Parent Volunteers: They are your extra arms.

handsCommon fact: Parental involvement in schools is directly correlated to a school’s success. Most educators reading this statement are nodding in agreement. My library operation is centered on parent volunteers. I do not have a library assistant—neither full nor part time. In my over 16-year career, this is the first school I have worked in that does not have additional library staffing. Without these volunteers, my day-to-day operations suffer.

I lean HEAVILY on my volunteers. They check in and shelve nearly all the library books. They copy catalog and clean up records. They repair books, apply stickers, and pull books for displays. (And there is always at least one volunteer who loves to shelf read. That volunteer is always a hero!)

My volunteers work in the library because they wish to help out the school. They are rarely thanked or shown appropriate appreciation. Most days, they arrive, work an hour or 5, and leave without even a word spoken between us. Some days, when I am teaching in classrooms or otherwise out of the library, without seeing my return shelves empty, books on tops of shelves face front, and/or the parent signature in my library sign-in sheet, I would not even know anyone has been there. My parents are that good! They are library volunteer ninjas!*

But it has not always been so throughout my career. I started my career young and with a library assistant. I did not know nor had a mentor teach me how to reach out to parent volunteers. After a few years in the classroom, I began to understand a parent’s role INSIDE the school. But when I went back in the library, I was at a school with complicated parental politics. I wanted volunteers but did not want to embroil myself in battles that were not mine to fight. So I mistakenly and feebly reached out to a few parents who could not spend time in the library. So I thought that was how it would always be.

Then I went to Taylor Elementary were the expectation from parents was they were involved within the school building. I had no choice. It was imperative that I learned to accept their presence and how to harness parental volunteer power. Luckily, I had an awesome library assistant who had been in that library for over 20 years. She showed me the ropes. She taught me.

I quickly understood that parents can do the tasks that I love doing: shelving, cataloging, book repair. It was hard for me to give that up. But by doing so, I found more time to create better book displays and bulletin boards. Tapping into the power of creative parents for bulletin boards freed me up to focus on more library programming.

Suddenly, I had time to focus on collection development. I have a reputation as a “ruthless weeder.” I took Taylor’s library collection from 21,000 books with an average collection age of +20 years to a stable 15,000 books and average collection age of +9 years. Circulation improved drastically!

Parent volunteers see what happens in the library while they are there. They see the circulation. They see which books are well loved. They understand the librarian’s actions.   They become an advocate for more funding to improve the library collection or get another author to visit. I believe this advocacy is the greatest asset of parent volunteers. They become a much greater megaphone than I could be. But they also champion me to speak up when necessary.

As stated, I do not currently have a library assistant. Naturally, I gain strength through collaboration and conversation. Last year, as I learned the new school, new students, and worked on opening the library, I did not actively seek out parent volunteers. I suffered. The library program suffered. Circulation suffered. I needed adult conversation within the library. I needed help.

This year is completely different! I have a dedicated crew of awesome parent volunteers. I started a program having a parent to help with check out (and another adult body in the library) during open check out each morning. I have my superstar shelvers, cataloging extraordinaires, shelf reading phenoms, and otherwise awesome parent volunteers!   Because of their support, their dedication, their thankless help, I am focusing on programming and circulation.

Little by little, the library is becoming what I want it to be—what it should be. It’s all because of parent volunteers. They are my arms doing heavy lifting.

*Total aside: Stat! Someone make a logo, bumper sticker, t-shirt with that moniker. My parent volunteers deserve it.

Relationships Matter Series

Relationships are key to functioning civilizations. Schools focus on PLCs and other teaming factors to help teachers grow and increase educational effectiveness. Throughout my career I have always built relationships with teaming partners, administrators, parents, and students. These relationships challenged me and made me a better educator. I want to take time to highlight some of my key relationships. Within this series I will not address student to teacher or teacher to administrator relationships. These topics are well covered within the educational world. They matter and have mattered to me. However, I want to focus on the relationship teams I have purposefully sought so I could be a better teacher.

These relationships came both naturally and were forced. I have always found the best relationships to teeter on the edge between comfort and chaos. In that small space is growth, learning, and excelling. Relationships take work to survive. Without these relationships, I would not be where I am in my career: physically and emotionally.

The relationships I will highlight have all come during my time as a librarian. My relationships as a classroom teacher were—and still are—important. I feel like they transcended into the relationships within this series.

I look forward to learning about others’ professional relationships. Leave a comment or find me online to drop a note.

A Look into My Library

“A picture is worth a 1,000 words” is an old idiom. For some people, it holds true. For others, it might not. Sharing pictures of my library, allows others to see what the space looks like and gives me a chance to reflect on what I see within the pictures.

img_0543At first glance, I notice how colorful the library is. The orange columns, yellow, green, and white walls, and the intricately student created butterflies cheerfully welcome visitors. In addition, the forward facing books, brightly colored furniture, and signage visually stimulate students. The library is beautiful.

But it should be. Only two years old, it represents a newer tradition in school library design. But trends change over time. Like all design trends, library spaces being built today have a more mix-use and multi-purposed furniture. A trend that I have seen in many journals is curved shelves that can be arranged and rearranged into different patterns and shelving structures.

Everything in my library is moveable—including the shelving. Everything in my library has been moved at least once!   I started the second year of the library with the third library arrangement. It now has the flow and feel that I prefer and makes for ease of student access, several instructional areas, and can easily moved to open floor space for large assemblies. I really like the design and circulation is higher than last year.

However, as awesome as the space is, the pictures do reflect something missing. Where
are the kids? Where are the parents? Where are the teachers? We have open check out all day long. Students may come and go throughout the day to circulate books. But the majority of check out is first thing in the morning. For the first 30 minutes of the school day, I typically average about 50 students looking for books. It is a fast paced and often noisy time but I love starting the day listening to students talk about books, runaround hoping to get a book from the “Popular Series” bimg_0537efore anyone else, or checking to see if their holds are ready. During this time, a few parents come in to speak about their child’s books or sign up on the school volunteer registry. Usually, there are 1 or 2 library parent volunteers helping out in the mornings. But I need to find ways to invite and better welcome parents throughout the day. As for teachers, I am missing the mark entirely. Other than getting books for reading groups, I rarely see teachers using the library collection or space. Somehow over the past year and a half, I must have created a sense of teachers not welcomes or needed in the library. Yet, I want and wish for teachers to come in, hang out, and use the library everyday. Now that independent student check out is higher, my focus next year should be on adults using the library space.

img_0539But no adequate reflection of my library is complete without mentioning what I see
missing everyday. The library does not have a library assistant. I am writing a series titled Relationships Matter for this blog. One of the posts will feature my former library assistant and why I believe assistants are vital to daily operations of all school library programs. So I will leave my thoughts on this subject for another day. However, I want to say here and now, (and again in a later post), I could not do what I do only a daily basis, circulate as well, instruct as effectively, or work as hard as a do without the help of my awesome library parent volunteers. Their relationship matters also. I lean on them immensely and plan to celebrate them in the upcoming series as well.

In the meantime, enjoy looking at my library. I always welcome others’ thoughts and opinions. Please reach out to me in the comment section below each post. Let me know what you think of my library space or what you hope to learn about in the Relationships Matter series.