Collaboration and Leadership

Chapter 9: Collaboration by Judi Moreillon“Collaboration is THE key to co-creating a values-centered culture of deeper learning.” (Moreillon 2021, 141)

Maximizing Their Impact
As school librarians enact equity, diversity, inclusion, and intellectual freedom (EDII) in their collaborative work, the school community will help them reach for social justice for all students. In schools with effective school librarians, EDII extend beyond the library and permeate the entire school culture. When school librarians collaborate with classroom teachers, specialists, and administrators, all students will experience the benefits of an EDII-infused learning environment.

Through coplanning, coteaching, and coassessing student learning outcomes, collaborating school librarians advocate for EDII in their daily work and influence the instructional practices of their colleagues. Effective school librarians integrate the diverse resources of the school library as they coplan and coteach. They ensure equitable student access to resources in all formats and to assistive technologies. School librarians coplan and coteach for student choice, voice, and differentiation in teaching and learning strategies, student activities, and learning products. Alongside their colleagues, they guide students in reading for learning in order to make sense and critically analyze and use ideas and information.

In schools with effective school librarians, collaboration results in instructional improvements for educators, including school librarians, and improved learning outcomes for students.

A Collaborative Culture of Learning

Graphic: A Collaborative Culture of Deeper Learning (Moreillon 2021, 139)(Moreillon 2021, 139)

How can school librarians be leaders in co-creating a values-centered culture of deeper learning?

Instructional Leadership: What If?
Given the emphasis on literacy and reading in schools and districts, it makes intuitive sense that students’ reading and writing proficiency and standardized scores would be better in schools with strong library programs.

Research also bears this out. Decades of research indicates that there is a positive correlation between learners’ attending schools with full-time, state-certified school librarians and higher scores on standardized reading tests (Gretes 2013; Lance and Kachel 2018). As Todd notes, deep reading for comprehension and meaning making is the foundation for constructing knowledge (2015, 13). If school librarians seek to guide students in making meaning from texts and creating new knowledge, then the school librarian’s role in reading is critical.

“The school librarian is an instructional partner who models and supports independent reading and the development of reading comprehension through curricular planning, instruction, resources, and literacy activities. School librarians:

  • Co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that help learners increase reading proficiency through inquiry learning experiences.
  • Collaborate with classroom educators and specialists to integrate paper and online reading comprehension strategies in library instruction that supports learners’ development” (AASL 2018).

How can school librarians maximize their impact on student outcomes in the areas of reading and writing while centering EDII in their work?

Collaboration and Leadership
If school librarians are to be instructional leaders, then aligning their expertise in teaching/coteaching information literacy skills through inquiry and research with effective strategies for elevating students’ reading and writing proficiency is essential. Bringing school librarian values to the collaboration table helps spread EDII and principles of social justice throughout the learning community.

Fact
In order to be information literate,
students must be able to comprehend the information they read/view/hear.

Intentionally addressing comprehension strategies during information literacy instruction is a pathway to success for students. One critically important reading comprehension strategy is activating or building background knowledge. When readers connect to ideas and information that reflect their experience, they are more likely to be motivated to read because they have a foundation of knowledge on which to build new understandings. Readers who lack such background knowledge will struggle unless they are guided to build such knowledge or if they havealready incorporated this comprehension strategy into their reading toolkits.

Coplanning for and coteaching reading comprehension and writing strategies must be central to school librarians’ work. Providing students with equitable intellectual access to ideas and information is a way for school librarians to bring principles of EDII into the classroom curriculum. Through diverse, inclusive collection development and coplanning with other educators to enact student-centered practices, school librarians can help all students succeed while they influence the values of their colleagues.

In order to reach their capacity, school librarians must diffuse their value for equity, diversity, inclusion, and intellectual freedom throughout the school learning community. They do this by collaborating with others and in the process, achieve leadership and enact social justice.

Reflection Question
In order to achieve a school culture of deeper learning, what role have you played or will you play in bringing conversations and actions related to social justice (EDII) to the fore in your teaching, school, district, and community? (Moreillon 157).

Core Values in School Librarianship: Responding with Commitment and Courage Book Study
This is the final blog post in this book study of companion writings to support the content of the book. The contributors to the book and to this book study resource hope we have given you some examples, inspiration, and motivation to further your own values-centered practice in the areas of equity, diversity, inclusion, and intellectual freedom. “We hope you will use your voice to affirm your commitment to library values and have the courage to enact them in collaboration with library stakeholders” (Moreillon 2021, 157).

Working together in collaboration with others, school librarians can transform teaching, learning, and the cultures of schools and communities. Together, they can stand up for the hard things that lead to social justice in education.

Works Cited
American Association of Schools Librarians. 2018. “Position Statement: The School Librarian’s Role in Reading.” ALA.org. Available at https://www.ala.org/aasl/advocacy/resources/statements. Accessed December 27, 2021.

Gretes, Frances. 2013. “School Library Impact Studies: A Review of Findings and Guide to Sources.” Harry & Jeanette Weinberg Foundation.

Lance, Keith Curry, and Debra Kachel. 2018. “Why School Librarians Matter: What Years of Research Tell Us.” Phi Delta Kappan Online. Available at http://www.kappanonline.org/lance-kachel-school-librarians-matter-years-research. Accessed December 27, 2021.

Moreillon, Judi. 2021. “Collaboration.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 139-158. Santa Barbara, CA: Libraries Unlimited.

Todd, Ross J. 2015. “Evidence-Based Practice and School Libraries: Interconnections of Evidence, Advocacy, and Actions.” Knowledge Quest 43 (3): 8–15.

Classroom-Library Collaboration for Instruction

Chapter 9 Collaboration by Judi Moreillon

“Collaborating educators believe that their instructional practices develop at a much greater rate with more assured improvements when they collaborate” (Moreillon 2021, 144)(Moreillon 2021, 144)

Way back in the 1990s during the National Library Power Project, I participated in a course for Library Power librarians offered by Ken Haycock. A question he asked at that time has been a reoccurring theme in his writing. When asked whom they serve, “most [school librarians] would answer students, yet the primary clientele in terms of power, impact, and effect would be teachers” (Haycock 2017, 3). This understanding of the importance of collaboration with colleagues is, in my view, the foundation for school librarian leadership.

