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Time – It’s Irreplaceable

Nothing is more valuable than our time. Once it’s gone, we can’t get it back. Each day, someone or some task claims another piece of it. At the end of a very long day, you are often left wondering where the time all went. When you look closely at a typical (if there is such a thing) day, there are precious few hours to complete all your tasks. How do you manage the available time to get the best results?

It takes organization and focus. Be mindful of what you are doing – and why. Create a system that works for you. Know where you are and what you will do next. For example, as I head into my office to begin my day, I always know what my first task will be. When I was working in a school library, I did a mental review of my schedule while on the drive to work. On my way home, I would shift gears, plan my route if I needed to do an errand or recall what I had to do to get dinner started.

What do you need to do to get a handle on time management? In How to Use Your Time Effectively and Efficiently, Paul B. Thornton recommends for effective time management to “Separate the ‘vital few’ from the ‘trivial many.’ Don’t waste your time solving the wrong problems or pursuing the wrong goals.”

Effectiveness is about using your time for the right things. He lists these five effective techniques:

  1. Writing down priorities and making them visible – Whenever possible, tie these to your Mission and/or Vision statements. It will keep you focused on what really needs to get done.
  2. Periodically reviewing and revising your priorities – Change happens. Are your priorities adjusting and changing with them? And when was the last time you reviewed your Mission/Vision statements? Be sure they are current. I recently read one from a library whose mission dates from 1987.
  3. Learning to say “No.” -Two letters, but a very important word. If the request doesn’t fit your priorities, consider if it’s possible to say no. If it’s not, look for alternatives. (I did a blog post on this a few weeks ago).
  4. Checking for alignment – Again, review your list to see if there are tasks that don’t fit with your priorities. Thornton advises you to see where you can make changes. Also, look for ways to delegate to others.
  5. Schedule uninterrupted time – Officially scheduling this time is incredibly challenging during the school day. If you have a period of time where no one is with you in the library, I recommend shutting off the lights, so people think the doors were closed. Commuting time can also be used this way.

Efficiency means you what you can to not waste time. Thornton’s top five efficiency techniques (he lists ten) are:

  1. Create a “to-do” list – Connect this with your effective techniques (above) by reviewing your priorities when making this list. It’s also important to choose a listing method that works best for you. Do you number the highest ones or star them? Do you prefer a daily or weekly list?
  2. Periodically identify what you can stop doing – Just because something was a priority, doesn’t mean it still is or is as high a priority as it was. Thornton recommends looking for ways to eliminate what doesn’t provide value.
  3. Get organized – More than the “to-do” list, this is your calendar allowing you to keep track of meetings and deadlines. What works best for you – digital or paper? How do you ensure you don’t overlook what you have recorded? Do you have a reminder system in place?
  4. Remove the clutter – Looking for things wastes time. If you don’t need it, get rid of it.
  5. Deal with paper and electronic documents only once – A follow-up to the previous one. Thornton reminds you there are only three things to do with them: file it, toss (or delete), or take action. It can be hard to make an immediate decision, but doing this whenever you can will make you more efficient.

And don’t forget about your time outside of work. Be sure you are giving you and your family the time they deserve. You also need personal time to refresh and rejuvenate. It may not be every day, but if you aren’t doing something at least weekly, you are wearing yourself out. Time is your most valuable commodity. Don’t waste opportunities for joy.

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Gratitude, Reflections & Resolutions

The December holidays are pretty much done. You (hopefully) have time to relax before New Year’s and the return to school. In this quiet space, it’s a great opportunity to take some time to think, focus your mindset, and be ready to bring your rejuvenated self to being the best leader and librarian you can be for the remainder of the school year. But where to start?

I am a great believer in gratitude. The daily stress and crises of life, both personal and professional, can drown out the good. Life will always happen, but we need to savor the happy moments. To do this, find a quiet spot. Take a notepad or your tablet with you and give yourself time to think. What do you have in your life that you are grateful for? Family and friends. Home, food, coffee, jobs we enjoy, the people who make our lives easier. Start listing them. As you continue to think, your list will get longer.

