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Frederick Douglas once said, ” It is easier to build strong children than to repair broken men.” With that principle in mind as a school librarian and as a director, children are always the center of all decisions. Reflecting on how I learned to be a good leader, I think about what my predecessor didn’t care to do and it helped establish and confirm the work I needed to do. She did not truly support the school library staff. She was quick to let library funded resources like printers go into elementary classrooms in order to secure favor with principals. Once in a classroom, they became private and exclusive and were no longer accessible by all. While visiting school libraries, she would spend a considerable amount of time catching up by chatting with staff. Most egregious action is when she favored an older and the most senior librarian in the district because she readily identified with her. Without posting per session notices to make overtime fairly available to all, my predecessor ensured this librarian and her daughter, who is a teacher in the district and not a school librarian, had all the overtime at their disposal. The problem with this is school librarians are on the front lines and the first to be cut. Others should not take their per session when they do not stand on the front lines.

My first supervisor was so wise. She instructed me to examine how the budget was allocated and what it was spent on. Studying prior spending history, I was surprised and disappointed to see all the new furniture, technology and supplies were channeled to only two specific high school libraries. One of these school libraries was where my predecessor served her time as a school librarian and the other was where the most senior librarian was assigned. The libraries that needed updating the most were sorely bare and lacking all around. They also had the highest concentration of diverse student populations. Always neglected and old looking, I had previously assumed there was no funding since that was what I had always been told. With further investigation, I also saw the budget was being allocated to other content areas and to a central office administrator when it should have been only spent for school library needs and resources that are equitable and accessible to all in the school library.

Not one for politics or attempting to secure favor, I refused to fund other departments and requests that did not go into the school libraries. I caught hell for it, but it was worth it since I made sure what was intended for the kids went to the kids. By ensuring library funding stayed in the library and supported Library Services’ vision and mission, we built fabrication labs in the high schools. Labs had a 3D printer, Glowforge laser printer, Cricut machines, rug tufting, hydroponic gardening towers, Makey Makeys, state of the art Clevertouch, sublimation and more. Moving away from consumption of technology and being glued to smart phones, students learned to create, problem solve and think critically in order to participate in design thinking and student service learning. School librarians led with fostering self-propelled student ambassadors who developed high levels of confidence and self-esteem as they scaffolded learning not only for students but also with staff and NYS Department of Education leaders.

One statement my school librarians consistently made was that they always felt supported. I learned to become a leader by watching what leaders were not doing and made sure I did not fall short in that area. It was important to me to help school librarians become better and stay focused. This ultimately ensures children will have the best experiences and unleash their superpowers in the school library.

In the big boss’s attempt to appear as if he left the district in good shape at his retirement and in order to quickly secure state funding and grant money for the district’s school libraries, due diligence was not completed. My replacement was denied tenure at the most at risk and troubled school district in Westchester County. With five years under her belt and having never been tenured in the public-school teaching profession, she will be leading a cohort of school library media specialist veterans. Proficiency in curriculum development, experience with children and fostering innovation and technology are vital components in library services that help propel children forward, as well as promote transdisciplinary connections and greater learning. Some of the school library media specialists will be able to continue creating special learning opportunities and building greater student voice and agency. And others will be mediocre without the proper guidance and direction. Sadly, it is the children that ultimately suffer.