PRINCIPALSHIP: INTERVIEW AND REFLECTION

Joyce H. Fragale
Principalship Interview and Reflection
University of New England

Lee Anna Stirling, Ed.D.

Educational Leadership 701
August 10, 2014

PRINCIPALSHIP: INTERVIEW AND REFLECTION

I chose to interview Mr. Look, Principal of Rose M. Gaffney Elementary School. Mr.
Look has worked in education for the past 36 years. He began his career as a teacher and worked
as a principal for three smaller schools in the area before becoming principal at Rose M. Gaffney.
In all, he has held the position of principal for the past 26 years.
I have worked with Mr. Look in several capacities. He became the principal at Rose M.
Gaffney Elementary within approximately two years of my career move from retail management
into education. I have worked with him as a Migrant Teacher, GEAR UP Advisor, Prevention
Specialist, Title 1 Teacher, Director of Gifted and Talented Services, and am proud to say that I
am now working directly under him as his Assistant Principal.
Working in these capacities has given me ample opportunity to observe this leader in
action. He possesses many leadership qualities. These qualities seem to evidence themselves
depending on the situation. However, his primary leadership styles appear to be Dynamic
Aggressive, and Dynamic Supportive (Glanz, 2002).
Mr. Look is very charismatic. He fits the Dynamic Aggressive (Glanze, 2002)
description of natural leader, skillful orator, and politically astute (p. 22). He commands
attention, and is well respected by his community, and his staff. He has high expectations,
however, due to his supportive approach, his expectations to not seem to elicit a great deal of
stress. Mr. Look also possesses characteristics of the Dynamic Supportive leader (Glanz, 2002).
He is warmhearted, sincere, reliable, humorous, compassionate, strong yet gentle, outgoing, and
genuinely affable (p. 37, 39).
Mr. Looks communication skills are outstanding. He delivers messages using
techniques or strategies that are appropriate to the requirements of the situation (Green, 2001, p.
134). He is an excellent listener, and always takes time to hear the ideas and concerns of every

PRINCIPALSHIP: INTERVIEW AND REFLECTION

individual who requests an audience. Regardless of whether it is a student, faculty or community

member he ritually states Sure, come on in. Unlike the description of a typical Dynamic
Aggressive (Glanz, 2002), whether he has been solicited, or he is soliciting others, he has a way
of listening intently, clarifying information, and providing feedback either in the form of
agreement, or by offering further information, which more often than not is likely to sway his
constituents thinking to be congruent with his. (ISLLC Standards: 1A, 2A, 4C, 4D)
Aside from making everyone feel important by meeting with them as soon as time
allows, he also conveys that he values their opinions. He demonstrates democratic leadership
behaviors including practices that reflect distributive, participative, and facilitative leadership
qualities (Green 2001). He views his followers as equals, fosters collaboration, participates in
shared decision making, assesses faculty strengths and encourages individuals to take on
leadership roles that match and highlight these strengths, and acts as a facilitator empowering
individuals in their leadership roles toward a shared vision of student success. (ISLLC Standards:
1A, 1B, 1C, 1D, 1E, 2A, 2B, 2D, 2F, 3A, 3B, 3D)
Mr. Look also possesses many of the Virtues listed by Glanz (2002) as being those that all
leaders should possess. In his daily dealings he exhibits Courage, always standing up for what
is best for our students. He is Impartial, accepting of everyone, and expects the same from
students and staff. He is Empathetic and supports and encourages teachers while nurturing
children by teaching them to be caring, moral and productive members of society Glanz (2002,
p. 107). I asked Mr. Look about using Judgment. I wondered how one goes about making
decisions when there is no time to consider alternatives or outcomes. I commiserated over the
fact that I am unlikely to remember all of the aspects of the law, while juggling and prioritizing
so many potential crises throughout the day. His response was Go with your gut. Indeed he

