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Face Your Fears & Reach Your Vision

Over the years, I have read and supported the writing of countless Mission and Vision Statements. Most people write good to great Missions even on the first try. The Vision Statements, however, have been far less successful. They often are variations of the Mission. What’s the problem?

Missions are your Perspiration, your Why. It’s what you do each day. Visions are your Inspiration and Aspiration. What would you like the library to be? How do you want it to be perceived by others? These are frequently harder to write because we aren’t convinced can ever be true. The other thing that stops us – fear.

We worry that if we write a big Vision, we are committing ourselves to achieving it. But here’s the thing – a Vision is not a goal. It’s a potential destination. What we need to do is create a big Vision and then through our fears of the goals that will help us get there.

In his article, Conquering the Fear of Goal-setting, Naphtali Hoff explains why setting such big goals is hard, why it is necessary to do it, and some simple ways to get started.

What Makes It Hard to Do

  • Fear of Failure – It’s risky putting a big goal out there. I recommend hanging your Vision along with your Mission in a prominent place in your library. Everyone will know what you’re striving for and what you want them to be a part of. And you will see it. Every day.
  • Fear of Commitment – Now that you said it, you must do it. It’s a huge task. And you have just signed on to work on making it a reality. Follow through can be very scary.
  • Uncertainty and Overwhelm – Now that you have written it, is this really what you want that reality to look like? Maybe you should rethink it for a while. (HINT: No). After all, your workload is heavy enough just dealing with your Mission and its daily responsibilities. How are you going to fit this in?
  • Self-doubt – You may find yourself thinking this Vison involves so many component, I don’t know nearly enough. Remember – you’re a lifelong learner. What you don’t know… you don’t know yet.
  • Fear of Change – What we know is more comfortable than the new. You know what to expect and how to deal with it. What if the changes don’t work? But remember – if nothing changes, nothing changes.

Why It’s Important to Set Goals

  • Provides Direction – As Yoga Berra allegedly said, “If you don’t know where you are going, you will wind up someplace else.” Once you know your Vision, it gives you a focus for your your strategic plan.
  • Motivates and Inspires – Your Vision is your Inspiration. Remember the Disney quote, “If you can dream it, you can do it.” This is your dream. Goals will help you make it a reality.
  • Measures Progress – Once you are into it, you can see how you are moving forward with each step you achieve. And when you see how far you’ve come – you’re more likely to keep going.
  • Enhances Focus – In our over-busy world, knowing where you are going keeps you on track. A goal gives you something to come back to when day to day things pull you away.
  • Builds Confidence – You began by getting past your fear. Now you are seeing what you can achieve when you are working on a big goal.

Simplifying the Goal-setting Process

  • Start Small – If you look at this huge project, you will convince yourself you can’t do it. You can drive across the entire country as long as you can see a few feet in front of you. Take the next step. Then take the next.
  • Use the SMART Framework – You know this well. Specific, Measurable, Achievable (yes, it is), Relevant, Time-bound. Search for other goal setting techniques if this one doesn’t speak to you.
  • Write It Down – Your Vision should be 50 words or less, written in the present tense, and hung in a prominent place in your library next to your Mission. You goals should be written out, too, creating your ongoing road map.
  • Visualize Success –  Spend time thinking about what it’s going to be like as this Vision comes into being. If it helps you, create a vision board to give you something to focus on.
  • Seek Support – Use your PLN and trusted vendors as needed. Connect with your library advocates and other librarians.
  • Be Flexible – Life happens. Expect delays and the need to tweak things as you go along. There will be bumps. You can keep going.
  • Celebrate Progress – When you set the goal, also set a reward or a way to acknowledge your accomplishment. Having that to look forward to as well as celebrating what you’ve achieved will help you keep going.  

Going for something powerful, like a Vision, will bring up all kinds of fears. They are telling you something – that what you are about to do is significant. Remember, when something is truly Inspirational and Aspirational, you know it will be worth the challenges – and the fears – to see it through.

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Getting Positive Results From Difficult Conversations

Whether it’s with an administrator or a colleague, there are times when you are in opposite corners about how to do something. Ignoring the issue won’t make it go away—and will likely make things worse. When it’s an administrator, you might be seen as being insubordinate, which can cause severe consequences. In the situation with a teacher, your avoidance will hinder future collaboration and having a positive working relationship.

