Posted on by hildaweisburg

Update Your Library for Little Cost – and Lots of Benefit

ALA once had a campaign entitled “Libraries Transform.” (retired in 2022). But what if it’s your library that needs a transformation? New displays and bulletin boards can’t distract from the somewhat dated appearance. You keep seeing beautiful school libraries on your various social media channels and you wish you could emulate them. But the school budget is tight so what are your options?

First, get clear on what you want and why you want it. Then, read Natalie Screen’s article for District Administration: 5 Budget-Friendly Ways To Revitalize School Libraries. Here are her recommendations:

  1. Start with stakeholders – There are more potential supporters than you might realize at first. Your stakeholders include students, teachers, parents, and community members. Screen points out that “Engaging stakeholders ensures the redesign meets diverse needs and fosters a sense of ownership and pride in the library, transforming it into a vibrant, well-used space.” You should start by scheduling a meeting with your principal. Let your administrators know what you are planning and what you hope to do so that it won’t be a budget buster.
  2.  Tap into student talent – There are so many wins here. Students have great ideas about what the library should have and look like. Asking for their input, and using it, gives them voice and ownership of the project. Not only can they offer creative ideas, but they also have talents such as art, carpentry, and design.
  3. Partner with a platform – Your resource management system may be as dated as the rest of your library. You want one that integrates digital tools, such as eBooks and online databases, and simplifies searching doing reserves. Use your PLN to get recommendations to help you make your choice. Then make sure your stakeholders (especially your principal) knows that “an updated system reduces reliance on costly manual processes and opens the door to digital resources that expand your library’s reach without taking up physical space” In other words, it can be a money saver in the long run. The cost is worth the improvement.
  4. Mix it up – Look for ways to make your space more flexible to meet different needs. How and where can furniture be moved. Screen suggests foldable tables and stackable chairs. Be creative in repurposing materials. Old furniture can be refurbished. Crates can be painted and used in various ways (pained by students?). Form areas for different activities and encourage people to see the library in new ways. Screen also recommends power strips and whiteboards to increase versatility.
  5. Connect with community – Another big win-win and a way to extend your connection to stakeholders. Look for ways to work with local businesses for funds, creating fund-raising events, and recruiting volunteers. A home renovation company might off pro-bono work by helping in the design process or doing the actual renovation. Parents may have skills they can and will contribute as well as doing some of the more physical aspects of the updating process. Look for the resources around you.

When you look at it from this perspective – there are so many amazing things that can come out of a low-budget renovation project. Not only does the library look and work better, but the different groups who contribute now have a deeper ownership of the library and are invested in its success. They have expanded their perspective on what the library does and can do. And you have created an army of advocates all while transforming your library.

Posted on by hildaweisburg

Get Your Principal to Hear You

Does this sound familiar: You know what you want to make your program even more successful, but the resources necessary aren’t in your budget. You constantly hear how tight money and resources are. Is there any hope for your plans?

Yes, there is. While it’s true that budgets are notoriously challenging, there is always money somewhere. It just needs to be juggled. The skill you need to find some of this money directed at you is getting your principal to see why the funds should go to the library. Ande the best way to do this is to develop a positive relationship with the principal – preferably before you need the money. It will help immeasurably, but it is possible even if you haven’t.

Before going to your administrator, know exactly what you want and are asking for. This is not the time for vagueness. How much money is involved? Will the money be needed immediately or will the costs come in stages as the project continues? How much time is needed? Will there be anyone else involved at any point?

When you have your “ask” down pat, and you are ready to put into motion, try using Karin Hurt’s four-step approach in her article, Career Advice – How to Advocate for Yourself at Work.

