Posted on by hildaweisburg

Courage Sees You Through

The Wizard of Oz was on television over the Thanksgiving weekend, and every time I watch, I learn something new or am reminded of ideas that have gotten buried. This time I was struck by the triumvirate who were Dorothy’s companions and support on her journey. The Scarecrow, Tin Man, and Cowardly Lion represent three qualities necessary for leadership: brain, heart, and courage. You need Brains to plan. Your Heart guides you and brings you the relationships that strengthen you. And then there is Courage. Courage makes it possible for you to take the risks to change what is and go forward into unknown territory.

As the avatar for Courage, the Cowardly Lion is frightened most of the time. He often wants to retreat, but the Scarecrow and Tin Man haul him back. In the end, his true courage comes through because his commitment to Dorothy is so strong.  Like the Cowardly Lion, you need to be courageous in the face of fear and your commitment to your Mission will be what helps pull you forward into leadership, change and whatever risks may be necessary for both.

Summoning that courage is not always easy, even when you have the brains and heart to know you must leave your comfort zone. In her post, “Why Courage Is Essential If You Want Power Over Your Life,” LaRay Que notes we all fear the unknown.  Fear can paralyze us, keeping us huddled safely within the walls of our library. But in the long run, the walls won’t keep you safe. Staying hidden is the behavior of prey. While I am not suggesting you be a predator, you do need to soar.

How do you soar? How do you get past the grip of fear? Que says you begin doing it by acknowledging your emotions. Trying to pretend they are not there doesn’t work. Fear is a strong emotion that brings out our bodies response to threat. Our cerebral cortex, the logical processing part of the brain, cuts out. Our lower-level brain (commonly referred to as our lizard brain) takes over, and we go into flight/fight/freeze. Professionally, freeze means we stay quietly where we are.Que says, “Courage begins by examining your emotions.”  She recommends making a two-column list of pros and cons. As you see where the gains are and what might hold you back, you can begin to make a reasoned decision about what you should do. She recommends these three ways to make this work for you:

  1. Identify the call or challenge that is in front of you – What is the “why” for doing this? What will it give you as a result? How will you grow as a leader? As a person? What might you lose or miss out on if you don’t do it? One example might be stepping up for a leadership position in your state school library association. Or moving up to a national association for librarians. You could gain experience, connections, confidence – or miss out on all of this if you freeze.
  2. Pinpoint when emotional courage is needed – Where is fear rooted? What will you need to do that is creating your high-level anxiety? Consider where or to whom you can go to talk this out. Plan how you might handle it if and when it occurs. With a plan or support in place, your mind becomes calmer about the possible situations, and your fears diminish. They won’t go away entirely, but like the Cowardly Lion (and Wicked Witch or no Wicked Witch), you will push through it.
  3. Claim power over your own life – I love this idea. We do what we can to not to let others control us (professional and personal responsibilities we cannot avoid not withstanding). The same should be true of fear. Don’t let it decide for you. You can control your reactions and behaviors when fear comes up. There will always be something to fear. Don’t let that stop you from doing what you know you should do or from the results you are looking to have.

Part of the magic obvious to the viewer in The Wizard of Oz, is that all of Dorothy’s friends already have what it is they think they want – brains, heart and courage – and she needs all three to get what she needs. This is true for you as well. You’ve got big goals. Your head and your heart know the way forward. Embrace your courage – it’s definitely in there – and if necessary, give yourself a medal.

Posted on by hildaweisburg

The Centrality of Trust

image from Wavetop via Canva

Trust is the foundation of relationships. And we are in the relationship business. It is through relationship we build the collaboration with teachers – and administrators – which engages students in meaningful learning. Building trust requires trusting yourself and the willingness to trust others.

We have had many successful experiences that began with us not knowing everything necessary to do a task. In those cases we either get the information through our research or from the knowledge of our colleagues either locally or in social media. We may not know the answer – but we can find it. This builds our trust in ourselves

Trusting others is somewhat more difficult, but relationships are a two-way street. Most people have had an occasion where someone violated their trust. To build a relationship, you have to give trust even before it is accepted. This is not about sharing your deepest, darkest secrets. It’s letting people know who you are as a person and following through on what you say, which makes it safe for them to share themselves with you.

