Leadership Plan Shari Wickline EDT-731

The leadership plan is a gathering of information that will be used when addressing various stakeholders about reforms that need to be made to the librarys procedures and policies, as well as a way to advocate for productive library environments. The following leadership plan has been developed for the Tipp City Schools. The district serves approximately 2,700 students from grades K-12. There are five building libraries, each currently staffing one librarian. The district has received an excellent rating for 7 consecutive years. The key stakeholders the plan will address are the schools superintendent and assistant superintendent, school board members, building principles, staff members that are on the library committee, PTO members and community members that advocate for school policies. Each stakeholder has particular interests in what it takes to build successful programs; due to these differences, a plan will be developed displaying ways to address this (Kaaland, 2011). In order to support the required changes to policy and procedures, research that has been completed on successful school library programs and data from evidence gathered by the librarian will be used. The common goal of each stakeholder is the recordable improvement and achievement of students, whether it is score rankings or individual academic growth. The research shows that successful solid library programs create an environment for student achievement. Students that are at risk are in even more need of the benefits of welldefined and implemented programs. By developing a plan that can be easily accessed at any time, the librarian can ensure that regular assessing of the library is being done and gathering of

evidence showing how the program assists students and faculty in improving student achievement is recorded. The librarian could gather solid evidence by keeping a simple tally list of how the library is used and what role they play in this process. More direct methods are keeping a running record of detailed lesson plans showing what standards are met crosscurriculum, as well as samples of student performance (Geitgey & Tepe, 2007). Samples could include, but are not limited to pre- and post-assessments, rubrics, photos of projects (if displayed), short quizzes and lesson evaluations to name a few. A great tool that can be used to address each students performance in relation to information literacy is to use the TRAILS assessment with students; this can be used as a way to gather information on what they currently know. The data can then be used to create learning situations where higher level, 21st Century skills are developed. Although this is yet another standardized test, the data gathered will benefit all teachers across the curriculum and will give a starting point of focus for each student at varying grade levels. The following is how each stakeholder will be addressed: Superintendents: The two superintendents strive to make Tipp City Schools the best they can be. They are always assessing procedures and policies within the district to keep students performing at an Excellent rating. The main focus is that students are given all opportunities and provided with experiences that prepare them for the future utilizing 21st century skills. To address concerns and changes that need to be made within the current library, a copy of the AASL Advocacy Brochure for administrators will be distributed to each superintendent. I would customize the brochure using evidence of actual student performance and success stories. Due to the busy schedules of

the superintendents, the best way to ensure they are receiving the brochure is to hand deliver it to the office along with small treats. The treats can be individualized depending on the preference of the person receiving them. They can range from a few pieces of candy to a small coffee or tea. This approach will guarantee that they are taking a few minutes to relax while enjoying the treat and in the process, they will quickly review the brochure. Another way to regularly let the superintendents know how the program is assisting students is to send out a brief monthly newsletter via e-mail (Schulz, 1999). The district is adopting a green approach and paperless messaging is the preferred method of communication. The newsletter should be appealing so they want to know what is going on each month. A fun way to get them involved would be to feature a couple different stakeholders each month discussing what they have been reading. Building Principles: The building principles are extremely busy and are trying to meet the demands of teachers, support staff, district administrators, students, parents and community members on a daily basis. Finding time to regularly communicate with the principle can be difficult, but it is not impossible. The librarian must remember to keep it brief, a principals time is limited, so the more concise the information the better (Hartzel, 2003). Principles are concerned with meeting the demands of the various groups and at the same time, keeping a positive and safe learning environment that allows for student achievement. This is a person that could benefit from the support that a solid well-functioning library could offer to the building. It is pertinent that the building administrators know just what the librarian can do for them and their staff and the results that prove its success. Before the start of the year, it would be beneficial to meet one-onone with the principle, maybe supplying a light lunch or dessert and coffee. During this time is when a plan is introduced as to how the library will raise student performance and the agenda for

reaching these goals. Using the previous years scores and evidence that has been collected, the librarian can make suggestions on curriculum focuses and staff trainings that may be needed. A customized AASL Advocacy Brochure would be given as well. This would be a great way to deliver a treat of coffee, tea or a muffin quickly one morning. It could be set on the principles desk and enjoyed at their leisure while reading the brochure. The electronic newsletter would be sent to the principle each month as well. A small section titled I Was Spotted could be included that would describe a particular time throughout the month when the principle was spotted in the library interacting with students. Library Committee Staff Members (and other key staff): Having a library committee that is dedicated to ensuring a successful program is key to keeping everyone involved. The members of this committee are interested in seeing the students reach academic and personal goals that further their understanding of information literacy and develop a solid foundation in other curriculum focuses. The committee can be updated about students progress or reform actions that need to be addressed through short monthly meetings (Schulz, 1999). A light snack or dessert can be offered as a way to thank the members, and an invitation to district and building administrators will be given as well. It will be acknowledged that due to their busy schedules, the committee knows that they will not be able to attend all of the meetings, but their presence is always welcomed. During the meeting, a brief summary of the data collected from tally charts, TRAILS assessments, and student samples can be shared. The AASL Advocacy Brochure for Teachers and/or Parents will be sent out throughout the year to keep the members focused on what is needed for a successful program. Monthly newsletters will be sent to committee members and a brief summary of important topics discussed will be added to keep all stakeholders up-to-date on progress or changes within the program.

