This presentation by Steven Baule explains how to get administrative support for school library and technology programs in a K-12 environment.

1. PolitipsPolitips for SLMSsfor SLMSs
OrOr
How to Connect with theHow to Connect with the
Administration & GatherAdministration & Gather
Support for you ProgramSupport for you Program
Dr. Steven M. BauleDr. Steven M. Baule
Zion-Benton Township High SchoolZion-Benton Township High School
BauleS@zbths.orgBauleS@zbths.org

2. Three Areas of ConcernThree Areas of Concern
 Politics –Politics – politics are a realitypolitics are a reality
 Public relationsPublic relations – sell yourself & SLMPs– sell yourself & SLMPs
 Market your programMarket your program

3. PR v. MarketingPR v. Marketing
 Public relations is aPublic relations is a
broad, ongoingbroad, ongoing
management functionmanagement function
designed to help andesigned to help an
organization earn theorganization earn the
supportive publicsupportive public
attitudes it must haveattitudes it must have
to exist.to exist.
 Public relations buildsPublic relations builds
overall respect for theoverall respect for the
library program.library program.
 Marketing movesMarketing moves
people to come to thepeople to come to the
library and use itslibrary and use its
services.services.
 Marketing moves staffMarketing moves staff
to seek out the librarianto seek out the librarian
and his/her expertise.and his/her expertise.

4. ““We are above marketing”We are above marketing”
 We provide a service everyone needsWe provide a service everyone needs
 Why fritter away our precious time inWhy fritter away our precious time in
telling people what we do or can do?telling people what we do or can do?
 Do people really know what you do?Do people really know what you do?
Let’s think of it as or advocating, notLet’s think of it as or advocating, not
marketing or sellingmarketing or selling

5. To whom should we market?To whom should we market?
 School Board MembersSchool Board Members
 AdministratorsAdministrators
 Other EducatorsOther Educators
 Potential SLMSsPotential SLMSs
 StudentsStudents
 ParentsParents
 CommunityCommunity

6. The BasicsThe Basics
 Administrators are extremely busyAdministrators are extremely busy
 Administrators have a great deal of pressure on themAdministrators have a great deal of pressure on them
for academic achievement due to NCLB, etc.for academic achievement due to NCLB, etc.
 Administrators are generally under a great deal ofAdministrators are generally under a great deal of
budget pressurebudget pressure
 Administrators rarely have SLM experienceAdministrators rarely have SLM experience
 Many administrators do not have significantMany administrators do not have significant
technology experiencetechnology experience
 Many administrators have a difficult time delegatingMany administrators have a difficult time delegating

7. Administrators are busyAdministrators are busy
 Principals rarely spendPrincipals rarely spend
more than 15 secondsmore than 15 seconds
on an items before theyon an items before they
are interruptedare interrupted
 Administrators,Administrators,
particularly principals,particularly principals,
already have a fullalready have a full
dance card. When youdance card. When you
bring up an issue, if it isbring up an issue, if it is
a new issue, it just addsa new issue, it just adds
to their alreadyto their already
overloaded plate.overloaded plate.

8. Communicate ConsideratelyCommunicate Considerately
 Don’t stop your principal in the hallway toDon’t stop your principal in the hallway to
outline your new strategy for informationoutline your new strategy for information
literacyliteracy
 E-mail or leave a note depending uponE-mail or leave a note depending upon
his/her stylehis/her style
 If you see him/her in the hall, mention you areIf you see him/her in the hall, mention you are
leaving the e-mail/noteleaving the e-mail/note
 Allow him/her an opening to start the conversation,Allow him/her an opening to start the conversation,
but don’t chase them down the hallwaybut don’t chase them down the hallway
 Follow up only after a full week or more has goneFollow up only after a full week or more has gone
by. Allow extra time for Board meetings,by. Allow extra time for Board meetings,
homecoming, etc.homecoming, etc.