  1. Connect with Empathy and Consider Their World – Your principal doesn’t have an easy job. They have the Superintendent’s list of demands. Parents can inundate with complaints. They handle the most difficult discipline issues with students. The list goes on. Just like you, your principal has goals that are important to them. Be sure you know what they are. You can figure out what it is based on what they bring to faculty meetings and other statements they make. Use your awareness of what they value and need in your opening sentence. Let them know you share these goals. As you present your “ask,” point to how it will further them.
  2. Speak Their Language – Principals and Superintendents have a language just as librarian’s do. Use words and phrases which are part of their working vocabulary. Make it a point to check the articles in Principal, the journal of the National Association of Elementary School Principals (NAESP) or Principal Leadership, the journal of the National Association of Secondary School Principals. In addition to what you learn in meetings and emails, this will give you important clues as to what concerns your principal. In reading the articles, focus on recurring words and phrases. These are part of your principal’s language. Incorporate them in your discussion with them.
  3. Consider your Timing – In my experience, this should come first. You don’t want to see them on Friday afternoon when they’re mostly thinking about wrapping up the week and looking forward to getting home. Monday mornings are likely far too busy. Check with their secretary to find the best time. They know the principal’s schedule and work mode best. When possible, schedule these over the summer. That is when they have the most time and are looking towards what can be achieved in the upcoming school year.
  4. Own the Outcome – Sometimes the answer is “no.” That doesn’t mean forever. Don’t give up. Listen carefully to why your request is being denied. Then go back and re-work your plan. Perhaps it can be broken down into more than one year. Is there a way to get donor or grant funding? Maybe there’s a new goal that you can support with this same project. When you have refined your alternative proposal. Re-schedule a meeting. Let the principal know you heard what they said and understand the validity of it. It’s harder to turn you down a second time. Additionally, by coming back you have demonstrated the plan’s importance.

Remember this truism:

  • All libraries, no matter their type, are part of a larger hosting body.
  • All libraries, no matter their type, get their funding from the hosting body.
  • That funding is dependent on the needs and wants of the hosting body.
  • Those needs and wants are determined by the hosting body, not the librarian.

Leaders master this truism and know how to define their needs and wants in terms the hosting body, in this case, the school system, value. Your principal is part of the same hosting body – and is closer to the needs and wants. Make sure your asks support their needs and the money is more likely to be found.

Posted on by hildaweisburg

How Do People See You

The adage “perception dictates reality” may not seem fair, especially if it appears we are being poorly received, but it is the truth, and you must be aware of it. Especially because we need to be ready to change these perceptions if we are not creating the reality we want. As unnerving as it might be to be truly honest with yourself, take time to think — how do people see you?

To find the answers, ask yourself what are you putting out there for people to see and react to? What do the teachers see, and therefore believe, about you? Do they see your enthusiasm for projects or your frustrations about limitations? The administrators? Are you a budget drain because that’s the only time you talk to them or are you an integral part of their team because you let them see how the library supports their goals? How about the students? Are they so excited about what happens in the library they tell their parents about it or is this a place where they can goof off because you’re not paying attention?

The perceptions of your stakeholders affect your daily work life and your future. And its all happening under the surface. In his article, Mastering the Art of Perception: Crafting Your Professional Reputation Joel Garfinkle addresses this important issue. And while his audience is the business world, the concepts are also true for us.

As he says, “The truth is impressions often outweigh performance.” In the article, he makes these four salient points:

1. The spotlight is on you – You are always being observed. By the time your principal makes a formal observation, they have been watching for quite some time. Teachers come into the library and see how you are dealing with students. Or they never come into the library. In both cases they have developed perceptions about you and the library. Garfinkle says, “Whatever you’re doing and how you’re behaving now will impact you long into the future.”

2. What people observe matters to them – As with perceptions, this is emotionally based. How does what they are seeing connect with what is important to them? When working on developing collaborative relationships, knowing the other person’s wants and needs is key to making the connections. But they have assessed whether you can meet these wants and needs before you start the conversation. They need to know you’re aware of their goals – before the conversation happens. Make sure you’re always showing your engagement.

3. Everyone is always forming opinions – It is somewhat daunting to think someone passing you in the hall while you are speaking to someone else is forming an opinion about you. It may be a totally insignificant one, but it happens. Just remember, you are doing the same thing. We are constantly “on.” You don’t want to be putting on a performance throughout your workday to make sure people get the “right” impression. But when you are out and about, you need to be aware of how you may be seen by. You don’t want to the be the one always complaining. You do want to be aware of the goals and focuses of others.

4. Perception is at the heart of decisions – Garfinkle keenly observes, “impressions often override performance.” If this weren’t true, you would not need in-person interviews to be hired. Your resume would be sufficient. To get a clearer idea of how others see you, consider asking a trusted colleague to tell you how you are perceived. Ask for positives first and then negatives so your colleague won’t feel uncomfortable about letting you know any unpleasant truths. Then work on improving how you are seen. It might not be fair, but it’s true – perception is reality.

There are so many things we can’t control in our workdays. The more conscious we can be of how we are perceived, the better our results. If this is new to you, it’s going to take some getting used to, but you can do it. Leading is, after all, an ongoing learning process. We can’t afford to be anything less than the best possible leaders we can be. That, too, is a reality.

Posted on by hildaweisburg

Step Into The Limelight

You work hard, but who notices it? Does your principal recognize what you do? Are teachers aware of the many ways you can make their jobs easier and promote student learning? What do parents know about the library program? How about the school board and the community?

