Posted on by hildaweisburg

The Core of Librarianship – Ethics, Courage, and Planning

In the United States, you can’t escape news of the nation-wide movement to ban library books. Almost daily, social media, television, and newspapers have stories about books being removed from library shelves and legislation that could mean jail time for librarians. You want the library to be a safe place for all, and now it doesn’t even feel safe for you. All this is happening and you’ve barely had time to get your library program going in the new school year.

How do you manage within this turmoil?  What choices should you be making? 

My recommendation is to anchor yourself and use the resources available from the American Library Association (ALA) as well as the American Association of School Librarians (AASL). Start by reviewing ALA’s Code of Ethics. Number 7 and the newly added number 9 are of particular importance at this time.

Number 7 reads: “We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.”

Number 9 states: “We affirm the inherent dignity and rights of every person. We work to recognize and dismantle systemic and individual biases; to confront inequity and oppression; to enhance diversity and inclusion; and to advance racial and social justice in our libraries, communities, profession, and associations through awareness, advocacy, education, collaboration, services, and allocation of resources and spaces.”

Those are powerful and often difficult principles to maintain. Number 7 is the basis for the idea that a library should have something in it to offend everyone, including the librarian who purchased it. Number 9 flies in the face of the restrictions and bannings centered on LGBTQ+ themes and the history of racial injustice in the United States.

The Library Bill of Rights adds another dimension by listing eight statements that should be part of library policies. It defines what libraries must do – and not do – to provide equitable services to all. They further delineate what is in the Code of Ethics.

Additionally, school librarians can also look to our Common Beliefs as given in the AASL Standards Framework for Learners. The fifth Common Belief is “Intellectual Freedom is every learner’s right.” The explanatory sentence states: “Learners have the freedom to speak and hear what others have to say rather than allowing others to control their access to ideas and information….” These statements represent the core purpose of librarianship. They are what guide what we purchase, how we arrange our facility and resources, and the displays we create. It is who we are.

This is where courage comes into the picture. You don’t have to do any of it. If you choose not to buy a book because you don’t approve of the author’s viewpoint, you won’t be drummed out of the profession. These documents carry no legal weight. No one even needs to know how you made your choices. It is up to you to decide how deeply you are committed to the ethics of our profession. You are the one who must make choices based on what could be the personal cost of that decision.

 Everyone has different things at stake. I, and other librarians, won’t fault you even as we hope you are willing to hold these ethics. Sometimes you figure out ways to bend them in order to do the best you can. Holding them can be impossible in some situations, but the workarounds are better than nothing.

No matter where you live, whether it’s a liberal or conservative community, challenges are now almost inevitable. You need to be prepared for them, or you will not be able to respond in a way to get the best possible results for your students, teachers, and yourself. As always, planning is required.

Build your plan around your resources and your allies What resources do you have on hand? You should have a board approved selection and reconsideration policy. If not board approved, the one you have been using is a good start. Even better, work with the ALA Selection and Reconsideration Policy Toolkit for Public, School, & Academic Libraries.

Be familiar with the ALA Challenge Support page. It gives you all the go-to information you need as soon as soon as you hear about a challenge. Also know what help your state association provides.

Look for allies among your teachers, administration, and community. Well before a challenge arrives, let people know how you make your book selections. Share the Code of Ethics and Library Bill of Rights. Discuss the library as being a safe place for all. If – and probably when—you are faced with a challenge, these are the ones who will show up for you and come to Board meetings as needed.

It has never been easy to uphold the ethics of our profession, but it has become much harder in the past year. The issue is not going away. Understand our ethics, be as courageous as you can, reach out for help and support when you need it, and plan so you are prepared.

Posted on by hildaweisburg

When Worry Overwhelms

Last week, I blogged about how to Build Your Confidence, a necessary trait for leaders. Once of the biggest barriers to building confidence is catastrophizing. We all fall prey to that negative mindset and the fear that goes with it.

