognize the negative self-talk going on in your brain. What is it saying? When do you hear it the loudest? What does it keep you from doing? Where did it once keep you safe but now holds you back? The more you can answer these and other question, the more you will be able to see where these stories don’t work for you anymore. When you see how they have influenced and stopped you, you will begin to understand how important it is for you to change your mindset. Then, hopefully, you are motivated to find the means to see yourself differently.

The number of different stories we tell ourselves is as numerous as the books in our collections, however, like those collections, we can find some similar themes. I am going to keep the focus on the stories that are keeping you from being more of a leader in your program and school district.

This Job Is Too Big for Me to Do –  This is a common one that keeps many people playing small. There is always a job that’s bigger than what you have done before. There’s a popular meme these days that says “It’s always impossible until it’s done.” Whether it’s running for president of your state association or launching a large, school-wide project, if you haven’t tackled something like it, it is scary. But you don’t want to let that fear stop you from creating something you know your students need.

You probably have heard the quote, “What would you do if you knew you couldn’t fail?”  The truth is if you do your “due diligence,” which means getting information and advice from others who have done it, planning as best you can, and having a clear goal in mind you won’t fail. You will make mistakes. Some correctable, others not. Some will lead you to a better solution than you had originally thought. That’s the benefit of taking these risks – and not listening to this story.

I Talk Too Much – I chose this because it’s one of my stories. Starting in my adolescence, I felt people disliked or avoided me because of it. The true part is I am a talker. Anyone who meets me will agree on this. At first, I tried to not talk so much, but it isn’t who I am. When I thought about how I felt about someone who talked “constantly,” I realized what I didn’t like was it gave me no room to speak or minimized what I was saying. The solution that worked and changed me as a leader was to become an active listener who respects the other person’s views and ideas.

As part of recognizing this story, I had to learn that the fiction is my talking is rarely the true reason I am liked or disliked. And no matter what I say or don’t say, there will always be people who dislike me. That’s about them, not me. Over time, I have learned that it is what you say rather than how much you say that makes the difference. I get to be myself, embrace who I am, and enjoy the friends it’s made me over time.

Others Know More Than I Do – Of course this is true. No one knows everything, even in their own field. This story may manifest in your professional life as keeping you from submitting proposals to give a presentation at a conference or volunteering to serve on a district committee. But the flip side of this truth is there are others who don’t know as much as you do on certain topics and areas of interest. In moving out of your comfort zone, you learn and grow. If (when!) the program committee accepts your proposal, believe them and know that not only is it worthy, but there are many who are going to benefit from what you share. You wouldn’t have been put on the program if those making the selection didn’t think you had something to contribute.

It Is Not a Good Time for Me to Do This – While the statement doesn’t sound particularly negative, it’s one of the most common ones. It becomes a repeated and believed excuse and therefore a story. It allows you to feel as though you will get around to doing it someday – just not today. But the reality is someday never occurs. You have put it on the horizon and like a ship heading out to sea, the horizon always stays the same distance away. You have set yourself up to believe you’ll get to it when in truth you are putting it off or never plan to take the step.

We are smart and creative people. We can always come up with a “good” reason not to take on that task or new responsibility or project, a reason that sounds so well thought out and logical the people around us support our putting it off. But that’s no way to become a leader and improve your program or your skills. Stop and think, “What value will doing this bring to my life/profession/goals?”  If it is truly worthwhile, work on how you can possibly take it on – today.

I’m Too Heavy/Thin or I’m Too Tall/Short – Surprised to see this here? Stories about how we look can regularly hold us back professionally. Having a negative image of how you look is a frequent concern of women – and as librarianship is a female-dominated profession, it is important to look at this issue and how it affects us. We create programs where we can sit behind a desk or stand behind a podium. We don’t take opportunities to speak or meet new people because we’re worried about our appearance. We do whatever we can not to attract attention to ourselves but still hope people will notice our program, our successes, and our abilities.

