ON LIBRARIES: Saying Yes – and No

It’s important for leaders – and you are a leader—to step out and take on new challenges. Moving out of your comfort zone is how you learn and grow.  I would venture to say you’ve already done this in so many places in your life, not just in librarianship. My personal leadership journey took a leap forward when I started volunteering in my state association, then called EMANJ now NJASL. Over time, however, I’ve learned when it’s important to step into a new opportunity and when I need to say no. “No” can be a very effective leadership tool.

I learned so much about leadership and leading when I became president of NJASL.  It was a bit scary at the time, but I had a lot of support.  And it built my confidence which was an important benefit. I took another leap forward when my position as president-elect and then president took me to the AASL Affiliate Assembly.  Suddenly I was swimming in a bigger pool.  There were so many leaders with more experience than I had, but they were easy to approach and always extremely helpful.

I also was developing a much broader perspective. I began learning what the other library associations in my region and the country were dealing with and what they were doing.  Many of their challenges were the same as my state’s, others were not.  Occasionally their issues surfaced in my state at a later time.  Not only was I prepared, I knew whom to reach for advice.

From the state level, I moved on to AASL committees. Each one focused on a different aspect of school librarianship.  I have been on so many over the years including an early one on strategic planning, programming for the AASL Conference, the Fall Forum, several Task Forces, and Advocacy.  Committees change over the years, but they were all key learning experiences. Almost every time I accepted an appointment to a committee or task force, I felt I didn’t know as much as I would like to be able to do a good job.  No worries.  The chair knew, and I was able to learn on the job.

I was very secure in my AASL niche.  Then I was appointed as AASL liaison to ALA committees.  Time to step out of my comfort zone. The pool became huge.  I understood school libraries, but now I was working with public, academic, government, and special librarians.  Their world was very different from mine.

When I am on an AASL committee I can count on knowing at least some of the members.  It’s not quite the same when it’s ALA, but the same welcoming response I found in AASL was here as well.  I have gotten to know presidents and past presidents of ALA and other major leaders and have a much larger perspective on how each type of library impacts all the others.

As a result of my ongoing volunteering for ALA and AASL (and I am going back to Affiliate Assembly as my state’s delegate after several years away), my ability to talk to those outside our field about the value of school libraries—and all libraries—has increased incrementally.  I have the vocabulary and the fluency to communicate these ideas. I have often said I should have received CEU credits from what I have learned.

Saying yes to new opportunities is a positive and an important aspect of leadership, but what about saying, “no?” When is that powerful?The answer depends on why you are saying it. I first blogged about “The Stories We Tell Ourselves” in 2015 and have expanded on it.  There are always reasons to say no. But too often these prevent you from becoming the leader you absolutely need to be.  But sometimes a leader must learn to say no.

When you have been a leader for a long time and are accustomed to getting out of your comfort zone, saying yes becomes your automatic response.  But recently I came face-to-face with the need to step back.

As a number of you know, a few weeks ago I had major surgery and for the most part was not able to take care of many of my daily tasks from online teaching to committee work for two weeks.  My natural tendency is to quickly get back to what I was doing.  But I had to accept I couldn’t resume everything at once.  I have to go more slowly.

It’s easy to help others.  It’s hard to ask for and accept help but that’s a component of leadership as well.  In addition to delegating, it’s important to trust others in the different areas of your life to step into the breach. In some cases, it’s empowering.  For example, one of my students took on a leadership role in getting her classmates to continue posting on the online Discussion Board and supporting each other.  In my personal life family members, including extended ones, have been there to help, some in unexpected ways.

I’m still impatient to get up to full speed.  I’m dealing with a steep learning curve with regards to some new (and hopefully temporary limitations) and reminding myself to draw on past successes to maintain my confidence.  Leadership is a continual learning activity, and I expect it will always continue to be one of mine.

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ON LIBRARIES: Expect the Unexpected

THIS WEEK GUEST BLOGGER: Rona Gofstein

Last Tuesday, Hilda went to the ER with stomach issues and before the day was out she needed emergency surgery. As of this morning, she’s still in the hospital but will soon be heading to a rehab facility before going home. Needless to say… this wasn’t on her to do list.

As the first person who reads her blogs and then edits them, I offered to write one for her this week, and in preparing to do so I thought about the things Hilda focuses on most often: leadership, community, and communication.  I can tell you all of those things played a part this last week.