Many years ago, I read Dune by Frank Herbert. One line stayed with me through the years, “Fear is the little death.” It will always come to you, but in that book, Herbert said to let it wash through you. There are two pieces of wisdom to be gleaned from that. First, if you let it, fear is paralyzing. It will stop you dead in your tracks. Second, accept that it’s fear and, rather than succumb, nod at it as you allow to pass through. Not easy, but very helpful.

In How to Stop Catastrophizing–Managing Our Minds, Greg Vanourek defines catastrophizing as being when “we assume the worst and blow things out of proportion.” Most of us do this in and out of work. The pain in our chest is a heart attack. Or the car making a strange sound means it needs an expensive repair. In our professional life, it sounds like: “If I try to give a workshop for teachers, they will ignore me.” How can you deal with these moments of paralyzing fear? Vanourek offers 12 ways to combat catastrophizing.

Acknowledge that bad things happen to all of us – We know this to be true. We can point to examples and those who have managed through the bad things. It’s life. When we acknowledge it, the grip of fear lessons and it’s easier to take action.

Recognize when we’re engaging in catastrophizing—When you are aware you are doing it, you are more likely to notice you are stretching the situation out of proportion to reality.

Place our experiences into perspective—Perspective can make us calmer. Ask – on a scale of 1-10, how big a problem is this? Or—do I really not know how to do this or is there an aspect that is new to me?

Consider a range of possible outcomes – What is the worst that can happen? (And how likely is that?) What are some other possibilities? What are the best outcomes? Focusing on those can get you moving.

Reframe thoughts from negative to positive ones—Chances are there are at least as many positive possibilities. What will you gain from taking the risk? What could you learn from a new program?

Recall situations in which we’ve coped with and overcome negative events—You have been successful before. There is no reason to assume you can’t handle this one. Stumbles are part of the road to success and you’ve gotten through them in the past.

Lean on trusted relationships—Use your PLNs, and others who have been through similar situations. Remembering that you’re not alone and have the wisdom of others to support you can be very helpful.

Focus more on helping and serving others—Think of how this relates to your Mission and Vision. What can you achieve by doing this? The bigger picture can move us out of fear.

Think about the things we can control — It is a waste of effort to spend time on what you can’t control. Use your energy to work on what you can control.

Command ourselves to stop catastrophizing—As strange as this sounds, it works. Noticing when we’ve blown something out of proportion allows us to shift to the next step.

Use positive affirmations — Positive self-talk can change your outlook. Give yourself some good advice and encouragement. “You can do it.” “You have done it before.” “One step at a time.” “Keep going.” Use your favorites.

Engage in regular self-care practices—This comes often as an important leadership practice.  It’s nothing new—except we keep ignoring it. When you are exhausted, it is very easy to slip into catastrophizing. You already feel bad. Don’t treat yourself badly, too.

Vanourek closes with a passage commonly called the Serenity Prayer. It’s worthwhile to remember: Grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference. Catastrophizing drains your confidence. Learn to recognize when the fear comes, and you overreact. Your students and teachers need you to be the great librarian you are.

Posted on by hildaweisburg

Build Your Confidence

Leaders are risk-takers. You can’t make changes or achieve your Vision unless you take risks. But risks imply the possibility of failure. (Did you get a sinking feeling in your stomach?) In order to take on the challenge of stepping out of our comfort zones and taking risks, we need to build our confidence. As with learning anything new, it starts with baby step. Just like exercising, the hardest step is lacing up your sneakers—or in this case, determining to build your confidence and take risks.

In Build Confidence in Yourself and Your Leadership, Gregg Vanourek lists the various benefits of confidence (including improving health and boosting attractiveness and creativity!) and goes on to list these steps for developing self-confidence:

Focus more on areas of our capability and achievement, and less on areas of weakness and struggle—What are you good at? You may be crafty and/or have artistic ability. Use it to decorate a wall outside the library to call attention to it. Do you write well? Try a newsletter. Are you great at tech? Offer an after-school teach-in on a new resource for students or staff.