Reflect on the joys and celebrations you have had this year. I keep an “All Good Things” canister on my kitchen island. I record whenever something good happens to me or a family member on a sheet of paper from a small pad I keep in the cannister. Then I fold it, write the date on it, and put it back in the canister. On New Year’s Day, I empty the canister and put the folded sheets in chronological order. As I read through them, I can remember what I great year I had.

With those two steps completed, you are ready for the traditional writing of New Year’s resolutions, intentions, or goals. Knowing how often these are made and quickly broken, consider Dan Rockwell’s suggestions in A New Year – A New Focus and do it differently.

His novel idea is to start by making a “Don’t Want” list. You’ll be amazed by how quickly you’ll write this. We are quite clear about what we want less of. Follow it with a short explanation of how to keep it out of your life (or minimize it.)  For example, you may not want to feel so tired. So, you will need to go to bed earlier. Perhaps you don’t want to be always going from task to task like the Energizer bunny. You will have to prioritize your commitments and learn to say, “no.”

Rockwell says to then consider what you do want. Think about what you want more of in your life and then ask yourself what it would take – what would the steps be – to have that in your life. If you want more time with your family what will you need to do? What will you stop doing to give yourself more time? On the professional level, you might want to collaborate with more teachers. Who can you reach out to? (You don’t want to tackle too many. Remember you are prioritizing your commitments.) What’s the best way to connect with that teacher? How can you build your relationship with them?

With these two lists, you now have a clearer idea of where to focus in the New Year. Reflect again. This time on what went well this year. How can you improve on what didn’t? How can you take your successes to the next level? How can you let go of what didn’t work or didn’t serve you?

And lastly, Rockwell (and I heartily agree) asks “How do you want to bring value to yourself and others? You have noted how much you have to be grateful for. Now it is time to focus on the ways you can give back. You are a leader. What do you need to do that will strengthen and grow your community? But do maintain balance in your life. It will be a matter of priorities.

Quiet time over. You have set your direction for the New Year. Now enjoy the remainder of your vacation.

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You Are Not Lazy

photo from Canva

It’s been another tough year (okay, is there ever not one?). There’s more to do than ever, and everybody seems to be doing more than we are. Any time we take away from getting things done if it’s not we studiously scheduled for self-care is considered wasted. We think it’s “proof” we are lazy.

A piece of advice, which I sometimes need to remind myself, is “Don’t judge your inside by someone else’s outside.” We see what others are doing, but we don’t see what they are not doing. Their lives and task may have some similarities to yours, but are actually very different. We judge ourselves when we compare, and our judgements are usually harsh.

Give yourself the same generous support you would give others. Doing nothing for an entire evening or taking off a whole day, even when that’s not what you originally planned doesn’t mean you are lazy. Could be that you are very tired. Or overwhelmed. Or haven’t truly given your body and mind time off. In these cases, allowing yourself to not do what you planned is probably the best thing you can do to be productive and effective. If you don’t let yourself have down/away time, you will burn out.

You don’t want your exhaustion to cause you to take more and more time off. That’s usually a sign you’re heading for burnout. Albert Costill explains How You Can Become Productive – Even If You Are Lazy. He presents the following ten tips for doing it:

  1. Arrest Your Laziness Culprit – Identify what is causing your need to take time off. Is there a task you hate doing? Maybe you can delegate part of it. My best method is to get it done first so it doesn’t wear on me all day – or distract me as I do other things. Remember, your inner critic isn’t helping. Talk to yourself like a friend.
  2. Find Meaningful Work – Or make your work meaningful. Sometimes we approach tasks like robots. Do this. Then do that. Ask yourself why you are doing it. Why does it matter? Connect your tasks to your Mission and Vision so you see their purpose.
  3. Surround Yourself with Success – Costill suggests listening to a motivating TedTalk. Find the things that work for you. Stay away from colleagues who spend time complaining. I like keeping a success journal to remind me of what I accomplished in a day.
  4. Play to Your Strengths – You know what you are good at. Costill suggests drawing on them to help you accomplish a task. Your strengths make you confident in what you are doing and allow you to be more productive.
  5. Make It Difficult to Get Distracted – Okay, during school hours this might be nearly impossible, but even if it is only for a half hour, have or create a space where you can stay focused. Have everything you need before you start and minimize your distractions. Turn off your phone or put it on vibrate.
  6. Procrastinate – Yes, there is a time and place for this. You can’t go from one intense task to another one. Do whatever works for you to clear your mind. Meditate. Go for a walk or run. Read a few pages in a book. The space you gave yourself will often allow new creative thoughts in and have you more ready to take on what’s next.
  7. Do a Victory Dance – You don’t need to do this literally but find a way to congratulate yourself for your accomplishment. This connects to #3 and surrounding yourself with success. Teachers used to give students gold stars. How many did you earn today? This week? Notice your forward momentum and celebrate it.
  8. Try Gamification – Big tasks take a long time to complete. Sometimes the end seems so distant it is hard to believe it will get done. Break it into its parts and give yourself “points” for achieving each “level.” If a job took you an hour last week – see if you can do it faster this week. Find ways to have fun with the progress as well as the goal.
  9. Relax and Do the Things You Enjoy – This is a reminder to give yourself time to the things that give you pleasure. As with Procrastinate, it will allow your creative energy to emerge. Positive feelings bring positive results.
  10. Recruit Support – Is there someone who can work with you on part of the task? Remember, “If you want to go fast, go alone. If you want to go far, go together.” If that is not an option, draw on your ever-available PLN. They are always there for advice and support.

There is so much to do – chances are you doing much more than you realize and only noticing when you’re not working. Be kind to yourself. Try a reverse of the Golden Rule and treat yourself as you would treat others. 

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Lessons Moving Forward

We have gone through what has been an exceedingly challenging year and survived. There are scars, and there are lessons. The scars are a tribute to our resilience and will always be with us. The lessons need to be as well. What life lessons helped sustain you and others in the last year and a half?

One of my big lessons was the need for scheduled connections. In my pre-pandemic hectic life, I reached out to family and friends as the mood struck and time was available. Now these important people are on a schedule and/or on my to-do list. I don’t see them as work, of course, but I don’t trust myself to be consistent without reminders. I am too likely to get caught up in the returned busy-ness and forget. I don’t want to lose the connections that were deepened.

As we relax over the summer and make plans for the year ahead, this is a good time to take stock of what we learned or what we’d like to make sure to keep in the future. I found LaRay Quy’s article The Best Advice People Can Give Their Younger Selves touches on seven recommendations to help us:

  1. Make plans but write them in pencil – You need a direction, but you also must be prepared to change it as the situation demands. Being flexible was key in the last fifteen months and that will not change. If you are traveling on a highway, accidents and construction can force you to detour. Life’s journey is no different. Sometimes the detour allows you to see and experience what you might have overlooked. Sometimes it slows you up, but you still saw something new. That’s life. Or as Ursula LeGuin said in Left Hand of Darkness, “It’s always good to have an end to journey toward, but it’s the journey that matters in the end.”
  2. Read better books – We read –we are librarians. Have you been denying yourselves the pleasure because of too much work?  We need our reading to help us grow. It’s not necessarily significant texts. It’s new authors who present a different perspective.  I have found important insights in romantic fiction. The genre is not what’s important. The author and their message is.
  3. Invest in friendships – As my opening example shows, we need friendships and connection in our lives. We need our old friends and need to make new ones. Quy notes we attract people like us. Focus on your positives and your friendship circle will be enlarged by equally positive people. Find people who want to grow and learn as you do.
  4. Know when to leave – This is true in relationships and in work. Reflect on the relationships in your life. Are there some that are draining? You don’t need people who only take. Some jobs are toxic as well. I left one, and it changed my life for the better. Don’t stay in bad situations because you fear losing tenure. If you are good, you will get tenure in the next position – and you’ll have a situation where you can thrive.
  5. Forget about following your passion – Here is where I disagree with Quy, but it’s mainly a question of definitions. She says passion is fleeting and self-serving, and it’s better to follow your purpose. I emphatically support following your purpose. But my purpose has become my passion, and it has been my passion for many years. Take time to look at what you’re passionate about and see how that weaves into your purpose – the connections you find will surprise you.
  6. Solve harder problems – It’s easy to continue doing what we have always been doing, but growth comes from leaving your comfort zone. This is where you truly live your purpose. Take it onto a larger stage. Volunteer for a committee with your state school library association. If you already do that, move to the national level. Scary?  Yes, but as you grow, you become better at your job. Your new knowledge will affect how you present yourself and boost your confidence. The result – your colleagues and administrators will recognize you as a leader.
  7.  Forgive first – This may seem like an odd piece of advice for this list, but anger and resentments weigh you down. It gives the other party power over you. You don’t have to forget, but recognize the issue is in the past. You don’t want it in your future. And don’t forget to forgive yourself.

