Significant Mentoring and Professional Development Experiences for Assistant Principals

• In Event: 52.022 - Issues in "Middle Space" School Leadership: Creating an Agenda for Assistant Principal Research

Abstract

Purpose
Because most assistant principals are relegated to disciplinary and managerial responsibilities, this investigation sought to reveal important mentoring and professional learning activities that prepare them for their school leadership roles. To achieve this purpose, the study examines these guiding research questions:
1. What advice have assistant principals received from their mentors?
2. What learning experiences have aided assistant principals’ professional growth prior to and once on the job?

Mode of Inquiry/Data Sources
This study sought to understand the “lived experiences” of practicing assistant principals’ mentoring and professional learning experiences using a qualitative research design comprised of semi-structured interviews. The sample consisted of 113 practicing assistant principals serving in school systems in a southwestern region of the United States. The sample was 56% female, 44% male, 47% Hispanic, 36% White, and 17% African American. The research team used a multi-stage coding process to analyze the assistant principals’ responses dealing with each research question, resulting in various codes, categories, and themes.

Findings
For question 1 (advice from mentors), several skill sets were deemed important by their mentors, particularly honing their decision-making strategies and developing strong communication skills. Mentors stressed assistant principals continue their personal development by seeking formal and informal opportunities for growth. The personal qualities mentors mentioned to be successful included working hard, being persistent, and being physically and emotionally prepared for the job. Mentors also advised assistant principals to clarify their values and beliefs about teaching, learning, and administration by maintaining high expectations, having a clear vision, and identifying achievable goals, while considering their family and personal situations and the possible negative side effects of the job.

For question 2 (substantive learning experiences), many assistant principals acknowledged that previous positions, such as being instructional coaches and members of literacy teams, were useful experiences in preparing them for administration. These experiences underscored the importance of being self-reflective, learning on their own, and taking initiative. Finally, their most powerful learning experiences came from other assistant principals and principals they had encountered or worked with prior to or since becoming administrators. These administrators allowed them to engage in meaningful activities as part of their growth as school leaders, take risks without fear of being ridiculed or criticized, and form professional networks with other administrators who could be trusted to share advice about relevant and sensitive issues.

Scholarly Significance:
Several implications emerge from this study. First, school districts should be more intentional in growing leadership talent. Formal structures need to be developed to support assistant principals, rather than relying on happenstance occurrences for professional development. Second, principals should be evaluated on their efforts to formally mentor their assistant principals’ leadership talents and capacities. In particular, principals need to help their assistant principals with personal development and values clarification. Finally, school districts and preparation programs need to continue to partner to provide better coordinated professional development for aspiring assistant principals, such as job-embedded internships which allow aspirant leaders to perform meaningful tasks under the supervision of a skilled principal.

Authors

• Bruce G. Barnett, The University of Texas - San Antonio

• Alan R. Shoho, The University of Texas - San Antonio