Set and meet goals that lead to personal and professional accomplishments– If you have big goals (and most of us do), look for the small ones that will get you there. You don’t have to conquer the world on your first forays. Look at your Mission and Vision. What small goal can showcase your Mission and/or get you closer to your Vision?

Switch off negative self-talk, self-criticism, and limiting beliefs—More than any actual circumstance, this is what stops us most of the time. We judge ourselves much more harshly than we would anyone else. Noticing this negative inner dialogue can help us take risks and build confidence.

Swap in positive thoughts for negative ones—Once you’ve taken steps to switch off the negative self-talk, go one step further by talking to yourself as though you were speaking to a friend. Look to previous successes, positive feedback, and glowing responses.

Face our fears and, in the process, build a sense of agency and capability–What is the worst that can go wrong? Whatever you think that might be, you will recover, learn, and be wiser the next time. You can use the experience to bolster your creativity.

Stop the unhealthy practice of comparing ourselves to others—Never compare your insides to someone else’s outsides. Typically, we focus on their strengths and don’t notice that, like you, they have weaknesses, too. (And you never know when they may see your strengths and compare themselves to you.)

Continue learning, growing, developing, and building new capacities—Work on areas of weaknesses, but also build your strengths. Our world and our profession are constantly evolving. Grow with it.

Engage in consistent self-care practices—You can’t feel confident if you feel drained and exhausted. Make yourself a priority. You have heard this before. Knowing that increased confidence is a byproduct may make you more willing to take care of yourself.

Speak up for ourselves (self-advocacy)—This can be challenging, but it’s a necessary part of leadership. Remember, it’s not about you. It’s for your program. Look for ways to showcase and promote it to as wide an audience as you can.

Stop thinking in terms of fixed traits (e.g., “I’ve always been bad at math” or “I’m not a confident person”)—Have you ever thought “I am not a leader”? Let go of this belief. You are if you are willing to be. And your students, teachers, and program need you to be a leader.

Think about a time when we felt high confidence and ask how we’d act if we were feeling that way now—You have been successful in the past. How did you feel? You are still that person. Tap into that feeling, remember that energy, and use it going forward.

We know that failure is part of the learning process. We teach that to our students. Yet, when it comes to our own behaviors, we stop short. All we see is the possibility (probability) of making mistakes. Confidence is a combination of mindset and efficacy–the knowledge that you have the ability and the resources needed to complete a task or goal. Have confidence in your knowledge and resources and go for your goals!

Posted on by hildaweisburg

Calming Your Inner Turmoil

Over the next weeks, the school year will begin again. Much as we love our jobs, it’s not easy to step back into work as responsibilities and tasks, old and new, fill our to-do lists. Time management skills notwithstanding, it’s a challenge to slow down and focus on what needs to come first. What is the priority? What is urgent? 

The old slogan, “haste makes waste,” is a reminder that if we go too fast, we will skip things and miss what really needs to be done. But knowing this and doing something about it is difficult when people are coming to you, sending emails, and demanding your immediate help.

In Inner Peace — Be Cool, Calm, and Collected, Frank Sonnenberg offers fifteen guideposts to calm your swirling brain. To help you find a little focus and calm try any one or more of these:

Accept Responsibility – In our frustration, we sometimes blame others for what is going wrong. Sonnenberg reminds us to recognize our part in making the choices we did.

Find Your Purpose–Look to your Mission and core values. Post them where you can see them. Review them as you start your workday and connect to the positive feelings they bring to you.

Live with Honor – You are a leader. Integrity is an integral component of that leadership. People need to count on you. You keep your word and don’t compromise the core values you hold.

Be Reasonable–This is with yourself. Perfection is an illusion. Excellence is the goal–but know when good is enough. Not every task requires the same level of effort. Save your time and energy for what really matters.

Develop Trusting Relationships–Our relationships support us, and we need to support them. Reaching out and helping brings people to us. Our integrity keeps them. We build advocates and extra hands when needed.

