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Editor's Notes

• #3: 1. Recognize what we have in common, 2. Communication and Building Strong Relationships, 3. Seek out principal’s biggest concerns and find out how to help, 4. Let Go of Misconceptions and Stereotypes
• #4: M
• #5: M: They may be unbalanced. Principals and librarians constantly have to make decisions about allocation of funds, about selection of resources, and about fundraising for those items and activities not supplied through the school district. Our experience in comparing prices and reviewing products can help them as they make decisions about purchases, technology investments, and supplemental resources.
• #6: M:We see every studentWe know every teacher
• #7: M:We are the only people in the building that holds our respective positions
• #8: M:We are the only people in the building that holds our respective positionsThey may be as frustrated as we are, but it is their job, as it is ours, to put these policies into place.
• #9: M:
• #10: K:
• #11: K:Learn the language of administrators and even dress like themKeep your principal’s confidence
• #12: K:Nonverbal cues (body language, facial expression, attitude, be conscious of clothing)Library appearance ( in the survey, inviting atmosphere mentioned but not organization of Dewey)
• #13: K:Share successful lesson ideasInvite administrators to see these lessons. What is our administrators’ vision?In the survey teaching research was equal with inviting atmosphereIf our vision is for the library to have a flexible schedule we should be able to communicate the reasons for this to our administrators.Our idea of collaboration may be different from our administrator’s ideas of collaboration.
• #15: K:Tamara gives monthly reports on library activities using S’Mores, Monique compiles library statistics for a yearly report to compare each year to the previous four. Then she talks with her principal about trends and changes that those trends have inspired.
• #16: K:Tamara gives monthly reports on library activities using S’Mores, Monique compiles library statistics for a yearly report to compare each year to the previous four. Then she talks with her principal about trends and changes that those trends have inspired.
• #17: K:Tamara gives monthly reports on library activities using S’Mores, Monique compiles library statistics for a yearly report to compare each year to the previous four. Then she talks with her principal about trends and changes that those trends have inspired.
• #18: K:
• #19: T:
• #20: T:Common Core Secret WeaponAttend trainingStep up with ideas
• #21: T:Research shows that school librarians impact student performance and impact teacher evaluations in a positive way.
• #22: T:Crosswalk between Common Core and AASL Standards for 21st Century Learners (remind principal’s that these mesh well)The old excuse of I do books, not technology doesn’t work anymore. If you are not a leader of technology in your school, you should be. Working with district administration on access to web tools (digital citizenship, ethical use, web 2.0 tools, wikis, etc.)District wide staff development
• #23: T:Be a problem solver and find ways to make the library a part of the solution
• #24: T:
• #25: They walk in lockstep with the district office. They may not agree with district policy any more than we do.
• #26: Many librarians feel undervalued, but when you survey the principal they do see our value.
• #27: Principals want us to be more visible leaders, but we don’t see ourselves as leaders.
• #28: All principals are not alike. They have different personalities and leadership styles. It is important to know this so that you can tailor your program. You don’t have to be their friend.
• #29: The principal’s view of the library is affected by the libraries they have been in.
• #31: 1. Recognize what we have in common, 2. Communication and Building Strong Relationships, 3. Seek out principal’s biggest concerns and find out how to help, 4. Let Go of Misconceptions and Stereotypes