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

2. 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)

3. Leadership in 25 High vs. Low Scoring Colorado LMC Programs Characteristic High Low % Diff. in Scores Meeting with Administrators (hours per week) 4th grade 0.77 0.37 108% 7th grade 0.56 0.49 14%

4. Leadership in 25 High vs. Low Scoring Colorado LMC Programs Characteristic High Low % Diff. in Scores Serving on Standards Committees (hours/week) 4th grade 0.45 0.37 10% 7th grade 1.12 0.56 100%

5. Leadership in 25 High vs. Low Scoring Colorado LMC Programs Characteristic High Low % Diff. in Scores Serving on Curriculum Committees (hours/week) 4th grade 0.77 0.37 108% 7th grade 0.56 0.49 14%

6. Leadership in 25 High vs. Low Scoring Colorado LMC Programs Characteristic High Low % Diff. in Scores Attending School Staff Meetings (hours/week) 4th grade na na na 7th grade 0.83 0.60 38%

7. Leadership in 25 High vs. Low Scoring Colorado LMC Programs Characteristic High Low % Diff. in Scores Holding Library Staff Meetings (hours/week) 4th grade 0.62 0.54 15% 7th grade 0.83 0.60 38%

8. 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.

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