In How Successful Leaders Build Trust with Their People Lolly Daskal discusses “trust-inducing behaviors” which build relationships.  You probably exhibit many if not most, of these, but it is helpful to be aware of what you are creating. Work on any you find challenging. Many of them weave together. Here is her list of eleven behaviors:

  1. Being accessible – Of course you are… except for when you are feeling rushed and harried. You can’t always just drop everything, but you can ask when you can get back to someone. Being honest about where you are, combined with being available when you say you will be, builds trust.
  2. Being confident – It’s not arrogance. It’s being efficacious. When you are confident, teachers and students know they can count on you to help them. People come to you for what you know or what you can do to support them. Be willing to show them they’re right to trust you for this.
  3. Being credible – We build credibility when we are willing to share both our mistakes and our successes. Acknowledging our goofs, large and small, along with our wins lets people see we are human. Admitting we are wrong doesn’t make us less in the eyes of others. It makes usmore worthy of trust.
  4. Being honest – There are times when we might want to skirt an unpleasant truth but telling hard truths builds trust. People know when you’re avoiding saying something. Instead, pause to choose your words and give honest feedback.
  5. Being supportive – Others make mistakes, too. If theirs has a direct effect on you, it might be hard not to jump on them for it. Go for “being honest,” and acknowledge it happens to us all (“being credible”). Look for the lesson you both get. If they are sharing something that doesn’t have to do with you, be prepared to listen (“being accessible”). If they ask, you can help them find a solution or fix. Your support will build trust.
  6. Being dependable – Keep your word. When you make a commitment, see it through. You build trust when you can be counted on to do what you say.
  7. Being consistent –We are known by our actions. Our actions must match our words. Students – and teachers – need to know how you will react. If you allow them to behave one way on a given day and then rebuke them for it on another, they will not trust you.
  8. Being open – Listen to others. Show by your actions that you see and care about them. Give them the space to give you honest feedback. When people know you listen, their trust will grow.
  9. Being empathetic – Everyone is dealing with something. We try to put it aside when we get to school, but it is there, and sometimes it is significant. Despite what they are showing on the surface, be attuned to the body language and behavior of others. It will help in your dealings with them, and when you’re “being open” and “being supportive”, they will share as needed, further building trust.
  10. Being appreciative – Acknowledge the success of others. In collaborative projects, give them the limelight. Emails or, even better, hand-written notes brighten someone’s day. They also realize you see them.
  11. Lead from within – Take trust very seriously. When you display the previous ten behaviors, people feel safe in having a relationship with you because you are trustworthy. This allows you to be an effective leader.

Good leadership begins with trust. Leadership is not something you take on when you want to get a project done. Leading is how you interact with people every day. By acting in the ways listed, people recognize you are a leader and someone they can trust.

Posted on by hildaweisburg

Move Closer to Your Vision

You live your Mission every day. You incorporate your Core Values or Philosophy into all you do. But what about your Vision?

Your Vision is your aspiration. It is how the library will be perceived in an all-perfect world. Although the world is not and will never be all-perfect, if you aren’t moving toward achieving it, your Vision can’t come to pass. It remains wonderful words. A dream that has no hope of becoming real.

So how do you incorporate a goal that won’t completely happen? As always, start small. Develop a plan to take you one step closer to achieving it. When that’s done, review your Vision and determine the one part you will focus on next.

Consider this sample Vision:

The Blank School Library Media Program is the center of collaborative learning, producing creative students who have an appreciation of literature, critical thinking skills, and a respect for others and self, and who are prepared to make a contribution to the world.

First, identify the key concepts of your Vision. In this example, these would be: collaborative learning, creativity, literature appreciation, critical thinking, respect, and possibly activism. It’s a formidable list.

Since collaboration is needed for so much, this is one good place to begin. What do you need to have the library be a center for collaborative learning? Look around your library. Does it promote collaboration? How is the furniture arranged to encourage that? Are there resources that would help? How can you showcase them so teachers and students will use them?

Now that you know what you want to achieve, create a plan to get you there. Will there a be a cost associated with it? Can some of the work be done for free? Can you fundraise? Who are your logical allies? Who will you need to convince? How can you sell it?

The three-step process Paul B. Thornton puts forward in Leaders: Clarify Your Ideas Before Communicating Them, with some modifications, can help you turn your ideas for achieving your Vision into reality.

