A Career As A School Assistant Principal

Effective leaders recognize that they cannot accomplish great things alone (Dufour, Marzano, 2011). By adopting this definition of leadership it is necessary that principals within schools, “foster a climate of collegial support and community through which the complex task of administering the school might be accomplished” (Ubbenn, Hughes, Norris, 2016, pg. 3). Ubben, Hughes and Norris (2016) go on to say that the principal is the pivotal point – the catalyst – for what happens in the school. Being a principal is a challenging, yet rewarding, task for those willing and prepared to accept the position (Ubben, Hughes, Norris, 2016, pg. 4).

JOB TITLE AND DECRIPTION OF ORGANIZATION The job description of the principal as laid out by the system

I started out my career as a middle school teacher. I also served as a coach at the middle school where I was teaching. In the spring of my fifth year of teaching, I filled in as an assistant principal at a local elementary school. After leaving my role as assistant principal, I then took a position in a local high school. I spent six years at the high school as an assistant principal. I then spent three years as elementary principal at another local elementary school. While at this elementary school, our school was rewarded as a, “Blue Ribbon School.” I have spent twelve years as a school level administrator, and four years as a system supervisor. During my time as assistant principal and principal I went back to school and earned my Masters and Ed.S in education. I eventually went back to the University of Tennessee to earn my Doctorate in Elementary

I could have my day planned out and those plans could change by 8:00 a.m. A lot of my priorities have been laid out for me by the system – test scores, surveys, staying in tune with your teachers and staff. When managing information that I send out to staff, I try to be very deliberate. I may only send out one email a week, but it is going to be direct and to the point. I try not to send out so much information that I lose my objective and purpose. Leadership Team meetings with other city principals also help me prioritize. My professional development is self-motivated. Evaluations, conferences, meetings offered by the state, and Leadership Team meetings. I have also been part of a principal cohort, which was a two-year process, four days a week and was set up by the state. Watching other principals determine priorities in their school has helped me define priorities within my