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In this article, the author describes his path to library advocacy. It resulted from several youthful experiences, favorable professional associations, and an unexpected invitation shortly after he left K-12 education for the university. The author believes that it is a good idea to get more librarians to consider going into administration. Building- and district-level administrators who were once librarians are more likely to: (1) protect library budgets and staffing; (2) encourage administrators to support library media programs; (3) encourage teacher/library media specialist collaboration; (4) be more effective than most administrators in evaluating library programs and librarians; and (5) influence other administrators and board members. (Contains 6 notes.)

Discusses why school administrators have not heard about the difference libraries make in student achievement (e.g., stereotypes of libraries and librarians, lack of attention to library programs in teacher/administrator training, the absorbability and invisibility of library work) and how to make changes in order to draw benefits from school libraries. (Contains 118 references.) (MES)

This bibliography lists materials on school libraries, organized in the following sections: (1) Evidence that Quality School Library Media Programs Positively Affect Student Achievement; (2) Evidence and Arguments that Collaboration Pays Dividends; (3) Evidence and Arguments that Administrative Leadership Is Key in Developing Quality Library Media Programs; (4) General Use Websites; and (5) Persuasion Resources. (MES)

Discusses principals' inaccurate perceptions of school library media programs and teacher-librarians. Topics include the invisibility of media specialists; isolation and scheduling; a low profile in professional literature read by principals; occupational socialization; principals' experiences as K-12 students; teacher training; administrator training; and how perceptions can be altered. (Contains 81 references.) (LRW)

Discusses how school librarians can use self-interest to increase their influence with the principal. Topics include demonstrating how the library can help; providing pertinent information; increasing interaction with the principal; accuracy and speed of providing information; helpful Web sites; and organizing and presenting the information. (LRW)

Defines proactivity as a way of behaving that directly alters your work environment. Discusses the role of initiative; proactive school librarians; change opportunities; change-oriented goals; and the downsides of proactivity, both institutional and personal. (LRW)

Explains how educators can develop avenues of indirect library advocacy. Outlines five opportunities for indirect advocacy recruiting which focus on a brand-new teacher, a veteran teacher new to the school, a teacher assigned outside the area of university preparation, a teacher whose assignment has been radically changed, and a teacher taking part in a schoolwide change. (AEF)

Considers reasons that librarians are often overlooked by administrators and teachers. Highlights include lack of exposure to the value of libraries and librarians in teacher training; difficulty in measuring the extent and value of librarians' contributions to classrooms; and lack of visibility in professional organizations outside of librarianship. (LRW)

Notes that high school counselors may be called upon to write letters supporting student applications to local community scholarship organizations. For those counselors asked to write such letters of recommendation to these groups, a number of suggestions are offered and discussed. (NB)

Because assistant principals are essential to the smooth functioning of a secondary school and the success of its principal, attention must be given to facilitating veteran newcomers' adjustment. New assistant principals should be given a realistic picture of the district and be assigned responsibilities corresponding to the newcomer's talents. (19 references) (MLH)

Differences between novice teachers and experienced newcomers are explored, and objectives are presented for staff development programs in which principals facilitate the induction of experienced newcomers. (Author)

Presents nine questions to use when interviewing administrative candidates for the school library. Questions focus on: challenges facing the district/school; implications of increased independent study; prioritizing reading achievement; technology role; Internet filters and use policies; dates of materials; evaluation criteria; prioritzing professional collaboration; and librarian assistance to administration. (AEF)

Principals should support school libraries because it is in both their students' and their own best interests to do so. Quality library programs can enhance student achievement, and informed, committed [...]

Explores the implications of selected school reforms for library media services. Topics include school-based management; school choice; home schooling; inclusion of special education students; at-risk elementary students; adolescents and middle schools; secondary school issues, including school-to-work transition, curriculum reform, distance education, and block scheduling; non-graded schools; and alternative assessment. (Contains 217 references.) (Author/LRW)

School librarians are educators no less than teachers and administrators, and their roles grow ever more important. In most schools, however, there is a gap between the ideal influential role [...]

Research conducted over the last decade yields no simple solution to increasing job satisfaction among educators. Factors affecting job satisfaction include management styles, demographics, financial support, and class size, to name a few. Focused upon is the role of school administrators in developing and maintaining satisfied teachers. (seven references) (SI)

Afterschool systems reduce the number of employees, the surviving staff members often experience low morale, distrust, and guilt. Administrators can help the survivors by answering questions about the layoff: whether it was necessary; whether it was conducted fairly; whether those who were laid off were treated humanely; and what is the status of the survivors. (six references) (MLF)