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As assistant principals enter their careers: a case for providing support

Catherine Marshall (School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA)
Elizabeth Phelps Davidson (University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 5 September 2016

266

Abstract

Purpose

The purpose of this paper is to offer a viewpoint on the challenges that assistant principals (APs) face and to make the case for intentional mentoring, coaching, and sponsorship of individuals in these roles.

Design/methodology/approach

The authors provide a professional viewpoint based on scholarly literature and their practitioner observation.

Findings

The authors propose that by focussing on APs, being systematic about supporting APs, and expanding and deepening understandings of the hurdles and dilemmas they face, the schools will have a more robust leadership pipeline and more satisfied and effective APs. They recommend that school districts, whether in the USA or internationally, consider adopting specific and intentional strategies to mentor, coach, and sponsor new APs, with what they call Mentor-Sponsor Models.

Originality/value

The author recommendation for school districts to create Mentor Banks of qualified, exemplary senior principals who can sponsor and mentor new APs as an “in house” model for developing district talent is an original idea that could be easily implemented in larger school districts.

Keywords

Citation

Marshall, C. and Phelps Davidson, E. (2016), "As assistant principals enter their careers: a case for providing support", International Journal of Mentoring and Coaching in Education, Vol. 5 No. 3, pp. 272-278. https://doi.org/10.1108/IJMCE-04-2016-0038

Publisher

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Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

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