I’m currently reading a rather engaging book that encourages the reader to undertake writing as a way of making this life’s journey more bearable and more meaningful. The author suggests that writing for publication or for strictly personal uses helps us make sense of our feelings, events, situations, and keeps us focused. Whether you’re interested in the writing process or not I would recommend this book to you: Groff, Kent (2007) Writing Tides: Finding Grace and Growth Through Writing. Nashville TN: Abingdon Press.
Among the many statements in this book that really made me think was this one: “Putting yourself in someone else’s turf shakes you loose from your own ingrained habits.” (Groff 27) As I visit school libraries across the state and have an opportunity to talk with librarians I frequently hear the complaint that the principal doesn’t have a clue as to what it’s like to run a school library on a daily basis. If the principal walks by or through the school library and it is not filled to capacity with students then, obviously, the librarian is not doing his/ her job. So let’s apply Groff’s statement, which is really a restatement of the old Indian proverb about walking a mile in someone else’s moccasins.
What would happen if one day turned into a “Freaky Friday” kind of day and the library media specialist and the principal suddenly changed places? What would the reaction of the principal be if she (or he) were suddenly required to teach back-to-back classes with no break except for a 20-minute lunch period? How long has it been since the principal was a classroom teacher OR has the principal ever been a classroom teacher? Does the principal have a background as a school librarian? Questions would certainly arise for this mis-placed administrator: How do I manage to teach “library skills” to 1st or 2nd graders and keep them engaged for 50 minutes? What “library skills” should I be teaching? How am I supposed to help Ms. Smith with her computer problems when I’ve got all these students here and no secretary or teaching assistant? When am I supposed to do my other job responsibilities? Checking in the school’s office we find the school librarian overwhelmed with the new responsibilities as school principal: discipline problems, upset/irate parents, budget considerations, district meetings that pull the principal away from school, and the list goes on. Both positions are critical to the success of any school. Yet these colleagues know so little about what the other’s job encompasses.
I recently discovered Scott V. Black’s web site, EmpowerU.net, dedicated to building and empowering the leader in all of us. According to Black he has tweaked a quote originated by Robert Rhome, “If I can understand you a little better. And you can understand me a little better. Doesn’t it make sense that we are in a position to have a better relationship? So where does that understanding come from? It comes from collecting data.” (http://www.empoweru.net/Mr.Black-10-16-06.html) Now the possibility of a Freaky Friday happening in any school is very remote. However, the principal and the library media specialist can certainly “collect data” about the other person’s job responsibility which would make each one more empathetic and more willing to establish a working collaborative partnership for improving the school environment and ultimately improving student learning.
One person’s perception is that person’s reality. So, my question is, what can you do to understand better the job of your principal or your school librarian? Of all the jobs in a school these two jobs closely parallel each other. The principal has a program to administer; so does the library media specialist. The principal has a budget to administer; so does the library media specialist, no matter how small it may be. The principal should know the implemented curriculum in his/her school; so should the library media specialist. The principal should relate to every teacher in the school; so should the library media specialist. The principal should relate to all the students in the school as should the school librarian. The principal should know the condition of the technology in the school as well as the technology needs; the library media specialist should also know the state of technology in the school and the technology needs. Great emphasis is placed on instructional collaboration between the classroom teachers and the library media specialist. Collaboration between the principal and the library media specialist should become a priority of both groups of educators. The school librarian is in a unique position to provide valuable information and assistance to the principal.
Whether we walk a mile in someone else’s moccasins or put ourselves in someone else’s turf, the outcome is bound to be better schools with supportive teaching and learning environments using an integrated curriculum built on a foundation of a quality library media program with up-to-date resources, 21st century skills taught as part of the classroom curriculum, and all educators working in partnership.