I would add two more to Quy’s lists; Being Aware of Others, and Gratitude. I am far more conscious of the many people on the fringes of my life whose work makes my life possible. Delivery drivers, sanitation workers, the employees of my local supermarkets, and health care providers are among the many people who make my days easier. I am more aware then ever of the work they do and I am very grateful.

It’s time to reflect and plan. As expected, our post-pandemic world is a changed place. We need to envision how we will be in our new normal, and that means integrating the lessons we learned. What would you put on your list to help you move forward?

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ON LIBRARIES: High Touch When You Can’t Touch

In recent years, many businesses have found success by being “high touch.”  According to Upscope a high-touch business is “one in which a customer places trust and partnership with a company, and in many cases, a specific individual or team at the company.” These companies develop close relationships with their customers, which builds loyalty.  The mental image is of them “reaching out and touching someone,” of being connected. We, too, need to develop these kinds of relationships with our “customers,” but in the current environment this is challenging on both a figurative and literal level.

Our ability to connect with teachers, students, and administrators determines whether we will be considered indispensable. But we base much of our relationship skills on being in physical contact with others.  We are accustomed to reading the body language and tone of voice of others to help us identify where they are and what they need.  Zoom may give us some clues, but it doesn’t come close to real life.  While we will probably have more in-person contact as schools resume, you will still need to rely on other means to build and keep relationships.

In developing these alternatives, you will display important leadership characteristics. Our teachers and students are crying out for leadership as the ground beneath us shifts almost daily.  Our administrators are stressed even more than the rest of us, being put in charge of situations fraught with uncertainty and danger.

Ken Goldstein’s blog post Desperately Needed Now addresses what you can do to help your students and colleagues.  After observing the success of several business teams, he noticed some important commonalities and proposes we need to focus on three “C’s.”: Confidence, Clarity, and Connection.

Confidence – It’s difficult to feel and act confident when there are so many uncertainties. Yet this is where leadership comes to the fore.  You know what the proposed plans for the restart are.  You know what the changes are likely to be, depending on the situation with the virus. What is your plan of action?  And what’s your Plan B? Don’t doubt yourself. Accept that your first plan will inevitably need anything from tweaks to full-scale re-writes. Be certain to write your plan(s) down somewhere and keep checking it regularly, adapting as necessary.

Having a sense of direction will build your confidence.  Bring that confidence to your Zoom and in-person meetings.  Don’t try to suggest that you have all the answers, that would be arrogance.  But when you project you know what you will do and how you will work with others, your colleagues will feel reassured and look to you as a leader.

Clarity – You have all seen people in leadership roles who start talking and then bring in something that runs counter to what they just said.  Their audience is lost then either tunes them out or stops trusting them. Keep your ideas clear and simple. It’s hard for audiences (students and teachers) to stay focused in the current climate. Be ready to state your plan in another way if your audience seems confused. But keep it brief.  Encourage questions.  This will ensure that everyone – or sometimes the person you are talking to – understands your plan.

Connection – Social isolation is contrary to human nature. We can see it in the behavior of adolescents who keep violating the social distancing rules or the way we are calling friends and family more often.  Look for ways to personalize connections with others.  Use tech to send friendly visual messages. We are hard-pressed for time, but relationships need and deserve that time.  Ask about family and other non-education related topics once regular business is complete, just as you might under normal circumstances.

It sounds as though all this might add to your workload, but in the long road it will lessen it.  Your colleagues may start by leaning on you but will soon take on the behaviors they are seeing in you.  Leadership is about getting in there with people and plotting a direction.  The route to getting there is where the learning and growth happens.  The Connection you help to create will strengthen the school’s culture.  Your Clarity will help them achieve their own plans. And your Confidence will grow.  You’ll create a library that’s high touch no matter the circumstances.