Step No. 1: Clarify your thinking – You begin this process when you determined which part of your Vision you will focus on. Take time to think about what you want to do first. Yes, there is so much to do, but thinking is doing in this case. Get clear about your priorities, what you have time for, and what might make the biggest initial impact (early wins are helpful for motivation!) Then before going forward, test it out with allies and those you trust.

Going back to the earlier example, you might ask a teacher ally if they thought the library promoted collaboration and how it did so.  Speak to one or two students who use the library frequently. Do they think it is comfortable to collaborate in the library? What, if anything, would make it simpler? How close are their ideas to yours? Share what you are contemplating. Do they like it? Have other suggestions? Fold any new ideas into your planning.

Step No. 2: Prepare Your Message – As Thornton says, you need to engage emotions and address “heart and head.”  Think about why would your audience want this? What would appeal to them (and what’s the emotional appeal)? Hit the big idea quickly and don’t give too many details. They will ask if they need it.

Thornton also suggests blending optimism with reality. Too much optimism makes you sound like a dreamer. Too much reality, and it’s likely to sound overwhelming. Prepare questions that focus your audience on their values and priorities and show how this will mesh with them. Again, try your message out with your allies and make any necessary modifications.

Step No. 3: Deliver Your Message – You have worked long and hard at this. Let your passion and conviction show. Thornton says to make your idea visible, dramatic, and consistent. Use pictures of libraries that have achieved what you want. On the create a space that promotes collaboration example, you could rearrange the furniture to show what the changes will look like.

Don’t let your Vision be just a dream. When you make a plan, create a lesson, consider a new project, look at your Vision and remember what you are always working toward. Every step brings you closer.

Posted on by hildaweisburg

A Librarian and a Leader

If you’ve read my books, my blog or my Facebook posts or seen me speak at a conference you know my most passionate belief: Leadership is not an option for librarians. It’s part of the job description. The National Standards School Library Standards (2018) lists Leader as one of our roles. However, our job description as defined and understood by our districts rarely if ever makes mention of this.

It’s easier to be a leader when your title and description grant you that right. Instead librarians need to create that “mantle” on their own. And we need to make it an ongoing priority. When you are identified as a leader, you are viewed as indispensable. In a world where librarians and libraries are threatened, being seen as indispensable is a worthwhile goal.

What does this mean? It means that when you institute new programs, collaborate with teachers and students on curriculum and tech issues, you look for ways to make certain that the administration and teachers are aware of your role in the process. This way when they think of the building leaders they think of you. Reaching that stage is not simple, but it’s important to work towards it.

Dan Rockwell, “The Leadership Freak”, suggests a possible means of achieving this goal in an internet post on How to Act Like a CEO When You’re Not. This is how I interpret his seven recommendations:

  1. Own your realm: This is about mindset. Of course, you have taken charge of your library and have established your guidelines and decorated to represent your values as a school librarian, but you need to take it a step further. Own the library and the decisions you make as a physical manifestation of how you view the values and worth of the library and you. It is more than a sense of pride. It’s how you present yourself as a leader through the look, feel, and activities of the library.
  2. Set your goals: While you want your program aligned with the school’s goals, it is vital that the goals are significant to you and the library program. Your goal, tied to your Mission, Vision, and Core Values should put your role and the value of the library front and center. Leaders must be visible — even more so when the title doesn’t indicate it.
  3. Don’t threaten higher ups: Never blindside your administrators. When you update them, be brief but keep them informed of what you are doing and why. If they have a problem with what you are doing, it’s best to discover the matter right away. That also gives you the opportunity to discuss it and make adaptations as needed. It also encourages them to reach out to you when and if their priorities change because you are seen as someone they can trust.
  4. Serve six constituencies: Believe it or not librarians do have this many – or at least five. They are: (1) Administrators (You always need to keep them in mind.) (2) Students (Your primary purpose) (3) Teachers (Gateway to students) (4) Parents (So they know what their children are accomplishing because of the library) (5) Yourself (Never forget to “serve” yourself), and (6) And possibly, the outside community- such as the public library—so that more people are aware of the values of libraries and school libraries in particular.
  5. Think big, act small: Your end game needs to be large. Hold as big a Vision as you can for your program. Then map out the small baby steps that will start you on your journey. And then think what’s next after that. And after that.
  6. Spend time with medium-performers: This doesn’t easily translate into our work world. Instead, consider who are your natural allies. Who are the people who like working with you? How can you build on this relationship to develop more allies and get people seeing how vital the library is to their success?
  7. Lead yourself: The oft-repeated reminder to take care of yourself physically and emotionally. Your “constituencies” can’t afford to lose you. Make sure you are on your own to-do list.

