Leadership and Achievement

1
Leadership and Achievement

• Seeking leadership roles, and
• Creating partnerships with administrators
• Translate indirectly into
• ACADEMIC ACHIEVEMENT

2
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)

3
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

4
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

5
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

6
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

7
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

8
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.

9
However,

• Leadership is an indirect contributor to academic
  achievement, meaning that
• Those who lead
• Collaborate with teachers more, and
• Collaboration translates into increased
  achievement.