Every school librarian media specialist wants to have the support of the school principal. Despite repeated efforts to talk with administrators, school librarians often feel ignored. This can stem from a difference in the way school librarians and school-level administrators communicate and make decisions.

There are several similarities between these two positions, especially in terms of their potential impact. Both hold the possibility of touching every student and teacher in the school. Also, both positions are in the midst of monumental change, and librarians and principals are both working hard to manage these shifts. Principals no longer spend most of their time on logistical and managerial concerns. There is more focus on the principal being held accountable for student performance data. Meanwhile, school librarians are navigating an ever-changing landscape of new information resources and new technology. They are being called on to be knowledgeable of instructional practices, program trends, and informational resources, while working with teachers and leading the school in digital literacy.

Despite the commonalities, there is a disconnect between how school librarians communicate and how principals make decisions. From the school librarian point of view, the disconnect can be viewed as lack of support or indifference to the library program. Often, this isn’t the case. Principals tend to avoid getting involved with the school library because they do not fully understand the role the librarian plays in improving teacher instruction and student performance. Administrator training programs do not devote time to learning how to supervise or even understand the role of a school librarian. So it is vitally important that when you have the ear of your principal, you use that time well by remembering these guidelines.

• BE READY. Having your needs thought through ahead of time will benefit you. Always have at hand a list of expenses that you would like to have met so that whenever an opportunity arises, you are ready.

• BE SOLUTION-ORIENTED. Often, the principal is faced with problems to solve. Those don’t usually come with suggested solutions. You want to identify the problem you are trying to address and how your proposed solution will help address it.

• BE CONNECTED. The solution needs to be connected to the school’s improvement plans. It is not enough to say that you want to increase literacy by boosting circulation. You also need to be connected to your fellow teachers. Be sure that you have vetted your strategy with others.

• BE SUCCINCT. Principles have very little time, so stay focused on the problem and solution. Most administrators need to know the following details in order to make a decision: What are we currently doing, what is the gap in performance, and what solution are you proposing? How will it address the gap, will it cost anything, and how will it impact teachers’ day-to-day work?

• BE STUDENT-CENTERED. Most importantly, when talking to administrators, remember that they want to know how this solution will positively impact students. There is always a balancing act principals must play between adult-centered decisions and student-centered ones. Effective principals look for what will benefit students.

Administrators and school librarians are trying to provide the best education to create productive members of society. If you focus on addressing student needs with a plan in mind, the conversation will not be just about ideas but about action that can take place to address a need. You can work through the solution together, but you need to provide that starting point.

2015–16 Lilead Fellow David Blattner is chief technology officer and executive director of media and virtual learning for Iredell-Statesville (NC) Schools.