Next time when you are in workshop and you are asked “Who are you?” I hope you will confidently say, “I am a Leader and a Librarian.”

Posted on by hildaweisburg

Are You Listening?

We have so much on our plates and too many distractions. We’ve got a huge to-do list and not enough time. People check their phones during meetings – live or virtual. We’re focused elsewhere during Zoom calls without the other participants noticing, and, sadly they’re likely doing the same. Unfortunately, it damages our abilities and interferes with being a leader.

All too often if I am in a rush, when a person on my Zoom meeting is restating what they or others have said, or because I have something I want to say and am waiting for the right moment to jump in I discover I haven’t been listening. Being aware of my tendencies, I can usually stop myself before my tuning out to the speaker lasts more than a minute, but it’s a challenge.

When someone says, “You are not listening to me,” they are probably right. Whether it’s an adult or student we are being disrespectful. In Effective Listening as a Key Skill for a Better Leader, Emma Coffine writes about the importance of this skill for those leading teams in the business world, but their tips are equally important in education. Here are her 7 ways to improve your listening and why they are important.

  1. Get to Know Them – To build relationships, you need to know the person, student or colleague, beyond the superficial that is often our norm. When you know them, you see them as whole people, not just their job persona. That knowledge aids you in paying attention to what they are saying and making sure you are understanding it. When starting a collaborative project, look for ways to put relationship before the task. Checking in to see how the other person or persons are feeling may sound like wasting time, but it smooths the way for what follows. It shows you care and value them.
  •  Make This a Priority – Knowing something is essential and making it a priority are different things. Improving your listening skills is not something to fit in when you have time. It affects all your interactions. Each encounter is a way to build a connection. Coffine notes that making it a priority affects your mindset. As you recognize the importance of truly listening, you see the other person in a larger context. You enter the conversation focused on what is being said, not on your own plans.
  • Keep Distractions Away – Our phones are almost another appendage. Think about your reaction if you are speaking and see one or more people looking at their phones. Your reaction is likely to believe they aren’t interested in what you are saying—which may not be true. Make a point of removing as many distractions as possible when you are talking with someone. The distractions will be there later – the person may not.
  • Care – Remember that saying, “People don’t care how much you know until they know how much you care?” We need human connection. Our experiences with the pandemic prove it. Listening and focusing on the other person is a simple way to show you care about them, what they are saying and what they are experiencing. This connection goes a long way in the moment – and in future interactions. It also gives you an opportunity to learn more about who they are and not only what they might want.
  • Be Empathetic – As much as we wish we could, it’s nearly impossible to always leave your problems at home. That’s not a problem. Whether you have staff to manage, teachers to collaborate with, or students to teach, we are there to support each other, and we can’t do it unless we know how they are doing. Some days you’ll be the one who needs help. Sometimes it will be someone else. By being empathetic, you can give and receive support and relieve some of their burden on those bad days.
  • Body Language – Not everyone is comfortable sharing personal matters. This is where it becomes important to observe people’s body language. This includes your students. Conversely, people are also reading your body language. You may think they are unaware that you have tuned out, but they can see it in your eyes and how your body is reacting – or not – to what they are saying.
  • No Judging – When we judge, we aren’t listening. We’ve jumped to a conclusion and are holding that belief rather than connecting with the other person. People come from so many different experiences and perspectives that it’s important to stay open to who they are without our own filters interfering as much as possible. As Coffine writes, ‘if you want to listen effectively, you need to stop judging and be more compassionate.’

Leaders succeed by building relationships which builds support. Listening attentively is how you build both. Look for new ways you can pay attention.

Posted on by hildaweisburg

Feeling Like an Imposter

You know the feeling – you’ve stepped out of your comfort zone and begun questioning your decision. You probably are thinking:  What did I get myself into? Is this beyond my skillset?  What if others can do this better?  If those or similar thoughts have entered your mind, you are suffering from the Imposter Syndrome.