The conversation must happen. The results depend on how you approach and plan it. Go in knowing you won’t get everything you want, but that’s not the objective. Your goal is to make it work, not win an argument. Going in with the intention of winning is a guarantee that you won’t get a result that works.

In her article, Use the “Magic Wand of Destiny” to Get the Desired Outcomes, Kathy Stoddard Torrey puts forth a five-step approach that I believe can be very effective in helping you achieve the best possible results from these difficult conversations.

  • Define the Outcome – What is it you want to achieve and what are different parts of that goal (because remember, you’re not getting everything). Know what you need most. What will make the situation feel best for you? You’ve been told to close the library for several periods to allow for a meeting of the leagues Athletic Directors (ADs), but this restricts usage for others. A teacher wants students to use only books from the library for a project.
  • Create the Proper Space- Since you are initiating the conversion after learning about the challenge, you set the tone for it. An adversarial opening will not get the result you want. In dealing with the principal, you want to open with, “I will definitely give the ADs the space and time they need.” With the teacher, you can start with, “I want to fully understand your planned project.”
  • Ask Curious Questions – Show interest and willingness to help. These are people you want and need to work with. Ask the principal to let you know how many ADs will be coming. How often do they meet? Do they vary their meeting location? Ask the teacher, how many class periods will students be researching in the library? How does this project fit into the larger unit? What resources will they need and for how long?
  • Listen to Their Solutions First – Knowing what the other person expects can help you form your responses. In my examples, you and the library are the solution, so restate them to let them know you recognize what they want. For other situations, when the whole thing wasn’t spelled out in advance, let them explain how they expect to go about it. Continue to ask questions to be sure you have really understood what they want. Sometimes, in those answers, you can find a new solution. Once they have finished, propose your modifications. Ask the principal if you really need to close the whole library. Perhaps you can have a privacy screen around where the ADs meet, and classes can continue as scheduled. Show the teacher one particularly pertinent database and suggest it be offered as well, so students get used to taking notes from print and digital resources.
  • Ask Yourself: Does It Matter? – Choose your difficult conversations wisely. You don’t have to reach your desired outcome all the time. If accepting the recommendation or request doesn’t compromise your ethics, you might strengthen the relationship best by not asking for changes to their original request. When you go along with their plan, it can be a step in building the relationship.

The better you get at managing tough conversations, the stronger you become as a leader – and the more confidence you will gain. In the current education and political climate – in the US and abroad – there are more difficult conversations happening. We all need to work on not letting them become adversarial.

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Build Your Leadership On Your Strengths

So much of how we feel about going to work each day depends on our leaders. A great principal can make your day. A lousy one can kill your year. Many of us have had both and there are lessons to be learned from either. Let me give you two of mine.

My best principal ever knew all the teachers well. He was adept at noticing whether you were not yourself. If he saw that you were having an off day, he would often tell you to go to the nurse’s office and relax. He would teach your class. His leadership had so many benefits. The teachers felt that he not only cared, but he would take care of them. And the teachers were always willing to give back. If there was a shortage of a substitute one day, and he asked a teacher to cover an additional class, they would do so gladly. He also got to know the students on a different level from most principals I worked with, further showing his commitment and consistency.

On the other hand, I had a principal who was an egotistical misogynist. I, and almost everyone else, gave him the bare minimum. I was exhausted at the end of every day and brought my tension and anger home a lot. Too many of my dinner conversations began with, “You know what he did today?” It took me about a year before I appreciated how he was affecting all aspects of my life. Eventually, I began job hunting and found another position.

They both showed me important things about leadership – and how I did and didn’t want to lead. The first principal exuded empathy, an often-cited leadership quality. The second fell into the category of a leader who exemplified Power Over as his approach to leadership. What I hadn’t considered until I read Suzanne Degges-White’s article Are Ambiverts the Most Effective Leaders was a different way to determine your leadership mode.

Degges-White looks at introverts, extroverts, and ambiverts. We are familiar with the first two, but ambiverts, who embody both types, are less well known. And she says regardless of whether you are an introvert or an extrovert, you can become an ambivert. It is also important to recognize that no matter your type, you can be a good leader. “Effective leadership is based on healthy and productive relationships, not just personality types.” My two examples are evidence of that.