9. Communicate ConsideratelyCommunicate Considerately
 Never identify a problem without providing aNever identify a problem without providing a
potential solution as wellpotential solution as well
 Don’t belabor points or point out issues thatDon’t belabor points or point out issues that
are obviously beyond his or her controlare obviously beyond his or her control
 Mention what positive things the administratorMention what positive things the administrator
has done in the past for youhas done in the past for you
 Always follow up with a thank you note, evenAlways follow up with a thank you note, even
if just for taking time to meet with youif just for taking time to meet with you

10. Communicate ProfessionallyCommunicate Professionally
 Avoid folksy styles unless that is theAvoid folksy styles unless that is the
administrator’s styleadministrator’s style
 Type memos: don’t handwrite notes on theType memos: don’t handwrite notes on the
back of the school bulletinback of the school bulletin
 Always provide enough detail that theAlways provide enough detail that the
administrator can start to consider the issueadministrator can start to consider the issue
without having to seek you out simply to clarifywithout having to seek you out simply to clarify
the concern or needthe concern or need

11. Communicate ProfessionallyCommunicate Professionally
 Dress in business attire for presentations –Dress in business attire for presentations –
P.E. teachers shouldn’t come to BoardP.E. teachers shouldn’t come to Board
meetings in sweats and SLMSs should notmeetings in sweats and SLMSs should not
come to such meetings income to such meetings in I Love BooksI Love Books vests,vests,
etc.etc.
 Prepare presentation materials in aPrepare presentation materials in a
professional manner, provide covers,professional manner, provide covers,
executive summaries, etc.executive summaries, etc.
 Ensure there are no obvious typos,Ensure there are no obvious typos,
grammatical errors, etc.grammatical errors, etc.

12. Communicate ProfessionallyCommunicate Professionally
 Draft memos about your issuesDraft memos about your issues
 Don’t ever expect that the administrator will haveDon’t ever expect that the administrator will have
time to write a letter for you without providing atime to write a letter for you without providing a
draft or at least an outlinedraft or at least an outline
 Do not send five page memos to an administratorDo not send five page memos to an administrator
except for the most important and detailed ofexcept for the most important and detailed of
issues. In those cases, provide an executiveissues. In those cases, provide an executive
summarysummary
 If you need a letter of support, provide a draftIf you need a letter of support, provide a draft
that can be modified or just signedthat can be modified or just signed

13. Balance CommunicationBalance Communication
 Don’t continuouslyDon’t continuously
complain, ask, or plead,complain, ask, or plead,
etc.etc.
 Compliment whenCompliment when
possiblepossible
 Unsolicited and justifiedUnsolicited and justified
compliments will go farcompliments will go far
towards building atowards building a
positive relationshippositive relationship
 Preemptively serve yourPreemptively serve your
administration as theadministration as the
mind-reading librarianmind-reading librarian
you areyou are

14. Always Frame your RequestsAlways Frame your Requests
around the School’s Strategicaround the School’s Strategic
Plan or SIPPlan or SIP
 Quote the plan in allQuote the plan in all
requestsrequests
 Focus on the studentFocus on the student
impactimpact
 Speak in the terms ofSpeak in the terms of
“student achievement”“student achievement”

15. Ex: Student achievementEx: Student achievement
 Think of the areas of concern in yourThink of the areas of concern in your
school regarding NCLBschool regarding NCLB
 How can you frame the needs of theHow can you frame the needs of the
library so as to impact that goal area?library so as to impact that goal area?

16. Focus on Their Needs not Yours!Focus on Their Needs not Yours!
 ““I need four new computers for theI need four new computers for the
library catalog system”library catalog system”
 ““If we had four more computerIf we had four more computer
workstations in the library,workstations in the library, studentsstudents
would be able to …….”would be able to …….”

17. What are the top three prioritiesWhat are the top three priorities
for your library?for your library?
 ““Updated books, PC’s and printer”Updated books, PC’s and printer”
 From an e-mail on HS library improvementFrom an e-mail on HS library improvement
 Providing access to up-to-date information to
students in a variety of formats to assist in
their development of analytical reasoning
which is assessed on the ISAT/PSAE in the
following areas…

18. Ex: Classroom librariesEx: Classroom libraries
 We often express concern about classroomWe often express concern about classroom
libraries and we see our meager LMC $$slibraries and we see our meager LMC $$s
floating down the hall into the classroomsfloating down the hall into the classrooms
where no one will manage the check outwhere no one will manage the check out
process, books will be lost, etc.process, books will be lost, etc.
 How do we express that to the administrationHow do we express that to the administration
or the LSC?or the LSC?