PRINCIPALSHIP: INTERVIEW AND REFLECTION

either was born with or has developed good judgment over time, as this method works for him.
My birds eye view of this principal in action leads me to believe that one would enter a state of
exhaustion hard to recover from. However, in spite of his daily dealings, Mr. Look never loses
his Enthusiasm. He attends countless parent, and community meetings, sports events, and
when approached with new ideas, his response is usually lets try it. Indeed due to his vision
and Imagination he is often concocting his own initiatives. In spite of his exemplary
characteristics perhaps the most endearing to all involved with him is Mr. Looks Humility.
He is considering retiring within two years, and in spite of many of us reminding him of the
important role that he plays in this community, I really dont think that he is able to see his own
value. (ISLLC Standards: 1D, 2A, 4C, 4D, 5B, 5C)
During our interview (M. Look, personal communication, July 8, 2014) Mr. Look cited
the most challenging aspect of his career as keeping up with the changes in education. Many
changes have taken place over the last 36 years. A few of the more
challenging changes have involved technology, state mandates, and new
assessments. Parental relationships, the amount of support given by
parents, and the degree of attentiveness have changed. It has also been
difficult dealing with the politics of education. He stated that many aspects
of education are politically driven by school boards and superintendents, and
not necessarily in the best interest of the children. Mr. Look cites the most
rewarding aspect of his career as seeing the success that former students
are having as adults, and hearing them speak of the positive impact that
their attendance in school had on their lives. (ISLLC Standards: 2C, 2E, 2H,
3A, 3B, 4A, 4C, 4D, 5A, 6B, 6C)

PRINCIPALSHIP: INTERVIEW AND REFLECTION

When talking to Mr. Look about what advice he could give me as an

aspiring administrator, he told me to connect with other administrators.
Administration is lonely as there are few people who are in a position to
understand what the job consists of. Interact with other principals and seek
their input and advice. Dont be your own island (M. Look, personal
communication, July 8, 2014).
I again questioned Mr. Look about making on the spot judgment calls
and dealing with angry staff and parents. His response was Make decisions
based on what is in the best interest of the students, not to please the
teachers. Dont try to please others, or you will drive yourself nuts (ISLLC
Standards: 2A, 3A, 3C, 3E, 5A, 5B, 5C, 5D, 6A)
As I stated, there are many situations during which I have had the opportunity to witness
this great leader in action. I often have an opportunity to witness Mr. Looks courage in carrying
out his duties, as well as the moral dimension of leadership. Fullan, 1999; Goodlad, 1994;
Sergiovanni, 1996; Strike, Haller, & Soltis, 2005; (as cited in Green, 2001, p. 63) state that 21stcentury leaders must be moral agents who are prepared to address the moral dilemmas that occur
in schools . Whenever school leaders are faced with a choice, the best and most just decision
is the one that will result in the most good or the greatest benefit for the most people (Strike et
al., 2005; as cited in Green 2001, p. 63). (ISLLC Standards: 2C, 3A, 3C, 4C, 4D, 5A, 5C, 5D,
5E, 6A)
I concluded my interview by asking Mr. Look about promoting change in a field that is
continually changing; specifically keeping teachers engaged in the change process. As expected
he cited that the students needs are always first and foremost. Teachers cannot argue that we are

PRINCIPALSHIP: INTERVIEW AND REFLECTION

in a profession for the benefit of our kids. Having said that he stated, much like the research in
our readings (Greene, 2001, Jossey- Bass, 2007), put people first, collaborate, inspire, develop
leaders, and make decisions on not what is popular, but what is right for the students.

References
Glanz, J. (2002). Finding your leadership style a guide for educators.
Alexandria, Va.:
Association for Supervision and Curriculum Development.
Green, R. L. (2001). Practicing the art of leadership: a problem-based
approach to
implementing the ISLLC standards. Upper Saddle River, N.J.: Merrill.
Interstate School Leaders Licensure Consortium (ISLLC) Self-Assessment.
(2002, January
1). Retrieved July 20, 2014, from https://elearn.une.edu
The Jossey-Bass reader on educational leadership (2nd ed., Rev. ed.). (2007).
San Francisco,
CA: Jossey-Bass.

PRINCIPALSHIP: INTERVIEW AND REFLECTION

Appendix: Interview Questions

How many years have you been in a leadership role?
What has been the most challenging aspect of your career?
What has been the most rewarding aspect of your career?
If you could start again what would you do differently?
What advice would you give to someone considering entering the profession?
How do you make on the spot judgment calls when the situation doesnt
allow you time to think through consequences?
How do you deal with angry parents or staff members?
How do you work to promote change in education?