Consultant and veteran educational leader Andrew Olson highlights structured systems of support that can help districts ensure a smooth transition for new school leaders, ultimately resulting in better student outcomes.
January 19, 2026
PHOTO CREDIT: Kay A/peopleimages.com
The transition from assistant principal to principal is both exhilarating and daunting. For many school leaders, the shift is marked by increased responsibility, new expectations, and the complex task of navigating district support systems. As districts face a high turnover rate in school leadership, particularly in high-poverty schools, supporting new principals has become a critical mission. For districts to maintain stability and success in their schools, building robust systems to foster leadership development is essential (Goldring & Taie, 2018). By creating well-structured systems of support, districts can ensure a smooth transition for school leaders, ultimately resulting in better outcomes for students.
Identifying Future Leaders: Forecasting Principal Vacancies
One of the primary ways districts can support leadership development is through identifying and preparing future principals. Principal turnover is a significant challenge, with nearly 20% of school leaders leaving their roles each year. This is especially problematic in high-need schools, where stability is crucial for student success (Grissom, Egalite, & Lindsay, 2021). The ability to forecast leadership vacancies by analyzing factors such as attrition, mobility, job satisfaction, and demographic changes allows districts to anticipate needs and prepare accordingly (Goldring & Taie, 2018).
Aspiring principals should be proactive in understanding district data on principal vacancies and express their career goals to district leaders. This allows for more tailored preparation and ensures that future leaders align with the district's mission and leadership standards (Booker-Dwyer et al., 2023). To help identify potential future leaders, districts can develop data-driven processes for talent management, ensuring that assistant principals who demonstrate leadership potential are supported and developed over time.
Principal Preparation Programs: Structured Development for Aspiring Leaders
Once potential principals have been identified, providing them with targeted professional development is essential. Principal preparation programs help aspiring leaders acquire the necessary skills and knowledge for their future roles. Programs like the National Institute for School Leadership (NISL) offer structured development opportunities, including workshops on instructional leadership, strategic thinking, and culturally responsive leadership (Wang et al., 2019).
These programs emphasize the importance of instructional leadership, including building capacity to support high-quality teaching and learning across the school. Additionally, culturally responsive leadership has gained attention in recent years, as the diversity of student populations continues to grow. Aspiring principals who understand the nuances of their student populations can foster inclusive environments that support equity in learning (Khalifa, Gooden, & Davis, 2018).
Districts play a key role in designing and implementing these preparation programs. By offering a blend of formal training and job-embedded experiences—such as job shadowing and peer learning networks—districts can ensure that aspiring principals are well-equipped for the challenges of school leadership (Somoza-Norton & Neumann, 2021). Importantly, districts should provide opportunities for assistant principals to practice instructional leadership, as this is a common area where preparation often falls short (Day, Sammons, & Gorgen, 2020). Offering aspiring leaders opportunities to participate in hands-on instructional leadership activities helps them develop the confidence and skills needed to succeed in the principalship.
Mentorship and Coaching: Building Relationships with Experienced Leaders
Mentorship is another critical element of leadership development. Assistant principals who have worked under effective principals are more likely to succeed in their new roles. Districts should actively facilitate mentorship opportunities, ensuring that aspiring leaders can learn from experienced principals in non-evaluative settings (Turnbull, 2016). Mentorship programs should be intentional and carefully matched to ensure that the mentorship relationship aligns with the needs and goals of both the mentor and mentee.
For example, job shadowing and peer learning networks allow future leaders to observe best practices and gain practical insights into school leadership. Peer networks can include regular meetings to discuss leadership challenges, providing a space for reflection and shared learning. Districts can also foster a growth-oriented culture by separating coaching from evaluation, allowing for more open dialogue and constructive feedback (van Nieuwerburgh et al., 2020). By creating non-judgmental spaces for development, districts can help aspiring principals feel more comfortable taking risks and learning from their experiences.
Principal Induction: Supporting New Leaders in Their First Year
The induction phase is a pivotal time for new principals. As they step into their new roles, they must quickly adapt to their school's culture while managing multiple responsibilities. Districts can ease this transition by collaborating with new principals to create comprehensive entry plans. These plans should focus on listening to stakeholders, understanding the school's context, and setting clear, achievable priorities (Booker-Dwyer et al., 2023).