Learning During Preservice Education
As those of us who have served in school libraries know, many classroom teachers and administrators lack an expectation or an experience of classroom-library collaboration for instruction. Preservice preparation programs for educators/administrators are jammed with state-level requirements and do not, as a rule, include information or an experience of collaborative work with school librarians.

When I taught at Texas Woman’s University (TWU), two doctoral students Ruth Nicole Hall and Becky McKee and I organized and provided annual workshops for preservice classroom teachers about how they could work collaboratively with their school librarian for the benefit of their students and to benefit their own teaching (see the “What Every Preservice Teacher Candidate Should Know about Working with the School Librarian” Slideshare on my presentation wiki).

During those years, preservice principal educator Teresa Starrett invited me to present to her curriculum and supervision classes. Our work included a grant-funded crowdsourced video of testimonials from principals and other administrators from across the country: “Principals Know: School Librarians Are the Heart of the School.”

It would have been ideal if these future colleagues had direct experience of working with school librarian candidates during their preservice education. (This was not possible for our online library science graduate students and in-person classroom teacher and administrator colleagues at TWU.) If direct experience is not possible, currently practicing school librarian educators can help provide information and examples/scenarios for preservice administrators and classroom educators as we did throughout my seven-year tenure.

Instructional Partnerships in Practice
In Chapter 8 Advocacy, Kristin and TuesD note the importance of reaching out to classroom teachers for collaborative work. They wrote: “Messages should help classroom teachers visualize working with the school librarian by providing actual examples of the past and potential partnerships that could be possible” (Sierra and Chambers 128).

The vignettes in Chapter 9: Collaboration offered by elementary school librarian Matt King and middle school English language arts teacher Jenni Kramer and librarian Kat Berg provide examples of collaborative work and testimonials to the power of classroom-library collaboration for instruction – and for job-embedded professional development.

Initiating and Promoting Partnerships
There are times when collaborative partnerships form spontaneously and organically in the context of schooling. However, it is my experience that it often takes one person – usually the librarian – to initiate partnerships.

Providing examples of successful partnerships, especially in terms of student learning outcomes and educator development on the part of classroom teachers and the librarian, are ideal ways to get to “yes!” That is true even if the examples are from the librarian’s work in a different school or district, or with educators at another instructional level. Examples provide school librarians with credibility.

Each of my coteaching reading comprehension professional books includes twenty-one examples of teaching reading to learn in collaboration with elementary and secondary colleagues in every discipline. In addition, I published/copublished two on the National Council of Teachers of Reading ReadWriteThink.org to spotlight for site users, classroom teacher colleagues, preservice school librarians, and school administrators how classroom teachers and school librarians can elevate student learning through coplanning, coteaching, and coassessing student outcomes and the effectiveness of their instruction.

As the second librarian at Sabino High School, I collaborated with the ceramics teacher to co-design and coteach “Behind the Masks: Exploring Culture and Self through Art and Poetry.” Students researched mask-making from various cultures, recreated cultural masks, and composed poetry to share their understandings. Then, they created personal masks and poems to reflect their own cultures. The classroom teacher learned to use rubrics for assessment.

When I served as the literacy coach at Van Buskirk Elementary, I collaborated with classroom teachers, the school librarian, and art teacher to co-design and co-teach “Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry.” Third- through fifth-grade students applied reading strategies to comprehend literature, created artwork and poetry, and used technology tools to publish their work. Classroom teachers learned new ways to integrate technology into the literacy curriculum.

Classroom Teachers as Advocates
When school librarians help others meet their needs, those library stakeholders will become our advocates. Helping classroom educators and administrators succeed is at the center of the work of school librarians. AND it is important that school librarians turn support for the librarian and library program into actionable advocacy.

Reflection Question
“With whom in your school do you share your vision for building a collaborative culture of learning?” (Moreillon 157).

Note: If you are a School Library Connection subscriber, you can assess the entire Chapter 9 Collaboration as part of the Core Values in School Librarianship: Responding with Commitment and Courage Book Study Kit.

Works Cited
Haycock, Ken. 2017. “Leadership from the Middle: Building Influence for Change.” In The Many Faces of School Librarian Leadership, 2nd ed., ed. S. Coatney and V. H. Harada, 1-12. Santa Barbara, CA: Libraries Unlimited.

Moreillon, Judi. 2004. Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry. ReadWriteThink.org. Available from http://www.readwritethink.org/classrcoom-resources/lesson-plans/peace-poems-picasso-doves-93.html. Accessed December 19, 2021.

Moreillon, Judi. 2021. “Collaboration.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 139-158. Santa Barbara, CA: Libraries Unlimited.

Moreillon, Judi, and Diane Roderick. 2003. Behind the Masks: Exploring Culture and Self through Art and Poetry. ReadWriteThink.org. Available from http://www.readwritethink.org/classroom-resources/lesson-plans/behind-masks-exploring-culture-395.html. Accessed December 19, 2021.

Sierra, Kristin Fraga, and TuesD Chambers. 2021. “Advocacy.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 123-138. Santa Barbara, CA: Libraries Unlimited.

Site- and District-level Advocacy

Chapter 8 Advocacy by Kristin Fraga Sierra and TuesD Chambers

Blog post by Judi Moreillon

“When professionals combine our expertise for the benefit of students, there is transformative power in collaboration” (Sierra and Chambers 127).(Sierra and Chambers 127)

Chapter 8, like every other chapter in Core Values in School Librarianship: Responding with Commitment and Courage, includes two vignettes from practitioners in the field. Erin Godfrey Bethel contributed a vignette focused on a reading promotion initiative at Washington Elementary in Tacoma, Washington, that became a successful advocacy project for the library and her librarian role in the process. Chapter 8 co-author TuesD Chambers contributed a district-level public relations turned advocacy effort in Seattle Public Schools (SPS).

Site-level Advocacy Reaches District-level Advocates
In her vignette, Erin shared her main motivation for seeking and enacting a reading program grant called the Global Reading Challenge (GRC). She implemented the program in her school with a vision for increasing a focus on reading and on the school library as a hub—a welcoming place for all students, especially young people who had not found acceptance elsewhere in the school.