Taking a closer look at the strengths of each type of leader, Degges-White observes that introverts are good listeners, which means they think before jumping in to say something. They build relationships slowly and with care. They don’t seek the limelight, instead recognize the strengths others have. Extroverts are comfortable in a variety of settings. They tend to make decisions more quickly and pivot rapidly when needed. They are the ones who are seen as “natural” leaders.

So, what about ambiverts and their strengths? While they might like their alone time, they also enjoy being with others. They are comfortable with both individual projects and working on group ones. As leaders, they aren’t impulsive, but are open to trying new approaches. They are not afraid of taking risks, another often mentioned leadership quality.

The good news is that no matter if you see yourself as more of an introvert or an extrovert, you can become more of an ambivert. It only takes a few small steps to make you an ambivert. Fearful of risks? Take a few small ones. Do you dominate conversations? Make it a point to let others speak before you do. As you practice these steps, you will take on more and more qualities of ambivert.

As a leader, you always want to work from your strengths, but you can also get better. By stretching your natural personality type, you can become an ambivert – the most effective type of leader.

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Avoiding Conflict – Makes It Worse

As School Librarians one part of our job is to have positive relations with all our colleagues, but this doesn’t mean you’re going to like everyone. There will always be people who rub you the wrong way or who you wish you could avoid. People with whom it’s hard to speak, who have opposing viewpoints and with whom there is always a sense of conflict. But avoiding them and the situation prevents any likelihood of having positive relations.

So how can we powerfully step into situations where we know there is going to be conflict? In her post, Uncovering 5 Hidden Stages of Conflict, Marlen Chisolm explores how to look at what is going on under the service because, she asserts, the conflict is not the problem. The avoidance is. To understand this better, Chisholm discusses all the ways avoidance comes into play:

  1. Inner Disturbance – You just feel “off” every time you are in contact with that person. You get the feeling they don’t like you. It may not be overt, but you can’t avoid that antipathy coming from them. It’s uncomfortable, so you avoid unnecessary conversations with them or being in proximity to them. 
  2. Justifying – It doesn’t seem reasonable to confront them about that sensation. What could you say, anyway? Do you suspect it’s some innate bias, and then wonder if you are being ultrasensitive. Yet letting it go on doesn’t change anything. People treat you as you train them to treat you. What you accept will continue. By excusing or letting it go, you avoid facing and discussing the situation.
  3. Seeing Them as Adversary – When you let the situation continue, you tense every time you interact with them. Chisolm says we frequently find ourselves viewing  them as the enemy. While that is a natural self-defense, it doesn’t deal with the problem or cause any changes. Again, you are avoiding and the conflict continues.
  4. Seeking Social Proof – The longer it goes on, the more you look for evidence as to whether you are the only target, or to see if the person is that way with others. Now you seek corroboration. You ask others if they are seeing/feeling the same thing you are. In addition to not solving the problem, you are creating divisions which can affect how your community functions.Word will get back to the person, or worse to administrators, as to your queries. Nothing about will make you look professional. Through your avoidance, the problem has gotten worse.
  5. Aggression – As you continue avoiding the issue, you become increasingly frustrated and angry. Now you run the risk of a real blow up. Whatever follows will be heated. You have become the initiator and have probably damaged your reputation. Hopefully, your explosion didn’t happen where others could see, although word will spread. Being able to work with this teacher will be incredibly difficult, if not impossible. By avoidance, you have now also harmed students who won’t get the learning experiences you normally create.

Avoidance may seem safe, but as Chisolm has shown, it’s the worst option possible. As soon as you get that “Inner Disturbance,” accept that it’s a wake-up call to act. Take time –not too long—to gather your thoughts. What is the outcome you want? Ask yourself, “Do you want it to work, or do you want to win? Because if you want to win, it won’t work.”

Be prepared to do active listening. Don’t try to rush in with counter-arguments. Arguments are power struggles. The Power you need to draw on is Power With which is finding common ground among different interests. What do you and that teacher have in common? Focus on that.

Don’t let micro aggressions or other perceived negative feelings coming from someone affect your ability to be a good leader. Leaders work well with others and are willing to take risks when needed. 