 

 

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ON LIBRARIES – What’s Your Plan?

Can you believe it’s the new year? Vacation has, once again, flown by, and I almost hate to say it but if you have given no thought about what the rest of the school year will bring, now is the time. Ask yourself where do you want to be at the end of the school year?  I often quote Yogi Berra’s sage advice, “If you don’t know where you are going, you are going to wind up someplace else.”  Nothing will change, certainly not for the better, unless you have a plan.

Whatever job you tackle, it should connect to your Mission Statement, your Vision, and your Philosophy.  No matter what you choose to do, it will take effort so it is a waste of your time unless it takes you where you want to go.

To begin, list your ideas.  Which are the biggest jobs?  Which are relatively easy?  And then ask the big question — Why do I want to do it? How does it connect? Don’t just pick a project you have heard of because it sounded like a good idea.  It might have been great for another school librarian and library, but it may not be the best choice for you. Before plunging in, first ask yourself, “What do I want to do?

Most Mission Statements are broad enough to give you room to go in many directions, but knowing that your plan connects to it will give it a greater focus.  For example, here is one Mission Statement.

  • The mission of the Blank School Library is to provide students with the opportunity to become not only lifelong users of information but also creators of information. The library strengthens the curriculum by collaborating with teachers, developing a collection that is representative of the community, and implementing literacy instruction for students.

The first sentence of that statement can lead to creating a Makerspace. But if you are thinking of a plan, you want to think bigger.  Perhaps your purpose for the Makerspace is to have students developing products that might help others. If creating information is part of your Mission, then how else can you use this Makerspace?

The second sentence is about developing more collaborative projects with teachers.  Are there teachers you haven’t reached as yet?  Are there subject areas that could benefit from working with you that haven’t come into the library as yet? And if a Makerspace is still what you want – which teachers would be best to contact for collaboration?

The second half of that sentence is about diversity.  Is your collection truly diverse? Does it go beyond race, ethnicity, and gender?  What percentage of the authors of your diverse titles are members of the community they are writing about? Is there a way to blend students acting as users and creators of information with diversity? That links it more tightly to your mission.

So, you know what you want in your plan. Next step—How?

Let’s return to the Makerspace. HOW can you do this? Whether you have one or want to expand an existing one, you’ll want to start by gathering information. Who is already doing this? Who is doing this with resources that match yours? Ask your PLN for help and search on topics such as project-based learning and design thinking. (I’m guessing members of the School Librarians Workshop Facebook group would offer support!).

Next, identify WHAT you will need to accomplish it.  Will it require funding?  If so, where can you get it—grants? GoFundMe?  Will you need volunteers? Can they be students? Alumni? Parents?

Knowing WHO is also an important part of the second plan–collaboration. The Who are the teachers you want to reach.  Why have they not collaborated with you before? What do they need?  How can you help with that?  How can you quickly build a relationship with them? Who will you start with? Then there are two more questions: Why? (Why this teacher?) When? (When will you reach out and share your idea?)

The third project requires a diversity audit to assess your collection. Again – How, What, Who, Why, When. Do you know anyone who has done this?  Can they send you their templates for doing this?  Who can help you in compiling it?  What are sources you use to increase the diversity of your collection.  What resources do ALA and AASL provide? When are you going to seek the initial information?  When will you begin the project?

Put all of your plans in writing.  Name the projects, list your steps, and create manageable deadlines. Whether you use a spreadsheet or a Google doc doesn’t matter.  What matters is having it recorded and making a commitment to it.

The last and a very important part of your planning is knowing what you will do with the results. How will you use it to promote your library program?

You can record the Makerspace project in photos and videos.  Capture students working on their designs, Showcase their final creations. Share with your administrators and contact local news outlets.

You should display projects from collaborations with teachers, possibly on the library’s or school’s website.  Send information to the principal on what the students achieved and commend the teachers involved.  This will eventually lead to further collaboration.

Share the results of your diversity audit with the principal.  Discuss how you plan to build a collection that will promote students’ feelings of safety and belonging in the school and beyond. Perhaps you can get a one-time funding to purchase books you have put on a list to acquire.  Again, consider grants and GoFundMe for help.  Look also into the possibility of getting speakers in for the teachers and/or students. But that’s another plan.