This initiative involved students in the planning process and in organizing teams of readers. Erin used social media to promote the GRC. Each year since its inception, the number of participants has increased and the program has expanded to other schools in the district. Parents and businesses got involved in supporting the GRC and when the district-level competition was held, Erin invited district decision-makers to attend. A win-win-win for students, administrators, and community means a win for the school librarian.

District-level Advocacy
In her vignette, TuesD writes about how a district-wide newsletter representing the work of the entire school librarian cadre of SPS made a huge difference in decision-makers’ understanding of school librarians’ critical roles. The newsletter began as a communication tool among librarians themselves—to share their work and learn from one another’s practice. They also wanted a way to amplify their work that aligned with the SPS Strategic Plan and goals for literacy learning and share it with site- and district-level decision-makers.

The result was a collaborative competition that improved practice among the school librarians while it influenced the understandings of the work of school librarians of families, district leadership, and community members. Spotlighting specific school librarians, libraries and their literacy-focused programs demonstrated how librarians matter to the students in the district. Collaborative competition boosted librarians themselves in elevating their practice. The district-wide newsletter provided direct evidence of the importance of librarians’ work to district goals.

School Librarians as Advocates for the School Library Program
In both of these examples, site- and district-administrators, parents, businesses, and other community members became knowledgeable about the roles of the librarian and library in students’ learning. If and when Erin or TuesD’s librarian cadre need support – a specific “ask” from their advocates, there were supporters with first-hand experience of the influence of school librarians and the impact of school libraries.

“It takes a special kind of curator to gather these voices for others to see and hear until our advocates’ voices become impossible to ignore. It takes a certified school librarian leader who is a library and librarian advocate” (Sierra and Chambers 137).

As they note at the end of their chapter, Kristin and TuesD proclaim that school librarians must be the curators who gather and provide the evidence that will enlist other voices to step up on behalf of their work. School librarians must engage in public relations as curators of their own influence and impact in order to grow advocates. That truly makes school librarians their own best advocates!

Reflection Question
What is one method or example of advocacy that you want to improve upon and why? (Sierra and Chambers 137).

Work Cited
Sierra, Kristin Fraga, and TuesD Chambers. 2021. “Advocacy.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 123-138. Santa Barbara, CA: Libraries Unlimited.

Advocacy Is Not Optional

Chapter 8 Advocacy by Kristin Fraga Sierra and TuesD Chambers
Blog post by Judi Moreillon

“Spreading the message for stakeholders to advocate for the program is an essential activity for today’s school librarian, particularly during school closures” (Sierra and Chambers 123).

Kristin and TuesD began their chapter with a note about the critical need for advocacy, particularly in times of stress and change such as the school closures that occurred while they were writing Chapter 8.

In their experience (and in my own), school librarians who are leaders must be intentional about communicating and building relationships with library stakeholders in order to develop a team of advocates who have first-hand experience with the value of working with a state-certified school librarian and providing students with access to the full range of resources available through the school library program.

Advocacy is not optional.

Creating the Welcoming Space
Before communicating the value of the library program, the librarian must create a space in the library that serves all students, educators, administrators, and families—all library stakeholders. These are some strategies for building a space for belonging:

  • Focus on students first;
  • Listen intently to library stakeholders when they express their needs;
  • Distribute marketing tools such as surveys to collect feedback.

In all cases, make changes to the policies, physical space, programs, and teaching and learning opportunities based on feedback from library stakeholders.

Communication Strategies
The coauthors provide many examples of public relations communication strategies that build library stakeholders knowledge of the value of the library program. These are some:

  • Newsletters with section tailored to the needs of specific stakeholders;
  • One-page infographics that summarize the influence and impact of the library program on learning and teaching;
  • Flyers and invitations to literacy events and teaching and learning opportunities offered in the library space;
  • Social media posts that promote books and share the learning experiences of students’ literacy-focused clubs;
  • And more.

Building Relationships
In every aspect of their work, school librarians must be intentional relationship builders. Putting people first is a leadership behavior.

Whether this focus is evidenced through policies such as late fees or lost materials, providing diverse resources to equitably meet the needs all educators and students, or teaching and learning activities that are inclusive of multiple perspectives, the focus on people means that school librarians will build a cadre of advocates as an organic aspect of their work. Others will have first-hand experiences of how the work of the school librarian and the resources and activities in the library program made a difference in their learning and teaching.

“Strong advocacy work is absolutely necessary to the survival of the school library and is a core, undeniable element to the position of the school librarian” (Sierra and Chambers 124). (Sierra and Chambers 124)

Responding to School- and District-level Priorities
While school librarians will have particular areas of expertise and interest, if they are to be successful, they must align their work with the perceived needs of the school and district. They must be able to tell a “library story” that matters to their decision-maker stakeholders

“We need to keep in mind that library numbers and statistics
are pretty meaningless to anyone else unless they are connected
to your school and/or district priorities”
(Len Bryan cited in Sierra and Chambers 129).

This does not mean stepping away from the work of school librarianship and serving as a reading intervention teacher or technology coach throughout the school day. Rather it means, showing administrators with those needs that the work school librarians do will help them reach their goals. In these cases, improve students’ reading proficiency and students’ and educators’ use of educational technology.

This means teaching and coteaching with classroom teachers to achieve student learning targets, assessing student learning outcomes, and determining how to improve instruction in order for more students or all students to reach standards-based learning goals.

With these data in hand, school librarians will demonstrate to administrators how their work matters, and administrators will understand and value school librarians’ impact on teaching and influence on student learning.

Reflection Question
“What types of advocacy efforts have you led or been a part of in your career or schooling experience and what were the outcomes?” (Sierra and Chambers 137).

Work Cited

Sierra, Kristin Fraga, and TuesD Chambers. 2021. “Advocacy.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 123-138. Santa Barbara, CA: Libraries Unlimited.

Core Values Redux from the AASL Conference

Whether #AASL21 in Salt Lake City in October was your first or your tenth American Association of School Librarians National Conference, I suspect your schedule was something like mine. At every hour of the concurrent sessions, I found two and sometimes three sessions that I would have liked to have attended.

As an attendee who prefers to make a commitment to a speaker or panel rather than session hop, I missed a number of sessions that now, thanks to recordings made by AASL, I can listen to at my convenience.

