ASCD

Summer 2006 | Volume=20 63
Best of Educational Leadership=20 2005-2006 Pages 29-33 =

Relationships among educators = within a=20 school range from vigorously healthy to = dangerously=20 competitive. Strengthen those relationships, and = you=20 improve professional practice.

One incontrovertible finding = emerges=20 from my career spent working in and around = schools: The=20 nature of relationships among the adults within = a school=20 has a greater influence on the character and = quality of=20 that school and on student accomplishment than = anything=20 else. If the relationships between = administrators and=20 teachers are trusting, generous, helpful, and=20 cooperative, then the relationships between = teachers and=20 students, between students and students, and = between=20 teachers and parents are likely to be trusting,=20 generous, helpful, and cooperative. If, on the = other=20 hand, relationships between administrators and = teachers=20 are fearful, competitive, suspicious, and = corrosive,=20 then these qualities will disseminate = throughout=20 the school community.

In short, the relationships = among the=20 educators in a school define all relationships = within=20 that school's culture. Teachers and = administrators=20 demonstrate all too well a capacity to either = enrich or=20 diminish one another's lives and thereby enrich = or=20 diminish their schools.

Schools are full of what I = call=20 nondiscussables=E2=80=94important matters = that, as a=20 profession, we seldom openly discuss. These = include the=20 leadership of the principal, issues of race, the = underperforming teacher, our personal visions = for a good=20 school, and, of course, the nature of the = relationships=20 among the adults within the school. Actually, we = do talk about the = nondiscussables=E2=80=94but only in the=20 parking lot, during the car pool, and at the = dinner=20 table. That's the definition of a = nondiscussable: an=20 issue of sufficient import that it commands our=20 attention but is so incendiary that we cannot = discuss it=20 in polite society=E2=80=94at a faculty or PTA = meeting, for=20 example. (For more on this topic, see my article = =E2=80=9CThe=20 Culture Builder=E2=80=9D in the May 2002 issue = of Educational=20 Leadership.)

Consequently, the issues = surrounding=20 adult relationships in school, like other=20 nondiscussables, litter the schoolhouse floor, = lurking=20 like land mines, with trip wires emanating from = each. We=20 cannot take a step without fear of losing a = limb. Thus=20 paralyzed, we can be certain that next = September, adult=20 relationships in the school will remain = unchanged.=20 School improvement is impossible when we give=20 nondiscussables such extraordinary power over = us.

Relationships in Schools

So let's discuss the = elephant in the=20 room=E2=80=94the various forms of relationships = among adults=20 within the schoolhouse. They might be = categorized in=20 four ways: parallel play, adversarial = relationships,=20 congenial relationships, and collegial=20 relationships.

Parallel Play

Parallel play, a wonderful = concept=20 from the preschool literature, is thought to be = a=20 primitive stage of human development through = which 2-=20 and 3-year-olds soon pass on their way to more=20 sophisticated forms of interaction. To = illustrate,=20 imagine two 3-year-olds busily engaged in = opposite=20 corners of a sandbox. One has a shovel and a = bucket; the=20 other has a rake and a hoe. At no time do they = share=20 their tools, let alone collaborate to build a=20 sandcastle. They may inadvertently throw sand in = each=20 other's face from time to time, but they seldom = interact=20 intentionally. Although in close proximity for a = long=20 period of time, each is so self-absorbed, so = totally=20 engrossed in what he or she is doing, that the = two of=20 them will go on for hours working in = isolation.

Parallel play offers, of = course, a=20 perfect description of how teachers interact at = many=20 elementary, middle, and high schools. The term = also=20 aptly describes the relationship between one = school=20 principal and another whose school is only = blocks away.=20 One teacher summed it up with discouraging = accuracy:=20 =E2=80=9CHere, we all live in our separate = caves.=E2=80=9D A playful(?)=20 notice on the wall of a faculty lounge captured = it even=20 better: =E2=80=9CWe're all in = this=E2=80=94alone.=E2=80=9D

The abiding signature of = parallel play=20 in education is the self-contained classroom, = with the=20 door shut and a piece of artwork covering that = little=20 pane of glass. The cost of concealing what we do = is=20 isolation from colleagues who might cause us to = examine=20 and improve our practices.