Sadly, you can’t have it both ways. If weight is your worry, consider looking into programs which will support you to change this. Height has no real fix, although we all know people who hunch over or wear crazy heels to make a difference.  And the truth is, it’s only making a difference to us. The true part of this story is the myriad of ways in which we don’t accept ourselves and fear being seen and judged. As with the other stories, the first step is noticing where these thoughts are holding your back, stopping you from being the leader you want to be. The sooner you take steps to accept who you are  – and realize nobody else cares about your appearance more than you do – the sooner you will be able to let your true abilities shine through.

You will never get rid of all the negative stories going through your head, but don’t let them keep you from becoming all you can. Leaders are not perfect. They have faults and have their own stories in the heads. If you want to change yours, start with the loudest one. The one that most interferes with your growing as a leader then begin to create a solution to quiet it down.

 

 

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ON LIBRARIES: Space Relations

Whether or not we consciously recognize them, we maintain four zones of space in our communications with others: Public, Social, Personal, and Intimate, and this space is important to the success of our relationships. Artists are well aware of the importance of what they call negative space, referring to the area where there are no people or objects.  Negative space exists in relationships too, and, just as in art, it carries messages.  In an article entitled An Update on Proxemics, Nick Morgan explains why the term and the concept, created by Edward T. Hall, still has relevance. The space we maintain from others reflects the zone of our interactions and our connection.

In Public Space, we are twelve feet or more from the speaker.  It includes listening to a lecture or other situation where someone is usually addressing an audience of a number of people.  We are not always mindful of what is being said in public space.  You probably have noticed how many people check their cell phones – or check out completely – during a lecture of any sort. Ask the kids who sit in the back of the room.

For the person doing the speaking, the challenge in this zone is to keep the listeners engaged. If you are the one who is making the presentation, it’s important to recognize this reality and know how to draw your audience in.  Telling stories about your experience as it relates to the topic is one way. It makes it personal.  Moving away from the podium, if you can, temporarily alters the distance and can build a connection.

Social Space varies from four to twelve feet. It is what exists, for example, when we dine in a restaurant. As with Public Space, there is a mental space between us and the other diners in the room.  Unless they become loud, we are aware of then only in the most superficial way.  You might overhear a conversation that is interesting, but it is hard to concentrate on it so you tend to shift your focus.

In the education setting, you are most likely to deal with it in the teacher’s lunchroom. Each group has its own conversation taking place.  If you are alert, you might discover what unit a teacher is working on or planning.  Then you can speak to the teacher to supply the right information to make the project more successful. It can be the beginning of developing a collaborative relationship. And it’s an excellent reason to make it a practice to get out of your library for lunch.

The distance in Personal Space ranges from four feet to eighteen inches, and we are always aware of who is in this space. It’s bred into us as a matter of survival. We also need to be extra mindful here because subtle differences in how we define Personal Space can cause problems. Over time you can fine-tune your senses to be aware of how the person you are speaking with is reacting your distance.  In general, they will instinctively define it for you, taking a step back if you are too close or stepping forward if they sense you are too far.

When having a conversation in Personal Space, always be sure to accept the other person’s boundaries.  Don’t move forward if they have moved back.  It will feel to them as though you are encroaching. Accept the negative space. If you are uncomfortable with how close someone is, you can move back, but know they may read it as you trying to distance yourself from them.

Intimate Space is from eighteen inches to zero. Again, there are cultural differences as well as gender ones which make this acceptable or uncomfortable.  Unsurprisingly, women tend to prefer more distance in these situations than men, particularly in conversations with the opposite gender.  If you are a man, it is wise to be aware that moving too close here or in Personal Space may make a woman feel anxious or concerned, which can ultimately block effective communication.

As I’ve mentioned in the past, most of our communication is nonverbal.  The fours zones of space are another form of non-verbal communication. Most of our conversations, particularly the important ones, occur in the Personal and Intimate Spaces. Being aware of what the other person(s) is communicating in the negative space of body language can make the difference between a successful and an unsuccessful attempt at building a relationship.  And we must never forget that we are in the relationship business.

 

Posted on by hildaweisburg

ON LIBRARIES: Making a Successful Move

It was interesting and helpful to hear all the responses in the School Librarian’s Workshop Facebook group to last week’s blog. Thank you for all your input, comments and feedback. I’m glad so many of you got something from the post. If you decided based the blog that it was Time to Move On, (or if you’d already come to this decision on your own) now the question is – how do you do get the job you want?