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How To Tap Down Triggers

EDITOR’S NOTE – This blog about a specific and contained type of triggers. More serious, lasting triggers need a different kind of attention and help. Please get the support you need and deserve.

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What is a trigger? A month ago, I wrote Look for Glimmers and Find Joy which discussed how Glimmers were the opposite of triggers. Both cause an unanticipated emotional reaction. The first is wonderfully positive. The second can cause us any number of negative effects including damaging our relationships and how people perceive us and our program.

Glimmers and triggers are opposite in one other way. You have to notice glimmers to appreciate them. Triggers slam into you without any invitation.

While triggers take you unaware, if you are going to deal with them, you need to recognize when you are having a trigger response. This isn’t easy when your emotions are taking over.

Andrea Mein DeWitt’s article, A Leader’s 3-Step Strategy to Being Less Emotional, Reactive, recommend you Name, Claim, and Reframe. This approach will give you skills to modify what could be a damaging response from you. Notice that she references “leaders.” Leaders can’t allow triggers to affect how they react in a given situation.

Here are her steps:

  1. Name – Look for the source of the trigger. (This is not like noticing glimmers, but in reverse.) She asks you to identify what is causing you to react rather than respond – an important distinction – and what specific emotion is in play. Also note what, if any, of your core values have been attacked. For example, book banning and malicious name-calling is on the rise leaving us emotionally exhausted. We are tired of explaining. When one more attack comes, particularly if it comes from what we thought was a friendly source, we can explode.
  2. Claim – Now that you know where your reaction came from, what can you do about it? De Witt wants you to identify the action(s) you can take to bring you back to your core values. Take your ego out and think what might have caused the person to say/do what then triggered your reaction. Then, look to what can you do to get the conversation back to the issue at stake. Rather than responding by saying “we are not…(insert charge)..” turn to the positive, reminding parents, teachers and administrators that,“libraries need to be a safe, welcoming space for all.” From there, you can better discuss what to do.
  3. Reframe – This helps you to move on positively from a stressful conversation. DeWitt says to ask yourself what you learned and what is now an opportunity to use your creativity. Which of the ideas you came up with will produce the best results and promote your Mission and Vision? Notice any new resources you can now use. As you reflect on what happened, you might decide to do a bulletin board or infographic identifying how libraries create a safe space. Perhaps mention the Mirrors, Windows, and Sliding Doors concept. Do something interactive such as having teachers/students anonymously post notes on the bulletin board saying how the library/librarian made them safe and welcome.

We are in the relationship business. With emotions running high and politics affecting libraries and librarians, we must do all we can to avoid being further sucked into the intensity of the triggers and stresses around us. Emotional Intelligence includes Managing Your Emotions for a reason. Leaders – and you are a leader – need to have all the tools possible to do it.

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The Return of Imposter Syndrome

I posted a meme recently which asked, “Do You Talk to Yourself? I know I do, and I know I’m not alone. But the more important question is, “What are you saying to yourself?” Because most of the time, we’re not very kind.

For some reason, we say things to ourselves we would never say to a friend or anyone we like. Our self-talk is overloaded with negative comments, putdowns, and impossible comparisons. Most of the time, it’s about small little things we did or didn’t do. Other times, the negative self-talk becomes much harsher. Especially when we’ve taken a big step. We accept a new position or we are going to give a presentation. Now what we hear is: “You are in over your head,” “What makes you think you are such an expert?” “Others are so much better at this than I am.” “I am a fraud.”

Welcome to Imposter Syndrome. I have written about it before (once in September 2021 and again in December 2021) but it felt like time to revisit it. It’s something both new and experienced librarians face. And if you listen to that voice, it can stop you from taking on new opportunities and keep you from growing as a leader.

