Our guest author today is Corrie Stone-Johnson, Associate Professor of Educational Administration at the University at Buffalo. She is Associate Editor of the journal Leadership and Policy in Schools published by Taylor & Francis. Her research in educational change and leadership examines the social contexts and organizational cultures within which teachers, leaders, and school support staff experience and enact change.
While many “types” of leadership models, such as instructional leadership, transformative leadership, or moral leadership, have demonstrated positive effects on student learning, one common feature of high-quality leadership is that principals lead not by themselves but “with and through others” (Hargreaves and Harris 2010, p. 36), taking responsibility not just for success and failure but for developing the relationships needed to foster such success. Robust empirical evidence indicates that strong relationships between teachers are a key lever for a variety of important outcomes, including successful and sustainable change, teacher commitment, and student achievement. Relationships matter because they help to create social capital, which Leana and Pil define as the “glue that holds a school together.” The noted benefits of teacher social capital include student achievement gains above and beyond those attributable to teacher experience and instructional ability (see here). In schools where teachers collaborate, students do better in math and reading (see here) and teachers both stay and improve at greater rates (see here).
Social capital, or the value that inheres in the relationships among people (as opposed to the attributes of individuals), is developed in networks. Networks are important for the exchange of resources and they can be influenced by intentional strategies that build upon the existing relationships (or lack thereof) between and among district and school leaders —see here. There is no doubt that strong networks—to the extent that they generate trust and facilitate professional and organizational learning – can be a successful vehicle for student achievement and teacher retention. But—and this is very important—networks do not just happen; rather, they are the result of deliberate efforts undertaken by school administrators. Starratt (2004, 2005) argues that not only is a leader responsible to multiple stakeholders in the building, the district level and the community, he or she is also responsible for developing relationships with each of these stakeholders.