If you registered for the conference or if you pay a fee, you can access the conference recordings at https://aasl.digitellinc.com/aasl

“Our values should be so crystallized in our minds, so infallible, so precise and clear, and unassailable, that they don’t feel like a choice…” Brené BrownCore Values at AASL
Many contributors to our book Core Values in School Librarianship: Responding with Commitment and Courage shared outstanding presentations at the conference. I am grateful to them for sharing their knowledge and experience and when appropriate, making connections for participants to their chapters in our book.

Photograph of CVSL Presenters Plus Book Contributor Suzanne ShermanPhotograph of CVSL Contributors/Presenters:
Erika Long, Suzanne Sannwald, Julie Stivers, Judi Moreillon,
Suzanne Sherman, Meg Boisseau Allison, and Nancy Jo Lambert

The following is a menu of Core Values contributors’ recordings. The number in parentheses is the page on which each is found on the AASL Conference recordings site. Each presenter’s book chapter is referenced after their name. If they served on a panel, I did not include the names of their panel mates.

Evolving Practices in Creating a Reading Culture (1) panel with Erika Long (Chapter 1 Equity)

The Power of Manga + Anime in Our Libraries (1) by Julie Stivers (Chapter 2 Diversity)

Core Values Lighting Our Way: Equity, Diversity, Inclusion, and Intellectual Freedom panel with Erika Long, Julie Stivers, Meg Boisseau Allison, and Suzanne Sannwald (2) (Chapters 1, 2, 3, and 4)

Radical Inclusion in Every School (4) by Meg Boisseau Allison (Chapter 3 Inclusion)

The Social-Emotional Learning Commons (4) panel with Suzanne Sannwald (Chapter 4 Intellectual Freedom)

Inclusive Collections: A Frank Conversation about Diversity in Library Resources (6) by Nancy Jo Lambert (Chapter 2 Diversity)

Curate a Digital Library (8) by Nancy Jo Lambert (Chapter 2 Diversity)

Centering Our Values through Classroom-Library Collaboration: The Key to Enacting School Librarian Leadership (9) by Judi Moreillon (Chapter 9 Collaboration)

ABC-CLIO Special Offer
Our book is available through ABC-CLIO at a 20% discount through the month of December. This is the discount code to use at checkout: Q42120,

Core Values Book Study
In December, we will complete the Core Values in School Librarianship: Responding with Commitment and Courage book study. Two blog posts will be devoted to Chapter 8: Advocacy and two will focus on Chapter 9: Collaboration.

“The contributors to this book seek to provide colleagues with a ‘home.’ When we are connected to others who share our values, we are able to provide security for one another and our library stakeholders as we rise up to meet the opportunities and challenges of today and tomorrow” (Moreillon xii).

For me, attending #AASL21 face to face, live and in person, felt like coming “home.” Thank you to everyone who presented and attended for coming together for this outstanding learning opportunity.

Works Cited

Brown, Brené. 2018. Dare to Lead, Brave Work, Tough Conversations. Whole Hearts. Vermillion: London.

Moreillon, Judi. 2021. “Introduction.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, ix-xiv. Santa Barbara, CA: Libraries Unlimited.

Who Do You Trust?

Chapter 7 Leadership by Pam Harland and Anita Cellucci
Blog post by Pam Harland and Anita Cellucci

When reflecting on the ideas we shared in our Core Values in School Librarianship chapter on how confidence and vulnerability lead to leadership, we thought about how trust is another important aspect of leadership. We were recently struck by Charles Feltman’s definition of trust, “choosing to risk making something you value vulnerable to another person’s actions” (2021). We thought about how important it is for leaders to be intentional about building trust in themselves and with others. This idea connects to the ideas of confidence and vulnerability we wrote about in our chapter.

Building Trust with Adults in the Learning Community
We felt that the easiest way to start thinking about the idea of trust is to ask ourselves: What makes people not trust a leader? Our initial thoughts are:

  • If their words and actions are inconsistent.
  • If they lack understanding of our shared functional goals.
  • If they deflect blame, especially at the expense of their direct reports.
  • If they are too uncomfortable with uncertainty (they are not willing to take a risk).
  • If they are unable to manage risk appropriately (either by taking too many risks or not enough).
  • If they are unable to manage emotions (either too robotic or explosive).
  • What else would you add to this list? [Leave your thoughts in the comments below.]

In order to avoid distrust and move towards trust, we must behave in ways that demonstrate our trustworthiness. We cannot control how other people think about us, but we can control our own actions and behaviors. For example, we can intentionally:

  • Always tell the truth and not over-commit ourselves or our resources.
  • Seek to understand school-wide goals and how our library goals align.
  • Publicly accept blame when we make a mistake and be transparent with our decisions.
  • Accept uncertainty in our practice. Understand that sometimes we will need to take risks in new situations in order to improve our library programs.
  • While we need to take risks, we must be cautious before taking too great a risk. We will communicate clearly about any risks, especially those risks that impact others.
  • Be willing to share emotions with the school community, but in a controlled way.
  • What other ways can we intentionally avoid distrust in our practice? [Please share your ideas in the comments below.]

Photo Credit: Glenn, Kyle. 2017. Awesome Stencil. Unsplash. Available at https://unsplash.com/photos/gcw_WWu_uBQ. Accessed November 17, 2021.

When we look for trust in our leaders, we are primarily looking for reliability and competence. Additionally, our leaders need to be able to trust the people who work with them. So, while we hope for a reliable and competent school administrator, we also need to be reliable and competent in our own practice. That means we are true to our word and able to perform all aspects of our own jobs. We do not overcommit or promise to do something that we are not willing or able to do. We are also willing to confidently take responsibility for all aspects of our roles as school librarian leaders.

“Leadership is about developing trust and having the tough conversations that strengthen the community of learners.” Pam Harland and Anita Cellucci(Harland and Cellucci 2021, 112)

Building Trust with Students
It is also vital that we act in ways that build trust with our students. “Students are much more likely to engage in discussion and try new things if they trust the librarian to look out for them” (Rinio 2018, 47). Intentionally building trusting relationships with students is another way to demonstrate true leadership in practice. Be true to your word, especially with your most vulnerable students, and you will gain great rewards.

