It's all about relationships: isolation has become part of the organizational culture of schools. But by building solid relationships based on trust, administrators can substantially reduce or eliminate the isolation they experience.

In many instances in education, it would seem that the higher one climbs on the career ladder, the lonelier it gets. The phenomenon of isolation in education is a very interesting and perplexing one. Teachers are isolated from their colleagues, yet they work in densely populated schools. Principals are isolated from other principals, yet they work in densely populated school districts.

Equally interesting and even more perplexing is the fact that isolation has become a part of the organizational culture of schools across the nation (Glickman, Gordon & Ross-Gordon, 2003). Even though isolation is accepted in our schools, teachers and principals do not welcome, nor do they thrive, in environments where they are left alone with minimal adult contact.

Traditionally, schools have been structured to segregate students and teachers by grade level. Hensley (2000) compared schools of today to big boxes with many boxes inside. Each day teachers go into their boxes (their classrooms) and begin teaching. They come out of their boxes for lunch, recess and to go home.

Principals go into their boxes (their offices) each day also. A frightening number of principals are not aware of what teachers are doing in their classrooms; they too are isolated. For many teachers and principals, sustained and quality conversation of a personal or professional nature is practically nonexistent.

It's all about relationships

In order to reduce isolation, administrators must realize, first and foremost, that leadership is all about relationships. Our contention is that if you build solid relationships based on trust, you will substantially reduce the isolation you experience. Successful administrators know that they cannot do the job alone--they need people. They also know that they must cultivate relationships with all of the individuals in the organization, not just a chosen few or a chosen group.

We know of an administrator who recently resigned. He simply did not realize the importance of developing relationships with everyone in the organization. This administrator worked closely with "a chosen few" and his immediate supervisor. He was not able to develop any other relationships in the school or empower those with whom he worked. As a result, an inordinate number of the teachers and classified staff left his school. Those who left were some of the best and brightest. He stripped the school of the most talented people. After a number of years of troubled leadership, he too resigned. Ironically, neither his "chosen few" nor his immediate supervisor could or would save him.

We cannot emphasize enough the need to work hard at developing positive, meaningful relationships with all individuals in your organization. Fullan (2004) said, "Leaders must be able to build relationships with and among diverse people and groups, especially with people different from themselves." Furthermore, according to Wheatley (2004), thinking you can make it on your own is "just nonsense--and it is one of the most paralyzing concepts we have right now."

Barth (2001) underscores the importance and decisive nature of principal and teacher relationships. He simply tells us that good schools have healthy principal and teacher relationships, and troubled schools are fraught with beleaguered, embattled or antiseptic principal and teacher relationships. These relationships all have an impact on the quality and character of the school.

According to Sergiovanni, Kelleher, McCarthy, and Wirt (2004), "Success involves learning and cultivating relationships, building the capacity of teachers, figuring out better pathways to success, and providing the support teachers need to come together as communities of practice."

Below are some practical ways to reduce isolation.

1. Build relationships with your teachers. Remember that they too are isolated. They need and want your guidance, your friendship and reassurance. They need to know that they are capable of doing a good job. They need to know that even the smallest successes will be recognized. Make sure you get out of your office (your box). See and greet each teacher at your site at least twice a day. Your visibility supports teachers and says you care about what they are doing. Popping in frequently with positive notes to put on their desks will help build connections.

2. Build relationships with classified staff. Enlist office staff, yard monitors/ security, maintenance/facilities people, and bus drivers as your allies. Make a point to talk to each individual each day. Let them advise you in their areas of expertise. This helps you to plan for prevention of problems rather than putting out fires. You reduce isolation by being the cheerleader, facilitator, communicator, caretaker of hope and the one who sees possibilities in the barriers. Inspire others to do the work with you and then celebrate the results together.

3. Build relationships with personnel in the business office, especially with your district's chief business official. These relationships are especially important in light of California's budget situation. Talk to your chief business official about your site's shared vision and your site plan. He or she will help you spend your funds in a manner that reduces arbitrary spending.

Arbitrary spending irritates teachers and sets them against each other as they seek funding for their needs or desires. Recently, we spoke to a principal who told us: "I work very closely with our district's business office. The end result is my teachers have what they need. They can go about doing the job of teaching instead of worrying about supplies and copy machines."

4. Build a relationship with your immediate supervisor. This may be your assistant superintendent for curriculum and instruction or your superintendent. Your immediate supervisor can help you when there is a problem or a crisis. Invite him or her to your site on a regular basis Once this relationship is cultivated, you will not feel so isolated when you have a problem or need someone to talk to. Volunteer to be on district committees. You will be surprised at the support your immediate supervisor will provide once you have developed a relationship.

5. Build relationships with your fellow principals. Build a reliable, trustworthy network of colleagues. Meet and talk regularly with them. Find out what conferences they are going to attend and consider going to the same conferences, if your district approves. Let your colleagues know about good conferences and invite them to go. Have your school partner with your colleague's school on projects that would mutually benefit your sites. If the opportunity arises, mentor a new principal in your district.

It's a good feeling to be in a generative stage of life in which you can mentor others. Be a leader of leaders. Share critical experiences and nurture each other. Find out how your colleagues are handling problems at their sites. Let them know what has worked for you in the past and what hasn't worked. Be on call for each other. When a crisis arises at your school, your colleagues will be by your side.

Years ago, one of the authors had a very heated curriculum issue in the district coupled with angry community involvement. Other principals and district administrators would simply show up and spend a little time at her site helping her monitor pickets, meet with media and listen to concerns. Relationships were forged that will last a lifetime.

6. Build relationships with everyone with whom you come in contact. Be pleasant to everyone, even if it is for a brief moment. This suggestion might sound a bit pedestrian, but being pleasant and having a smile on your face attracts others to you. Besides, it saves your sanity. You never know when you may meet a person again in another role, so you want to build bridges from the very beginning.

Administration can be a very lonely profession if we allow it to be. We must become active in reducing isolation. Take a proactive stand; build and nurture relationships with everyone in your organization. This makes your life and your job easier and more rewarding.

References

Barth, R. S. (2001). Learning by heart. San Francisco, CA: Jossey-Bass.

Fullan, M. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.

Glickman, C. D., Gordon, S. P., &: Ross-Gordon, J. M. (2003). SuperVision and instructional leadership: A developmental approach (6th ed.). Boston, MA: Allyn and Bacon.

Hensley, P. A. (2000). "Induction: A viable means of eradicating isolation and teacher stress." Papers of the 25th Association for Teacher Education in Europe Annual Conference.

Sergiovanni, T. J., Kelleher, P., McCarthy, M. M., & Wirt, F. M. (2004). Educational governance and administration (5th ed.). Boston, MA: Pearson Allyn and Bacon.

Wheatley, M. (2004). "Making time to think and reconnect." ASCD Education Update, 46(4), 8.

LaVern Burmeister and Phyllis A. Hensley are both assistant professors at California State University, San Bernardino.