New Role, New Rules: What They Don’t Tell You About Becoming an Assistant Principal

I was a teacher for 17 years before transitioning into an administrative role. Before becoming an assistant principal, I had taken on leadership roles, including Grade Level Chair, Instructional Coach, and serving on numerous committees, as well as acting as Admin Designee on several occasions. I was ready to advance to the next level of my educational career and make a greater impact beyond my classroom walls. My goal was always to become an administrator in the district I called home. But life had other plans.

Instead, I stepped into my first assistant principal role in a completely new district, with a new title, new expectations, a new culture, and new faces. It was exciting, humbling, and eye-opening. I continue to be grateful for the “new”. I embraced it with a strong will, rooted in my purpose; my why.

Here’s the catch. No matter how much preparation you think you have, the role of assistant principal feels different. I learned quickly that I could not operate as I had as a teacher. I could still leverage my knowledge as an educator, but I had to adopt a new positioning in my new space that was far different from what I had positioned myself to be as a leader. Here are four key mindset shifts I had to make, and the ones I believe every new AP must wrestle with in their transition from teacher to leader:

1. From Me to We

As a teacher, my world revolved around my classroom, my students, and the results I achieved. I could close the door and make magic happen. But as an AP, that door never really closes. You're no longer responsible for one group of students. You’re accountable for the conditions that help all students and teachers thrive.

I had to start thinking beyond what was working for one classroom and ask: What’s best for the grade level? What systems support this department? What’s happening across the campus that impacts learning or morale?

Success became less about what I could do myself and more about how I could build systems, empower others, and elevate the collective.

2. From Colleague to Leader

Moving from teacher to AP, particularly on a campus or in a district where you have taught, can be one of the most uncomfortable transitions, from peer to supervisor. As a teacher, I was part of the lunchroom chatter, the staff group texts, and the shared frustrations. I was even more included in the laughs, the celebrations, and the “favor” and “grace”. But now, I was "admin." I had to shift how I showed up in rooms where I used to be a teammate, and be okay with boundaries.

By no means does this mean that I stopped being approachable or caring. It meant I had to lead with clarity, hold people accountable, and sometimes make tough calls, even when I understood why someone was struggling.

I learned quickly that respect doesn't come from trying to be everyone's friend. It comes from being consistent, fair, and honest. Maintaining integrity, offering grace, and being available helped me reach a point where I was appreciated and recognized as a respected leader.

3. From Daily Planning to Strategic Thinking

As a teacher, I loved planning lessons, tweaking activities, and watching immediate results. As an AP, the results aren’t as instant. You’re playing a longer game. You’re looking at data across weeks or months (qualitative and quantitative), planning months ahead for PD, problem-solving staffing gaps, and supporting multi-tiered interventions.

I had to learn to take a step back. Instead of asking, “What do I need for tomorrow’s lesson?” “What is the overarching theme of this unit of study?” “What is the standard focus for this lesson?” I had to ask:  What patterns are we seeing in student behavior or achievement?  What supports do teachers need three months from now? How do we shift school culture over a year, not just a week?

That shift from tactical to strategic isn’t easy, but it’s necessary if you want to move from reactive to responsive leadership.

4. From Being Heard to Listening First

As a teacher-leader, I was accustomed to advocating, offering solutions, raising concerns, and taking the lead. But in administration, I realized that everyone has something to say, and if I was always talking, I wasn’t leading.

What surprised me the most was the power of silence. Listening to teachers vent, observing how people move through spaces, and reading body language in meetings all became valuable data; feedback to add to my practice of reflection and action.

One of my biggest growth points? Learning that I didn’t have to prove myself by offering immediate solutions. Sometimes, holding space and asking the right questions had a greater impact than jumping to fix.

Final Thoughts
Becoming an assistant principal was more than a job change; it was an identity shift. While the educator in me will always be present, leadership has stretched me in ways I never imagined. These mindset shifts didn’t happen overnight, but they made all the difference.

If you're stepping into this role, give yourself grace. Stay grounded in your values, and remember that you’re not just leading from a new desk. You’re leading from a new lens. You have a new role, so set the rules on how you lead that align with your core values.
 

If you’re navigating this transition and seeking a thought partner on your journey, I offer executive coaching programs tailored specifically for new and aspiring administrators. Let’s build your leadership confidence and clarity one mindset shift at a time. Connect with me on LinkedIn: La-Trice Johnson, Ed.D., or email me at [email protected].