Another way we build trust with students is to amplify their voices in situations where they have little or no power. Iris Eichenlaub, Librarian/Technology Integrator at Camden Hills Regional High School in Camden, Maine described how she created a student-centered library by listening to her students. She wrote that when freshmen first come into the library for orientation in the fall, she begins by saying, “Some of the best parts of this library are because of your great ideas, so please share them” (Eichenlaub 2018). She went on to write, “The library is a dynamic, living space, a space that the community co-constructs together, and a space that responds to the needs of the community” (Eichenlaub 2018). Because she listens to her students and is open to sharing new ideas, she has become the trusted person in her school who can influence ideas and people.

Creating a co-constructed space with students develops trust as students are made to feel comfortable sharing ideas and they have an understanding they have a voice in the decisions made about the library. By providing a platform for her students to share ideas, especially those individuals who do not necessarily possess the formal power to make and implement decisions, she has created a unique leadership opportunity for herself.

Having confidence in our practice and sharing vulnerability with our colleagues and students will help us build trust in all of our relationships. We titled this post by asking, “Who Do You Trust?” and we want to conclude it with: Be sure that the leader your school trusts is you.

Reflection Question
In what ways do you intentionally avoid feelings of mistrust in your school community? Please share in the comments section below.

Works Cited
Eichenlaub, Iris. 2018. “What’s A Student-Centered Library?” Knowledge Quest (blog). Available at https://knowledgequest.aasl.org/whats-a-student-centered-library/. Accessed November 17, 2021.

Feltman, Charles. 2021. Thin Book of Trust: An Essential Primer for Building Trust at Work. 2nd ed. Bend, OR: Thin Book Publishing.

Harland, Pam, and Anita Cellucci. 2021. “Leadership.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 107-122. Santa Barbara, CA: Libraries Unlimited.

Rinio, Deborah. 2018. “How Understanding the Nature of Trust Can Help Address the Standards.” Knowledge Quest 46 (3): 44–48.

Photo Credit: Glenn, Kyle. 2017. Awesome Stencil. Unsplash. Available at https://unsplash.com/photos/gcw_WWu_uBQ. Accessed November 17, 2021.

Pam Harland, EdD, served as a librarian for 25 years. She is now a member of the faculty at Plymouth State University in New Hampshire where she directs the School Librarian and Digital Learning Specialist educator preparation programs. Most recently she earned her doctorate in Educational Leadership in 2019 in which she researched the leadership behaviors of school librarians. Connect with her on Twitter @pamlibrarian.

Anita Cellucci, MEd LMS, is a high school librarian, K-12 library leader, in Westborough, Massachusetts. She advises teens in a library advisory board and coaches a poetry spoken word team. As a teaching lecturer for Plymouth State University, New Hampshire, she teaches children’s and young adult literature with a focus on social justice and diversity. Connect with her on Twitter @anitacellucci.

Taking Action: A Top Priority

Chapter 7 Leadership by Pam Harland and Anita Cellucci
Blog post by Pam Harland and Anita Cellucci

Three Core Values in School Librarianship contributors Pam Harland, Anita Cellucci, and Judi Moreillon, completed a research investigation earlier this year about how school administrators understand and prioritize the roles and responsibilities of school librarians. We studied several AASL created videos featuring outstanding school administrator leaders from around the country.

Judi shared our research questions, purpose, and overview of our findings in last week’s blog post. In this post, we want to highlight the most significant finding from this study: Exemplary school administrators value the ability and willingness of school librarians who take action. Specifically, school librarians who take action when responding to challenges and opportunities to increase their effectiveness are appreciated by their administrators and considered leaders.

Photo Credit: Wash, R. (2018). Do Not Wait. [Photograph]. Unsplash. https://unsplash.com/photos/4lfrwRyHRYk“Don’t wait for leaders. Become them.” Rob Walsh

When you are faced with a challenge or opportunity, how do you respond?
For example, at the beginning of the pandemic, how did you respond? Did you create screencasts for teachers, students, and parents to use to access important digital information at your school? Did you work with collaborative partners to develop digital tools and lessons for all students? Did you reach out to colleagues and offer access to ebooks and digital information sources to embed within their classes?

One of the administrators in the Town Hall video said: “Our librarians haven’t been waiting for people to tell them what to do. They’ve been saying okay here’s the problem we need to solve and then here’s how we’re going to make it happen” (AASL 2020). The school administrators in our study highlighted many of these ideas as integral to the role of school librarian leaders.

Another example is when your school hires a new principal, how do you respond? Do you approach them over the summer to discuss shared goals and values? Do you share the National School Library Standards (AASL 2018) as a method for developing an understanding of your roles and responsibilities? Do you offer to help with understanding cross-curricular connections based on your collaborative efforts?

“If we are to create the necessary environment for today’s school librarians to lead...confidence and vulnerability are emerging imperatives.” Pam Harland and Anita Cellucci (Harland and Cellucci 2021, 121)

Collaborating with Principals and Superintendents
During the Town Hall video (AASL 2020), several school administrators featured anecdotes of how their school librarians were among the first members of the faculty to introduce themselves and offer to help meet their goals. As school librarians, we know the importance of working with principals to clearly describe how the library can play an important role in responding to current challenges. Through thoughtful and intentional trust-building and leadership, school librarians must take action.

We understand that taking action in these situations is not always easy- in fact, it’s frequently quite challenging. However, “when a school librarian understands the challenges confronting the community, has intentionally built relationships, and is willing to listen authentically, there is an opportunity to co-create a more positive culture within a school” (Harland and Cellucci 2021, 112). Taking action requires both vulnerability and confidence.

For more detailed research questions, methodology, and findings we have two forthcoming articles that go deeper into the study:

Harland, Pam, and Anita Cellucci. 2022. “Do You Know Your Administrators’ Priorities for the School Library?” Knowledge Quest, January/February.

Harland, Pam, Judi Moreillon, and Anita Cellucci, 2022. “Take Action: A Content Analysis of Administrators’ Understandings of and Advocacy for the Roles and Responsibilities of School Librarians.” School Library Research.

Reflection Question
“What difference have you made/hope to make in your school culture as a school librarian leader?” (Harland and Cellucci 2021, 121).

Works Cited
American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA Editions, an imprint of the American Library Association.