Adversarial Relationships

I once heard a Boston school = principal=20 offer this sage observation: =E2=80=9CWe = educators have drawn=20 our wagons into a circle and trained our = guns=E2=80=94on each=20 other.=E2=80=9D

Adversarial relationships = take many=20 forms in schools. Sometimes they are blatant: = The 7th=20 grade algebra teacher on one side of the hall = lobs a=20 metaphorical hand grenade into the classroom of = the 8th=20 grade geometry teacher on the other side, saying = to=20 parents, =E2=80=9CYou don't want your child in = that=20 classroom. All they do is fool around with = blocks.=E2=80=9D=20 Reciprocal unfriendly fire is returned: = =E2=80=9CYou don't want=20 your child in that classroom; it's a = grim,=20 joyless place with desks in rows and endless=20 worksheets.=E2=80=9D

One principal concluded his = remarks to=20 a large parent group with=E2=80=94I = think=E2=80=94a slip: =E2=80=9CHere at John=20 Adams Elementary School, we all live on the=20 bleeding edge.=E2=80=9D

No wonder so many teachers = engage in=20 parallel play. Barricaded behind their classroom = doors,=20 they escape the depleting conflicts so rampant = among the=20 adults outside.

More often, we educators = become one=20 another's adversaries in a more subtle = way=E2=80=94by=20 withholding. School people carry around=20 extraordinary insights about their = practice=E2=80=94about=20 discipline, parental involvement, staff = development,=20 child development, leadership, and curriculum. I = call=20 these insights craft knowledge. Acquired = over the=20 years in the school of hard knocks, these = insights offer=20 every bit as much value to improving schools as = do=20 elegant research studies and national reports. = If one=20 day we educators could only disclose our rich = craft=20 knowledge to one another, we could transform our = schools=20 overnight.

But I find educators = reluctant to make=20 these gold nuggets available to others. Sadly, = when one=20 educator persists in repeating the failures of = the past=20 while another next door has great success, = everyone=20 loses.

When a teacher does = place value=20 on what she knows and musters up the courage and = generosity of spirit to share an important=20 learning=E2=80=94=E2=80=9CI've got this great = idea about how to teach=20 math without ability-grouping the = kids=E2=80=9D=E2=80=94a common=20 response from fellow teachers is, =E2=80=9CBig = deal. What's she=20 after, a promotion?=E2=80=9D Regrettably, as a = profession, we do=20 not place much value on our craft knowledge or = on those=20 who share it.

Just think. This June, = thousands of=20 teachers and principals will retire. With them = will go=20 all they have learned over the years, forever = lost to=20 the profession. The following September, = newcomers will=20 arrive to spend their careers painfully learning = what=20 those who just left had already figured out.

We also become one another's = adversaries through competition. In the = cruel=20 world of schools, we become competitors for = scarce=20 resources and recognition. One teacher put it = this way:=20 =E2=80=9CI teach in a culture of competition in = which teaching=20 is seen as an arcane mystery and teachers guard = their=20 tricks like great magicians.=E2=80=9D

The guiding principles of = competition=20 are, =E2=80=9CThe better you look, the worse I = look,=E2=80=9D and =E2=80=9CThe=20 worse you look, the better I look.=E2=80=9D No = wonder so many=20 educators root for the failure of their peers = rather=20 than assist with their success.

Congenial Relationships

Fortunately, schools also = abound with=20 adult relationships that are = interactive=E2=80=94and positive.=20 We all see evidence of congeniality in schools. = A lot of=20 it seems to center around food: One teacher = makes the=20 coffee and pours it for a colleague. Or around = the=20 activities of daily living: A principal gives a = teacher=20 a ride home so she can care for her sick = child.