Imposter Syndrome afflicts successful people as well as those who are just moving into leadership. You question your qualifications and are sure you will be exposed for not measuring up to the task. But if you succumb to it, you will never try anything new and will miss opportunities to learn and grow.

The first step is recognizing that the Imposter Syndrome had arrived. Once you realize it’s not you but the Syndrome, you can take steps to deal with it. The internet is filled with suggestions on how to combat Imposter Syndrome. Most use mindset which is always helpful if somewhat difficult to achieve at times. Gemma Leigh Roberts’ has developed a slightly different approach in Boosting Confidence and Conquering Imposter Syndrome. These tips allow you to embrace its value while not letting it take over.

Apply the Benefits of Imposter Syndrome – Roberts points to focusing on humility, reframing fear as fuel, and building resilience as ways to use Imposter Syndrome to support you rather than hold you back. Being humble helps us build relationships as well as develop “an authentic and unique leadership style.” Using fear as fuel draws on the adrenaline fear creates and has you making sure you are thoroughly prepared. This in turn builds resilience. Every time you successfully get through a bout of Imposter Syndrome, you build a foundation to draw on in the future when it comes back. (And it will.)

Accept the Feeling – Roberts states, “Feeling like an imposter doesn’t make you one. No one succeeds at every new endeavor without making any mistakes.”  This is part of the process – like it or not. Fighting it drains energy, energy you need to use the fear as fuel. The arrival of the Imposter Syndrome is an important reminder – it means you are being a leader. You are growing. Once you have completed this challenge you will have accomplished something that powers you to the next step.

Keep a File of Positive Feedback – Each time you step out of your comfort zone, move through Imposter Syndrome, and grow as a leader, hold on to the positive feedback you received. Don’t let compliments go unremarked. You earned them. Savor them. Bank them for days when the going gets tough. They are the energy drink to use on those days.

Chat to Someone in Your Support Network – It’s important to have people we turn to when we need someone to talk us off the ledge. It may be one person you trust or a social network group for librarians. They will understand and listen to you. There will always be a few members who can give you the advice and encouragement you need.

Use an Experiment Approach – If you regard the challenge you have undertaken as an experiment, you can reduce some of the anxiety you’re feeling about it. Whatever happens – you’ll learn something you can use in the future. Reframing the situation helps you keep successes and setbacks in proportion. No matter what, you’ll gain something from what you’re trying which will help as you go forward. You may expand on it – or not. This approach should help you breathe easier.

You will always have to deal with the Imposter Syndrome, but you don’t have to put on boxing gloves to knock it out. Accept its presence and know it’s proof that you are learning and growing. Consider it a badge of honor.

Posted on by hildaweisburg

Leaders Are Always Growing

You are a leader, but leading is more than administering a program. Leaders work consciously and continually to improve their leadership. Education is going through what might be a revolutionary period and while different areas grow and others shrink, you want to be an area that grows.

From Miguel Cardona, Secretary of Education, to your own school district, the conversation happening is about implementing the lessons learned from this pandemic. How do you ride the tide to become one of the leaders, integral to the success of new approaches?  You seize the opportunity to expand your leadership. You’ll probably need to move out of your comfort zone. It’s worth it. Risk brings its own rewards.

Art Petty explains how to do it in “Here Are the Habits of Employees Who Lead Without a Title.” These five habits are as helpful in business – which is his focus – as they are for us.