First, dig out your resumé and review it.  It likely needs updating.  Although an Objective might work for those looking for corporate positions, every librarian (and teacher) seems to have almost the same objective: “To create or expand a 21st century library program.”  There are variants of course but it uses up valuable page real estate – the opening of the resumé – to add nothing of value.

Spend some time thinking of what you do very well as a librarian. Then, instead of an Objective do a Profile with three or four bullet points highlighting your outstanding skills, such as Experienced Tech Integrator or Skilled User of Social Media.

Under experiences which you list in chronological order, don’t just describe your job.  Highlight what you did. You might have started a One Book, One School event or created a Makerspace.  In other words, how did you make your program successful?  This reinforces what you featured in your Profile.

Include a section on Related Experiences such as being an advisor to a club or making a presentation at a conference.  Next, of course, is Education. You should also have a section on Professional Associations which shows that you are a professional and here you should include any volunteer positions you hold currently or held in the past. Other sections include Publications which include blogs, Honors you have received. Some people close with References available on request, but since this is a given it also takes up valuable space and doesn’t need to be included.

Using your state association’s listserv and other resources, locate (and keep searching for) job openings.  Once you have spotted one, do research and find out as much as you can about the school and district.  Check their state report card. See what they say on their website. Is their Mission Statement mostly boilerplate or does it give an indication as to what they value? If they have photos of students, what are they doing?

With your research in hand, you are ready to write your cover letter. It’s invariably three paragraphs.  The first paragraph states what position you are applying for and where you learned about it.  Use this space to start your pitch by referring to what you learned in your research. For example, if it’s a high performing school you might say, “I am looking for the opportunity to work with the best and the brightest.”  If it’s in a school that is focused on improving student performance, you “want to be part of the challenge in helping students discover what they can achieve.”

The second paragraph is where many applicants tend to waste the space, restating things that are in the resume, such as the places where they worked.  Instead, show why you are the perfect candidate for the position. You can point to how your abilities as a tech integrator led to increased collaboration with teachers and 21st century learning experiences.  This sets up questions that will be included in your interview.

In the final paragraph, don’t close with the traditional, “I look forward to hearing from you.” Instead, say “I look forward to discussing what and how I can contribute to the school program.”

As soon as you hear they want you to come in for an interview start doing additional research. Find out who will be interviewing you. Will it be just the principal, or will there be a supervisor and perhaps the current librarian?  Google them and see what you can learn. Take a close look at the library’s page on the school website.  If there isn’t one – that tells you something about the current program and a possible way for you to improve outreach. You need to learn as much as you can about what they have accomplished and what they seem to value. Do a dry run to the school preferably at the same time as your interview so you know exactly where to go and what kind of traffic to expect.

You should also consider going online for sample interview questions so you will be ready what they might ask. Inevitably one will be, “Why do you want to leave your current position?” Do not say anything negative about the administration or the teachers.  Instead, answer with something like: “Budget constraints had me teaching two classes resulting in the library being closed. This was unlikely to change in the foreseeable future, and it’s important to me that the library be available to students throughout the day.”

Prepare questions of your own in advance.  Too often when applicants are asked if they have any questions they ask something foolish such as what the salary is or what their schedule would be like. Ask questions that will help you understand the vision and culture of the school and district.

Prepare a portfolio to bring with you showing your best lessons and projects. Bring enough copies for everyone present since you will be leaving it there. In addition to or instead of a printout, consider putting it on a thumb drive.

Listen carefully to what is said and what is not said.  Almost all administrators say the library is the heart of the school. What do they mean by that?  You can and should ask what they like/don’t like about the current program. The response will tell you how well they understand it, as well as where they would like to see it go.  Do ask to see the library and learn as much as you can about the technology it has.

As soon as possible, send thank you letters to all who interviewed you. In general, hand-written is better than e-mail.  It will carry more impact. Again, don’t waste the real estate.  You don’t want to say that you appreciated their time and look forward to hearing from them soon.  Take the opportunity to remind them of who you are.  Refer to something specific the person said that you found informative.