When the word went out among her friends and family, people called, sent flowers and a few headed out to the hospital. Community came together. There were comments and posts throughout social media, hopes for a speedy recovery pouring in to Hilda and her husband. There is nothing like a sudden health issue to make you feel alone and isolated. I know Hilda felt the connection of her community who reached out in so many ways to help.

As for communication,  being able to communicate clearly with doctors and other care providers is very important.  Hilda has worked hard this past week, starting when she was arrived at the hospital, to be clear about what was wrong, how long the problem existed and, now that she’s in a patient room, what she needs to be comfortable and support her own recovery. This includes asking for the support she needs to take regular walks, get what she needs for pain management, and reaching out to family for things she needs them to bring (I can tell you, her Nook was at the hospital almost immediately).

Then there’s leadership. What to say about leadership?

I think John Allen Paulus said it best with, “Uncertainty is the only certainty there is.”  There is no way to avoid surprises whether that’s a class showing up in the library unexpectedly, a beloved principal retiring, or  your car not starting at the end of the day. It’s rarely fun; it’s frequently unsettling; and there’s no getting away from it.

As a leader, it’s important to use what skills you already have – and frequently these include communication and community – to make the situation into one which doesn’t take you away from your long term goals and mission. In fact, I think Hilda would be quick to remind us this is one of the marks of a strong leader, and one of the benefits of being clear on your mission and vision. If you know where you want to end up, then the unexpected won’t have the dramatic or long term results that they might other

I know you’ll join me in wishing Hilda a speedy recovery. And as we writers say, when life throws something unexpected at you, yell “PLOT TWIST” and keep moving forward!

 

ON LIBRARIES: Can You Hear Me Now?

Sometimes it seems as though what you say keep falling on deaf ears.  Whether you are explaining to a teacher that Google is for searching not researching or sending emails to the administrator, somehow there is a disconnect and your message is not received.  It’s as though there’s no reception on your phone and you’re standing there asking, “Can you hear me now?”

Some solutions for business leaders were offered in John R. Stoker’s article entitled “How to Achieve Recognition by Results.”  With some tweaking, the 10 approaches he recommends can be applied in the education setting and may offer you ideas to help you get you heard. I’m going to discuss the first five this week with the conclusion next week.

First and foremost, Continue to do the Work. Of course, you will, but the important part of this step is to watch your attitude.  You need to maintain a positive mindset.  Not an easy task when you feel disrespected.  If you have Mission Statement (which is your purpose and that of your program), keep it in mind to motivate you.  I am always surprised to see how many librarians don’t have one – nor do they have a Vision Statement which can inspire you to push on and help when negative thoughts become overwhelming.

Stoker’s second suggestion is Look to Make a Difference. Yes, that’s what you have been trying to do all along and what is likely frustrating you.  However, in this case, it’s also about doing it differently. You know the classic line from Einstein about repeating the same action in hope of a different result.  Stop driving yourself crazy.   Instead, try new methods.  If you have been sending e-mails, try a handwritten note to teachers in a grade level or subject area. In an age of digital communication, the personal touch is more likely to be welcomed.  And again, don’t attempt too much.  Just enough to see if it works.

I have long recommended you Support Others in Their Work. While this is your goal and where you are likely feeling frustrated, there are two ways to handle this. First, get to know them as individuals.  As their trust in your builds, so will their willingness to come to you for support.  In addition, try to discover what kind of help your teachers and administration actually want, don’t assume.  This way what you suggest comes across more easily as support rather than criticism.

From listening to conversations in the school (remember, this is one of the reasons to take your lunch where the teachers do), try to discover their next unit of study, and then ask the teacher to stop by for coffee and maybe a snack because you have something special for them.  That’s when you can show the database that will make their students more successful. Offer to locate resources for any future unit.  Notice, you didn’t send out an email blast.  You made it personal.

Humbly be Right, Stoker writes:

If you come up with a solution that is a resounding success, keep your mouth shut. Let people draw their own conclusions. If you go out of your way to celebrate your individual success, rather than put the focus on the team effort, people will look for ways to discount your contribution, identify your weaknesses and let it be known what an arrogant and pompous individual you are. That also means that you do not want to go fishing for compliments. Let your results speak for themselves and let that be the end of it.

