School leadership for reducing teacher isolation: Drawing from the well of human resources

Abstract

This qualitative study investigated how 25 school leaders in the US understand the practices they use to support teacher learning in their schools. The primary question guiding this research includes: How do these schools leaders, who serve in diverse school contexts with different levels of resources, exercise their leadership in support of adult learning? In this article, we consider the creative strategies these leaders employ to make use of human resources to reduce teacher isolation, which we understand as individuals brought into the school to provide rich contexts for teacher learning. We specifically examine the links between a school’s mission, atmosphere, and financial resources and its principal’s perceptions of human resource strategies (e.g. mentoring and teaming). We conclude that a school’s human resources, specifically mentoring and placing more adults in the classroom, provide opportunities for teacher learning by reducing isolation and building a more collegial environment. These strategies can contribute to the kinds of professional development a school may need.

Acknowledgements

The research reported herein was made possible by a grant from the Spencer Foundation. I, the first author, gratefully acknowledge and express my appreciation to the Spencer Foundation for their support. The data presented, the statements made, and the views expressed are solely the responsibility of the authors.

We also offer deep gratitude to the 25 remarkable school leaders who participated in this research by generously sharing their experiences and opening their hearts and minds for others (including the authors) to learn from their good work, dedication, and heartfelt passions. I am grateful to each and every one of them for giving us the privilege to share in and learn from their lives.

Notes

1. The first author conceptualized the study and she collected all data. Portions of this section appear in similar form in Drago‐Severson (2002, 2004a).

Additional information

Notes on contributors

Eleanor Drago‐Severson ¹

Eleanor Drago‐Severson, is an Associate Professor of Educational Leadership at Columbia University’s Teacher College.

Kristina C. Pinto

Kristina C. Pinto, recently earned her doctorate in human development and psychology from the Harvard Graduate School of Education.