If all goes well you will get a job offer.  Think carefully before you accept it. Mentally review the interview.  What are the negatives about the position?  Do the positives outweigh them?  Know your priorities and if his position supports them. If you don’t evaluate the offer completely, you may jump from the frying pan into the fire.  A mistake here will require that you remain a few years before you can consider a new move.

And although the process is challenging – stay positive. Jobs are opening up.  There are opportunities for those who are willing to leave their comfort zone and go after what they want. Finally, for those of you who are happy where you are, consider bookmarking this post. You never know when things change so it’s best to be prepared.

Posted on by hildaweisburg

ON LIBRARIES: Time To Move On

The question is a bit shocking. Although people in other professions do it all the time, librarians and teachers rarely consider changing jobs unless they aren’t rehired. It is probably related to tenure which makes us never think of the possibility.

There are three reasons to start thinking about finding a new job. The reasons range from the obvious to the surprising –at least for those of us in education.  (And even if you don’t fall into any of the three categories, it’s wise to be prepared.)

The most obvious reason is moving.  Your spouse got a transfer or for some other reason, you are going to be pulling up stakes and moving too far away to continue in your current job. Finding a new position can be challenging particularly if you are changing states. You need to research and network.

The research will tell you how complicated it will be to move your certification to your new location and how to go about it. You can also find out about which are the best school districts and salary scales. Networking involves connecting to the school library association. You can’t get on their listserv if you aren’t a member, so join quickly.  Introduce yourself there and on their Facebook page which they are most likely to have.  Ask about job openings. This is not a time to be shy.

The second reason is you dread going to work most days. Everyone has some bad days, but if you rarely have a good one, it is time to move on.  Maybe your workload keeps increasing.  No matter what you try, your administration only thinks of you when they have another job you can take on. Your teachers are so exhausted and demoralized they can’t possibly collaborate with you. The school culture, which I wrote about last week, also will inform this situation.

This is when you need to accept the truth that you are no longer doing well by your students or your teachers.  Your schedule keeps you from doing the things that were why you became a librarian. Your first step is to start checking your state association’s listserv.  If you see any vendors let them know you are looking.  January is a good time of year as districts will soon be getting ready to hire for the fall.

The final reason I’m going to offer is not obvious.  Most of us can see the proverbial handwriting on the wall but few act on it. These are the times you know things are almost undoubtedly going to go downhill, but you just stay put.  It’s like knowing a train wreck is coming and doing nothing about it.  Sometimes you need to trust yourself and take a big leap no matter how scary it seems.

I lived through this.  I had been in a district for twenty-two years. The last five or so I had a principal who was an egotistical bully and a liar. But I had great teachers and a strong program.  I also had a superintendent of schools who always knew what was happening everywhere in the district.  She was the one who had transferred me to the high school six years before this principal showed up because she liked what I was bringing to the educational community.

Then my superintendent announced she was retiring in two years.  I immediately called her and said I was job hunting.  She urged me to stay, but I could read that handwriting clearly.  The assistant superintendent would get her job and stay for three years to get a larger pension.  He was a nice guy but had nowhere near her strength or vision.

Once he was gone my principal would become the superintendent of schools and my life would be all about managing him and working to keep him from undermining my program. Dealing with him would drain so much of my energy, it would affect all aspects of my job.  And it would affect my home life likely leading me to come home so angry at his latest tactic I would rant and rave to my husband.  I knew he would just tell me to quit.

No sense in waiting for his advice.  I decided to act.  There was going to be a workshop on the automation system we used at one library in a great school district. I let the librarian who was hosting know I was job hunting, and she said she was retiring at the end of the school year. I made the necessary contact with the district’s H.R. department and had an interview scheduled for a few hours before the workshop.   By the end of the week, I had a job offer and a signed contract. When I told my superintendent, she asked me to give the principal a chance and to talk with him.

My meeting with him quickly proved me right.  He had no trouble or issues with my leaving. He told me he had done their Middle States Evaluation and talked about their great budget.  Since it would be a much longer drive to work, he suggested I try audiobooks.

I had a wonderful time in my new district and discovered how much I had learned over the years. When I would return for retirement parties at my old district, I found out I had correctly read the situation there.  Four years later, my former principal was the Superintendent of Schools.  And the teachers kept telling me how smart I was for getting out.