Learning how to promote your program is as important as anything else you do. Being visible is crucial for being valued. And if you are not valued, you are likely to become history.

For many of us, self-promotion seems like bragging, which has a strong negative perception. But you don’t have to boast about your accomplishments to make sure people are aware of them. There are more subtle ways to get your message across.

In her blog article, Jessica Chen, author of Smart, Not Loud: How to Get Noticed at Work for All the Right Reasons. presents ideas on How to Get Noticed at Work as a Quiet Person which can be useful for those who feel less comfortable sharing their wins:

  • How you talk about your wins – Even if you were the driving force in a project or event, focus on those who benefited. Talk about what students achieved. Inform your principal about the great job the teacher did in working with you. In the explanation, you will show them your contribution. As an additional benefit, the teacher will appreciate the recognition and share that with others. Relationships will deepen and new connections may be created.
  • Shaping your career brand – This is about getting noticed for those aspects of librarianship you most value. Chen has several steps for doing this.
  • Get crystal clear on your core values – This should include AASL’s Common Beliefs, your Vision, Mission, and whatever else you find vital to a school library program
  • Find your differentiating factor – What part of your job do you love the most? What are you best at? Is it tech? Do you most love designing learning opportunities? Is it interacting with students? This is your talent, your superpower. It’s what you bring that allows your program to shine in a way only you can.
  • Link your talent to opportunity – Seize any chance to use your talent more widely. If tech is your superpower, see if you can find a place the district’s tech committee. Get friendly with the IT department. If you enjoy the student interactions most, start a club or lead an extra-curricular activity.
  • Advocating for yourself – While this is the biggest challenge for many, Chen makes it easier using the acronym ACCT.
  • Ask for what you want – No one is going to give it to you if they don’t know you want it. Whether it’s a budget increase or collaboration with a teacher, you need to take the first step by asking.
  • Circle back – You are not likely to get a positive response on the first request. Ask again, perhaps modifying the request. Some people say no to learn if you are truly committed to the idea. (I had a Superintendent like this!)
  • Celebrate your wins – Share any positive feedback you receive whether from students, teachers or parents. Forward any positive email to your principal saying this made your day.
  • Turning down requests – This is the hard one because usually, we can’t do that. Since we don’t want to load up our day with tasks that don’t forward or promote our program look for ways the ask can be modified to align it better with what you want to achieve.
  • Speak up in meetings – Introverts tend to stay quiet, and the result is they are unseen. Chen recommends The 4A Sequence:
  • Active listening – To help you engage, listen for key words and the right moment to speak up.
  • Acknowledge – Acknowledge the last speaker so it doesn’t sound as though you interrupted them.
  • Anchor – Using one or two words from what the last speaker said, you are connecting your ideas to what has gone before.
  • Answer – Now briefly make your point. Be clear and concise so that the listeners know your focus.

Hiding your light under a bushel won’t get you or your program noticed. As a leader, you need to be visible in a positive way. It’s an important skill to learn to show the people in your community  how you make a difference.

Posted on by hildaweisburg

Is It Time To Quit?

It is more than likely that if you stay in a position for long enough, there will come a time when the job is no longer right for you. Either you’ve reached your goals within the limits of the job or with the current administration, or things around you change and you realize you would be better off searching for a different situation. Quitting has such a negative connotation, yet when you look at it objectively, it can be a highly positive and importantly proactive decision.

Many years ago, I was the librarian in a high school library I helped design. I had been a part of the school system for decades. I was well-respected in the school and an integral part of the teaching/learning process. Then we got a new principal. I used all the techniques I had learned to reach out to him and show the value of the library program. He liked none of it.

Although he caused tension and stress in my life, initially I had no thoughts of quitting. It wasn’t until the Superintendent of Schools, who was an ongoing supporter of my work, announced she was retiring in two years. I could foresee what would happen with my principal without the buffer offered by my Superintendent. Suddenly my future looked very different and quitting became a logical alternative.

Only a month after reaching out to my contacts (your network can be SO important!), I had an excellent job offer. Although the commute was longer and I lost my sick days, I kept my salary and found a far better situation. It was even worth losing tenure. I stayed in my new position for eleven years until I retired. The more I heard what was happening back in my old school, the happier I was with my decision.

With summer break upon us, take the opportunity to ask yourself – Is it time for me to quit? Depending on your years of service, should you retire or find another job?  If your answer is yes (or a strong maybe), use this time to plan your future course of action.

