Posted on by hildaweisburg

Lead Like a Politician

Did the title make you pause? Did you want to reject it? These days, most people have a negative view of politicians, but like them or not, they do lead. And they are able to get people to vote for them.

As school librarians we need to get out the “vote” for us. Whether it’s our students, teachers, administrators, or parents, we need their support and recognition of our value to them. In Jed Brewer’s article, “You Are a Politician: Four Lessons From Local Politics That Make for Better Organizational Leaders,” his lessons for business leaders apply equally well to our ability to be leaders in our educational setting. Here are the four for you with my tweaks.

  1. It’s About the Problem — Always – To be heard, you need to speak to the listener’s wants and needs. With students it’s usually about the grade or the inability to see the value in what they are doing. Hopefully, you are creating engaging lessons, giving learners agency in working on the assignment or project. Teachers want students to learn and do well on high stakes tests. Focus on what you can bring that will advance their goals when you suggest they do a cooperative or collaborative project with you. Your principal worries about the superintendent and the Board of Education and especially the budget. Keep them informed about student successes, sending them things they can use in their reports, such as pictures/videos of student creations tying them to state standards. Parents are always concerned about their children and how they are doing. Make sure they know how your LibGuide and website keep them informed and allow opportunities for them to access you. In dealing with all these different wants and needs, Brewer recommends you find opportunities to connect with each group to be sure you know what they see as their problems and concerns.
  2. Nothing Beats the Personal Touch — Ever – Getting to know students individually is a challenge for us, but it is important to keep working at it. Offering coffee and snacks for teachers is a tried and true way to bring them in and get an opportunity to talk one-on-one. While sending regular reports to principals is necessary, also invite them in when kids are working on projects so they can see the work in action. Also, make sure to have some face-to-face time with your principal. Ask them for their opinion on where they want to see the library go. Be prepared to respond positively but provide data where necessary to correct any negative ideas.
  3. No One Succeeds Alone — Really – Draw on your PLN, your Professional Learning Network. Between the national and state library associations as well as the social network and people you follow, you have ample “partners” in creative ways to address your own wants and needs. Build your own support team so that when things become challenging, you have resources and places to go.
  4. Compromise Is Success — Truly – Important goals aren’t achieved quickly. Trust and relationships need time to build. Even if you have done all the proper preparation, you won’t likely get a complete acceptance of anything you propose. That’s where negation comes in. If you get a partial buy-in, it means they see things they like in what you are saying. Modify, tweak, or do whatever is appropriate for achieving your goal, and then come back. I had a superintendent who once told me her first answer was always, “No.” If someone came back, she could be sure they were serious. Keep looking for new avenues – break a project down into a several year plan, show short and long term benefits, offer ideas for modifications.

Brewer concludes by telling business people they are politicians. This is true for you, too. You have to meet the needs and wants of diverse groups. By using the skills of a politician, you and the library will grow and thrive.

Posted on by hildaweisburg

More Leadership Tips

Being a leader, as cliché as it might sound, is a journey, not a destination. Even though you already are a leader, there is always more to learn. As librarians, being lifelong learners comes naturally to us. However, we must always be on the lookout for new places and spaces to learn from.

In this blog, I frequently bring in leadership lessons from the business world. A few weeks ago, I even posted a reference to how Taylor Swift can be a leadership role model for us. Today, I’m returning to Smart Briefs and the article, “Adaptive leadership: How women can lead through uncertainty” from Maria Doughty who shares about leading when “life gets ambiguous.” Although the title says it’s targeted to women, men will find these suggestions equally helpful. You may be doing several of these, but there is always something new you can use.

Here are her eight tips along with my comments on how these relate to school librarianship.

