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This article focuses on the role of administration in the organization of a school for teaching and learning. According to the author, when principals and assistant principals discourage the use of practices unfamiliar to them or do not support best practices, they can actually hamper student achievement and professional growth. This view looks more practical and real when it comes to the library media center, where front office decisions directly affect program budgets, the master schedule and overall role of a person as library media specialist. On the contrary when a teacher and his administrators share a philosophy of supported practice, the results can be outstanding. The article also refers to a research study, which has clearly shown that reading scores improve as quality characteristics of the library media center program increase. It is further revealed in this study that other aspects of the library media center program are best accomplished with specific involvement of the principal, both administratively and instructionally.

A chart is presented that shows information skills for student achievement.