I once had a science teacher who kept explaining her curriculum was too tight to bring her students in for me to teach them the research process. We had a friendly relationship so I was able to cajole her into bringing her students in for one period.  The kids were incredibly successful. This was not the time for an “I told you so”. Instead, I said we could do it again whenever she wished.  At the end of the year, she told me the lesson in the library had affected all the rest of their research and the following school year, she brought them in for three days in a row to get them started.

The fifth idea is to Offer Concrete Evidence. There is so much talk about big data and needing to prove results, but despite years of accumulating evidence on how school librarians and libraries affect student learning no one seems to be listening.  Isn’t the data important? Yes, it is, but once again it’s impersonal and has no emotional connection to your building and school until you can show direct application and result.

Data with your students will find a more welcoming audience.   Use evidence-based practice to highlight how key district/building goals are being achieved in the library.  Then you can follow up with the impact studies.  If you state has done one, so much the better.

I’m curious to hear if any of these resonate with you. Are there ways you are already putting this into practice but could make some changes to get even better results?  Next week – the rest of the list!

 

 

ON LIBRARIES: Connecting to the Community

How far does your reach extend beyond your school library?  I know you’re likely thinking – I have enough of a challenge getting my reach to extend where it needs to within the school – but it’s something librarians have to consider. I wrote about this several years ago, and while there are new methods for outreach, the reason for it is the same – if you ignore your community, your community will ignore you.  Here’s where leaders recognize opportunity and look for ways to show why libraries and librarians are indispensable.

For years, librarians did their jobs exclusively within their four walls.  Elementary librarians usually had a fixed schedule (and most still do) with teachers dropping off and picking up their students at assigned times. At middle and high school levels they waited for teachers to approach them about bringing their classes in throughout the year to do research.

Infographic from AASL webpage on Advocacy. Click image for link

This pattern created a library program seemingly unconnected with the rest of the school which led to the widespread elimination of librarians as tight budgets forced tough decisions. Since few administrators knew what value the librarian and library program brought to students and staff, it was a “logical” place to cut.  Although many librarians were developing inquiry-based projects in collaboration or collaboration with teachers, great numbers of them were also swept away in the carnage.

The good news is we are coming back. A combination of factors including advocacy initiatives from ALA/AASL, the concern over fake news, and a growing awareness that there is a place for librarians is reversing the trend.  However, the change is happening slowly and there is always the danger of the pendulum going back if we don’t widen the base of our advocates to prevent that from happening.

A reminder about what advocacy means. It is not about you campaigning to keep your job and program.  As defined by AASL, it is an “On-going process of building partnerships so that others will act for and with you, turning passive support into educated action for the library program.”  And why do they support you?  They support you because you consistently supply something of value to them. You and your program help them reach their goals.

You can see it clearly when you collaborate and cooperate with the teachers. Your assistance makes their jobs easier and their students more successful.  That’s what teachers need, and you provide it.  But other stakeholders have different needs you should be aware of.

For example, the public library has also been hit with cuts in staff and budgets.  You are natural partners.  Reach out to the children’s or young adult librarian and talk about how you can help each other.  For example, September is Library Card Sign-Up Month. You can promote it on your website and in the library. At the beginning of the year, hand out and collect registration cards along with any promos the public library has created.

In return, have the public library publicize what is happening in your library.  See if you can do a bulletin board every so often with pictures of the kids at work.  Whether it’s Makerspaces or research, let the community know and see what goes on in school libraries. Maybe some of the students or teachers will join you to set up the bulletin board.

You can also “exchange” space on your websites. You can link to the public library’s site while they can link to yours.  Include it in a paragraph that will pique the community’s interest in going to your website.  This can be a place to use your Mission and/or Vision.  Or you may want to say something like, “See how tomorrow’s citizens are preparing today.”

Consider going even bigger by inviting community groups into the library.  Have the historical society do a display and use library resources to complement it.  Do the same with the garden club and any group that may be able to do something in the library. They will appreciate having the additional forum to promote what they do for the community. You might have the local cable station or newspaper cover it, especially if this becomes something you do regularly. Of course, put links to the groups you feature on your website.

