The following is the information I received in response to questions posed
for a grad school project. I thought I would share the results, in the event
someone else my find the information beneficial. Thanks to everyone who
participated.
Dear Kristy,
While I am a tenured librarian of ten years, I'm also a grad student, and so
I understand and hope that what I write to you helps!
The questions are:
a) What overall message do you want to convey when reporting to principals?
The library is an integral part of the overall and complete learning process
for the students. It is necessary to have a full-time professional on-site
five days per week to collaborate with the faculty and students to achieve
the highest quality of education.
What kinds of information should be included? What kinds of information
should not be mentioned?
The administration, like everyone else, is pressured, stressed and short on
time. I wouldn't go about with lengthy, complex reports. I'd include
circulation stats, classes held, estimated shelving and room capacity, and
suggestions from faculty. I would not go in with a wish list. I wouldn't
want it to seem like I'm whining, but rather that I'm doing the best I can
with what I've got (and make sure he/she is aware that I'm doing the best
job) but that the results could even be better with minor modifications,
especially if neighboring districts are already doing it (peer pressure
works on everyone).
Why?
Answered above, I hope.
b) How will you use planning strategies to communicate your needs to your
principals?
My current principal is very personable and down to earth, as was my last
one. Honesty and straight talk are the only "strategies" I would plan on. I
feel that a heartfelt "Do you have a minute?" discussion goes a lot further
than a constant deluge of reports and statistics with projections.
c) What techniques will you use to capture the principal's attention?
My main attention-getting technique is to leave all of the doors open wide
for him to see that our facility is in constant use and constant motion,
with the opportunity for relaxation (I even created a faculty "serenity
area" that the previous principal loved to duck into when he was really
being hunted down). This way it doesn't have to be such a formal affair
when the principal enters the room because he is ALWAYS stopping in (and I'm
telling you, the serenity area really works!).
My secondary method is my monthly report. It is very succinct, and reflects
the numbers that can be used at a glance with the superintendent, board
members, or whoever is asking.
How will your report or announcement differ from the many other reports the
principal receives?
As I said, it is succinct (a chart of about 10 lines) and that's all. If he
has the time and has the need to know more, he will contact me. I don't
know what the other reports he receives look like.
d) How does the method of presentation affect the reaction of the principal?
No one wants to be addressed during an off moment, so knowing the conditions
of the day are paramount to the reaction. If it's the last thing he needs
today, then it will be treated as such. Also, no superior wants to be told
by a subordinate how to do a better job. It is ultimately the principal's
decision as to how the library is run, and while suggestions are usually
appreciated, they should come off as just that...suggestions, not demands.
Does the way in which you highlight information create a positive, negative,
or neutral impression?
It depends on what I've recently received. If some new addition has just
been added, then asking for anything more is not going to be appreciated.
If the suggestion is simple, easy to procure, or the change beneficial while
easy to implement, then of course the impression will be different.
Anything that can get the school some good PR is Always received in a
positive light!
I hope this helps, Kristy. If I can be of further assistance, please let me
know.
Michele M. Petrosky, Librarian
Western Wayne Middle School
Lake Ariel, PA 18436
Chelesfaeriedust@aol.com
> -----Original Message-----
> From: Marcie Shendok [mailto:kshendok@cfl.rr.com]
> Sent: Wednesday, June 26, 2002 2:04 PM
> To: Kristy Swol
> Subject: Re: Re: Request for information.
>
>
> Kristy,
> I posted a target on this last week. Here are some of the answers I
> received. I did not post a hit, so if you want to be my guest.
> Marcie Shendok
> UCF grad student
> Kissimmee, FL
>
> web site: http://www.winona.k12.mn.us/wms/teachers/manderso.html
>
>
> I recently had a similar topic for a class. These web
> sites where very usful. The first two are actually
> for the principal, but proved very helpful for me.
> Good Luck.
>
>
> http://www.upei.ca/~fac_ed/projects/handbook/index.htm
>
> http://www.ala.org/aasl/pdf/principalsmanual.pdf
>
> http://www.rupert.net/~rtoor/Library_Guides.htm
>
>
> 1. What kind of information should be included and
> excluded when
> meeting with principals? Why?
> Give them info that they can share with higher
> ups, parents, etc. Good PR stuff.
> Avoid "tattling". You have to get along with
> everybody and get all teachers to participate. When
> there's a problem, try to have at least one possible
> solution.
> I call new materials of interest to her to her
> attention and make sure she gets asked when I'm
> ordering.
>
> 2. How do you capture your principal's attention? How
> is your report different from other reports?
> My principal used to be a teacher in the building who
> used the library regularly. She is a great supporter
> and is looking for ways to help out.
>
> 3. What are the advantages and disadvantages of having
> regular meetings
> and submitting regular reports? Are there any other
> ways you
> communicate with your principal?
