Librarians must make thoughtful decisions about how to use limited time, funding, and resources to best support their communities. Strong leadership helps ensure that library services align with organizational goals while responding to user needs. Research shows that strong school library programs contribute to improved student achievement when librarians collaborate with teachers, support instruction, and help guide school-wide learning goals (Lance & Kachel, 2018). In school libraries, these skills require intentional collection development, collaboration with teachers, and equitable access to resources that help all students succeed.

For LIS 653, I wrote a grant proposal that demonstrates my ability to plan strategically and use a structured process to address a need in the school library (6.1, 6.2). I identified a gap between the cultural and linguistic diversity of the student population and the representation in the library collection. I used demographic data, reading proficiency data, and research on independent reading to design a project that would improve both access and engagement (6.1). Rather than focusing only on purchasing books, I developed a plan that connects collection development, student choice, family engagement, and instructional collaboration to support reading growth for multilingual learners (6.1, 6.3). Research on independent reading shows that students who read more tend to demonstrate stronger reading achievement, vocabulary, and general knowledge, and that effective reading programs include access to appealing materials, family involvement, and collaboration among the adults who support students (Cullinan, 2000).

The proposal also demonstrates project management and responsible use of resources (6.4, 6.5). I created a clear timeline, measurable goals, and a realistic budget that prioritized high-interest materials likely to increase circulation and student motivation (6.2, 6.4, 6.5). I built collaboration into the project by planning work with ESL and ELA teachers and by sharing resources with other librarians in the district. This work reflects my commitment to creating a library where students feel seen and supported, while also using evidence and planning to improve reading outcomes. In the future, I will continue to reflect on circulation data, student feedback, and collaboration with teachers to evaluate the effectiveness of similar projects and make adjustments to better support multilingual learners (6.6).

My advocacy plan (LIS 653) demonstrates leadership competencies by addressing gaps in representation and access in the school library. The project applies systems thinking (6.1) by using a diversity audit, demographic data, and circulation evidence to identify needs and guide decisions. Strategic planning (6.2) is reflected in long-term goals that support student belonging and literacy engagement. Collaboration with administrators, PTA members, teachers, and ESL staff demonstrates team building around a shared vision of equitable access (6.3). Clearly defined objectives, timelines, and assessment measures illustrate project management (6.4). Securing instructional funds, grants, and fundraising support reflects responsible fiscal management (6.5). Attention to multilingual learners and use of feedback to improve services demonstrates emotional intelligence and a commitment to responsive, student-centered decision making (6.6).

This work demonstrates my ability to plan strategically, collaborate with others, and use evidence to improve access and support student learning. It also reflects my commitment to creating a school library program that is intentional, inclusive, and focused on helping all students succeed. Moving forward, I will continue to use data, feedback, and collaboration to guide decision-making and adapt library services to meet changing student and school needs. I will also seek opportunities to lead initiatives that strengthen access, improve engagement, and support school-wide goals.

References: 

Cullinan, Bernice E. (Nov 2000). Independent Reading and School Achievement. School Library Media Research, https://www.ala.org/sites/default/files/aasl/content/aaslpubsandjournals/slr/vol3/SLMR_IndependentReading_V3.pdf

Lance, K. C., & Kachel, D. (2018, March 26). Why school librarians matter: What years of research tell us. Kappan. https://www.researchgate.net/publication/324020963_Why_school_librarians_matter_What_years_of_research_tell_us