  1. Define goals and stay focused – Just as it is in the business world, our priority is our Mission and Vision. By now you hopefully have both, but when whenever you are feeling uncertain, it’s a good time to review them and see if they need tweaking or expanding.
  2. Be nimble and be ready – Necessity has made us experts at pivoting. What worked yesterday, might not work tomorrow. Stay alert. Read professional journals. In addition to school library ones such as Knowledge Quest (KQ) from the American Association of School Librarians (AASL), your reading should include EL (Educational Leadership) from the Association of Supervisors and Curriculum Developers (ASCD). Keep current with what might be next in technology through ISTE (International Society of Technology in Education) starting with their numerous blog posts.
  3. Stay calm and lead with empathy – This can be challenging to do given the current political and politicized climate and how it impacts school libraries and librarians. But panic doesn’t lead to rational decisions. Breathe. Ask: Who in the school community is also stressed out? Your principal? Teachers? How can you support them? Then stop to consider who can support you? Parents are one important source, particularly if you prepared for this possibility by establishing communication channels with them. Teachers may be as well. Even older students have also proved they can be strong advocates for the school library and you.
  4. Project strength — and vulnerability – While sounding like opposites, they can work well together. Project strength by leaning into the areas where you feel confident. Draw on your values and how capable you are at teaching students what they need to know for today and tomorrow. Teachers are also feeling the effects of the political climate. Let them know you understand and what you are doing to not let it keep you from bringing your best. Share the resources from our national library professional associations and take the opportunity to learn from theirs.
  5. Stay curious and commit to learning – As I stated at the beginning, a commitment to learning is natural for us. Avoid getting so concerned about what is happening in your school that you don’t see the very big picture. Keep aware of what other industries are doing – schools, colleges, and beyond. Notice where you might be prone to tunnel vision about changes, such as AI. Look for where you can adapt and grow.
  6. Maintain inclusivity and engagement – Everyone is busy, but the more people work together – and with the library – the more interwoven you are with your audience. Consider hosting an after school coffee and chat (with snacks if possible!) for teachers to share ideas across disciplines with each other. Perhaps you can schedule something for parents such as students sharing their recent projects. This has the advantage of allowing students to show their growth as they discuss what was the toughest part of the project, what was the best part, and what did they learn.
  7. Take care of yourself – I can’t stress this often enough. These leadership tips take time and energy. Growing, learning and changing isn’t easy. You need TLC to keep going. Whatever relaxes you and/or gives you pleasure – make time for it!
  8. Find your tribe -As Doughty says, “you don’t need to have all the answers yourself.” This is where your Professional Learning Network (PLN) is a great resource. The hive mind invariably can give you the answer as well as new ideas to try. Ask the scary questions. You never know who else is having this challenge or who may have found a solution.

We are living in challenging times. Yes, that’s another cliché that is all too true. You can let it break you, or you can grow as a result of how you lead yourself and others through. Your growth sets an example for others. The future of our students depends on us rising to the challenge and being the leaders they and the rest of our school community need us to be.

Posted on by hildaweisburg

Making Decisions – Emotions vs. Logic

How do you make your decisions? Do you make them logically or trust your gut and go with your emotions? Most would say they decide logically. But more than 80% of the time, this is not the case.

While we may be logical when doing grocery shopping and choosing between one brand or another (cookie aisle not withstanding), it is rarely true when making any significant decisions. What we typically do is make our decision emotionally and then substantiate it logically. Understanding the power of emotions, and how they are impacting you and those around you, will improve your communication and help you achieve your goals.

In his article “The Power of Emotions,” Kell Delaney explains, “Humans are fundamentally emotional beings, and our emotions often drive our narratives and decision-making processes.” Because of this, we identify our feelings as being accurate. The problems occur when interacting with administrators, teachers, parents, and students who have different emotional responses to the same situation. The result is miscommunication along with worsening the situation.

How can you arrive at something logical when emotions are in control?

Delaney says we need to advocate for our core values and create stories and visions that others can engage with and help shape. He adds that bringing in your vision and actively listening to others’ perspectives develops a collaborative narrative for mutual understanding and action. That’s a big promise.  How do we achieve it? My recommendation is to consider your audience – and bring it back to the students.

With Administrators – Whether it’s a budget request, a plan for a new library service, or anything that requires administrative approval, I lead with the students. How will this affect them positively? Do I have any student work to share that connects to my request? By giving them an emotional reason for what I want, I am far more likely to get a positive response.