American Association of School Librarians. 2020. “AASL Town Hall: A Conversation with the AASL School Leader Collaborative.” AASL Learning Library (video), 1:02:32. Posted by AASL, Nov 18, 2020. Available at https://aasl.digitellinc.com/aasl/sessions/4159/view. Accessed November 10, 2021.

Harland, Pam, and Anita Cellucci. 2021. “Leadership.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 107-122. Santa Barbara, CA: Libraries Unlimited.

Photo Credit: Walsh, Rob. 2018. Do Not Wait. [Photograph]. Unsplash. Available at https://unsplash.com/photos/4lfrwRyHRYk. Accessed November 10, 2021.

Pam Harland, EdD, served as a librarian for 25 years. She is now a member of the faculty at Plymouth State University in New Hampshire where she directs the School Librarian and Digital Learning Specialist educator preparation programs. Most recently she earned her doctorate in Educational Leadership in 2019 in which she researched the leadership behaviors of school librarians. Connect with her on Twitter @pamlibrarian.

Anita Cellucci, MEd LMS, is a high school librarian, K-12 library leader, in Westborough, Massachusetts. She advises teens in a library advisory board and coaches a poetry spoken word team. As a teaching lecturer for Plymouth State University, New Hampshire, she teaches children’s and young adult literature with a focus on social justice and diversity. Connect with her on Twitter @anitacellucci.

Strengthening Principal-School Librarian Partnerships

Chapter 6: Principal-School Librarian Partnerships
by Kelly Gustafson and M. E. Shenefiel
Blog post by Judi Moreillon

“School librarians must actively endeavor to understand their principal’s interests, needs and priorities both on a personal and professional level.” Kelly Gustafson and M.E. Shenefiel(Gustafson and Shenefiel, 99)

As M. E. noted in last week’s blog post “Principal Partnerships and Leader-Librarians,” when the librarian “can be proactive and offer solutions to building-level concerns, the principal can breathe a little sigh of relief. These small moments and actions build trust, and strong partnerships are the result.”

Meeting the Needs of the Community
It is essential that school librarians help other people in the learning community solve problems. Whether responding to a student’s question, a colleague’s resource, technology, or instructional strategy need, a parent’s question about their student’s access to library materials, or the principal’s initiative to continuously improve literacy learning and teaching in the school, school librarians must be at the table and bring with them ideas for addressing the needs of others.

While all library stakeholders deserve our attention, meeting the needs of building-level and district-level administrators must be a top priority. Listening to and understanding those needs is essential if school librarians are to reach their capacity to influence teaching practices and student learning outcomes.

There is no substitute for having a mutually respectful, supportive, and beneficial relationship with one’s administrator.

Connection to Research
At the AASL conference in Salt Lake City last month, there were two concurrent sessions focused on research. One Research Empowering Practice session focused on collecting evidence of practice; the other focused on advocacy. In the advocacy session, I presented a recently completed study that focused on the influence of the 2018 National Standards for Learners, School Librarians, and School Libraries (AASL Standards) on the understandings of the AASL School Leader Collaborative (Collaborative). Four members of Collaborative also presented an opening panel keynote at the conference, including principal Kelly Gustafson coauthor of Chapter 6.)

In May of 2019, AASL put out a call for school librarians to nominate their administrator to join the Collaborative in an effort to establish a network of administrators who could provide advocacy for school librarians. Three superintendents and four principals served for two years and it was announced at the conference that another cohort will be forming soon.

Pam Harland, Anita Cellucci (coauthors of Chapter 7), and I conducted a content analysis of videos produced by AASL with testimonials from the Collaborative gathered at the 2019 conference in Louisville (secondary sources) and the November, 2020, AASL Town Hall video, which was the primary source of data for our study.

Research Purpose and Questions
Our research inquiry was based on our belief that if administrators understood the roles and responsibilities of school librarians and school librarians were meeting administrators’ needs then there would be fewer school librarian positions eliminated. We believe that in sharing their perceptions and priorities, these exemplary administrators, who were selected based on their understanding and experience of school librarians as leaders in their schools and districts, can teach school librarians and librarian educators how to further develop as educational leaders.

We wanted to know if we could locate, within these artifacts, these administrators’ understandings of what school librarian leaders do in practice. We also wanted to learn whether or not the AASL Standards were prioritized in these artifacts. Did they mention the five roles of school librarians as defined by the Empowering Learners: Guidelines for School Library Programs (AASL 2009) and cited in the 2018 AASL Standards? Did they refer to the six Shared Foundations as described in the AASL Standards? And finally, how did the content of these artifacts support the leader role of school librarians?

Research Findings
What we learned is that these administrators expect school librarians to take action to help them and others solve problems. The most noteworthy theme that emerged from the Town Hall data is that these administrators expect librarians to take action in response to challenges and opportunities in order to increase effectiveness.

Out of the 32 quotes by administrators in the town hall meeting artifact, 25 of them mentioned this leadership behavior for school librarians.

One of the administrators said: “Our librarians haven’t been waiting for people to tell them what to do. They’ve been saying okay here’s the problem we need to solve and then here’s how we’re going to make it happen” (Harland, Moreillon, and Cellucci 2021).

Another theme that emerged is that these administrators expect librarians to collaborate with principals in ways connected to the school’s mission, vision, and goals.

Out of the 32 quotes by administrators in the Town Hall video transcript, 14 of them mentioned this collaborative role for school librarians. These school leaders were asking librarians to share solutions with principals in response to school and district-wide initiatives.

Research and Practice
As noted in Chapter 6 and in last week’s blog post, school librarians must invest in their relationships with administrators. They must listen, learn, and act to help administrators be successful and thereby influence the success of every student and educator in the building or district.

Reflection Question
“How does your library program support the strategic goals of the building and district?” (Gustafson and Shenefiel, 105)

Works Cited

Gustafson, Kelly, and M. E. Shenefiel. 2021. “Principal-School Librarian Partnerships” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 91-106. Santa Barbara, CA: Libraries Unlimited.

Harland, Pam, Judi Moreillon, and Anita Cellucci. 2021. “Research Empowering Practice: Advocacy. The Influence of Standards of School Administrators’ Priorities.” American Association of School Librarians Conference, Salt Lake City, Utah.

