Brian Peck never set out to be a teacher, let alone a school librarian. He studied sociology in college, considering careers in social work or even the priesthood. But everything changed when he took a volunteer role in Belize.
“They placed me in a youth program, and I ran a youth group at our church. I had an amazing time being immersed in the culture, working with young people, and it just clicked—I loved it.
Brian joined Teach For America in 2013 and began his teaching career at Osborn High School, a school that held deep significance for him.
“My dad grew up in that neighborhood. I had always heard about Osborn from my uncles. It felt like coming full circle.”
For seven years, Brian taught Spanish at Osborn, leading student activism efforts and organizing trips to Nicaragua. His students advocatedfor more music, gym, and art programs, testifying at board meetings about the importance of a well-rounded education.
They even spearheaded a project to give back to the school they loved.
“My students and I started sorting through <books>and organizing an informal library. We created a system where students could check out books and have a space to read what they wanted.”
Years later, Brian is still taking a creative approach to his work with students.
One of his school leaders at University Prep, Vice Principal Amanda Hughes, recognizes Brian’s leadership and impact. “Brian Peck is an outstanding educator who sets high expectations for his students and holds himself to the same rigorous standards. He is constantly seeking opportunities for growth, refining his craft, and actively seeking feedback to enhance his lessons. His dedication extends beyond the classroom—he spearheaded the creation of a school library and is always exploring new ways to encourage students to read more, both in and out of school.”
Building a Library From Scratch
“My journey as a Spanish teacher inspired me to become a school librarian. I was learning how essential comprehensible input was to second language acquisition and started to see the lack of that same input for my students’ native language development.”
At UPA, he dove head first into ensuring his students had the opportunity to develop a love of reading. . With $50,000 in grant funding from the state, he launched a student-run library project.
“We didn’t just create a library—we built policies around book selection, book challenges, and student leadership.”
His students now manage the library themselves, curating collections and helping their peers find books they actually want to read.
The Power of Choice in Reading
“I remember the months before COVID I started following Penny Kittle’s Book Love strategy in my Spanish classes. It’s essentially a voluntary reading program emphasizing intentional learning partnerships with each student to coach them in finding and enjoying books. I got a lot of pushback from students at first, and I remember one student in particular that really resisted reading. We finally settled on Ghost Boys by Jewel Parker Rhodes, and after a few chapters, he really got into it and wanted to finish it on his own. I find that’s true with many students.”
Even younger students are feeling the impact.
“A second grader from our elementary school came into the library and said, ‘I want this at my school.’ She was so excited just to be in the space, reading with her older sister. Moments like that make the entire effort worth it.”
Brian knows that the key to making these moments happen is relationships.
“Students were invited by someone they trusted to try a book, and they spent time with them getting a jump start to make sure the book was a good fit. An effective school library is not just a room with books. It is a tool that comes alive when librarians and community members tend to it and develop programming and relationships with students to model the joy books can bring us.”
A Lifelong Commitment to Education & Advocacy
Despite his success at UPA, Brian is painfully aware that his library is an exception, not the norm. Nearly 70% of Michigan schools lack a certified school librarian.
“Michigan needs to reinvest in school libraries if it’s serious about improving student literacy. We’re shifting to the science of reading, but that’s only part of the solution. Students won’t reach their potential as readers without wide access to books curated by certified school librarians.”
Brian is working to push for systemic change through the Michigan Educator Policy Fellowship (MEPF).
Vice Principal Amanda Hughes emphasizes his role in strengthening the school community. “Peck is deeply committed to work that creates lasting benefits for students. Among his many accomplishments at UPA High School, one of his most notable is establishing a library, giving students access to books and fostering a culture of reading.”
The Future of the UPA Library—and Beyond
Brian has big dreams for the future. He wants to expand the UPA library’s reach, propose district-wide policies, and create an advisory committee that includes teachers, parents, students, and community members.
“My students are the core leaders pushing for more space and resources while we propose policies for book selection, deselection, and book challenges to our board. Once we have those policies in place, we aim to expand the library advisory committee that is currently composed of teachers to include parents, students, and community members from our elementary schools so that the program is district-wide.”
He’s even considering shifting to a full-time librarian role, recognizing the impact it could have.
“Although I love being a Spanish teacher, I think there is a critical need for me as a librarian, and I am open to serving in that capacity full-time.”
His ultimate vision? A fully staffed school library in every UPA school.
“We might need to take baby steps,” he admits, “but we’re taking them.”
A Legacy of Literacy
“An effective school library is not just a room with books. It’s a tool that comes alive when librarians and community members tend to it and develop programming and relationships with students to model the joy books can bring us.”
Through his dedication, he’s not only revitalizing a long-lost school resource—he’s changing the literacy landscape for generations of students to come.
Brian Peck
Brian Peck teaches 9th Grade ESL and Spanish at University Prep Academy High School in Detroit. With 12 years of teaching experience, he is a proud participant in the Michigan Educator Policy Fellowship (MEPF) through TeachMichigan and a National Board Certified Teacher (NBCT). He is passionate about literacy advocacy and has been instrumental in establishing a student-run library at UPA to foster a culture of reading among students. If anyone is looking for guidance on developing a school library in Michigan, they can reach out to Brian or the Michigan Association of School Librarians (MASL) for support and resources.
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