School Board Members: The district has five school board members that are elected by members of the community. The board members come from varying backgrounds and bring differing experiences when making decisions. These five members are the mediators between the public and district administrators. Their concerns vary depending on their own educational experiences but the common concern is school success that provides top experiences for the children. These members would benefit from an indirect meeting to introduce the library goals for the year. This can be done by sending each member a customized AASL Advocacy Brochure and making sure they receive the monthly newsletter. Inviting the board members to attend various events held in the library is another way for them to see first-hand how you are reaching the students. It is important that these individuals have a solid understanding of what you offer the students and faculty and how the library program is a key factor in keeping the Excellent rating the school receives. PTO Members: Each building has its own elected committee of parents and teachers that advocate for student success by rallying together to raise money, items and offer programs for students throughout the year. These members work as volunteers and are always willing to help in any area of the school. These are key individuals with which to build a positive rapport. These individuals tend to know everyone and can procure things for the school when others cannot. They can be involved in helping the library by holding book fairs to obtain reward items, advocating by getting the word out about upcoming library events, or by gathering volunteers to assist with basic library duties. It is this hands-on approach that gives these stakeholders a

personal glance into the daily workings of the library, how it creates an environment for student achievement and any needs the librarian or students have. To keep these individuals informed about library news, a special message area can be set aside near the office. This space can be used to display brief information about library usage, success of recent activities and goals for how the library is going to assist students and staff, just to name a few. Those that are not regularly in the library can receive special newsletters and the monthly newsletter sent to all stakeholders. Anyone helping should always receive a small thank you that can range from candy to small non-edible items. Letting them know that their help is making a difference is crucial so when it is time to advocate for changes or to keep the program, they will be there. Community Members (Including Parents): The group that can go beyond the walls of the school to advocate for the library program is the community members. These individuals can ensure that the program stays intact and successful. Having a very involved community translates to all stakeholders that the library programs are just as important as sports or the arts. Monthly newsletters can be sent to all parents and community members with whom you have built a positive rapport. To give this group a look at what the library does to assist in student achievement it is integral hold events during after school hours. Prior to the start of the year, or on the night of open house, the library could hold a special promotional event letting community members see what resources students will have available to them throughout the year. Members of the business community can also assist as mentors for after school programs held in the library. Showing these members what takes place and the hard work you are doing to give every student a top learning experience can be time consuming, but the relationships built between community, school and library will be priceless.

The plan is a working plan that can be added to and adjusted depending on the needs of the stakeholders. The main objective is to know the stakeholders and what their needs are, and to provide solid research and evidence to support these needs for the library program. The plan is a great resource to have. It provides a validated tool, so that advocating is constant and evidence is thorough showing a positive progression of success. Each stakeholder has varying needs that need to be met, but they all have a common goal, they want the best for their students and/or children. Library programs that have well-developed goals and quality resources, to meet the needs of all students, will in the end offer the key to success of the district.

Resources

Geitgey, G., & Tepe, A. (2007). Can you find the evidence-based practice in your school library?. Library Media Connection, 25(6), 10-12. Hartzell, G. (2003, October). The power of audience: Effective communication with your principal. Library Media Connection, 22(2), 20. Jansen, B., & McGhee, M. (2006, January). The principal component: Bringing your administrator on board. Library Media Connection, 24(4), 34-35. Kaaland, C. (2011). Proactive Advocacy: Emergency Preparedness for the School Library. School Library Monthly, 27 (4). Schulz, C. (1999). Developing an Advocacy Plan for the School Library Media Center. Book Report, 19-22. Todd, R. (2003, April). Irrefutable evidence. (cover story). School Library Journal, 49(4), 52. (2008). School Libraries Work: Research Foundation Paper (3rd ed.). Scholastic Library Publishing. ALA (2007). Standards for 21st Century Skills. American Library Association Publishing. Chicago, IL. AASL Advocacy Brochures - http://www.ala.org/aasl/aaslissues/brochures/advocacybrochures