For more information about this research study, Anita Cellucci and Pam Harland will have an article published in the January/February, 2022, issue of Knowledge Quest that focuses on the study: “Do You Know Your Administrators’ Priorities for the School Library?” All three researchers have a research study report forthcoming in School Library Research: “Take Action: A Content Analysis of Administrators’ Understandings of and Advocacy for the Roles and Responsibilities of School Librarians.”

Principal Partnerships and Leader-Librarians

Chapter 6 Principal-School Librarian Partnerships by Kelly Gustafson and M. E. Shenefiel
Blog post by M. E. Shenefiel

Tempus Fugit (Time Flies)
We’ve just returned from the 2021 AASL National Conference in Salt Lake City, Utah, where we had the honor of learning from our co-authors as they presented an overview of the core values embodied in our book. (Thanks to Suzanne Sannwald, Judi Moreillon, Erika Long, Julie Stivers, and Meg Boisseau Allison for sharing your ideas and passion. You are each inspirational role models for those who choose to embrace this work.) It’s been just about a year since we completed the final draft of Chapter 6 of Core Values in School Librarianship and we are grateful to have had the opportunity to participate. When we began the project, we couldn’t have imagined how pertinent this work would become.

Leader-Librarians
At the AASL conference, the Friday general session was a conversation with administrators (including the co-author of chapter 6, Kelly Gustafson.) The conversation focused on “what administrators need and expect from their school librarians and school libraries, and how administrators can empower a school librarian’s leadership role to impact all learners” (ALA, 2021.) Several times during the conversation the panel of exemplary administrators referred to the “mental model” of the school librarian, and how it does not match the actual role of the school librarian. The “mental model” refers to the antiquated role of the school librarian whose seemingly sole purpose was to protect the paper and shush the student. (The pivotal word being, “was.”) These administrators expressed high expectations for what a leader-librarian can and should be.

 “Principals who value school librarians have a high expectation for those librarians to be leaders within their school and district” (Gustafson and Shenefiel, 94).(Gustafson and Shenefiel, 94)

Question: What does a school leader-librarian look like?

Answer: Whatever your administrator needs it to be. It could be something as small as having a few moments during each staff meeting to highlight new resources. It could mean collaborating with another department to help curate resources for a grade-level curricular project. It could mean organizing literacy events for the school community. It could be presenting professional development within the district or at the local, state, or national level.

Leader-librarians observe and listen, attuned to the needs of the students, staff, and school community. When resources and opportunities to address these needs come to light, leader-librarians share proactively. Committed to finding opportunities to serve, they are curious about school-wide and district-wide initiatives and seek out information to understand these initiatives. They ask for a seat at the table, whether it be a small focus group to provide input for a prospective grant, a standing social studies department meeting, or an expanded advisory committee focused on diversity, equity, and inclusion.

Leader-librarians are confident in their ability to advocate for all students and will take risks to challenge the status quo if that challenge is in the best interest of the students.

Building the Partnership

“Trust is built on very small moments.” – Brené Brown

Librarians tend to have their finger on the pulse of what’s happening in a school or a school district. Principals are responsible for guiding the programs and making decisions in the best interest of the school community. Each time the librarian can be proactive and offer solutions to building-level concerns, the principal can breathe a little sigh of relief. These small moments and actions build trust, and strong partnerships are the result.

As a leader-librarian you need to be alert and take advantage of opportunities to show that you are connected to the goals of the school and district. These opportunities don’t require grand gestures or complicated plans.

For example, my building principal is facilitating a year-long book study of When You Wonder, You’re Learning: Mister Rogers’ Enduring Lessons for Raising Creative, Curious, Caring Kids by Gregg Behr and Ryan Rydzewski. A few weeks ago, the authors were speaking at a local independent bookstore, and I was able to share this event with my principal, so he could, in turn, share it with others. This tiny action is just one of many small moments where I’m proactive and step up to support the goals of my principal.

As a result, the principal will always listen when I have a question or suggestion, and when possible, will defer to my judgment when it comes to decisions about the library.

Collaborative Leadership in Our District
The partnership that Kelly and I have has evolved into an interesting collaborative leadership opportunity. Kelly has used her voice to elevate the role of the school librarians across the district. She has been strategic about finding opportunities to advocate and as such, the other principals and administrators are recognizing the value of a leader-librarians. As a result of this work, for the first time, the library department is working in tandem with the ELA department to update our core novel list with a focus on including diverse texts.

Reflection Question
“What opportunities exist for you to be a leader in your school or district?” (Gustafson and Shenefiel, 105).

Works Cited
American Library Association (ALA). 2021. “Friday General Session.” AASL Salt Lake City. Available at https://national.aasl.org/general/. Accessed October 27, 2021.

Behr, Gregg and Ryan Rydzewski. 2021. When You Wonder, You’re Learning: Mister Rogers’ Enduring Lessons for Raising Creative, Curious, Caring Kids. New York, NY: Hachette Book Group.

Brown, Brené. 2019. “The Anatomy of Trust,” recorded April 15, 2019 for Oprah’s Super Soul Conversations, podcast, 24:28, Available at https://super-soul.simplecast.com/episodes/dr-brene-brown-the-anatomy-of-trust-FfsQ0Y_C. Accessed October 27, 2021.

Gustafson, Kelly, and M. E. Shenefiel. 2021. “Principal-School Librarian Partnerships” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 91-106. Santa Barbara, CA: Libraries Unlimited.

Kelly Gustafson, MEd, serves as the Wexford Elementary School principal in the Pine-Richland School District in Pennsylvania. Kelly’s passion for school library partnerships fueled her active role in AASL’s School Leader Collaborative. She champions the value of librarians as a member of AASL and Pennsylvania School Librarians Association. Connect with her on Twitter @GustafsonkKelly.

M. E. Shenefiel, MLIS, (she/her) is the librarian at Eden Hall Upper Elementary School in the Pine-Richland School District (Gibsonia, Pennsylvania), where she also serves as the library department chairperson and a Building Level Technology Coach. She was a contributor to both the Guidelines for Pennsylvania School Library Programs (2019) and The Model Curriculum for Learners in Pennsylvania School Libraries (2019). Connect with her on Twitter @bookbird.

