Leadership and Achievement

Seeking leadership roles, and

Creating partnerships with administrators

Translate indirectly into:

ACADEMIC ACHIEVEMENT

Finding from Colorado:

Leadership translates into achievement when library media specialists:

Met regularly with administrators

Served on standards committees

Served on curriculum committees

Attended school and staff meetings

Held library staff meetings (if appropriate)

Leadership in 25 High vs. Low Scoring Colorado LMC Programs

Characteristic High Low % Diff. in Scores

Meeting with Administrators (hours per week)

4th grade 0.77 0.37 108%

7th grade 0.56 0.49 14%

Leadership in 25 High vs. Low Scoring Colorado LMC Programs

Characteristic High Low % Diff. in Scores

Serving on Standards Committees (hours/week)

4th grade 0.45 0.37 10%

7th grade 1.12 0.56 100%

Leadership in 25 High vs. Low Scoring Colorado LMC Programs

Characteristic High Low % Diff. in Scores

Serving on Curriculum Committees (hours/week)

4th grade 0.77 0.37 108%

7th grade 0.56 0.49 14%

Leadership in 25 High vs. Low Scoring Colorado LMC Programs

Characteristic High Low % Diff. in Scores

Attending School Staff Meetings (hours/week)

4th grade na na na

7th grade 0.83 0.60 38%

Leadership in 25 High vs. Low Scoring Colorado LMC Programs

Characteristic High Low % Diff. in Scores

Holding Library Staff Meetings (hours/week)

4th grade 0.62 0.54 15%

7th grade 0.83 0.60 38%

Conclusions:

Library media specialists are more likely to be leaders in their schools if they:

Have the ear and support of the administration.

Serve with other teachers as members of important committees.

Meet regularly with their own staff.

However,

Leadership is an indirect contributor to academic achievement, meaning that:

Those who lead:Collaborate with teachers more, and

Collaboration translates into increased achievement.