Make Everyone a Winner–Putting others in the spotlight and giving meaningful compliments makes people feel good. The practice makes us feel good as well. Definitely a win-win habit.

Be Thankful – Gratitude for what you have rather than longing for what you don’t gives you a better outlook on life. This translates into how you present yourself to others. They are then more likely to respond positively to you.

Strive for Balance – Sonnenberg reminds us the journey is as important as the goal. Those you meet along the way, the time you give them, are as important as meeting the deadline you set. Make the time for family and friends. And make the time for yourself.

Learn to Say “No” – Set boundaries for yourself. You can’t do everything. The fuller your plate, the less likely that important stuff gets all the attention it needs. In dealing with teachers, try “what if we….” By offering an alternative that requires less of your time, you will do a better job and stay calmer.

Live in the Moment–Whenever you can, don’t worry about past mistakes or potential future failure. You can’t change the past (although you can learn from it). You don’t know what the future will bring, so worrying about it is a waste of energy.

Unclutter Your World–This is an extension of living in the moment. We have so many conversations with ourselves during the day. Too many of them are negative. Be kind to yourself. You deserve it.

Control What You Can–You can’t control others’ behavior or what life throws at you. You can control how you respond and act. And the choices you make are what define who you are.

Be True to Yourself–This includes living with honor. It also means seeing who you truly are and celebrating you. You earned it. Be proud of what you achieve and how you achieved it.

Build Good Karma– Doing good is no guarantee of good karma, but, as Sonnenberg says, “seeing others’ happiness is, by itself, a worthy reward.”

Hold Your Head Up High–Be proud of yourself. You are a good person. When you start by believing in yourself, others will follow.

Don’t try to do everything on this list! You’ve got enough to do. Choose the ones that speak to you, keep them in mind and to help you stay calm as the new year gets underway.

Posted on by hildaweisburg

My Imperfect Self

I am not perfect. We know humans are imperfect creatures. So why do I spend so much time worrying about the things I should do better or be better at, not to mention all the imperfections in my body? “If only I…” is too often a part of my inner conversations with myself, and I know I am not alone in this.

In my forthcoming book, The Art of Communication: A Librarian’s Guide for Successful Leadership and Advocacy, I cite an article claiming we “speak” over 4,000 words to ourselves each day. Too many are self-critical. It is time to recognize that these flaws are often an integral part of who we are. While self-improvement is a worthy goal, reality says somethings won’t change. For example, I am a talker. I have learned to not be the first to rush in with an answer- most of the time. But I will always be a talker.

How can we learn to accept and love who we are, who we are not, and who we will never be? Mike Robbins offers five ways to Love Your “Flaws”. Even seeing the word flaws in quotes is a good reminder of where we are judging ourselves—possibly incorrectly. To make a change, he suggests:

  1. Acknowledge What’s True for You—Honestly identify your flaws. There’s no need to run from or ignore these aspects of ourselves. If we want to make a change, we have to be clear about what needs changing.
  2. Admit and Express the Underlying Emotion- What do you feel about these flaws? Robbins says, “If a specific aspect of your personality, body, or career bothers you and you find yourself feeling ashamed—as uncomfortable or negative as it may seem, the best thing you can do is acknowledge and express your shame.”  It’s normal to feel shame or embarrassment about these flaws that you think are keeping you from being your best.
  3. Forgive Yourself—We always judge ourselves more harshly than we do other people. Flaws are a part of all of us. As a friend of mine once said, “Don’t judge your inside by someone else’s outside.”  You notice only that the other person doesn’t have your flaw, but they see the flaws and struggles in themselves.
  4. Appreciate—Robbins asks us to value what we have learned about ourselves and life by recognizing our flaws. Knowing and acknowledging our flaws has given us opportunities for learning and doing better. Instead of focusing on the negative, we can be grateful for these lessons and how we’ve grown.
  5. Love—As you don’t withhold love and caring from others, no matter their flaws, you deserve to love yourself as well. You are a whole package. Think of the friends you have. We expect and accept imperfections in others. We need to do that for ourselves as well.