19. Proving your worth: OneProving your worth: One
administrator at a timeadministrator at a time
 Provide information to your administrationProvide information to your administration
 Find out what they are looking intoFind out what they are looking into
 Faculty meetings, district goals, SIPs, etc.Faculty meetings, district goals, SIPs, etc.
 Point out newspaper articles of interest, etc.Point out newspaper articles of interest, etc.
 Send links to websites, etc.Send links to websites, etc.
 If they are involved in research or graduateIf they are involved in research or graduate
school, offer to helpschool, offer to help
 Nothing will explain the value of a SLMS like seeingNothing will explain the value of a SLMS like seeing
one in actionone in action

20. Make Sure You are the Go-ToMake Sure You are the Go-To
Person for GrantsPerson for Grants
 If the school is about to look toIf the school is about to look to
fund a new program, immediatelyfund a new program, immediately
go find information about grantgo find information about grant
opportunitiesopportunities
 Always offer to help proofreadAlways offer to help proofread
grant materialsgrant materials
 Grants are a huge concern. If youGrants are a huge concern. If you
can become the grant rainmaker,can become the grant rainmaker,
you will be beloved by youryou will be beloved by your
administrationadministration

21. Be Informed and ParticipateBe Informed and Participate
 Committee workCommittee work
 Faculty meetingsFaculty meetings
 Professional organizationsProfessional organizations

22. Inform the AdministrationInform the Administration
 Make sure they know whatMake sure they know what
you doyou do
 Invite them into theInvite them into the
IMC/LRC, etc.IMC/LRC, etc.
 Provide monthly or quarterlyProvide monthly or quarterly
updates/newslettersupdates/newsletters
 Provide statistics and dataProvide statistics and data
 Lists of materialsLists of materials
 Offer ILL servicesOffer ILL services

23. Ex: Library ResearchEx: Library Research
 How many of you have had aHow many of you have had a
conversation with your principal aboutconversation with your principal about
the Colorado Study, etc.?the Colorado Study, etc.?
 Has your principal ever heard of RossHas your principal ever heard of Ross
Todd or Keith Curry Lance?Todd or Keith Curry Lance?
 What can you do next week to informWhat can you do next week to inform
him/her?him/her?

24. Colorado Study, et al.Colorado Study, et al.
 The Colorado Study and its successorsThe Colorado Study and its successors
 These show a direct correlationThese show a direct correlation
between a strong library program andbetween a strong library program and
student achievementstudent achievement
 Names to know:Names to know:
 Keith Curry LanceKeith Curry Lance
 Ross ToddRoss Todd
 Michael EisenbergMichael Eisenberg

25. Colorado Study – Some findingsColorado Study – Some findings
 Library Media Program DevelopmentLibrary Media Program Development
 CSAP reading test scores increase withCSAP reading test scores increase with
increases in:increases in:
 LMS hours per 100 students (7th grade),LMS hours per 100 students (7th grade),
 Total staff hours per 100 students,Total staff hours per 100 students,
 Print volumes per student,Print volumes per student,
 Periodical subscriptions per 100 students,Periodical subscriptions per 100 students,
 Electronic reference titles per 100 studentsElectronic reference titles per 100 students
(7th grade), and(7th grade), and
 Library media expenditures per student.Library media expenditures per student.

26. ResourcesResources
 AASL Principal’s BrochureAASL Principal’s Brochure
 http://www.ala.org/ala/aasl/http://www.ala.org/ala/aasl/
 Search for “principal’s manual”Search for “principal’s manual”
 School Libraries on the WebSchool Libraries on the Web
 http://www.sldirectory.com/http://www.sldirectory.com/
 Choose “Resources for School Librarians”Choose “Resources for School Librarians”

27. Educate your AdministrativeEducate your Administrative
Professional OrganizationsProfessional Organizations
 State activitiesState activities
 ISLMA /HSLMAISLMA /HSLMA
 IASA, Annual Tri-ConferenceIASA, Annual Tri-Conference
 IASBOIASBO
 IPAIPA
 National or regional activitiesNational or regional activities

