Having served as an assistant principal for ten years, I am often asked when am I going to become a principal.  When I answer that I have no intentions in pursuing a principalship, the responses range from quizzical looks to statements of disbelief.  The reactions are sometimes complimentary, particularly from coworkers who state that I would make a great principal.  Mostly however, I hear the dreaded “I can’t believe all you want to be is an assistant principal.”

While the assistant principal position has historically been viewed as a stepping stone to the principalship, the argument of this author is that is no longer the case.  I have come across many colleagues who are not only satisfied in their positions, but also thrive in them.  According to the School Leaders Network, half of newly hired principals leave their job within three years.  It is safe to say that the assistant principals are often the stable force that keeps the school running while the new leader transitions into the school center.

Most assistant principals are tasked with the proverbial “all duties as assigned by the principal” mantra.   In 2018, an efficient school must have school leaders who are more than disciplinarians.  While ensuring their campus is safe is a priority, high-stakes school accountability is all about test scores.  Every school administrator’s tool box must have curriculum evaluation, teacher coaching, and data interpretation skills to go along with building management tasks such as facilities and transportation.When I am asked why I am not interested in the principalship position, there are three aspects that stand out: personal time, politics, and what I refer to as ultimate responsibility without ultimate accountability.  Education Week lists the average principal work week at 60 hours, with principals in high needs schools usually logging more time.  In addition to school hours, they must be available for extracurricular, community, and district events.  Those community and district functions are often the settings of the political facets of the position.  Rather than make the best decisions with students in mind, some choices must be made to keep various parties happy.  Finally, although a school’s ultimate accomplishments and failures start and end with the principal, they are often saddled with subpar staff they cannot move.

What about the positive aspects of the assistant principal position?  Despite each day’s To Do List being quite lengthy, the challenge of organizing, juggling, and completing tasks is a great feeling.  There is never a dull moment!  Additionally, while not having the day-to-day contact that a teacher has with students, an assistant principal still spends a significant time interacting with children.  The opportunity to build relationships by counseling kids through their difficulties and guiding them to success is invaluable.

Rather than considering the assistant principal post a training ground for an eventual promotion, individuals who chose to remain in the position should not only be commended, districts should recognize their value to the school system.  This is not a forum asking for a monetary reward, but perhaps a distinction.  Just as there are master or lead teachers, there should be master or lead assistant principals as well.  After all, they are often the foundation of their schools.