  1. Trust Building – Trust is the foundation of relationships, and we are in a relationship business. It is built by showing interest in the other person. It grows when you help them make them feel empowered, not foolish. As Petty says, “Trust building is not a tactic. It’s a way of life.” You don’t learn the techniques for building trust to manipulate people. You build them because you care and want to have a bond with the people you are working with. You hold the confidences of others. Their trust allows you to collaborate and build programs that support students and the goals of administrators.
  • Reciprocity Management –When you do a favor for someone, they are inclined to do the same for you. The expression, “I owe you one,” is true. Because you have integrity, you don’t do favors in order to have someone indebted to you. You do it because you want to help. However, it does give you an opportunity to ask for support in return. Don’t build your trust bank too big. If you are always doing favors and never asking or accepting any help in return, people become uncomfortable. This may cause them to avoid you or not let you know when they need help. The trust starts eking out of the relationship.
  • Boundary Spanning – As a librarian your network encompasses teachers on different grade levels and subjects. You are also more likely to have a connection with other librarians in your district or across the state if you’ve been involved in local organizations. Leaders without titles know how to build these networks wherever possible. You may reach out to your public librarian counterpart. You connect to librarians across the country – and world—through social media. These connections increase your knowledge, confidence, and ability to recommend approaches and resources that have proved successful elsewhere.
  • Coalition Building – With the first three habits in place, you can form a coalition allowing you to get more done. Do you have a great idea? You have a cadre willing to join you. The glue that binds these people together is you and the relationships you have built. They aren’t working on the project because they were told to do it. They are doing it, because you asked, and they trust you and the vision you have for the library and the students. They have experience with you and respect you.
  • Gray-zone Leadership – Because you are not in the classroom, not responsible for test results or specific benchmarks, you have a unique perspective allowing you to see opportunities or challenges others may not. You “live between the lines of the organizational chart”. By creating programs to address gaps, you build on the other habits (trust, boundaries, coalitions) to strengthen not only your program but the school. By doing this, you are seen as a vital part of the success of students, teachers and administrators. You become a force for moving your school or district, and thereby your library, forward into where today’s education is heading.

Keep your leadership growing. Developing these habits will not only get you a seat at the table, but it might also give you a seat at the head of the table.

Posted on by hildaweisburg

What Do You Expect?

We go through life expecting that things will go a certain way – and then they don’t. It’s frustrating, disappointing, and irritating. Sometimes it’s because conditions changed, but very often the problem is due to the expectations themselves. Being aware of and able to manage expectations makes our jobs easier and our relationships stronger.

Expectations are based on who we are, how we perceive the world, and how we act. In our communications and interchanges, we make the unconscious assumption that other people are like us. We know this is not true, and when we know someone well, we recognize the differences. When it’s a teacher, parent, or administrator with whom we don’t have that higher level of familiarity, we unwittingly assume things that aren’t true.

John R. Stoker asks Can Managing Your Expectations Improve Your Emotional Intelligence? and gives twelve ways to do so.

  1. The expectation that you have been understood – Communication has three parts: the sender, the message, and thereceiver. When something is amiss with any part, the receiver will not get the message that was sent. Did you tailor the message to the receiver? Did you give too much information?  Did you use library jargon which made things unclear to the receiver? Be certain the message was received.
  2. The expectation that people will know what you want – If you’re not clear about what you want, chances are you won’t communicate your needs well. Get clarity before you speak so you know what you want to say. Lead off with your main point and be careful of being either too specific or too vague which leads to a loss of clarity.
  3. The expectation that people will perform the way you would perform – We all manage projects differently. People perform based on their expectations, not yours. In addition, where a project is your priority, it may not be someone else’s. Be aware of differences.
  4. The expectation that people should know what to expect from you – Even if teachers and administrators have expectations about the library, they may not know what they can expect from you. Let them know what you’re doing and how you’re doing it. The more they know, the more they will be aware of your contributions.
  5. The expectation that those who are disengaged will take responsibility for their disengagement. For us, this means expecting a busy teacher or principal will eventually get back to you – and even apologize for the delay. Again, you likely have different priorities so cannot expect this. If necessary, create a reminder for yourself to re-send messages, follow up, and make your needs clear.
  6. The expectation that you won’t violate someone else’s expectations – If we don’t know the other person’s expectations, when we haven’t gotten clarity, mistakes are more likely. We don’t like to think we missed the mark, but it happens. As soon as you notice, apologize and then make a plan for going forward.
  7. The expectation that someone will tell you what’s going well and what isn’t – A leader’s job is to “inspire and inspect.”  People tend not to say anything if something isn’t going as planned. Plan to check in every so often to ask how things are going and if they need help. People are sometimes embarrassed to admit that they are struggling.
  8. The expectation that people will know how what they do contributes to the organization’s success. Sometimes it’s hard to see how small projects contribute to bigger successes. It’s important to be aware of this within your program. Then you can let teachers and students know when they’ve made a difference and pass this information along to administrators. This is a great opportunity to acknowledge a teacher or administrator who has made a difference. Specific compliments make a person’s day and will strengthen your relationship with the receiver.
  9. The expectation that priorities are understood by everyone – Even when they overlap, our goals differ from those of teachers and administrators. If your principal doesn’t understand how a program is contributing to the success of students, s/he may ask you to take on something new. When starting a new initiative, be clear with those participating what the priorities are.  Don’t assume. And take time to review as the project continues to be sure you are all on the same page.
  10. The expectation that people will give you personal feedback – You don’t always want to hear praise – you need to know where to improve. People don’t like giving negative feedback almost as much as they dislike receiving it. In discussions with teachers, make sure to ask, “What could I have done to make this project better?” rather than, “Did it go OK?”
  11. The expectation that you know what people need – This is why the “inspect” discussed in #7 is important. We are different. We work differently. And we are different in what we do well and what challenges us. What do people need when it comes to resources, time, support and assistance. When you check in, with feedback not criticism, it allows both of you to be more successful.
  12. The expectation that people who are driving slower in the fast lane will move over – This is about giving and receiving respect. No matter how a project is going, whether communication and priorities are clear, it is important to treat everyone involved with respect. Listen for what’s working and where things are challenging then move forward accordingly.