Building Relationships Through the Environment, Your PLN, and a Smile

Chapter 5: Relationships by Jennifer Sturge with Stacy Allen and Sandy Walker
Blog post by Stacy Allen, Jennifer Sturge, and Sandy Walker

“The act of making a connection, feeling and being connected is something humans strive for whether it is a relationship with a place, pet, parent, colleague, or student.”Stacy Allen, Jennifer Sturge, Sandy Walker (2021, 76)

Building Relationships Through the Environment|
As part of the chapter on relationships, we focused on relationships between librarians and students, librarians and teachers, librarians and the broader community. As we set out to write this blog post, we wanted to focus on how we can build relationships by creating spaces that are welcoming, spaces where our students want to spend time and feel empowered to be themselves.  We can build positive relationships in our virtual school libraries and in our physical libraries through many of the same steps.

Create a Welcoming Environment
This might seem like something you already do, but take a close look around you. Go ahead, scan your library. Let’s consider deeply – what is on the walls, in the displays, and how is furniture arranged?

Do you see:

  • Representation from diverse groups of people?
  • Do posters of books and authors include BIOPIC representation?
  • Do your walls welcome those who are differently abled?
  • Persons or books representing the LGBTQ+ community?
  • Do your displays include a wide variety of books and materials that represent your school community, the outside world, and multiple views?
  • Do you have areas where students can work as a group, solo, or relax?
  • Can students who use mobility aids access all areas?

It may feel like a small step to take, but when your library decorations and displays include everyone, students are more likely to want to spend time in the library and thus, you are more likely to be able to build that connection with your students. Every student needs to feel both welcomed and seen.

Focus on Accessibility
As we talk more about the library environment, we wanted to go a little deeper into building relationships through accessibility. When we think about accessibility and relationships,it is essential that we provide an environment where everyone belongs.

Here are a few steps you can take quickly.

  1. Be sure your tables and areas of instruction include tables at which a student with a wheelchair can sit without having to wait for someone to move a chair out of the way. Provide a self-checkout station that is low enough that someone in a wheelchair can access it, and that has enough space around it that a person who has limited mobility can maneuver. If possible, provide the option of a touch screen for someone who may have difficulty using a mouse.
  2. Add core language communication boards to your school libraries. Core language communication boards allow a person to communicate with you and those around them in a non-verbal way. There are many school library core boards available to print and provide in your library.  Susan Berkowitz provides a free one here. However, many are available with a quick web search, or work with your assistive technology team to create a custom one.
  3. Purchase the audio version of your books. One thing that we have started doing as we purchase new titles for the library is adding the audio book on our Sora platform. This allows students who may need access to the audio version to be able to check it out without having to put in a special request for the book to be in an audio version and makes it accessible to all. Your students with vision or reading disabilities may also have access to Bookshare.org, a free online resource with 500,000+ books readily accessible through text-to speech.

Look Up, Smile, and Respond
As we were thinking about this blog post, we started sharing stories of how we feel like we have formed relationships with others that are not the traditional relationship, but ones we enjoy the interaction with just the same.

Jen shared about her favorite cashiers at the local Safeway. Typically, when Jen did her grocery shopping it was around the same time and she enjoyed getting into Jeri’s line. Jeri would chat during the checkout process and share stories about funny things that had happened or about their kids or pets.  Even though Jen never saw her outside of the grocery store, she always made it a point to say hello if she was going through the express line, or to get in her line. Just two weeks ago, Jeri retired. Without that interaction, Jen’s going to need to find a new favorite cashier at her local grocery store — a small relationship, but a relationship nonetheless.

The point of the previous paragraph is not that Jen is missing her cashier, but rather that, as librarians, we serve in a role where we often see hundreds of students in a day, week, or month.  It’s difficult to really dig down and know every single one of the people in our amazing school community. We can be like the Jeri’s of this world – we can converse, give a smile, and make the student or faculty member feel special while they are in our library.

You can also build relationships by displaying your interests. Have an About Me poster that kids can see, display a picture of you in your softball uniform or dance costume, or wear a button showing the instrument you play. Stacy shared that she recently built a new friendship with a teacher who wore a shirt with an ukulele on it. She never would have guessed they had that interest in common!

There is power in the smaller relationships. How you make someone feel sticks with them for a long time. Sharing a small interaction, a smile, and a kind word goes a long way.  Kindness can build trust, and trust is the foundation for a mutually respectful and beneficial relationship.

Relationships with your Professional Learning Network
As some of you reading this blog post will have just returned home after attending the #AASL21 conference in Salt Lake City, we wanted to remind you to nourish the relationships you invested in as you met new people and engaged with those you see only periodically. The school library community is a vibrant community and by continuing to connect with those you spent your time with in Salt Lake City, you will continue to grow and nourish your school librarian toolbox. Reach out to the person on Twitter that you sat next to in a session on Friday morning. Share an idea with the group of people you exchanged emails with at the Rock Out Celebration on Saturday night.

Above all, revisit your relationship with the notes you took, the pamphlets you picked up, and the boxes of books you shipped home! Share what you learned with students, other educators, and administrators. Share important information, effective strategies, and exciting resources that can improve teaching and learning in your school community.

You’ll be glad you did.

Reflection Question
“In your role as a school librarian, what are some of the greatest responsibilities you have in terms of relationships with library stakeholders?” (89).

Work Cited

Sturge, Jennifer with Stacy Allen and Sandy Walker. 2021. “Relationships.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 75-90. Santa Barbara, CA: Libraries Unlimited.

About the Bloggers

Stacy Allen, MA, serves as Assistive Technology Specialist for Calvert County Public Schools in Maryland. She has worked in Special Education for 25 years. Her current position allows her to focus on equity and access for students with disabilities through work with teachers, students, and families. Connect with her on Twitter @artisfood

Jennifer Sturge, EdD, (she/hers) is the specialist for the library media programs coordinating the professional development and library media programs for Calvert’s schools. She is a 2017-2018 Lilead Fellow, the Maryland Technology Leader of the Year for 2019, and was the 2020-2021 Maryland Association of School Librarians President. Connect with her on Twitter @sturgej

Sandy Walker, MA, serves as the Supervisor of Equity and School Improvement for Calvert County Public Schools. He works with school administration, staff, and students to establish an identity-safe learning and working environment where success is not predetermined by income, zip code, or race. Connect with him on Twitter @Real_EquityCCPS