> I would never have enough of importance/interest to
> communicate on a regular basis. When we're doing
> something unusual, I'll ask her to stop by. Photos
> are good.
>
> 4. How do you communicate with your principal about
> your media program?
> I give her a copy of the end of year report submitted
> to our library system office. She also gets copies of
> all teacher handouts.
>
> My present principal doesn't read reports or respond verbally but I have
> kept trying, even going over her head to the Supt. or board when
necessary.
> The former person always read reports, responded and discussed concerns
with
> me.
>
> In addition to classes taught and subject of the lesson I include
> statistics. I always make sure to put questions in writing so when can't
say
> she didn't know that was a concern. Also I speak up at staff meetings
when
> issues relate to me or the library program.
>
> Share some of the June White House Conference data. Check for "Building
> Influences for the School Librarian" by Gary Hartzell published by
Linworth
> for ideas.
>
> The best thing I have done so far is to complete detailed co-planning
> reports for each project that I collaborate on with grade level teachers.
I
> include dates, times, standards met, procedures, resources,
responsbilities
> of teacher and media specialist, technology incorporated. When I met with
> the principal for evaluation this year, she commented that she knew more
> about me than any other teacher
>
> Include accomplishments, where you're spending your money, how you are
using
> your paraprofessional (including if you need her for more hours outlining
> exactly what tasks she could perform), finished projects, upcoming
projects,
> emphasize how you are collaborating with teachers, hint about what you
could
> with some funding and bemoan the things you aren't doing because of a few
> hundred dollars (reading incentives, little things like that), talk up the
> staff development you are doing and would like to do--volunteer. Why?
You
> want to show that your program is an integral part of the overall
> instructional program and could be more dynamic if treated more like a
> regular classroom. Library funding should be for resources, not extra
> stuff. Extra stuff should be paid for from the school's extra stuff fund.
>
> DON'T tattle about teachers in your regular meetings. Save those for
> special meetings and ONLY after you've tried to resolve problems on your
> own. In fact, don't share anything that you can solve on your own.
> Principals have enough headaches without whiny librarians. Always go to
> them with solutions, if you can.
>
> In my school, my report is the only report. I make sure to include lots
of
> statistics that can be used later when creating the numerous
accountability
> reports required by standards based education. I include things like
> circulation statistics, particularly as related to students' tested
reading
> levels, AR information, numbers of patrons served on a flexible basis and
> how they are served (I am in an elem. school with a fixed/flex
> schedule--trying to prove the worth of flex scheduling); number of
> technology trouble calls. Numbers, numbers, numbers!
>
> The advantage of regular reports is that the principal actually comes to
> depend on the numbers when meeting with eachers to discuss achievement.
> Reports give me a voice. Disadvantage is that principal could (hasn't
> happened yet with this one) put off meeting with me by saying to put it in
> the monthly report. Disadvantage 2 is that you are never can be sure they
> are being read (happened all the time with the last principal--she would
> inevitably ask me something that I had included in my last report.)
>
> Other ways to get principal's attention: e-mail, turn in samples of
> students' work, photocopy relevant articles from journals or printouts
from
> websites with handwritten notes explaining why I thought she'd be
> interested. I turn to her only when I really can't take of things
> myself--asking for help is a last resort and always gets her attention. I
> volunteer to do things like composing the master schedule--a load off her
> mind and allows me to flex schedule the library as much as possible.
>
> FYI: I am in a rural, 100% minority school with 93% free/reduced lunch.
> The kids have many needs and the staff is not necessarily "evolved" in
their
> thinking about media programs. I have been here for 10 years and am media
> specialist, tech coordinator, web mistress, staff development coordinator.
> I wear many hats--therefore, I don't feel bad about grabbing her when I
need
> her. The bottom line is that in this kind of environment principals look
> for problem solvers wherever they can find them and run from whiners.
> Always, always find a way to be positive in your communications and
> demonstrate the unique value of what you do!
>
> The most effective thing with my principal is my summative evaluation at
the
> end of the year. I maintain a "portfolio" folder each year. I toss all
> sorts
> of representative "stuff" that I have done through the year. At the end
of
> the year, I pull this folder together into an actual portfolio that I can
> hand
> him. We go over it and he comments, asks questions, asks how it fulfills
> our
> building wide goals etc. I am always amazed about the number of things I
> find
> in that folder in June when I start pulling it together. Things I surely
> would
> have fogotten about. For instance - this year I had a flyer that I sent
out
> pormoting a regional media lending service that has just been revamped.
It
> was very successful for the teachers. I included my "works cited" rubric
> that
> I have developed and tried out with several of our research classes. I
had
> flyers about in-service workshops I had done for teachers and also
regionaly
> for other librarians. I had copies of some new research lessons that I
have
> added this year. Flyers for conferences I have attended are in the
folder.