To combat this insidious (and erroneous) voice, Marlene Chism wrote How to Push Past the Imposter Syndrome and offers three ways to get over that bleak self-view:

  • Shift Your Focus – When Imposter Syndrome arrives, you are focusing on yourself. Positive self-talk is not always strong enough to defeat it. What can help more is to focus on your values, on what you care about. Which of your values will you be expanding in that new position? Talk to someone who is passionate about something you care about and get their views. Chism says you don’t feel like an imposter when “you are giving value or being curious about others.” Shift to see what you are offering.
  • Rewrite Your Narrative – Some believe that Imposter Syndrome should be welcomed as the price you pay for growing. According to Chism, accepting that narrative is not good for your mental health. She recommends you see it as your opportunity to learn. Yes, you’ve grown to a new level – but you’ve earned that growth. You’ve done the work, and you deserve to be proud of this next step.
  • Stop Competing and Comparing – Sometimes you are “faking it till you are making it” because you’re in a new place, and yes, maybe you are a bit of an imposter because you’re starting out. But remember, this is part of your process for growing. We all have our strengths – and weaknesses. The person who you think is better than you in this new field might not be able to to do what you can in another area. Recognize and accept both your strengths and weaknesses. Think like an athlete and focus on your performance. How can you build your strengths? Are there weaknesses you need to address? Who can help you do this?

Imposter Syndrome will make its reappearance many times in your life. It can be paralyzing if you don’t take the time to dismantle it. Noticing when it has arrived can let you recognize where you are growing. Don’t let it stop you. Failing isn’t fatal. It’s another step in the process. And something to think about: Imposters don’t get Imposter Syndrome.

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Vary Your Leadership Style

Just as people have a style of speaking and dressing, so too do they have a style of leadership. This might not be something you’ve thought about consciously, but you do have a way you lead When you become aware of it, you can use the one that best support your success in a given situation.

When I’ve spoken on leadership styles, I discuss that I lean into that of Native Americans who espouse Servant Leadership. As the term suggests, this style views the leader as working for the good of the people. For school librarians, focusing on helping others be successful is a natural part of what we do.

Whatever your style is, it probably comes so naturally to you, you don’t usually think of changing it, but there are times when servant leadership is not the best for managing a situation. As leaders we need to be aware of those occasions and know what style we need to draw on to be the most effective. In his blog post, “Are You Using the Most Appropriate Leadership Style? Paul Thornton says there are three basic styles: Directing Style, Discussing Style, and Delegating Style.

Thornton defines these as:

  • Directing Style – You tell people what to do.
  • Discussing Style – You collaborate with others asking for ideas and opinions.
  • Delegating Style – You give others an opportunity to demonstrate their skills and abilities.

He then speaks with leaders in different fields (fire fighter, professor, hockey coach, minister) to explain how they use these three style in action. It’s a fascinating read to see how they each use these styles to bring out the best results for a given situation. Consider their responses along with mine to see where you use them.

  • Directing Style – This is a good one for emergency situations. You also use it when you give students directions as you begin a project with them or start a class at the elementary level. It’s the style you use when you set goals. It is also useful when there is no place for discussion.
  • Discussing Style – This is how you collaborate with teachers or learn where students are in a process. You want to make sure you hear them. Know what they are trying to achieve. It’s how you are careful not to override them. Long ago when a teacher wanted her entire science class to research the same scientist, I suggested she would get bored reading all the same information. From there together we went onto a more meaningful project. When you’re working with students, you help them discover what they are seeking rather controlling what they find. It’s the style that is essential to making the library a safe, welcoming space for all. This style can also be very effective with administrators allowing you to build a relationship with your principal. Learn what their priorities and goals are, then find positive things to share that reflect how your work supports this such as a great project students did. Spotlight both the teacher and the students for the project.
  • Delegating Style – Beth McGinnis-Cavanaugh, a professor of engineering and physical sciences, says, “Delegating requires students to take charge of their learning and performance. This approach teaches students how to advocate for themselves, ask for help, communicate, seek needed resources and work independently.” We need to give students choice and voice so they discover their own strengths and recognize they can overcome challenges. You might also use Delegating Style when working with teachers with whom you have built a solid collaborative relationship. Having them select from different resources as to where students will be “directed” to begin or creating the Essential Question for the project is empowering.

Most of you are probably using all three styles without thinking about it. However, as leaders we are most effective when we do things consciously. Consider the situation and choose the leadership style you need.

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Tap Into The Power of Adversity

I have come to see that everyone has something stressful and negative going on. I hear of emotional, physical, or financial crises in the lives of friends and family. Professionally, librarians face scary and intimidating situations at work. So, what can we do?