In his article, Quitting Doesn’t Always Make You a Quitter, Frank Sonnenberg discusses when quitting is recommended and ways of deciding if that’s your best option. Here are some of the 10 situations he recommends quitting. He asks, are you:

  • In a toxic relationship – Are you having to work with someone consistently who is detrimental to your work environment? This can have long reaching consequences professionally and personally.
  • Looking to cut your losses – Librarians and other educators stay because they keep hoping things will change, even when they know it won’t happen. Be honest about what’s happening and if it can be changed.
  • Getting stagnant – What if you are unable to make changes and feel you and your program are locked in the past? If nothing changes, nothing changes. Are you happy with how you’re able to grow your program?
  • Afraid of leaving your comfort zone – The devil you know vs. the unknown. Remember, it’s still a devil. Yes, there will be things lost if you move (sick days, tenue, coworkers you like), but there might be something new out there for you that is so much better. Don’t miss it!
  • Compromising your standards – These are difficult times, but it’s hard to face yourself in the mirror when you are afraid to uphold your core values and professional ethics. If you are in a school district that doesn’t align with your beliefs, this is a good reason to look elsewhere.

And here are some of the 15 ways to decide whether you should actually quit (or retire if that’s an option).

  • What, if anything, has changed to evoke these feelings from you? – How has the landscape changed to make you now consider leaving. Are there any you can anticipate?
  • Are you making a spur-of-the-moment decision? – Are you just tired and angry or have you been feeling this way for some time? A bad month or even a tough year my not be enough of a reason to leave – yet.
  • What’s the upside versus the downside? – Look honestly at what you will lose by leaving but look equally honestly at what you stand to gain by leaving. Don’t let fear of the unknown be what gets in your way.
  • Have you sought counsel from an objective person? – Talk it out with a fellow librarian who you trust to keep your conversation confidential. If you can, find someone in your state (or in our Facebook group) who has quit one position and found another.
  • Will you regret this decision five years from now? – Which do you think will honestly feel worse – staying or going? Yes, there are no guarantees either way, but the risk can be very worth the reward.

Sonnenberg closes with this W. C. Fields quote, “If at first you don’t succeed, try, try again. Then quit. There’s no point in being a damn fool about it.” You are a leader. Sometimes the person you need to lead is yourself.

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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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Learning To Be Likeable

Beyond books, special projects, and curriculum, we are in the relationship business. This means we must always be making positive connections with teachers, students, administrators, and other advocates. Being likeable can go a long way in furthering these associations.

When your community enjoys being around you, as well as trusting your expertise, they are open and willing to work with you. You’ll find yourself creating collaborative projects with teachers and building lasting relationships. When students like you, they will come to you as a resource for questions beyond their reading. And when administrators like you, they are more apt to reach out to you to add your support and skills to the overall goals they have for the school. When you see the benefits, it’s clear that we need to be sure we are doing all we can to be likable.

Fortunately, there are aspects of likeability that are learnable. In an article entitled 6 Habits of Instantly Likable People, Gwen Moran presents these traits which we all need to cultivate. What makes someone likeable?

  1. They are present – If you are in a rush, you tend to make it obvious that you don’t really have time to listen to what the other person is saying. You can’t make a connection that way, and people feel you are too busy to care about them. Be focused on the conversations you are having. Moran says asking questions shows your interest, and people are likely to respond positively to that interest.
  2. They give and share credit – After working with a class, make sure to make positive comments about how well-prepared students were and acknowledge any faculty support. When you share the results with your principal, focus on the teacher’s contribution.  You needn’t explain your contribution. And if the principal praises the teacher, they are more likely to come and work with you again.
  3. They are authentic – Always be yourself.  In your library, a classroom, or the parent/teacher night. People are good at spotting when you are trying too hard or are assuming a persona to fit the situation. Trust who you are and what you bring.
  4. They are caring and empathetic – As the saying goes, “People don’t care how much you know until they know how much you care.”  When you have asked questions, follow up on the answers when problems and stresses are mentioned. Be alert to the body language of others to recognize when they are concerned and follow-up.
  5. They are good and active listeners – People appreciate and value being heard. If you are doing numbers 1,2, and 4, this is probably happening naturally. When you are not “present,” there is no way you can be actively listening. Some of us think we are listening, but we are only waiting for a chance to respond and/or get our thoughts expressed. Be focused on what the person is saying and trust you will have time for your input.
  6. They are good communicators – Be clear in what you say and how you say it. Ambiguity makes people uncomfortable and frequently leads to them wondering if you are trustworthy. This does not lead to being likable. Look for ways to share the truth without being rude or hurtful.