With a well-constructed plan, you will reach the end of the school year with a sense of accomplishment.  The important part is to get started now and let your plan guide your success.

Good luck!

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ON LIBRARIES: Another New Administrator Arrives

The statistics aren’t encouraging – the average principal stays less than five years. The average superintendent lasts about six years, half that for urban districts. The constant change in administration causes regular stress for those working in schools and most people don’t recognize the effects of these revolving doors. With each new administrator, priorities shift.  Frequently, projects in the works get scrapped.  Long-term planning is difficult. And each of these new heads has a different view of school libraries and librarians. You have to start from scratch to build your reputation every time this happens.

Those who are in a district where they are experiencing these regular departures and arrivals need to have a strong plan in place that can be set into motion as soon as the new hire is announced.  If you are fortunate enough to have a long-term administrator, it is wise to be aware of how to proceed should your principal or superintendent leaves. In addition to the initial steps, the sequence of the “settling-in” process applies to committees so it will help you show up (early and often!) as a leader even when things are running smoothly.

So how can you be ready?

Hit the Ground Running – Once you have the name of the new administrator begin your research. Where did s/he come from?  Google and social media usually can give you a fair amount of information.  If there is a librarian in this person’s previous job, consider sending her/him an email to learn how the administrator regarded librarians. Where was support given? What was their preferred method of communication? Keep your findings to yourself.  There will be plenty of gossip likely fueled by fear. Don’t add to it.  Just listen and see how well it aligns with what you have learned.

Plan on an Early Meeting – Don’t wait for the new administrator to begin the usual “getting to know you” meetings.  Schedule something as soon as possible and keep your meeting brief.  Ask for no more than ten minutes and finish in less time. During your time, you don’t sell what you have done. I cannot stress this enough – make it about them!  Your focus should be on what you can provide. Invite your new administrator to visit the library at any time. Ask how s/he sees the role of the library program. Let him/her know that the library program is flexible and will work to achieve his/her vision/goals for the school or district. When you finish, leave a thumb drive of your last annual report or provide one-sheet with strong data on what the program has achieved.

The Four-Step Sequence – (which is now five steps) Be prepared for the next phase.  In 1965 Bruce Tuckman wrote an article describing the sequence to identify a process common to describe team formation. It is still relevant and comes into play with a new school or district leader.  By being able to identify the process as explained in Forming, Storming, Norming, and Performing, you will avoid pitfalls and demonstrate the leadership that will get you and your program recognized as vital to the new administrator.

  • Forming– This is the settling-in stage. Most people in the school are likely watching and waiting.  Although there are some who are criticizing already, making comparisons to the previous administrator, most will be quiet and uncertain.  You need to identify your new principal’s/ superintendent‘s style.  Congenial? Remote? High tech? No tech? You then adapt your communication to match it.
  • Storming – Time to get down to business, but expect it to be messy. The new administrator wants to begin proving s/he is in charge and knows where to go. Conflicts emerge as not everyone agrees with the new direction. Some want to “get in good” with the new boss, (you are one of them,) but how they do it can be a problem. Brown-nosing is not the answer. Being a team player, which means knowing how to disagree effectively if necessary, is the way to proceed.
  • Norming – Life settles into the new normal. It’s as though the new administrator has always been there. The Pareto Principle comes into play. It’s the 80/20 rule and in this case, it means 20% of the people do 80% of the work.  You need to be among the 20%.  By being of value to the new administrator, helping him/her achieve his/her goals, you and your program will be valued in turn.
  • Performing – This is the make or break period. Everyone has settled into the role of their choice: an active part of the leadership team, a good worker-bee, or a complainer/critic.  The fewer in this last category, the more effective the administrator will be during her/his tenure.  This is your opportunity to propose larger projects and position your program in the forefront, making yourself invaluable to the administration, teachers, and, always, your students.

This four-stage sequence has been adapted to include a fifth stage – Adjourning. In the business world, it refers to when a committee’s work is complete. In our world, it’s when the administrator leaves and a new one is hired.  Once again, you are back to Forming. Now that you have seen it in play, you will be even better at managing the steps as you prepare for yet another new leader.  And you can lead the way.

