Running head: ANALYZING A LEADER IN ACTION

Analyzing a Leader in Action

Stephen Richard
University of New England

Dr. Carol Marcotte

Educational Leadership EDU 701
December 8th, 2013

Analyzing a Leader in Action

2
Analyzing a Leader in Action

During the past five years of teaching I have been under the leadership of six different
principals. From an outside perspective, six principals in five years does not seem ideal. For me
and the unusual circumstance of experiencing many leaders in a short time, it has given me the
opportunity to gain applicable knowledge of six varying styles of leadership in action. I have
chosen to interview and analyze a current principal of mine who I believe demonstrates the
quintessential attributes of a high quality leader. I have learned a great deal from Tony Maker as
I have informed him of my aspirations to become a principal one day, and knowing so, has
included me in several discussions regarding his principal role.
Tony Maker has a total of twenty five years in education; teaching eleven years of math
and science, with fourteen years of being principal at Elm Street Elementary School in East
Machias, Maine (T. Maker, personal communication, December 4, 2013). I highly regard advice
and guidance from an individual who has been in education just four less years than I have been
alive. I view Tony Maker as a great leader, principal, coworker, and even friend as I have spent
many hours with him outside of school. Previously, it has been expressed to me by the first
principal I worked under, Peter Doak, who I also highly respect, that it not smart to create friends
between principals and teachers (P. Doak, personal communication, 2010). The idea behind not
becoming friends is that it dilutes the necessary authority between principal and teacher. I
understand Peter Doaks reasoning, though I would much rather follow Tony Makers model of
building relationships that fosters following a leader they know and trust.
I have spent enough time with Tony to ascertain he would be categorized as a dynamic
assertive leader according to Glanz in, Finding Your Leadership Style (Glanz, 2002). Tony
consistently is aware of his students and their needs in order to succeed, seeking options to

Analyzing a Leader in Action

improve on current situations. He is willing to confront a challenge and envision future

possibilities while keeping a realistic mindset. With an ability to sense the needs of others he is
able to yet articulate the truth in a non-threatening manner. As an effective principal Tony is
people oriented, charismatic and well balanced between being a moral leader, husband and father
which also aids in his respect factor (Glanz, 2002).
Through interviewing and regular discussions with Tony I hope to learn multiple aspects
pertaining to being principal of an elementary and middle school. Questions such as: Which
management issues are at the core of being principal? How do you deal with parents who are
unhappy and angry? What are your general views on a positive leadership style and what it takes
to be an effective principal? What is your procedure for dealing with students who break the
rules and or get sent to the office? What happens in that office? Through my interactions, direct
observation and analysis of Tony in action, these questions have been answered well.
Interviewing Tony Maker was an interesting ordeal because I know he wanted to help,
though at the same time didnt want to sound like a know-it-all; another of his qualities,
humbleness. Asking Tony about important qualities that worthy leaders possess, he gave an
amusing and interesting analogy: Take a plate of ham and eggs for breakfast, both the pig and
chicken contributed to the meal, though the pig is ALL in. We need more commitment from our
leaders, we need more pigs. (T. Maker, personal communication, December 4, 2013). I chuckled
at the parallel of needing more pigs, though I knew the importance of the point he was getting at.
What is another characteristic of leadership that you consider to be of high importance? I
asked. Tony replied, That a good portion of leadership is management, though good
management cant come first. You have to build trust, stand for something that others are willing

Analyzing a Leader in Action

to follow. Constructing a positive relationship first will lead to others enthusiastic about getting
behind their leader. (T. Maker, personal communication, December 4, 2013).
From day one working with Tony as my principal I knew he highly disliked a particular
word synonymous with principal. I dont like the word boss, it has a negative connotation and I
dont want anything to do with it Tony said adamantly. I want others to see that we are at the
same level, that I wouldnt make them do anything that I wouldnt do. I am leading the school,
but it is a team effort. (T. Maker, personal communication, December 4, 2013). I am certain that
the staff at Elm Street Elementary appreciate having Tony Maker as their principal, largely
because of the way he presents himself as a leader. Not only does Tony manage his staff soundly,
but the students and their parents as well.
I recently witnessed Tony Maker in action. While teaching physical education, an
incident broke out into a fight between four of my students. Stepping in at the tail end of the
mishap, I missed the origin of the fight because of playground equipment blocking my view.
Trying to figure out the order of events and who started what, was a disaster. The seriousness of
the fight warranted a visit to the principals office, regardless of me figuring out details or not. I
was impressed at how quickly Mr. Maker was able to render an accurate unfolding of the entire
story, which I was unable to do. In the end, two of the students were incidental, so they left the
office with the two culprits remaining. Since both students were in the wrong and threw punches,
consequences ensued. Both students were told they must tell their parents when they get home
the accurate story, not your side of the story. Also when they get dropped off in the morning
by their parents he would want to speak with them. To make a long story short, equal reprimands
of detention were given to the students with parent support and probable learning from the

Analyzing a Leader in Action

students. One student was even highly encouraged to run cross country as a way to solve future
issues in all classes as an energy expenditure outlet.
The entire process was entirely not what I expected. How did that work? I asked
myself. After analyzing the information that was collected, I now have a better understanding of
how this particular situation panned out. The relationships that Tony created with these two
seventh graders and their parents has been developed since kindergarten. Just as Tony builds trust
with his staff, he also generates it early on with parents as well. During the interview, Tony
expressed to me that, You have to communicate right from the beginning to parents, both the
good and the bad, that way when something negative happens they are much more willing to
respond in a positive manner. (T. Maker, personal communication, December 4, 2013). Tony is
the pig on the breakfast plate of ham and eggs, he is all in. Tony genuinely cares about staff,
students and needs of the school in order to succeed.
No leader is perfect and even the best principals still make poor choices on occasion. I
am not insisting Tony made a bad decision, though was it the best one? Did the students really
learn their lesson? I liked the fact the students were made to tell their parents themselves and that
they received equal detention times and one was even encouraged to join the cross country team
to help rid of some extra energy; though both students since then have caused more issues and
the one quit cross country. Maybe the punishment was not severe enough, maybe a week long inschool suspension was needed instead of a day. It is possible that this student quit cross country
because he was forced into it.
The strengths of Tony are many. He has remained calm and collected even when student
and parents have not. Tony is respected in the community because of the respect that he gives.
Involvement, not just inside the school walls but also within the community is high. Tony serves

Analyzing a Leader in Action

to be a reputable model of a positive leader and others, including myself try to emulate him.
Again, no leader is perfect, Tony is also the typical charismatic leader, one of his only
noticeable downfalls is his messy office. A messy office doesnt necessarily mean a confused or
chaotic principal, though parents, community members or students that frequently visit his office
may think otherwise. More important than a messy desk, Tony takes ownership of his school, not
as the boss but as the leader. According to DePree, ownership demands commitment, and
commitment to the school, the staff and students that comprise it, is not in question (DePree,
2004). Tony is right, we need more pigs.

Analyzing a Leader in Action

References
DePree, M. (2004). Leadership is an art. New York, NY: Doubleday, a division of Random
House, Inc.
Glanz, 2002. Finding your leadership style: a guide for educators. Alexandria, VA:
Association for Supervision and Curriculum Development.