When you start a project, think about your inherent expectations. Are they true?  If not, make the necessary adjustments. You will minimize disappointments and lower your frustration levels. As Stoker says in his conclusion, Part of becoming more emotionally intelligent and a more effective leader is about identifying our expectations and clearly sharing them with others. Doing so will not only eliminate unneeded and potentially damaging emotional reactions but will also greatly improve your results.”

Posted on by hildaweisburg

How Membership Became Leadership

I write this as I am attending the virtual 2021 ALA Annual Conference. I am eagerly looking forward to the AASL conference in October to be held in Salt Lake City in person, and come December, I will be going to my state school library association meeting. I’ve been involved with these organizations for over 40 years, and they have impacted my career immeasurably. Without these organization, I wouldn’t have become a leader.

I recognize many of you have chosen not to join ALA or even your state association. I would like to share some highlights of my journey through these professional organizations and what I have gained from them in hopes that you will consider changing your mind and being a voice for libraries in your state and beyond.

My first years as school librarian I was barely aware we had professional associations. I was new and alone. When I returned to the workforce after my children were in school, I met a professor who was checking on the student doing field experience work in my library. She told me I had to join my state association.  I did, it was the best decision I made for my career.

My first state conference opened my eyes to the possibilities of this community. At the time the association was working with the State Librarian on guidelines for school libraries. I joined one of the subcommittees. Within a few years I was on the board and eventually became president.

In 1979, I attended my first national ALA conference, conveniently held New York City which allowed me to commute each day. The size of it was almost overwhelming, but by attending AASL programs I met other school librarians, began to feel at home, and was soon serving on AASL Committees.

Over time, I discovered to my amazement that I could walk up to a leader, ask a question, and get an answer as though I were equally important. In their eyes, I was. They became my friends as did others. Some of them became national leaders, others didn’t. But they are all part of my personal network that continues to grow on and off social media.

In the process of attending conferences and being on committees, my vocabulary evolved and my confidence grew. I could speak knowledgeably on library and education issues. I became aware of trends and “what’s next.” When I had conversations with my principal, my knowledge base showed. I was able to discuss issues that were coming to the table. As a result, I was seen as an asset. My requests were not always granted, but they were taken seriously. And eventually I was the leader other librarians asked questions of.

While I belong to other national associations, ALA/AASL is my home. It is the only national association whose prime focus is on libraries and librarians. It has given us our ethical center with the Library Bill of Rights and the Code of Ethics. AASL gives us our National School Library Standards as well as the standards portal with a host of  growing resources to incorporate them (some free, some for purchase).

The websites for ALA and its divisions, including AASL are huge. Members or not, you can find information and resources on Advocacy, Legislation, Intellectual Freedom, Equity and Diversity, and much more. The Washington Office works constantly to further our agenda. The Office for Intellectual Freedom has resources and is a support if and when material in your library is challenged.

We are stronger together. ALA works to promote school libraries and librarians in tandem with AASL. The letter sent to President Biden before his inauguration is just one example. AASL also works with the state library associations. Our state library associations perform the same services as AASL on a smaller level and tailored to more local needs. Conferences have programs showcasing best practices and give you the opportunity to see new vendors and talk with the ones you use. It’s personal.

