When I reflect on my early years in administration, I remember the weight of the job from every angle. The phone never stopped ringing, students needed support, teachers deserved feedback, and families wanted answers. Amid this, one truth stood out: the success of a principal is often tied directly to the effectiveness of their assistant principal.
Too often, the assistant principal role is reduced to “the disciplinarian,” only handling referrals, supervising dismissal and managing conflict so the principal can focus on “the bigger picture.”
While those duties matter, they should never define the role. If assistant principals remain stuck in that box, their talent is underutilized, and the school’s instructional leadership capacity is reduced.
The reality is that a principal cannot carry the instructional leadership load alone. Schools are complex systems, and it takes a team to drive meaningful improvement. A well-supported AP can be a force multiplier by providing feedback, championing best practices and leading learning.
To ground these five steps in both perspective and practice, this article combines leadership strategies with insights from Steve Marchetti, an assistant principal in Connecticut. He has served at both the secondary and elementary levels, and his current role demonstrates how instructional leadership can thrive alongside the daily demands of discipline.
Together, these strategies outline a path for principals and assistant principals to strengthen their partnership and elevate learning.
1. Clarify the vision of instructional leadership
The first step is clarity. Too often, an assistant principal is assigned a role that feels undefined—or worse, defined only by tasks no one else wants. Principals must set clear expectations for instructional leadership, which can include observing classrooms regularly, leading or co-leading PLCs, delivering professional learning, modeling strategies during staff meetings, and analyzing student achievement data with teams.
When these responsibilities are framed as central, APs can prioritize them daily.
As Steve Marchetti explains, “One turning point in my role came early when my principal intentionally mapped out week-to-week expectations for the assistant principal role, which he had once held himself. Together, we established routines for classroom walks, sometimes individually and sometimes together, to calibrate. He modeled leading professional learning, then gradually released it to me until I was leading sessions independently. That process turned instructional leadership from an idea into a concrete plan. It gave me permission to lead, not just manage.”
2. Balance responsibilities between discipline and instruction
Discipline will always be part of an AP’s work, but it cannot consume the role. Without systems, the loudest problems overshadow the most important work.
Consider forming discipline teams, implementing restorative practices or establishing partnerships between teachers and leaders to share the load. This frees the assistant principal to be visible in classrooms instead of stuck in the office. When students and staff see APs engaged in both academics and behavior, credibility grows.
Principals should also model this balance by ensuring their own calendars include instructional work, not just management.
Steve emphasizes, “Striking this balance changed how teachers perceived me. When I first became an administrator, staff only saw me handling discipline—that became my identity. Once I established systems and practices that protected time for classroom visits, PLCs, and data talks, teachers began to see me as someone who could help them grow, not just the person to go to when something went wrong.
“The shift from reactivity to proactivity elevated my credibility and reinforced a healthier school culture. When I was supported with discipline systems that didn’t depend solely on me, I was free to contribute where I could have the greatest impact—enhancing teaching and learning.”
3. Make walkthroughs and feedback non-negotiable
Instructional credibility comes from presence. An assistant principal who never leaves the office cannot be seen as a leader of learning. Classroom visits must become routine, and teacher feedback must be timely and actionable.
One practical approach is to schedule joint walkthroughs with your assistant principal each week, debrief immediately afterward to compare observations, and coach them on framing feedback that is both specific and supportive. Over time, this sharpens their instructional eye and builds confidence as a coach while signaling to staff that the AP is invested in learning.
4. Empower the assistant principal to lead PD
If an AP is to be viewed as an instructional leader, they need visible opportunities to lead—whether that’s a PD session, book study or instructional initiative. Leading learning positions APs as thought partners, not just managers, and strengthens their leadership skills as they design, model and facilitate for staff.
Steve describes the impact: “When I was empowered to lead professional learning, it was transformative. The first time I facilitated a PD series, teachers began approaching me with instructional questions, not just discipline issues. That shift showed me staff saw me as someone they could trust to coach, challenge and collaborate with.
“Leading professional learning—sometimes alone, sometimes alongside the principal—made me feel like more than a support administrator. It positioned me as an instructional leader in my own right.”
5. Invest in their growth as leaders
Finally, principals must mentor their APs. The stronger an AP becomes, the stronger the school becomes.
Investing in their growth means including them in district instructional meetings, giving them opportunities to lead staff presentations, sharing resources that shape leadership thinking, and providing feedback not only on tasks but also on their overall leadership approach. This develops APs into confident instructional leaders while building trust and alignment across the team.
Maximizing an assistant principal is not just about preparing them for their next role—it’s about supporting the principal now. Instructional leadership cannot rest on one person’s shoulders. When APs fully embrace the work, they multiply the school’s capacity to improve teaching and learning.
By clarifying the vision, balancing responsibilities, prioritizing walkthroughs, empowering professional learning, and mentoring their growth, schools ensure APs are not just managers of behavior but champions of instruction. When that shift happens, the school doesn’t just run smoothly—it thrives.