With Teachers – While some teachers like working with you, others are resistant. Find a time to talk with them, complimenting them on an aspect of their teaching you’ve experienced, particularly their connection with students. Add that you would like to contribute to their success and offer, if you can, to handle any additional work that is involved. Listen carefully to their response and continue the conversation accordingly.

With Parents – While it has become a far larger issue recently, dealing with parental objections to what books their child has access to has always been part of being a school librarian. When a parent comes to you directly, acknowledge them for being an aware and involved parent. Let them know you will see to it that their child no longer has access to those types of books. If they want to have the books removed, share the values of school librarians according to AASL standards.  When the charge comes at a Board of Education meeting, draw on parent advocates you have been building.

With Students – From “This is stupid!” to “Why do we have to learn this?” there are always students who resist doing what is required. Ask them what they would rather learn. That will pause the narrative. Many will be surprised by the question. Recognize their desire to learn (hopefully) along with their concerns with this lesson, then ask them to participate and see if the lesson provided an answer to their question or an interesting experience.

We are all under stress. Be ready for what is apt to be a contentious school year by readying yourself with how to deal with this paradox between logic and emotion. Knowing how to harness emotions, and not avoid them, to reach a reasonable way of dealing with an issue is key to creating a better work environment.  You will be a more effective leader and school librarian as a result.

Posted on by hildaweisburg

Be Flexible and Thrive

With so much stress and challenges in our lives, many of us feel as though we can barely do what is necessary to survive. But what if thriving is possible? What would it take? What would it look like?

Believe it or not… it might look a lot like Taylor Swift’s career. Not the role model you were expecting, perhaps, but this is a woman who has learned how to take setback, upsets and insults and use them to not only become more resilient, but build an amazing career. And as librarians, we are lifelong learners, which means there is something to be gleaned from the success of others.

Kevin Evers, Senior Editor at Harvard Business Review, spells out what he learned from Taylor Swit in this article, The Strategic Genius of Taylor Swift’s Rise to Mega-stardom, giving five key insights from his new book, There’s Nothing Like This: The Strategic Genius of Taylor Swift. Here they are, along with my usual comments:

  1. Seize opportunities others ignore –  Taylor was told that the audience she wanted to write for at the beginning of her career – teenage girls like herself – were not a viable market. She ignored this and pushed forward because it was her passion. Where are these places within the library? How about looking at who else is under fire. It’s not just librarians, but teachers, too. What can we do to support them? Parents are often confused or feel out of the loop – where can you include them? Consider a parent volunteer group.  Keep them informed about library happenings with a LibGroup. Have a way for parents and teachers to contact you so it’s easy to make you a part of their process.
  2. Know what people are “hiring” you to do –  Taylor’s fans don’t just want her music – they want connection. Your students don’t just want books, they want a safe place to explore their growing questions. Teachers don’t just want the internet, they want support to reach their benchmarks. Administrators don’t just want good numbers and test scores, they want to know that their goals are understood and supported.
  3. Be people-obsessed –  Swift is practically obsessed by her fans and always looking for new ways to reach them. For us, these means we need to really see” the people we support. Read body language and let teachers, administrators, and parents know you see their worry and their enthusiasm. Do this with students as well. Give meaningful compliments and feedback and be open to receive it. This is how you build relationships and create trust. When people feel your caring and see it is honest, they become supporters and advocates.
  4. Be productively paranoid – This is actually a business term that “refers to the ability of a leader to anticipate future change and challenges even when things are going very well.” Good or bad, nothing stays the same. Be ready to pivot. Stay on top of what is happening in technology and business. For example, AGI, artificial general intelligence, might be only five years away. It imitates human intelligence. How might that impact you? Since we don’t know, you need to keep watching for its development. What are administrators talking about? I belong to ASCD (Association for Supervisors and Curriculum Developers). Their journal EL (Educational Learning) is a gold mine of topics of concern to your principal and superintendent. The articles are a great source of information to keep you prepared for their next focus.
  5. Be a radical adapter –  The recording industry had “rules”, but Swift noticed the changes coming with streaming services and changed the way and frequency she released music. What’s changing in the way our services are being delivered and what our students and teachers need. This is another place to be looking at and understanding (not ignoring) AI. In a book I am writing, I discuss going into your “outside” community. Introduce yourself to local business owners and managers. They are voters. They also are a potential source of resources for your projects. Some may be able to help with construction projects or sponsor an author visit. You give them credit which promotes their interests as well.