Celebrate yourself. You do much and mean much to so many people. You would never put a friend down. Be a friend to yourself and offer yourself compassion and support when all you’re seeing is your flaws.

Posted on by hildaweisburg

Building Trust

Earning and keeping the trust of others – students, teachers and administrators – is key to your success. More than trusting your expertise, they need to know you will be able to deliver on your promises and be there for them when needed. Trust takes time to build, but it can be quickly lost.

Building trust is rooted in integrity. Keeping your word, honoring confidentiality, and other elements of honesty are vital. But trust is an emotional state, which means other more subtle factor contribute to its growth. In The Leadership Trust Crisis, David Livermore discusses the fact that trust in leaders (political, corporate and others) is at an all-time low. This means that relationships are shaky. He identifies five factors that affect the development of trust. Applying these can help you deepen the connections with the people in your building.

  1. Likeability – You get to know people you like. In the process, trust is developed. But what makes someone likeable? It often begins with a smile that goes beyond the superficial. It continues when you show you are interested in who the other person is. Sharing who you are extends the connection. Give people a chance to know and like being with you. It takes time, but it pays off.
  2. Competency – Livermore poses three questions on this: Do you have the skills to lead us? Can you communicate effectively? Do you know what you are doing?  As a librarian, this is where you excel. When we are aware of trends, new learning opportunities and the most recent tech resource or even teaching approaches (think inquiry-based learning), teachers see us as leaders and feel confident in coming to us with questions or concerns.
  3. Intensions – Are you in it for your success or do you care about mine?  What is your overarching purpose in putting this project together? Your everyday behavior sends messages to other about your character and integrity. We (usually unconsciously) make judgements of others based on their actions. Teachers and administrators are doing the same about you. Make certain you are treating others right and demonstrate that you care about the collective success. For example, when a project is complete put the teacher and their students’ outcomes front and center. Give credit to them. The library’s role and yours will be obvious. Their trust in your intentions builds.
  4. Reliability – Do you follow through on what you promise?  Can others see your commitment to living your Mission for the library? This relates to your integrity but is also about delivering in a “timely and consistent manner.” What did you tell your principal were your goals for the year. How did you hit them? In building trust – and the relationships that go with it, they need to know you can be counted on to do what you said and get it done on time.
  5. Reputation – This is the sum of all the others. How are you seen and thought of?  The stronger your reputation, the more others will trust you. The more they trust you, the more willing they are to work with you – and hopefully seek you out. And each time they do you grow as a leader.

I once had a teacher tell me she wouldn’t schedule a class with my co-librarian because she felt my co-librarian didn’t like the kids. That doesn’t work. Students learn more when teachers and librarians work together. The collaboration is formed on relationships, and relationships are built on trust. Look for ways to promote other’s trust in you and you’ll find your relationships and program getting stronger.

Posted on by hildaweisburg

Are You Being Defensive?

Last week I wrote about the importance of listening. Somtimes listening is most significant when what’s being said is not something you want to hear.

Whether it’s intended as criticism or feedback, how do you respond when someone says something negative about you? Most of us immediately rise to the defensive, although some go on the offensive. Neither is the best course of action. The word “immediately” is the cue. Anytime we react without thinking, we are apt to make a mistake. Responding from our emotional first reaction is in gear is likely to produce a damaging result.

Whether it’s an administrator, teacher, student, or parent who made the comment, as a leader you want to be seen as someone who respects what others say. It doesn’t mean you agree with them, but you also don’t want to attack them. A defensive response is an attack, as its purpose is to invalidate what the other party said. And a relationship damaged by defensiveness can be hard to repair.