Congenial relationships are = personal=20 and friendly. We shouldn't take them lightly; = when the=20 alarm rings at 6:00 in the morning, the alacrity = with=20 which an educator jumps out of bed and prepares = for=20 school is directly related to the adults with = whom he or=20 she will interact that day. The promise of = congenial=20 relationships helps us shut off that alarm each = day and=20 arise.

Collegial Relationships

Congenial relationships = represent a=20 precondition for another kind of adult = relationship=20 highly prized by school reformers yet highly = elusive:=20 collegiality. Of the four categories of = relationships,=20 collegiality is the hardest to establish.

Famous baseball manager = Casey Stengel=20 once muttered, =E2=80=9CGetting good players is = easy. Getting=20 'em to play together is the hard part.=E2=80=9D = Schools are full=20 of good players. Collegiality is about getting = them to=20 play together, about growing a professional = learning=20 community.¹

When I visit a school and = look for=20 evidence of collegiality among teachers and=20 administrators=E2=80=94signs that educators are = =E2=80=9Cplaying=20 together=E2=80=9D=E2=80=94the indicators I seek = are=20

Educators talking with one another about = practice.=20
Educators sharing their craft knowledge.=20
Educators observing one another while they = are=20 engaged in practice.=20
Educators rooting for one another's = success.=20

Creating a Culture of Collegiality

The good schools in which = I've worked=20 and observed have replaced parallel play and = adversarial=20 relationships among adults with congenial and = collegial=20 relationships. Let me offer a few examples of = what I=20 have seen teachers and other school leaders do = to create=20 a culture of collegiality in their schools.

Talking About Practice

I once had an appointment = with a=20 teacher in the faculty lounge. On the way in, I = noted a=20 sign on the door that read, =E2=80=9CNo students = allowed in the=20 faculty room.=E2=80=9D It seemed a bit = unfriendly, but I=20 remembered during my days as a teacher needing a = few=20 moments of fire-free time. When I asked the = teacher=20 about the sign, she said, =E2=80=9CThat's the = written=20 rule in this teachers' room.=E2=80=9D

=E2=80=9CWhat's the = unwritten rule?=E2=80=9D I=20 asked.

She replied, =E2=80=9CNo = talking about=20 teaching in the faculty lounge.=E2=80=9D

Regretfully, I find that = unwritten=20 rule firmly in place in many teacher and = administrator=20 gatherings. A conversation about the Red Sox or = the=20 Yankees can be noteworthy and lively=E2=80=94an = example of=20 congenial behavior. But a professional learning=20 community is built on continual discourse about = our=20 important work=E2=80=94conversations about = student evaluation,=20 parent involvement, curriculum development, and = team=20 teaching.

I know one principal who = boldly=20 suggested to the faculty that for one week, they = try=20 permitting in the faculty lounge only=20 education-related conversation. To everyone's = amazement,=20 this simple trial worked, giving permission to = teachers=20 and administrators alike to talk about their = work. They=20 decided to continue the practice. They banished = the=20 Yankees and the Red Sox to the hallways and the = parking=20 lot=E2=80=94at least until the playoffs!

Sharing Craft Knowledge

In some schools, a typical = meeting=20 begins with a participant or two sharing a = front-burner=20 issue about which they have recently learned = something=20 important or useful. A teacher new to the school = might=20 explain how students were evaluated in a = previous=20 workplace. A parent might share in a PTA meeting = an idea=20 about helping children with homework. A = principal might=20 share with other principals a new policy about = assigning=20 students to classes.

Once the exchange of craft = knowledge=20 becomes institutionally sanctioned, educators no = longer=20 feel pretentious or in violation of a taboo by = sharing=20 their insights. A new taboo=E2=80=94against = withholding what=20 we know=E2=80=94replaces the old. Repeated = practice soon=20 embeds generous disclosure of craft knowledge = into the=20 culture of a school or a school system.