It’s amazing to realize where workable ideas are. We can always look for and find ways to keep our library programs and messages on the cutting edge and learn from successes and struggles of others. As a leader always be on the alert for how to do things better. Today, take these ideas from Taylor Swift and make your library thrive.

Posted on by hildaweisburg

Create the Culture to Make Your Library Thrive

How would you describe the culture of your library? It’s not a question we usually think about. Normally, we focus on purpose, Vision, and Mission, but this is a different way to look at what you are creating and how it is being received.

The Merriam-Webster online dictionary defines corporate culture as “the set of shared attitudes, values, goals, and practices that characterizes an institution or organization.” Using this definition as a guide, you might say:

  •  The attitude of the library is that everyone is welcome here.
  • The values probably include intellectual freedom and a love of literacy and learning.
  • Your goal likely is to have students, teachers, and administrators view the library as a valuable part of their world.
  • Your practices seek to eliminate barriers to accessing the library.

If your answers closely matched the ones given above, are you certain this is an accurate analysis of your library culture? Manar Morales the author of THE FLEXIBILITY PARADIGM: Humanizing the Workplace for Productivity, Profitability, and Possibility (Georgetown University Press, 2025) collaborates with organizations to develop inclusive, flexible work cultures that cultivate diversity in leadership, foster a more humanized work experience and drive workplace well-being. In the business would, not being clear on the culture of your organization or having it misaligned leads to loss of engagement and productivity as well as higher turnover. How can we use this awareness to support our work?  

In her article “Work is Not a Place, Culture is Not a Location,” she recommends a process which can improve your culture, resulting in a flourishing, successful library. Morales starts by having you identify the following “4 ‘W’s that define culture:”

Who do you serve? – Your key stakeholders are your students and teachers. They are always primary, although there are others, including administrators, parents, and the outside community.

What do you stand for?- Your Mission Statement should drive your daily actions. What values do you hold and how can this be seen by others?

Why do you do what you do? – Beyond your library’s Mission Statement, this is your personal mission. Why are you a school librarian? What brings you back through the stress and challenges?

Where are you headed? – This is your Vision Statement. It is your inspiration and aspiration. It’s not fully realized, and may never be, but you should come closer and closer through your strategic planning.

By your answers to the 4 ‘W’s, you recognize that the library is just a room, a place, unless you can connect others to it. Relationship building is key to making the library thrive. How do you share those 4 ‘W’s with your key stakeholders in a way that connects them to the library and its value to them?

Let’s go back to the definition of culture.

What do you do daily to demonstrate the attitude that everyone is welcome in the library? On the simplest level, it starts with a welcoming smile. It also is shown by your connecting with classroom teachers and specials. Reach out to art, music, and physical education teachers. You will be amazed at what creative results you can produce together.

How are you sharing your values? Posters and displays send powerful messages. Visual images reinforce words. Are your Mission and Vision Statements posted where everyone entering the library can see them? And do your words (what’s posted) match your actions? If people feel a disconnect between what you say and what you do, they won’t feel connected to the library.

What barriers have you taken down? – Are your computers handicap-accessible? Have you eliminated fines? Does your collection include materials in languages spoken by your students? Have you taken surveys to find barriers you might not have identified?

One last step. How have you brought the library’s culture into the wider community? Have you created a way to keep parents informed about the library and students’ successes? Do they know about the accessibility? Are you and the public librarian working together on projects aimed at reaching students while informing the community? What contacts have you made with local businesses? Building connections and allies deepens and strengthens your culture.

Creating the culture that results in a thriving library is an ongoing practice. But isn’t this why you became a librarian? Look at where you are already succeeding and then take a first step to go either deeper, broader, or both. The results may embolden you!

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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.

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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.

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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.

Posted on by hildaweisburg

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.