Yes, I lost my tenure.  But I knew that I wouldn’t want to work for any district that didn’t grant me tenure.  What I really gave up was my sick days, but only in the short run.  It was worth it.

Next week I will blog on how to get the job you want.

 

 

Posted on by hildaweisburg

ON LIBRARIES – Culture Conscious

How would you describe your school’s culture?  If you have never thought about it, now’s the time to start.  The school (and district) culture influence everything from your budget requests to the willingness of teachers to collaborate with you and administrators to support you.

I have written in the past of two very different cultures in districts where I worked.  At the first, education was regarded as being like medicine.  You don’t like it, but you have to take it.  The twenty budgets that were defeated in the twenty-two years I was there was an obvious indicator.  The district depended heavily on teachers’ commitment to helping their students since there was never an extra payment or support for what they did.  I knew one world language teacher who taught four different sections including having an AP Spanish class within Spanish IV.

The other district saw itself as a leader in education with a diverse, multi-cultural student population.  The culture reflected pride in what they were doing and bringing to students and, by extension, the community. The Wall of Fame saluted graduates who had made major contributions.  It included authors, government officials, and those in noted businesses

While these districts could not be more dissimilar, I could get funding for projects in either place by working with the culture.  In the first district, I always presented my requests by stressing how this would save money in the long run, using as a theme, “the library gives you the biggest bang for your buck.”  I even had one teacher tell her department chair they didn’t need new textbooks, “as long as Hilda’s library was up-to-date.”

In the second district, my proposals were always tied in some way to why it would keep us in the forefront of education. Knowing how strongly the administrators felt about moving to block scheduling, I put in a request for extra funding to purchase support material for the faculty.  I noted that many teachers were opposed to the change because they couldn’t see how they were to get through their curriculum within the structure of a longer period and alternating semesters, (e.g. Spanish I in the fall of 9th grade and Spanish II in the fall of 10th grade).  The extra resources I was proposing would give them the information they needed to continue to be great teachers and show that the district was there to support them.

On a daily basis, the school culture affects you differently.  My two districts had radically diverse cultures, both had teachers strongly committed to serving the students.  To have teachers collaborate with me, I had to convince them that what I taught would help their students be more successful. The English teachers in one district relied on me to teach each grade the research process for term papers because it ensured every student had received the same background information and experience.

I had a co-librarian in one district who teachers rightly felt didn’t like the students.  When they brought their classes to the library, if I was already scheduled to work with another class, they taught their students themselves.  That situation is an example of how we can also negatively affect the culture around us.

click image to read the full article

In an article primarily directed towards administrators on “5 Ways to Impact School Culture,” Dr. Amy Fast offers suggestions that work well for school librarians.  The first is “Assume Best Intent.”  So, if you send a teacher a resource for his/her students and there is no response, don’t assume you are being ignored “because the teachers don’t appreciate what I do.”  Things get lost in cyberspace.  Either send it again with a message saying, “I don’t know if you received this when I sent it out,” or speak to the teacher in person, which is probably best, and find out what the situation really is.

Her second recommendation is, “Surround Yourself with Greatness,” because “you are the average of the five people you spend the most time with.”  That can be a scary thought.  Work hard to connect and get into relationship with the teachers who are recognized as “stars.”  As they create units with you, the others will follow, and your school library culture will thrive.

“Elicit Feedback” is her third way. I discussed this in my blog on “The Power and Importance of Feedback.” The fourth idea is to “Know Your Sphere of Influence.” Too often we think all the power – and leadership—comes from a title.  You can, in fact, lead from the middle- or the bottom.  In my Weight Watcher program, I have been keeping up enthusiasm which was crushed when the leader we adored was fired. I lead from my seat – and it is recognized by the other members.

Dr. Fast’s final suggestion is “Make Your WHY Transparent.”  You know why you became a school librarian.  You know why you love your job (most days). Make sure you are communicating that in your words and your actions.  It will also keep you from focusing on the negatives that are a part of any job.

If you are struggling to get teachers to work with you or you want your administrators to recognize your value, review the ways you interact with school culture and see which ones might help you improve your school library culture.