The biggest reach is to the business community.  The Career counselor in my last school was a member of Rotary.  My principal was in Kiwanis.  Through them, and always with the permission of the administration, I was able to give a brief talk at one of their lunch meetings. Today, I would also be showing them my website and other online features. If you are in the high school, this is a great way to find out if these local businesses use interns. Working with the guidance department, you can promote the possibilities to your students, who are likely to let their parents know how they heard about it – thus reaching another group. It may even be possible to get some of these people help out in your Makerspace or other initiatives.

Think big.  Think bigger than your school library.  As you build relationships with the larger community, they will come to see how libraries have changed, what you bring to students and the school community and by extension the whole town (or neighborhood if you are in a more urban area).  Remember, the community votes on school budgets.  You want them to value the school library and support it.

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.

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.

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.

 

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.

 

 

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.

ON LIBRARIES: In With The New (Standards)

appy New Year! There is always a flurry of activity around the beginning of the year. Resolutions, goals, intentions, new things to try, old things to toss.

One of the big new things to embrace? The new National School Library Standards for Learners, School Librarians, and School Libraries.  Have you bought your copy yet? Are you excited, or hoping it will go away? (HINT: Go for the former. The latter isn’t happening.) I blogged about this change back in September (the post is here and gives you several links to help you start), and since then I’ve heard about them at the AASL conference in November and started using them. It is a change I am definitely excited about.

Many of you have been put off by the price tag of $199 if you are not a member of ALA.  Even the cost of $99 to ALA/AASL members has caused some gasps. But recognize, these will be our standards for the next ten years. You may as well bite the bullet and get started. If memory serves the old standards, Empowering Learners: Guidelines for School Library Media Programs, cost about $45, but it but had only 64 pages!  The new standards comes in at a hefty 314p.  That’s almost five times the size – so it’s practically a bargain! 

Personally, I have been immersing myself in the National School Library Standards in order to update an online course I’m teaching starting January 17.  Since it’s a course text, I had to re-do much of the syllabus, rewrite sections of my lectures, and change topics for discussion as I figured out how to introduce my students to the standards.

The task of wading into these new standards seemed enormous at first.  It’s such a big book and there didn’t seem to be any parallels between old and new standards which would have allowed me to simply insert new page numbers.  It was intimidating, but I am so glad I couldn’t put it off.  The more I explore the Standards, the more I find to like.

I like the idea that there are three Frameworks: one for learners, one for school librarians, and one for school libraries. All three have the same structure so you can see how the same Domains (Think, Create, Share, Grow) and Shared Foundations connect.  It is simple to compare them and once you have familiarity with one Framework, you can easily grasp the others.

Most likely you will want to begin with the AASL Framework for Learners.  It’s a free download and only eight pages so not having ordered the larger book it is no excuse for not getting started. We all are learners and more than ever we need to focus on our own learning. Spend time with the centerfold that lays out the standards for learners. Read the Key Commitments for each of the six Shared Foundations. You will find your old lessons almost always included aspect of the four : (1) Inquire, (3) Collaborate, (4) Curate, and (5) Explore.

Your lessons may not have incorporated Include and Engage but you now should give these two serious consideration Include (the fourth Shared Foundation) articulates the need to incorporate diversity and global citizenship into student learning opportunities. Engage (6) focuses on the ethical use of information.  Both have been components of your practice, but the six Shared Foundations keep them in front of you.  This is not to say you need to include all six Shared Foundation and all four Domains in one unit, but in constructing your units, you should see which ones fit best.

Check the AASL portal for the Standards regularly.  If you “enter” as School Librarians, you will find resources to support you in getting started with the new National Standards for School Libraries.  New ones are added frequently.

Once you have your copy of the Standards, I recommend How Do I Read the Standards? It boils down how the six Shared Foundations and four Domains combine within the three Frameworks, defining the competencies we want to achieve. In addition, it explains how to identify which of the Shared Foundations and Domains you are using in a lesson.  All this in a one-page (free!) infographic.

Another resource I like is Reflect and Refresh: Getting Started with National School Library Standards. Again, a single page PDF, it briefly explains “What Should I Know?” What Should I Do?” and “What Should I Share?”

Do check the Professional Development AASL is offering.  Upcoming events as well as archived ones are available.  Choose one and get started.

It is a new year and we have new standards.  It’s a bit scary, but it’s also exciting to be here as we truly take our profession and practice into the future.