We can slog our way through it. Use various techniques to keep a positive mindset. Work on self-care. While these are good ways of coping with what we face each day, we can take a step beyond them. Years ago, I learned the term “Chopportunity.” Blending the words Challenge and Opportunity, it serves as a reminder that a challenge can provide an opportunity. Knowing the term is great but translating it into action can be a challenge in itself.

LaRae Quy explains how we can accomplish this in This Is How Adversity Can Improve the Way You Think. She notes we tend to say, “when things return to normal,” but Quy asks if you really want to return to what was. This is what a Chopportunity it is. You have a chance to have things be better than they were. To do so requires focused thinking. Quy gives these four steps for doing so.

  1. Find the Philosopher Within – To do so, Quy says you need to know what is true, and how you should live your life based on what you believe to be true. As librarians we know how to find out what is true. Your core values tell you how to live your life based on that. Socrates said, “the unexamined life is not worth living.” If you are unsure of exactly what this means for you, consider writing your eulogy. What would you want people to say about the life you led? Are you living a life that would earn those words?
  2. Look for the Opportunity in Every Crisis – It’s the Chopportunity. Quy says the Chinese character for Crisis and Change Point are the same. Every crisis marks a change. What do you do about it?  Think of what you would want to change about your job and what you can do to make that a reality. In your school, this may be the moment you decide to step up to leadership because of the ongoing challenges in other libraries. You could start some monthly workshops for teachers.  On a larger level, you might marshal your resources from your state and national associations and make your presence known in the fight to defend intellectual freedom. As Gandi said, “Be the change that you wish to see in the world.”
  3. Take a Lesson from the Stoics – Quy explains the Stoics would consider every possible adversity. Senecca advised Romans to “Rehearse your adversity in your mind: exile, torture, war, shipwreck.”  It seems a scary thing to do, but it gives you the opportunity to prepare for the worst, at least mentally. Consider contingency plans for the possibilities. This gives you the ability to react rationally rather than in a panic when a crisis occurs. The idea Quy says is, “when you prepare for adversity, you diminish its bite when it happens.”
  4. Hunt the Good Stuff – Whatever your favorite news source is, the oft-quoted saying “if it bleeds, it leads,” is true. I have switched to music when I’m in the car because listening to the news makes me anxious. Apparently, research has shown that it takes five positive items of information to overcome a single negative one. You may have to work to find the good stuff, but it’s worth it.

Life is not easy, but it’s what we have. What we do with it, how we choose to react when things go wrong or the unexpected happens, is up to us. Consider what how you can grow as a leader – and a person – when you learn how to use adversity as a step to the next great thing.

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Humility, Relationships & Leadership

Since childhood we have been schooled in not praising ourselves. By extension, we’re told that leaders shouldn’t go around boasting about their accomplishments. While there is a time for humility and for bringing others into our accomplishments, there is a difference between puffing yourself up and knowing how to receive compliments. If when we receive one, we turn it away, we not only make ourselves smaller, we minimize another’s opinion. In addition, since this tends to be a habit more practiced by women than men, it undermines their ability to be seen as leaders.

In her blog post, The Risk of Self-Effacement? “Self-Erasement” – Do’s & Don’ts, Leslie Williams explores how this type of humility diminishes you, the work you’ve done, and the person who complimented you. Williams gives six instances of when you might inadvertently send messages you hadn’t intended and how to respond instead.