Lolly Daskol shares How the Best Leaders Overcome Their Own Defense Mechanisms. These five ideas, coupled with my comments, can keep you from reacting in the moment,

  • Cultivate self-awareness–Use your Emotional Intelligence (EI) to prepare you for these situations. No one likes to be criticized, but it happens to us all. Daskol suggests you recognize what your triggers are and how you are likely to react. Whether the comments came in a one-on-one or where others were present, your response will affect how people see you as a leader.
  • Make room for acceptance–One of the best tools a leader can have is the ability to pause. Settle yourself mentally. Take stock of your feelings. Daskol says to accept them without judgement in order to respond in a way that will move you forward with this person and continue to build on your relationship.
  • Hold yourself accountable–You may not have liked what you heard, but was it true? It may have been presented in a way that was hard to hear but listen for the message. While the method of delivery may have caused your trigger response, there is likely a kernel of truth in what is being said. Leaders take responsibility for their actions and learn from their successes as well as their setbacks.

Thank the party for calling your attention to a potential problem. Your open way of handling the criticism may even lead to developing or deepening a relationship. After, Daskol recommends you reflect on how you handled the situation. Did you respond reasonably? Remember, you can’t control how others think or behave, but you can control yourself.

  • Break the code–Rising to your own defense is natural. It’s a survival skill that animals as well as humans have learned. However, we are not fighting for our lives here, and the ingrained behavior doesn’t serve us in this instance. It takes work to change an automatic response, but it can be done. Starting with becoming more self-aware of how you react in these situations will help in resisting that immediate response and allow you to behave in a productive way.
  • Lead from within–Every time you avoid a deep-rooted response and substitute a thoughtful one, you grow as a leader. In addition to self-awareness, EI requires self-management. Leaders need to continually build their EI. It makes others see them as trustworthy and empathetic to their needs.

None of us will never like being criticized, and a voice in our heads will always rise to our defense. The object is not to let the criticism derail you. By moderating your response, hearing what the other person is saying, and responding appropriately, you will continue to be seen as the leader you are and want to be.

Posted on by hildaweisburg

Listening is Leading

When we ask someone “Are you listening to me”, we’re typically expressing our exasperation. We don’t feel as though what we’re saying is being heard, and that’s frustrating. But what about the reverse? Are we really listening to what others are saying? And are we listening to ourselves?

Active listening, like emotional intelligence, is an important skill to master. So many messages come at us, verbal and unspoken, it can be hard to focus during a conversation. However, the skill is too valuable for our leadership and for our lives in general not to work at getting better at it.

Learning to listen opens the door to expanding relationships, which is key to our ongoing success. In Nine Practices All Leaders Share, Dr. Alan Patterson shows what can be built by improving your ability to listen. Some of his advice is more of a reminder, but reinforcing the basics helps you reach the next level in your leadership. Here are Patterson’s recommended practices, annotated:

  1. Listen with Intent—Focus on what is being said, not the answer you plan on giving. It’s about respect. If you can, use restating to keep you on track and let the other party know that you think what they said matters. It’s an early step in relationship building.
  2. Ask Probing Questions—After listening, go deeper to increase connection and understanding. “Could you explain?” and “Why?’ take you past restating and opens the discussion. A good leader needs to know the concerns and issues of those they work with, whether it’s teachers or students.
  3. Study People—Listening includes reading body language and other non-verbal cues. Be careful about the implicit biases and judgements we all make. You need to see and listen to what the person inside is telling you. It’s not easy, but it is a skill worth developing. Patterson adds that as you get to know a person, you learn what is important to them.
  4. Share observations about the broader horizon with your team, colleagues, and senior leaders—Share your Vision and how you think it can become a reality with teachers and administrators. Contact teacher friends who you think would be open to trying something new and collaborate. School vacation is also the best time of year to have a meeting with your principal and outline your path for going forward. Listen for their responses so that you can see how your work will support them as well.
  5. Look for opportunities to engage in a dialogue—Have conversations that are not only about work problems or situations. Patterson recommends asking “how” and “why” questions to better understand what people need and want. Relationships, connection, and advocacy grow when your colleagues see you are aware of and responsive to their needs. Knowing who your colleagues really are–including as people outside of school–develops the relationships critical to your success. And when they answer–listen with intent and ask probing question.
  6. Practice translating a project or concept into the language of the audience—We do this all the time when we are teaching students. Use the same thinking process when making a presentation to a group, whether it’s parents or a grade/subject meeting. This is not the time for “library language.” What do they already know? What do they need to know? Why? What do you want them to do as a result? Using language that everyone understands makes people feel included and allows them to listen to you better.
  7. Translate vision into individualized responsibilities for your team members—Whether it’s students or teachers with whom you are collaborating (or cooperating) with on a project, be sure all concerned know who is doing what. This will show that you’re listening to what they need and that you’re available if they need help. And be sure to acknowledge their work to the principal.
  8. Trust that your success is based on your ability to create the conditions for other to succeed—You need feedback. That is an important part of listening. Ask in such a way as to get an accurate response. “What did you think of the project?” is not likely to get any helpful feedback. “What could I have done better?” or “Was anything missing?” will get the discussion started in a meaningful way. And listen to the responses you are getting. Receiving feedback builds trust.
  9. Focus on impact and meaning—Reflect on your week. Where did you make a difference? Where do you want to go next? Go an extra step. Ask others where they saw themselves making a difference–and listen to their answer.

Listening is at the heart these leadership skills. It’s also at the center of building the relationships you need to be successful as a leader in a school. Take the time to listen to others and yourself and you will find yourself making a greater impact.

Posted on by hildaweisburg

Get Your Motivation Back

Finally, it’s summer break. Time to recover and rejuvenate. And to get your motivation back. You need the time to recover, but summer will slip away before you know it. First, take the time to relax, and then set a date to get yourself ready for the fall so you can bring your passion back to your job.

Need some ideas to spark your motivation? Eric Barker gives some great advice in his article How to Stop Being Lazy and Get More Done – 5 Expert Secrets. While being stressed and exhausted is more our issue than being lazy, his tips will work to help us get on track for a successful school year. Here are his 5 with my usual comments:

  1. Define Goals Properly – Barker recommends four steps to get clear on your goals.

Frame goals as an “end” not a means –By identifying what we want to get, we don’t focus on the boring, “don’t feel like it” steps. We want our goals to excite us, not feel like an added burden.

Keep goals abstract – Rather than focusing on the “How” something is going to get done (more inline with SMART goals), think about your “Why” as you write them.

Set “approach” goals, not “avoidance goals – Keep it positive. Don’t focus on the negatives, such as not doing something. Be aware of the outcome you’re working towards. Bonus points for being clear about how this aligns with your Mission and Vision.

Make goals intrinsic, not extrinsic – Don’t make this about what you think you should be doing. What is it you want to be doing? What excites your passion? Creating a goal from this adds to your ongoing motivation.

2. Set a Target – This is where you can be specific. By when will you start? When do you want to finish? What are some of your target numbers – students reached, modules completed, teacher collaborations. Be clear on the steps you wish to accomplish. And as an additional recommendation, make the steps small so you get lots of wins along the way. The goal and a target together support your motivation.

3. Monitor Your Progress – Keep track of all the targets you achieve. It spurs you on. This is why I keep a Success Journal next to my computer. You can create a spreadsheet, keep a log, reward yourself. Whatever works, so you see the steps you’re taking.

4. Beware the Long Middle – Life is a marathon and so are goals for the school year. As the days go by, it can get harder to keep pushing through, and this is where you can lose that motivation. Every so often, pause and note how much you have accomplished. Barker recommends you “shorten the middle.” If you’ve been tracking progress monthly, switch to weekly. If weekly, switch to daily. The extra boost will help. When you are past the midpoint, look ahead and note how close you are to your goal.

5. Think about Your Future Self – This is an important shift that allows you to look at the bigger picture. Baker writes that thinking about our future results allows us to make better choices in the present. Reflect on the difference between how you’ll feel about yourself if you keep putting off the hard work rather than going for something you are passionate about.

