The Rookie

A primer to help you survive your first year with flying colors

By Carl A. Harvey II -- School Library Journal, 9/1/2004

I was only 22 when I interviewed for my first job as a media specialist in 1998. The principal later told me that the first thing she thought when she saw me was, "This kid can't possibly be our new librarian." She was sure that someone fresh out of college (who looked even younger than his years) wouldn't be a good fit for a school with a seasoned staff. But as we talked, her impression of me began to change. And several years later, she confided that she was truly glad she had given me a chance.

It's not easy starting a new job—no matter how old you are. But young librarians face a special challenge. When I began working six years ago, some of my colleagues had kids of their own who were older than I was, which made it tough for them to accept me as an instructional partner. It also didn't help that I wanted to shake some things up. Change is often unsettling, but receiving initiatives from a professional who can pass for your son or daughter makes the process even bumpier.

How can a young media specialist not only survive but thrive during their first year on the job? What do you need to know about working with an experienced staff? Here are some strategies that helped me earn my colleagues' respect.

Listen and Learn. Behind every successful library media program is a supportive administrator—and I was fortunate to have one. My principal encouraged me to meet with all of our teachers during the first week of school, and she asked staff members to set aside time to talk with me. I scheduled meetings whenever it was convenient for others—before or after school or during prep periods. I wanted teachers to know that their new media specialist was flexible in meeting others' needs. Some teachers opted to speak with me individually, but most preferred to get together in small groups of three or four, by grade level.

What's the most important thing for a media specialist to do during these sessions? In a word: listen. It makes sense to prepare some questions beforehand, but be sure to let teachers lead the conversation so that they can share what's on their minds. You're bound to gain insight into the different personalities you'll be working with and valuable information that will help you collaborate on future projects. When I met with the third-grade teachers, for instance, I learned that they were planning to offer a unit on American presidents in February. That gave me plenty of time to see what resources were available in the media center, order additional materials for our collection, and talk to teachers about how I could help students with their research projects.

Informal meetings are also a great opportunity to introduce new practices and gain support for your ideas. One of my main goals during my first year was to introduce flexible scheduling so students could check out books whenever they needed them. By meeting with individuals and small groups of teachers, I was able to assuage their anxieties about how the new arrangement might affect their classroom routines. If I had waited to introduce my plan at a meeting of the entire school, odds are it would have been rejected.

Make sure you take good notes at your meetings. I usually write down my questions ahead of time, leaving ample room for comments. During the conversations, I jot down things I find interesting, as well as items I need to follow up on and opportunities for future collaborations. Then I make a copy of my notes so I'll have a record of the conference. At the end of the year, I look back at my notes and send teachers follow-up messages, such as "Here are some items we purchased based on what you told me at our introductory meeting" or "Thanks for your suggestion about changing the check-out procedure; it worked out well."

It's also important to set aside time to attend grade-level or department meetings. Even if you're there as a quiet bystander, it's an opportunity to find out what's happening in the classroom. Plus, your presence shows that you care about what's going on and want to be involved. When I began my current job at North Elementary School in Noblesville, IN, a couple of years ago, I decided to attend the weekly planning sessions for fourth-grade teachers. As the year progressed, my colleagues and I became more comfortable working together. When they met last summer to create a plan for the upcoming school year, I was invited to help. Guess what? The new plan includes lessons, projects, and activities that take advantage of the media center and technology.

Take the Terror Out of Technology. It's second nature for me to use technology with students. But many veteran teachers (and some new ones, too) are threatened by it, and it may take a lot of effort to convince them that technology is worth trying. How can you overcome educators' resistance? One of the most effective strategies is simply to model how to use educational software and hardware—that way teachers can discover the practical benefits of using it without the risk of looking foolish in front of their classes. When I teach first graders how to identify the facts in a book about horses or some other nonfiction story, I often use Inspiration to organize their ideas. Not only does the software program help me record their responses, but it's a great tool for keeping kids' on task—something that's not lost on a savvy teacher. Similarly, I've shown my colleagues how to use a SmartBoard to navigate the Web with an entire class, how PowerPoint can soup up their presentations, and why Excel lives up to its name when they're showing kids how to create graphs. Just yesterday, a group of fourth-grade teachers were planning an experiment with salt water, and trying to figure out how all three of their science classes could see it at the same time. It dawned on me that we could hook a document camera to a data projector and display the 3-D objects and transparencies on a screen. Since I'm a media specialist, the idea popped quickly into my head, but it isn't something that a classroom teacher is likely to think of.

