A 1987 meeting in Fuji that examined the supply, training, and professional support of educational personnel in multi-island situations led to development of a directory of innovative practices relevant to any situation of isolation. Questionnaires were sent to a sample of countries in the Caribbean, Indian Ocean, and South Pacific. Findings are presented in the following areas: (1) policies that make staff feel part of the national network by providing equal opportunities for training and promotion; (2) selection criteria and procedures for teachers, administrators, and other personnel; (3) incentives such as free housing, transportation and hardship allowances for those in remote areas, and living conditions equal to those on the main island; (4) preservice programs providing orientation for those going to outer islands, practice teaching in the outer islands, and tailor-made courses for administrators; (5) inservice programs that support professional development of isolated administrators and provide courses designed for those unable to study full-time; (6) professional support that encourages cooperation, not confrontation (prompt courteous replies to letters and calls, sending supplies on time, visits by central office people to outer islands, equal professional support for all staff wherever they are); and (7) institutional initiatives that provide cooperative services and resource coordination through extension services and distance education programs. Two case studies and a list of questions provide a basis for thinking about the problems of isolation and for developing team effectiveness. Contains 27 references. (TD)