There is no way to avoid changes in administrations but if you can create a plan and be prepared you will be the leader your program needs and show whoever is in the position that you and your library are invaluable.

 

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ON LIBRARIES – Plan, Persist Prevail

How do leaders get so much accomplished?   Whatever they do works out.  It sometimes seems as though they are luckier than other people.  Attributing their success to luck, however, gives you a way out.

Nothing could be further from the truth.

A well-known phrase comes to mind, “Prior Planning Prevents Poor Performance.” (Sometimes an earthy adverb is included to modify “poor,” which you can check on Google.) The fact is leaders are always planning.  Last September I blogged about Strategic Planning in “Always Have a Plan.” Although I focused the planning on creating a strategic plan, I said then that leaders are always planning, always have a plan because “You never know when an opportunity will arise and you have a chance to do something but have to move quickly. I have known of librarians who are informed there is suddenly a specified amount of money available but it must be spent within a short time frame.”

During my career, part of my ongoing planning involved my practice of seeing m Superintendent of Schools over the summer, although you might be better off doing this with your principal.  “In that quiet time of the year, I would discuss where I wanted to take the library next and how it might affect the budget.  We would negotiate for the funds I wanted for a given project.  I would agree to take money from one part of my budget and she would acquiesce in getting me additional funds to make it happen.”

In addition to making one of my plans happen, I was also sending an important message.  I was letting my Superintendent know I had a vision for the library program and had mapped out a plan to achieve it. I displayed my expertise as a librarian and was letting her know any monies spent on the library program would bring a maximum return.

As I reported in the blog she once said to me, “I have the feeling that if I go one step with you, you have nine others waiting.” She was right.  I needed those other possibilities.  In case my first idea was shot down, I would bring up the next.

That same Superintendent told me on another occasion “She learned the easiest way to deal with requests was to say no.  Almost everyone would take that for an answer and go away.  But those like me, who came back with an alternative, were listened to.  She could see we were committed to getting something done.”

What others saw was that my proposals always seemed to go through. A guidance counselor remarked I was lucky as I always got what I wanted. Not true. But like the swan paddling furiously under the water, my behind-the-scenes preparation and my persistence were not usually seen.

In another district, my library was attractive mainly because the windows looked out on a very pleasant view and that’s what most people saw.  But we had huge clunky library tables and heavy chairs. This was in the late 90’s and our computers sat on top of the no-longer-used card catalog.  There were too many study carrels and not enough seating to accommodate more than two classes at a time in a school of over 1,200 students.

I had been in this position for only a few years, but I wanted to make changes.  At the ALA Annual Conference, I focused on furniture and shelving when I went through the exhibits and knew the names of the vendors I thought had the right idea.

One day as I was heading to lunch, I saw my new Superintendent, my principal, and the vice principal looking in my library through the hall windows. He was commenting on the computers and the card catalog. I immediately changed my lunch plans and went back inside. When they entered, I was ready.

The Superintendent commented on how old-fashioned the library looked and how cramped it was.  We knew because of environmental issues we couldn’t physically expand it. I explained we could make some furniture changes to maximize the use of the existing space and suggested we use moveable book stacks. I told him I knew of a vendor who installed them.  He was hooked.

I made the call, first to the vendor of the book stacks who also could help me with the furniture.  By the end of the week, I had the proposal for a complete renovation which I presented to the Superintendent.  He was concerned about the total cost, but I had anticipated that and outlined how it could be managed over three years.  And that was what we did.

My standing with this Superintendent immediately improved.  He added to my proposal by suggesting a circulation desk more in line with an automated system (which we had).  And when the circulation clerk resigned (we had 5 people including two librarians staffing the library), he proposed a “media clerk.” She proved invaluable in taking care of system updates not only at the high school but also with the other schools in the district.

Because I was willing to plan, look at my current situation and make decisions for what would best serve the program and my vision, I could present what I needed it when opportunities present themselves and when I created opportunities.  I wasn’t lucky. I had plans.

So what plans—and that’s plural—do you have in mind for your library program.  How can they be modified?  What can you give up in a negotiation to get one or more of them implemented? Do you have a conversation with your principal in this quiet time over the summer?  This is how you construct a foundation for your future plans and demonstrate how the library program can be a showcase for the school.