  1. When Someone Compliments Your Work – This is one of the most common situations. Do you automatically say, “It was no big deal” and/or mention what you did wrong. The easiest way to respond is to say, “Thank You.” This acknowledges that you value what the other person said and what you accomplished. When it fits the situation, you can be generous in giving praise to any who were part of the success. That’s honest humility. A good leader knows how to share the spotlight and promote the work of others. Doing so not only builds relationships, it also builds advocates.
  2. When Disagreeing – Own your opinion but do so respectfully. Your goal usually is to convince them to see your point of view. Williams says they are not likely to do so if they sense your disdain, Also, don’t feint agreement, by nodding and smiling. As Williams says, if you disagree, “don’t make nice.”
  3. When Asking a Question – Williams cautions you not to say “I have a stupid question” or other ways of minimizing what you are about to ask. Say outright, “I have a question,” or state you wish to propose another perspective or issue. Own your curiosity and desire to learn more.
  4. When Negotiating Salary – After making sure you are aware of the salary scale for the position you want, know all the things you bring to the table What courses or certifications might add to what your new salary will be? What volunteer work shows your leadership, collaborative, and problem solving abilities? How confidently you present yourself affects the respect and value the administration will place on you – as well as your salary.
  5. When Managing Your Career –Too many librarians are so grateful to be tenured, they fail to read the handwriting on the wall. They are afraid to try to move to another district and only do so when their job has been eliminated. You are in a much stronger position when you still have a job than when you are seeking one. Don’t bad-mouth the district you hope to leave, but instead focus on what you feel you can achieve better in this new district – and all the qualifications you bring with you.
  6. What About You? – How self-effacing are you? Williams asks you to watch yourself over the next week. Try to catch yourself when responding or acting in a self-effacing manner. Record the action. Later, reflect on what caused the response. How did you feel in the moment? What could you have done differently? Is there a way you could have owned your success? And think about what the long term cost to you could be if you continue to respond this way?

Humility has its place. So does recognizing your accomplishments and successes. There’s no need to boast, but know how to accept praise, ask questions, and manage your career. And the more you are able to hear and accept praise, the more likely you are to take the next risk to grow as a leader.

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Start By Reviewing

The new school year is underway. Believe it or not – this can be a good time to review. Ask yourself, what do you want to achieve by the end? How will you get there? Which of your leadership skills will aid you in the journey?  What do you still need to learn? This is also a good time to ask what threats, such as the existing attacks on school librarians, can work against you? What conditions exist in your school, district, or on the state and national level can you use or learn into to take your leadership to a larger level?

To answer these questions, consider doing a personal environmental scan. While I usually prefer a S.O.A.R. analysis (Strengths, Opportunities, Aspirations, Results) because it keeps us from focusing on the negatives, in this case doing a S.W.O.T. analysis (Strengths, Weaknesses, Opportunities, Threats) can serve you better. You have leadership skills that are working for you. You also have difficulties in some areas, places where you need and want to grow. By taking a close and unemotional look at these, you can create a plan to guide you through the year.

With your scan in mind, Jay Sidhu’s blog post, Essential Lessons for Leaders provides a review of what you know while offering the following concepts and ideas for moving forward:

  • Leadership Qualities – Although you know many of them, Sidhu starts with the reminder that a leader must have a Vision, Mission, and Strategic Plan to achieve goals. His recommendation is that a leader must master their internal and external environment. Your S.W.O.A.T. analysis helped with that. He then adds the need to be “passionate about continual improvement,” which I hope you do as a lifelong learner.
  • Building Alliances – For us, this translates into advocacy which rests on continually building and maintaining relationships. Listening is key to achieving this along with awareness of the goals of others in your school and district. To successfully build a relationship ,you need to prove yourself important to the other person’s well-being and success. What do you teachers feel they need? What do they want? How are you or can you meet those needs and wants? Ask this question about students and administrators as well.
  • Learning to Be a Leader – Sidhu states a leader is a continuous learner. This not only means keeping up with the newest changes in technology, it also means understanding curriculum needs, district goals, and growing and developing as an individual. Use role models and mentors to help you. Identify leaders you admire, in the world or in librarianship. Reflect on what they do and how they are that caused you to admire them. Do you manifest any of those qualities? Can you work on acquiring the ones you don’t have? Risk learning by doing. Step out of your comfort zone and take on a bigger job in your state or national organization and ask someone who has done it to mentor you.
  • Knowing What It Takes – Sidhu brings us back to the beginning by wrapping his post up with a reminder to be clear about your Vision and Mission. As Yogi Berra famously said, “If you don’t know where you are going, you will wind up someplace else.” Review both.  Missions in particular change over time as our roles change and expand. Keep your Vision and Mission in a prominent place so you—and others – see it every day.

I keep in mind the AASL Vision, “Every school librarian a leader; Every learner has a school librarian.”  Our students, teachers, and administrators need us to be leaders – and learners. Take this time as your school year starts to get clear on your vision, discover what you need to learn, and understand how you will be a leader.