Chapter 8: School and District Relationships

Unlike many businesses that are product focused, schools are people-centered organizations. Little is accomplished successfully in schools and districts without the involvement and support of those who have some stake in the organization. How well people work together toward achieving common goals is inextricably linked to individual school and school district success and predicated on the strength of the relationships constructed within schools, between schools and school districts, and with the various publics served.

This emphasis on people is clearly reflected in school district priorities. Traditionally, school boards allocate at least 60% of their resources to employee salaries and benefits (Kersten, 2010). This level of expenditure speaks volumes about the importance placed on people in public education. The human resource investment, not only significant in terms of capital outlay, is also critical to school success and the quality of relationships built and sustained over time. This chapter explores the relationship dimension of school leadership from the perspectives of superintendents and principals. School leaders have long recognized the importance of relationships. Theorists such as Fullan (2004) and Leithwood, Seashore Louis, Anderson, and Wahlstrom (2004) highlighted the importance of a school leader’s ability to work effectively with a broad spectrum of individuals. Others such as Marzano, Waters, and McNulty (2005) identified relationship building as one of the key responsibilities of principals and demonstrated how positive relationships link to increased student achievement.