I also provide my colleagues with a weekly update on helpful, curriculum-related Web sites. And I write a newsletter that includes technology tips, such as how to use the library's online catalog or how to customize our school's e-mail program. You may be thinking, "Does this stuff really work?" Absolutely. I've seen some of the most technophobic teachers become converts. One of my former colleagues, who had taught for decades, couldn't fathom why technology mattered. She ignored scores of my suggestions, but eventually she noticed the wonderful things that other third-grade classes were doing with technology. Finally, she decided to work with me on a research project, and I helped her students create a Web page. From that time on, she was a changed person as far as technology usage, and when I left for another job, she was actually sorry to see me go.

Practice Patience. When I began my second job, I felt like I was starting all over again. Even though the district had a strong library media program, I wanted to collaborate with teachers far more than my predecessor had and I wanted technology to play a much greater role in learning. My first few months were frustrating. Many teachers weren't used to my hands-on approach, and they resisted my attempts to help them. I felt like I was stuck in quicksand. Finally, a wise friend reminded me that I hadn't created my last media-center program overnight; it had taken me a few years. Somehow, I had forgotten that it takes time to build trusting relationships. I needed time to adjust to the new staff, and they needed time to get to know me. It's human nature to want things to be perfect immediately. But young media specialists need to be patient, celebrating the small gains we make on our good days and keeping our spirits up on those not-so-good days by recalling all that we've accomplished.

Study the Masters. You can learn a lot by simply observing veteran teachers in action. Many of them have mastered the tricks of the trade when it comes to classroom management techniques, instructional strategies, and other best practices that a young media specialist can incorporate into his own teaching repertoire. Many of the management techniques that I now use—such as posting our procedures, ringing a set of chimes to get students' attention, and talking to children individually about issues or problems—I picked up from watching experienced teachers. However, a media specialist may also see examples of ineffective strategies. As a young educator, you'll also want to take note of what doesn't work to avoid the same pitfalls.

Interact. You may think that you're much too busy to hang out with other educators, or maybe you're just hesitant or reserved. But it's extremely important to interact with your colleagues. Take time to go to lunch each and every day—rather than eating alone at your desk. Vary your lunchtime so you'll get a chance to talk to different groups of teachers. And don't just talk shop. Don't get me wrong—if the opportunity for a collaborative endeavor presents itself, go for it, but for the most part, use times like these to get to know the folks you work with. Most schools have a social committee that plans events—make sure you attend holiday parties and other social functions. Just as students find it interesting to see teachers at the store (and out of the school environment), it's important for teachers to see the media specialist out of the library. At the school where I currently work, a group of teachers goes out for breakfast every other Friday, before school, with some of our retired teachers. I've learned a lot about our school and community's history, and my presence has demonstrated how much I'm interested in becoming part of the staff family. A group of us also gets together once a month and plays cards. Collaboration is easier when people know and respect each other. Social opportunities like these make that happen. If your staff isn't big on getting together socially, maybe you can encourage them. One idea might be to host a new-book breakfast, where you share the latest additions to your collection.

Network. Teachers have one another to lean on, but media specialists typically go it alone; there's nobody else in your building who understands precisely what you do or what your concerns are. That's why it's important for young librarians to find other media specialists in their district or state to share their concerns with and seek advice. Fellow media specialists are a great resource for this. So make sure you go to professional conferences, attend district meetings for media specialists, and get to know your colleagues. They'll be eager to help you throughout your first year and for the rest of your career.

Show Some Respect. A word of advice: when you refer to longtime staff members, never use the word "old." Words such as "experienced" or "veteran" are much more tactful. As for sharing jokes, it will quickly become clear which teachers appreciate your humor and which would prefer that you kept it to yourself. Fortunately, the teachers I've worked with have always had a great sense of humor, and we've shared a lot of laughs. Some get a kick out of the fact that I was born after the release of the first Star Warsmovie, in 1977, or that I can't remember the resignation of President Nixon; others probably just wish I'd hurry up and get wrinkles. As veteran teachers often remind me, time will eventually catch up with me and other young media specialists, and 20 years from now, some whippersnapper will be trying to collaborate with us.