6.1 Engages in systems thinking: Utilizes a systematic process for problem solving. 

6.2 Engages in Strategic Planning: Engages in long term focusing of organizational efforts towards a common mission. 

6.3 Team Building: Leads by unifying a group of individuals toward commonly-shared vision and establish mutual accountability; identifying strengths/weaknesses within your team.

6.4 Project Management: Leaders plan deliberate steps to execute, monitor, analyze and report on the progress of a work group charged with the creation of a unique product, service or result in order to deliver the on-time/on-budget results, learning and integration that the project and its stakeholders require (LLAMA). 

6.5 Locating, Allocating, and Managing Fiscal Resources: Engages in activities to secure and manage fiscal resources for the organization. 

6.6 Emotional Intelligence: Engages in self-reflection and improvement regarding work performance, interactions with colleagues, incorporating critical feedback, and responding to failure. 

In October 2022, just two months into my first year as a school librarian, I attended my first professional workshop in this new role. Although I had participated in the EARCOS librarian workshop back in 2019 as a classroom teacher, this time I joined with a completely different lens. In one of the sessions, international school librarian Katie Day shared the importance of school librarians having a seat at the leadership table. Her words had a lasting impact and helped confirm that librarianship was the right direction for me. I had always known my leadership path in education would not be through administration. Hearing Katie articulate how librarians can lead from within the library, and how essential it is for school leaders to recognize and support that leadership, encouraged me to take the next step. A few months later, I applied to the UNCG program, which I began in the summer of 2023. Trudeau (2023) affirms that the library’s influence extends far beyond its physical space and impacts teaching and learning as well as the wider community. At the center of this is the school librarian, who often leads without recognition (p. 36). School librarians regularly rise to meet challenges and lead in ways that are not always visible or fully understood by others in the school community.

The Project Management assignment (LIS 650) provided me with a meaningful opportunity to engage in a structured problem-solving process. My group and I identified a specific need within my school and proposed a reading therapy dog program, which could support reluctant and struggling readers (6.1). The goals of the program were aligned with the mission of the school library to foster literacy, reading confidence, and learner well-being (6.2). Through collaboration, my group and I developed a shared vision, encouraged participation, and fostered accountability among members. This process allowed me to identify both strengths and areas for growth within the group (6.3). While I brought over ten years of experience managing a classroom budget, I quickly learned that managing a library budget requires a deeper understanding when dealing with multiple line items and purchases that impact the entire community. I conducted research into community partnerships and funding opportunities to support the financial aspect of the program (6.5). I had previously used and taught GANTT charts but this assignment also introduced me to tools such as scope statements and communication plans while helping me manage deadlines, monitor progress, and communicate effectively with diverse stakeholders (6.4). Reflecting with classmates and receiving critical but constructive feedback from our professor required me to be open, adaptable, and focused on solutions even when that feedback was difficult to process (6.6). Brooks et al (2021) guides school librarians to grow as leaders by intentionally developing skills like clear communication, collaboration, risk-taking, and self-confidence (p. 281). This assignment enhanced my leadership skills and gave me the confidence to move forward with programs that align with our school’s mission and learner needs.

Everhart and Johnston (2016) found that when school librarians take on leadership roles, they enrich learning by collaborating with teachers, providing engaging instruction, and integrating technology (p. 1). The Chatbot Goal Project (LIS 693) was one of the most unexpected and exciting projects I have worked on. The idea came from conversations with three different people, none of which were connected, yet all mentioned a similar challenge. Our learners need better access to reading material within their zone of proximal development while still practicing strategies that help them grow as readers (6.2). As I am pursuing dual licensure in School Library and Instructional Technology, I wanted to create something that addressed both fields and supported nearly twenty five percent of our learners who receive language or learning support. This led to the development of the text-leveling chatbot (6.1). One of the biggest challenges in this project was ensuring that the tool would remain free and accessible (6.5). By using the Poe platform, I was able to build a working model using the free version that allocates a daily usage limit, which has been sufficient for testing and development. As of March 21, 2025, the chatbot has gone through three iterations, including significant prompt adjustments based on the meeting with the school wide leadership time and classroom use (6.6). One notable revision came after collaborating with a learning support teacher to adapt content for language learners in a Global Politics course. This experience highlighted the need for better prompt engineering for educators and revealed areas for growth in how the chatbot handled educational content especially textbooks (6.3). From the beginning, I created timelines and outreach plans for collaboration with educators and administrators to bring the tool into broader use (6.4). Trudeau (2023) emphasizes that by leading with empathy and focusing on relationships, librarians carry forward the legacy of the profession while adapting to meet diverse community needs (p. 38-39). While the chatbot is not yet ready to implement fully, I'm building relationships with educators who can give me honest feedback and potentially make this into something free and impactful for teaching and learning. I plan to share it with several professional learning networks to gather feedback and continue improving its functionality. I have become deeply invested in this project, especially after receiving feedback about the importance of preserving instructional strategies and best teaching practices. As a result, I revised the chatbot prompt to include evidence-based reading strategies and am now in the process of developing a tiered strategy bank for the chatbot to use in order to differentiate texts effectively with immediate, research-supported techniques.

Childs (2023) notes that although librarians have traditionally led within the library, they are well positioned to take on broader leadership roles within the school community (p. 159). Leading from the library requires building positive, trusting relationships with stakeholders. Perceptions matter, both our own and those of administrators. Childs (2023) proclaims that librarians who see themselves as leaders are more likely to take on leadership roles, and principals who recognize librarians as leaders are more likely to provide them with those opportunities (p. 160). I fully intend to lead from the library as often as possible to shift these perceptions. I also believe it is essential for others to examine their assumptions about the role of the librarian and to help dismantle the barriers that prevent school librarians from being seen and supported as school leaders.

The Project Management assignment (LIS 650) and the Chatbot Goal Project (LIS 693) helped me see the variety of leadership opportunities available to school librarians and the ways we can create meaningful change within the community. As of spring 2025, I have completed my third year as a school librarian, and I remain just as passionate about leading from the library as I was when I was first introduced to leading from the library in October 2022. These assignments, along with the broader learning in this program, have improved my skills to analyze both qualitative and quantitative data, giving me the insight needed to identify areas of impact and make informed, strategic decisions. I have gained the confidence to step forward as a leader, take risks, and develop innovative solutions that align with the evolving needs of my school.

I plan to apply the skills I’ve gained to lead initiatives that improve access, enhance instruction, and promote equity within my library and school community. The emphasis this program has placed on building strong relationships has been a guiding principle in my development as a leader. The consistent message from my professors of relationships first has reminded me that lasting impact starts with trust and connection. As I continue to grow in this role, I will carry these values with me, using what I’ve learned to lead with purpose, build inclusive programs, and advocate for more leading from the library. 

Brooks, A. W., Warner, L., & Hammons, J. (2021). Information literacy leadership: The traits we didn’t know we had. College & Research Libraries News, 82(6), 278–281. https://doi-org.proxy180.nclive.org/10.5860/crln.82.6.278

Childs, N. A. (2023). School Librarian Leadership: Perceptions and Practice (Order No. 30575434). Available from Library Science Database. (2845093071). https://login.proxy180.nclive.org/login?url=https://www.proquest.com/dissertations-theses/school-librarian-leadership-perceptions-practice/docview/2845093071/se-2

Everhart, N., & Johnston, M. P. (2016). A Proposed Theory of School Librarian Leadership: A Meta-Ethnographic Approach. School Library Research, 19, 1–30. 

Trudeau, A. A. (2023). LEADING FROM THE HEART in the School Library. Knowledge Quest, 51(3), 34–39.