Wherever you are on your summer break, this is a short reminder that you can have fun and still be productive. And when the school year does begin again, these five tips can keep you going. Recovery is important. But set a date to get motivated for fall. Put it on your calendar. Set an alarm. The important thing is get started.

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Communication Channels

Every conversation is an opportunity, yet many are wasted or don’t use the best channel for a particular communication. With our limited time, we can’t afford not to use these interactions to get the maximum possible benefit.

In looking at these different channels, keep in mind that the underlying purpose of any conversation is building relationships. When we get to know people better and allow them get to know us, ties are forged, and future advocacy developed. As a leader, particularly in these times, you need all the supporters you can get.

Joel Garfinkle focuses on 5 of The Most Effective Communication Channels at Work. Each offers a different opportunity. The challenge is to know which one to choose for a specific purpose and what you can accomplish.

In Person – This gives you the best opportunity to learn more about the other person. You have a host of non-verbal cues, including body language and even appearance, to help you understand and communicate. In Person is the perfect channel to meet with your principal or other administrator (as long as your principal knows the meeting is happening).

Summer is the ideal time for this meeting when your principal is less harried, and there is less likelihood of interruption. This meeting is especially important if you have a new principal. Your past achievements don’t count.

This is the time to learn their vision, what they want to achieve, and a perception of libraries and librarians. Share your mission and vision and spin it to show how you and the library can support their goals. Use your knowledge of body language to recognize when it’s time to bring the meeting to an end. It’s best if you can do this before the principal does. Change channels and follow up with an email — or a handwritten note—thanking them for their time and highlighting one important take-away.

Video Communication – We have all become Zoomers. Within the school setting this isn’t used as much as now that we’re back to in person classes, but it offers some interesting possibilities.

If you are fortunate enough to have several librarians in your district, a Zoom meeting can help in unifying how you deal with similar challenges. While not the same as in person, it does help you to get to know your colleagues better and build those relationships. You lose some ability to read body language and eye contact isn’t as clear, but it’s a good start. Consider this channel for reaching out to the public librarian.

Phone – These are best for shorter, more direct conversations. Garfinkle recommends you check at the start to be sure this is a good time to talk. The phone is best used for setting up an in-person meeting or reporting in on something. Be specific, clear, and quick. Stay focused on your purpose. You might want to have notes to keep you on track. Follow up with a confirming email. Without any visuals to guide you, listen for verbal cues to hear if the person sounds rushed or background noise that hints at distractions.

Voice Mail – Sometimes this is the only option. You called and the person didn’t pick up. Be prepared to leave a succinct and clear message. Identify yourself and, if necessary, give your preferred call back number. Repeat that at the end of the message – slowly. Keep your message focused on the reason for the cal. Garfinkle advises if you are not prepared to capsulize the reason for your call, hang up. Get your thoughts together then try again. Smiling as you talk will help you sound upbeat and increase the chances of being called back. Your tone is your most important signal in this method.

Email – Although Garfinkle likes this channel the least, it continues to have its place as long as you are aware of potential pitfalls. The first rule is to keep it brief. People are busy and often don’t read all the way to the bottom. They are also often checking on their phones and so are reading on a small screen.

The next rule is to proofread, particularly if it’s an important communication. Spelling errors have a negative impact on you and your message. Also check to be sure your language is clear and is unlikely to be misconstrued. Obviously, this is not the place for sarcasm and emojis aren’t appropriate in the work environment. All you have are your words in this form of communication – no tone, no inflection. Clarity is key.

Before hitting “send,” make sure you haven’t included people who shouldn’t get this message in the “To” section. A “reply all” can get you in trouble. We work so fast, it’s easy to make these mistakes. If it matters, take time to get it right.

Knowing the best channel for initiating conversations is an important leadership skill. Don’t waste or miss your opportunities to reach out and build those vital relationships.