Observing One Another

Perhaps no practice evokes = more=20 apprehension among educators than the prospect = of one of=20 our peers camping out in the back of our = classroom for a=20 few hours and watching us engage in the = difficult art of=20 teaching. Another unwritten rule in most schools = seems=20 to be, =E2=80=9CIf you want to see me, come in = before school,=20 during recess, at lunchtime, or after school. If = you=20 come in and plunk yourself down while I am = teaching, you=20 die!=E2=80=9D I used to think this was a = message only=20 parents received. But I now see that we = educators=20 telegraph it to one another as well.

Making our practice mutually = visible=20 will never be easy, because we will never be = fully=20 confident that we know what we're supposed to be = doing=20 and that we're doing it well. And we're never = quite sure=20 just how students will behave. None of us wants = to risk=20 being exposed as incompetent. Yet there is no = more=20 powerful way of learning and improving on the = job than=20 by observing others and having others observe = us.

In one school I know, the = principal=20 and a few teachers wanted to do away with the = taboo=20 against observing in one another's workspaces. = They=20 decided to hold each faculty meeting in the = classroom of=20 a different teacher. The host teacher devoted = the first=20 10 minutes to a show-and-tell: =E2=80=9CHere is = my reading area.=20 Here is my science corner, and these are student = projects on the weather.=E2=80=9D

In two years' time, everyone = had=20 observed the sacred space of everyone else and = had in=20 turn been observed in their own space. Follow-up = conversations often ensued: =E2=80=9CWhen I was = in your=20 classroom last week, you mentioned your work = with=20 cooperative learning. Can you tell me = more?=E2=80=9D Such mild=20 observations reduce the anxiety surrounding = visits that=20 probe a teacher's practices.

But general, unfocused = =E2=80=9Cbathing=E2=80=9D in=20 one another's classrooms usually yields only = modest=20 results. Deeper and more instructive peer = observations=20 emerge when both parties forge an agreement = beforehand.=20 Elements of an effective contract might include = some of=20 the following:=20

Our visits will be reciprocal. You visit = me this=20 week; I visit you next week.=20
What we see and say will be confidential, = between=20 us.=20
We will decide together, beforehand, just = what I=20 will attend to during the visit=E2=80=94for = instance, how you=20 are handling two students with attention = deficit=20 disorder.=20
We will agree on the day, time, and length = of the=20 visit.=20
We will have a conversation afterward to = discuss=20 our observations and share our learning. =

These contracts increase the = ownership=20 of mutual observation, reduce the fear = surrounding it,=20 and increase the likelihood of worthwhile = learning.=20 Nonetheless, as a principal, I found that = creating a=20 school culture in which mutual visits were = commonplace=20 was enormously difficult. So I created an array = of=20 carrots and sticks, each intended to address the = litany=20 of reasons why =E2=80=9Cwe can't possibly do = this=E2=80=9D:=20

Time: =E2=80=9CI'll cover for you = or get a sub.=E2=80=9D=20
Administrative fiat: = =E2=80=9CBefore March 31, I=20 expect each of you to observe for one half-day = in the=20 classroom of each teacher to whom you might be = sending=20 students next year.=E2=80=9D It does = make a difference=20 with which teacher we place Johnny in = September.=20
Social pressure: A chart on the = wall of the=20 faculty room noted who had and hadn't yet = observed.=20

But still nothing happened. = Parallel=20 play continued to rule. Finally, one teacher = observed in=20 a faculty meeting=E2=80=94with a bit of = hostility, I=20 thought!=E2=80=94=E2=80=9CWell, Roland, when was = the last time we saw=20 another principal observing you running a = faculty=20 meeting?=E2=80=9D

Well, duh! As the bumper = sticker=20 states so well, =E2=80=9CYou can't lead where = you won't go!=E2=80=9D

So at the next faculty = meeting, a=20 neighboring principal sat at the back of the = room. At=20 the conclusion of the meeting, she shared her=20 observations and compared the meeting with = faculty=20 meetings at her own school. Then two teachers = and I=20 visited her school, observed its faculty = meeting, and=20 offered our observations.