During the first 90 days, new principals should strategically engage with key stakeholders, such as teachers, parents, and community members, to build relationships and establish trust. These interactions provide crucial insights into the school's strengths, areas for improvement, and community expectations. District leaders can support new principals by providing guidance on effective communication strategies and fostering collaboration between the school and the wider community (Turnbull, Worley, & Palmer, 2021). Open lines of communication are essential for new principals to build strong relationships and establish themselves as effective leaders.
Effective induction programs also help new principals navigate the district's expectations for leadership. By clearly communicating district priorities and providing opportunities for collaboration, districts can help new principals align their efforts with broader goals. Principal supervisors play a significant role during the induction phase, offering ongoing coaching and feedback to ensure new principals stay on track.
Principal Supervisors: Providing Ongoing Coaching and Feedback
Perhaps one of the most important relationships for a new principal is with their principal supervisor. These supervisors act as coaches, providing guidance on instructional leadership, human capital management, and school culture (Turnbull et al., 2021). Principal supervisors should maintain regular contact with new principals, meeting frequently to offer constructive feedback and support. This relationship is key to a principal's early success, as the principal supervisor can help them navigate district policies, provide insight into effective leadership strategies, and serve as a sounding board for ideas.
Supervisors should focus on helping principals develop systems for data-driven instruction, teacher feedback, and school culture improvement. Additionally, they should assist new leaders in managing time effectively and building capacity within their schools (Grissom et al., 2021). For example, principal supervisors can help new leaders create systems for observing and providing feedback to teachers, a key area for improving instructional practice. District supervisors can also provide guidance on managing budgets, schedules, and staffing decisions, helping principals develop a comprehensive approach to school leadership.
By building a strong, collaborative relationship between principals and their supervisors, districts can ensure that principals receive the necessary support to thrive. Principal supervisors also play a critical role in guiding new principals as they work to establish a positive school culture, improve instructional outcomes, and manage day-to-day operations.
Conclusion
Districts play an essential role in the success of new principals. By identifying future leaders, providing structured preparation programs, offering mentorship, and supporting new principals through induction, districts can ensure that school leaders are well-equipped to face the challenges they will encounter. The relationship between the district and its school leaders is one of collaboration and mutual growth, ultimately leading to improved outcomes for schools and students alike. As districts continue to refine their leadership development programs, they can help ensure schools are led by highly skilled, well-prepared principals ready to make a lasting impact on their communities.
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Andrew Olson, Ed.D. (dolson.ldn@gmail.com), is an associate professor of education at Stetson University and president of the Leadership Development Network. He is a former classroom teacher, school administrator, and district executive leader.
References
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Booker-Dwyer, T., Aladjem, D. K., Fletcher, K., & Eyer, B. (2023). Assistant principal advancement to the principalship: A guide for school districts.
Day, C., Sammons, P., & Gorgen, K. (2020). Successful school leadership. Education Development Trust.
Goldring, R., & Taie, S. (2018). Principal attrition and mobility: Results from the 2016-17 principal follow-up survey. National Center for Education Statistics.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools. Wallace Foundation.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2018). Culturally responsive school leadership framework. Organization Leadership Policy & Development.
Somoza-Norton, A., & Neumann, N. (2021). The assistant principal as instructional leader: The redesign of the AP position in the 21st century. Journal of School Administration Research and Development, 6(1), 43-51.
Turnbull, B. J. (2016). The principal pipeline initiative in action. Policy Studies Associates Incorporated.
Turnbull, B., Worley, S., & Palmer, S. (2021). Strong pipelines, strong principals: A guide for leveraging federal sources to fund principal pipelines. Policy Studies Associates Inc.
van Nieuwerburgh, C., Barr, M., Munro, C., Noon, H., & Arifin, D. (2020). Experiences of aspiring school principals receiving coaching as part of a leadership development programme. International Journal of Mentoring and Coaching in Education, 9(3), 291-306.
Wang, E. L., Schwartz, H. L., Mean, M., Stelitano, L., & Master, B. K. (2019). Putting professional learning to work: What principals do with their executive development program learning. RAND Corporation.