28. Excel at what you do – MeritExcel at what you do – Merit
does have its placedoes have its place
““TechnicallyTechnically
and tacticallyand tactically
proficient”proficient”

29. Showcase your programShowcase your program
 Apply for grantsApply for grants
 Apply for awardsApply for awards
 Nominate othersNominate others
 CommunicateCommunicate
with thewith the
PTO/PTA/LSCPTO/PTA/LSC

30. Learn about the BudgetLearn about the Budget
 When you requestWhen you request
something, have an idea ofsomething, have an idea of
where the money can comewhere the money can come
fromfrom
 Learn your building budgetLearn your building budget
 Figure out ways to cutFigure out ways to cut
extraneous expensesextraneous expenses
 Be willing to cut sacred cowsBe willing to cut sacred cows
in your own budget. Evenin your own budget. Even
Delhi is starting to clear outDelhi is starting to clear out
the cows!the cows!

31. Be prepared to spend moneyBe prepared to spend money
at any timeat any time
 Understand yourUnderstand your
budget includingbudget including
timelinestimelines
 Understand theUnderstand the
building budgetbuilding budget
 Also have a wish listAlso have a wish list
handy tied tohandy tied to
specific grantsspecific grants

32. Ex: Grant dollarsEx: Grant dollars
 Many federal grant dollars are lost eachMany federal grant dollars are lost each
year or turned back to a higher levelyear or turned back to a higher level
 Determine what kind of purchases youDetermine what kind of purchases you
might be able to make under the federalmight be able to make under the federal
and IL grants available to your schooland IL grants available to your school

33. Help with TechnologyHelp with Technology
 Be prepared to assist withBe prepared to assist with
technology issuestechnology issues
 Computer issues are informationComputer issues are information
issues, you need to be able toissues, you need to be able to
embrace them to have value inembrace them to have value in
today’s educational milieutoday’s educational milieu
 Ensure information literacy isEnsure information literacy is
always viewed as a part ofalways viewed as a part of
Internet skill developmentInternet skill development
 If you do not embraceIf you do not embrace
technology and show leadershiptechnology and show leadership
in that area, you are very much ain that area, you are very much a
one trick pony in today’s worldone trick pony in today’s world

34. Be ProactiveBe Proactive
 Be proactive when possibleBe proactive when possible
 Introduce yourself to new staffIntroduce yourself to new staff
 Involve yourself with new staff orientationInvolve yourself with new staff orientation
 Regularly communicate via a newsletterRegularly communicate via a newsletter
 New materialsNew materials
 ProgrammingProgramming
 Helpful tidbits for staffHelpful tidbits for staff
– Graduate coursesGraduate courses
– Travel tips prior to spring break, summer, etc.Travel tips prior to spring break, summer, etc.
– Online searchingOnline searching
– Tax information online in JanuaryTax information online in January

35. Always Remember Their NeedsAlways Remember Their Needs
 Always make all requests within theAlways make all requests within the
context of the SIP, strategic plan, etc.context of the SIP, strategic plan, etc.
 Always focus on student benefits, notAlways focus on student benefits, not
library benefitslibrary benefits
 Always clearly articulate connections toAlways clearly articulate connections to
student achievement and statestudent achievement and state
standardsstandards

36. Sell YourselfSell Yourself
 Be ProfessionalBe Professional
 Be PositiveBe Positive
 Be ProactiveBe Proactive
 Be ConciseBe Concise
 Be ConsiderateBe Considerate
 Be InformedBe Informed
 Focus on studentFocus on student
achievement andachievement and
school-wide goalsschool-wide goals

37. How to create understandingHow to create understanding
 Serve the administrationServe the administration
 Be the hostess with the mostestBe the hostess with the mostest
 Clearly articulate the purpose of the libraryClearly articulate the purpose of the library
program in the context of school goalsprogram in the context of school goals
Clearly articulate the purpose of the libraryClearly articulate the purpose of the library
program in the context of school goalsprogram in the context of school goals