The logjam was broken. = Mutual=20 classroom observations began. You can = lead where=20 you will go.

Rooting for One Another

All too common in our = profession is=20 widespread awareness of a fellow educator in = trouble:=20 the principal under siege from a group of = parents, or a=20 beginning teacher being worked over by a tough = classroom=20 of kids. We monitor the situation from afar as = another=20 person is hung out to dry=E2=80=94and we do = nothing.

Imagine, on the other hand, = a school=20 in which all 32 teachers not only are aware of = the=20 punishment that you are experiencing at the = hands of=20 those difficult students but also offer to help. = To take=20 a youngster or two into their own classes. To = invite you=20 into their classrooms so you can observe them = handling=20 these same students. To meet with you after = school to=20 reflect on the day and help plan the next. To = share=20 manipulative curriculum materials capable of = engaging=20 students with a short attention span.

Imagine each of these 32 = teachers=20 being vitally interested in the current = front-burner=20 issue of every other teacher. One teacher might = be=20 working on integrating language and social = studies=20 instruction. Another might be working on = multi-age=20 grouping. Colleagues put relevant articles into = your=20 mailbox. Others share effective practices from = other=20 schools in which they have worked. Everyone on = the=20 faculty periodically asks how things are going = and what=20 they can do to help. I suspect that every one of = us=20 would give a lot to work in this school.

What School Leaders Can Do

Leadership has been = delightfully=20 defined as =E2=80=9Cthe ability to foster = consequential=20 relationships.=E2=80=9D Easier said than done. = To promote=20 collegial relationships in the school, someone = has to=20 make relationships among adults a discussable. = Someone=20 must serve as a minesweeper, disarming those = landmines.=20 I can think of no more crucial role for any = school=20 leader.

What else can a school = leader do to=20 promote a culture of collegiality within the=20 schoolhouse? Researcher Judith Warren Little = found that=20 school leaders foster collegiality when they=20

State expectations explicitly. For=20 instance, =E2=80=9CI expect all of us to work = together this=20 year, share our craft knowledge, and help one = another=20 in whatever ways we can.=E2=80=9D=20
Model collegiality. For instance, = visibly=20 join in cheering on others or have another = principal=20 observe a faculty meeting.=20
Reward those who behave as = colleagues. For=20 instance, grant release time, recognition, = space,=20 materials, and funds to those who collaborate. =
Protect those who engage in these = collegial=20 behaviors. A principal should not = say, for=20 instance, =E2=80=9CJanet has a great idea that = she wants to=20 share with us today.=E2=80=9D This sets Janet = up for a=20 possible harsh response. Rather, the principal = might=20 say, =E2=80=9CI observed something in Janet's = classroom last=20 week that blew my socks off, and I've asked = her to=20 share it with us.=E2=80=9D In this way, = leaders can run=20 interference for other educators.

A precondition for doing=20 anything to strengthen our practice and = improve a=20 school is the existence of a collegial culture = in which=20 professionals talk about practice, share their = craft=20 knowledge, and observe and root for the success = of one=20 another. Without these in place, no meaningful=20 improvement=E2=80=94no staff or curriculum = development, no=20 teacher leadership, no student appraisal, no = team=20 teaching, no parent involvement, and no = sustained=20 change=E2=80=94is possible.

Empowerment, recognition,=20 satisfaction, and success in our = work=E2=80=94all in scarce=20 supply within our schools=E2=80=94will never = stem from going it=20 alone as a masterful teacher, principal, or = student, no=20 matter how accomplished one is. Empowerment,=20 recognition, satisfaction, and success come only = from=20 being an active participant within a masterful = group=E2=80=94a=20 group of colleagues.