Yes, membership costs money, but to me the value and what I receive is more than worth it. Do I agree with all their positions? No. But, as a member, I can work to promote change. Do I want them to focus on my issues more? Of course, and AASL has a structure that allows school librarians to respond to those issues which affect our community.

Not surprisingly ALA/AASL are hurting financially. Membership is shrinking as librarian positions have disappeared. They need our support as much as we need theirs. I would not have the career or become the librarian I did without ALA and AASL. As we are the voices for the libraries in our schools these organizations are our voice on a bigger scale. Every librarian who joins allows these organizations to continue to advocate for us even as it helps them become better professionals. I’m not aware of the organizations for librarians in other countries, but I hope you’ll search out those that can support your success.

If you’ve never visited the ALA website, I hope you’ll take some time during these summer months to do so. If you’ve never joined at the local or state level, I hope you’ll consider it (and look for some funding to help if you need). And if ALA or AASL has made a difference in your career, I hope you’ll share your story with other librarians. It’s an ecosystem that needs all of us acting together to send a common strong message about the values of libraries.

Posted on by hildaweisburg

Knowing When to Say No

With all the talk about self-care, the need to say “No” has not been discussed much. Yet knowing when and how to say “No” may be the one of the most important skills for keeping yourself mentally and physically heathy. You cannot keep giving and doing and then adding to it. Even more important is being able to make that “No” stick, without caving in and saying, “Ok, I will do it.”

The first secret it to know when to say ‘yes’ and when to say ‘no’. This starts by going back to your Mission to get a perspective on what the additional responsibility will entail. Will taking it on advance your Mission or take you away from it? If the task/project/offer doesn’t move you toward your goals, then the answer should be ‘no.’ There will be times when the person asking is someone you can’t say no, which is when it’s time for the second secret.

Sometimes you have to find a way to negotiate. This allows you to set boundaries and gives you some control. The Eblin Group offers Ten Things to Say Beyond Yes organized into three categories of responses: Yes, but…, Learn more, and No, but….

Yes, but…

  • With these conditions – You don’t have to use the word “conditions,” just itemize them. This lets the other person know your boundaries but show you are still prepared to take on the task. It also sends a message that your other work has importance as well. “I can do this if, I can get help with…”
  • Not now – When you say this, you control the timeline. Suggest a date when you will attend to it then follow up with confirmation. This shows your willingness to participate and be a team member while keeping your priorities.
  • Not me – Use this when you know someone who is better suited to the task. You are possibly putting them in the same position you currently are (depending on their priorities and workload), so be sure they’re a good substitution for you.

Learn more

  • Tell me more–You might even open with this. You can’t make a decision unless you know what’s involved and why it’s important. This also gives you time to think about your choice and no rush a response. Also recognize that jobs always involve more than they seem They are like icebergs.
  • Why now instead of later? – This gives you the information as to whether you can use the second “Yes, but” response. It also tells you how critical is to get the job done.
  • What about some alternatives that don’t require as much?–Get the other party to also think about the best way to manage the task. Find out if there are other options available to make the job happen.
  • What else would work or help instead? –  This gets both of you thinking out of the box. Maybe there’s a way to bring in more people or take a fresh approach. It also stops the “do what’s always been done” cycle.

No, but…

  • Here’s what I can do – On the one hand, you know the task is taking you away from your Mission. On the other hand, you still want to be cooperative. After you have Learned More, you can define how much you are willing to give. (If you are saying this to an administrator, instead of starting with, “No, but…” try ‘How about if I….”)
  • What if we tried this instead – Offer a solution that works for both of you. I once had a principal ask me to cover a gym class because there was no substitute available. I suggested the class meet in the library and research what was available on sports, exercise, etc. I had to work fast to make it a quick project with a purpose, but the principal and the kids liked it.
  • I wish you the best–If you must say no, be courteous and clear, “I am sorry I can’t help you with this. Maybe some other time.” We always want to leave a situation open to relationship building and future collaborations. Sometimes ‘no’ is only ‘no, for now.’

At some point – and probably when you least want to say ‘yes’ – you will be asked to do something more. Be prepared. Review your Mission so it’s firm in your mind and be ready to respond with something other than a ‘yes’ that will deplete you. You do have choices, and ‘no’ can be one of them.