> ETc. etc etc..... It is easy to toss things in the folder which I keep
on
> my desk, and it creates a very nice visual picture of my year.
>
> I try to align at least one of my goals specifically with buidlingi goals.
> I think this helps the principal see the program as integral to the school
> and
> not just a frill, or an attractive area of the school to show off at open
> house
> and forget about during the year.
>
> What you should exclude is the "whining". Believe it or not principals
> want to hear that everything is fine. If there is a problem, make sure
> that the principal finds out about it from you first. If they get the
> complaint from a parent or another teacher and it involves you. they'll
> feel better if you informed them first.
>
> Principals want to hear about any innovations or major problems. However
> they're usually busy people and don't want to hear your (or any
> teacher's) complaints about trivial matters.
Diane Mentzer
Library Media Specialist, Technology Coordinator, + Webmaster
County Computer Educator of the Year for 2000
Paramount Elementary School
Hagerstown, MD
http://www.wcboe.k12.md.us/mainfold/schoopag/elementary/paramount/index.html
school - mentzdia@wcboe.k12.md.us
home - dmentzer@zoomlynx.com
"Show me a computer expert that gives a damn, and I'll show you a
librarian."
Patricia Wilson Berger
> The questions are:
> a) What overall message do you want to convey when reporting to
principals?
Library media skills should be integrated into all subject areas, not taught
in isolation. The Library media Specialist needs to be considered a part of
the curriculum team, not planning time or an extra. The library needs to be
on an open or flexible schedule for the above to happen.
>
> What kinds of information should be included? What kinds of information
> should not be mentioned?
> Why?
I recently read the Information Powered School as part of my preparation for
National Board Certification, that book as well as the Colorado study would
be great for any principal to read.
> b) How will you use planning strategies to communicate your needs to your
> principals?
Getting one or two teachers to buy into the program helps. These people
then speak as testimonials. If you get teachers that the prinicipal likes
or respects that is all the better. I had the SIT team support the idea and
that helped a lot.
>
> c) What techniques will you use to capture the principal's attention?
Articles, research, sample lessons, successes
>
> How will your report or announcement differ from the many other reports
the
> principal receives?
I try to put my reports and/or announcements on bright paper so it is
eye-catching. I also try to add a title or graphic. I also put it directly
in his mailbox with a personal note attached.
>
> d) How does the method of presentation affect the reaction of the
principal?
Do not put the principal on defensive. If the principal thinks it is his
idea it helps. It also needs to be presented to show how it will benefit
the students and their learining.
>
> Does the way in which you highlight information create a positive,
negative,
> or neutral impression?
Positive, I hope
----- Original Message -----
From: "Kristy Swol" <kswol@IJ.NET>
To: <LM_NET@LISTSERV.SYR.EDU>
Sent: Wednesday, June 26, 2002 1:15 PM
Subject: Re: Request for information.
> Hello,
>
> I am working on a project for grad school. The project requests for either
> Media Specialists or Principles to respond to a series of questions. The
> answers to the questions will be used in a report (that will use APA
> citation, so if you would please include name, title, etc...). I would
> appreciate any responses to the questions.
>
> The questions are:
> a) What overall message do you want to convey when reporting to
principals?
> Everything needs to be positve and upbeat. These people believe that we
don't do anything, so it is up to us to design staff development and student
classes that include information literacy.
> What kinds of information should be included? What kinds of information
> should not be mentioned? I give my principal a monthly report of
cirrculation and Accelerated Reader classes. I can not think of anything
that should not be included.
>
> Why?
>
> b) How will you use planning strategies to communicate your needs to your
> principals? I am included on all grade level planning and know what each
grade is working on. The principal sees my involvment and active and
postive.
>
> c) What techniques will you use to capture the principal's attention?
Different bulletin board displays and since I produce the Morning
Announcements, I always include a book talk or New Arrival.
>
> How will your report or announcement differ from the many other reports
the
> principal receives? Brightly colored paper with lots of suggestions to
increase reading.
>
> d) How does the method of presentation affect the reaction of the
principal?
As long as it is not "in your face", most principals feel very positve about
being informed.
>
> Does the way in which you highlight information create a positive,
negative,
> or neutral impression? I hope very positive. I was named my school's
Teacher of the Year last year and county wide teacher of the year. Pretty
good for a media specialist. If you need anymore help, please don't hesitate
to email me. Hope this helps! P.S. check out this information in the May
edition of School Library Journal. I just happen to be the cover girl :)
Pam Nutt, Ed.S
Media Specialist
Moore Elementary School
Griffin, Georgia
Henry County Board of Education Member
McDonough, Georgia
pnutt@mindspring.com
"If everyone is thinking alike, then someone is not thinking", Unknown
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