We make quick decisions about others. If our initial impression was negative, it can take a long time to change it. Therefore, it’s important to continually improve our ability to build relationships. The better we are at it, the more we will be seen as vital to the school community. With each new relationship we build advocates for what we do. Our students, teachers, and administrators need us and this connection ensures we’re around for them.

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Little Things Cause Big Results

Ever had one of those days when everything you did took longer than expected?  Ever had a day when it seemed everyone needed you for something, and you were wondering if you would have time to breathe?  Yeah, me too.  We have all had days like this.

It’s fine if that happens only occasionally, but when it becomes more consistent or persistent, it’s a problem. The stress builds and builds. It’s like what happens when water keeps dripping on stone. That constant drip will eat away at the rock more effectively – if slower – than a flood.

There’s a word for this – “microstressers.” If you’re constantly feeling under pressure, but there is no one obvious culprit, then microstresses, aggravations so tiny you don’t notice or dismiss them, might be what is causing the problem. Rob Cross, Karen Dillon, and Kevin Martin have an approach to deal with them in their blog post, Five Ways to Deal with the Microstressers Draining Your Energy.  The authors identify 14 microstressers, breaking them into three categories. Here are 6 of them in the categories they belong:

Microstressers That Drain Your Capacity to Get Things Done

  • Unpredictable behavior from a person in a position of authority – Principals, administrators and school boards, can be a significant source of microstresses when they ask first for one thing then another or ask you to make something a priority that changes what they previously requested.
  • Surges in responsibilities at work or home – This is a big one for most of us. Constantly being asked to do one more little thing rapidly adds up to ongoing and unending microstresses.

Microstresses That Deplete Your Emotional Reserves

  • Managing and feeling responsible for the success and well-being of others – We care about our students and teachers as well as our families, but it can take a lot out of us when we take on their process as our own.
  • Confrontational conversations – Dealing with a defiant or disruptive student or a challenging discussion with a partner is wearing, no matter how successfully you manage it. We gear up to have the conversation, then are drained after.

Microstresses That Challenge Your Identity

  • Pressure to pursue goals out of sync with your personal values – Librarians choices are being attacked on all fronts. Being able to advocate for the collection and programs you want to have to make your library a welcoming environment for all is more and challenging. (Okay – this one may not be micro!)
  • Attacks on your sense of self-confidence, worth, or control – Anytime we hear something negative about ourselves, our choices, our beliefs, it’s like a pinprick in our confidence. Too many of these small holes, and our self-assurance leaks away.

Now that you can see what some of these microstresses are, here are the author’s 5 steps for dealing with them:

  1. Start small – Always good advice. First, look to identify one small microstresser in your life – the fact that they are micro can make this a challenge initially. Once you can see it, identify steps to address it. For example, if you are feeling a loss of confidence, start keeping a list of great things about you or what you do. Look at them regularly (especially after one of those pinpricks).  And keep adding to the list.
  2. Shift your attention to positive interactions that help create resilience – Is there someone at work you really like?  Can you have lunch with them a few times a week or go for a walk together after school. Enjoy these connections as they happen and look forward to your next time together will help. What about outside of work? Is there a friend you can call regularly?
  3. Tackle two bigger microstresses – Now that you have a handle on two of your microstresser “go big” and try two. Schedule some time with the guidance counselor to get better ideas on dealing with disruptive students and see if they can do a workshop or tutorial for you and teachers. How can you delegate some of the increased workload at home or on the job? Where is there help and support in your life?
  4. Pay attention to areas that create anxiety because of your concern for other people – We worry about the people who matter to us whether at home or work. We can’t make choices for them, and we can’t always rush in to help them. The authors suggest you work with them on developing problem-solving skills, which will allow you to both feel more successful. It may also have the added benefit of giving you peace of mind that you can trust their process.
  5. Finish by pivoting to activities that help you derive a greater sense of purpose – The authors suggest you find a group or two outside work and family that gives you “meaningful activities.” For me it’s my Weight Watchers weekly meetings. I can feel myself shedding the microstresses even if I gain weight. Community and support are something we all need and which can get easily lost in the midst of all the little things that pull at us.

If you want to learn more about this subject, Cross and Dillon also co-authored the book The Microstress Effect. As leaders, we have so many demands we and others place on us, but our focus and energy tends to go to the big things and we don’t notice the little things that are draining our energy, mental health, and joy. When we succumb to these microstresser we can’t give as much to our school community or our family. Look for the little things that are becoming big things and take small steps to reduce your stress.

Posted on by hildaweisburg

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.