Leadership and Achievement Seeking leadership roles, and Creating partnerships with administrators Translate indirectly into: ACADEMIC ACHIEVEMENT

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)

Leadership in 25 High vs. Low Scoring Colorado LMC Programs CharacteristicHighLow% Diff. in Scores Meeting with Administrators (hours per week) 4th grade % 7th grade %

Leadership in 25 High vs. Low Scoring Colorado LMC Programs CharacteristicHighLow% Diff. in Scores Serving on Standards Committees (hours/week) 4th grade % 7th grade %

Leadership in 25 High vs. Low Scoring Colorado LMC Programs CharacteristicHighLow% Diff. in Scores Serving on Curriculum Committees (hours/week) 4th grade % 7th grade %

Leadership in 25 High vs. Low Scoring Colorado LMC Programs CharacteristicHighLow% Diff. in Scores Attending School Staff Meetings (hours/week) 4th grade na na na 7th grade %

Leadership in 25 High vs. Low Scoring Colorado LMC Programs CharacteristicHighLow% Diff. in Scores Holding Library Staff Meetings (hours/week) 4th grade % 7th grade %

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.

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