Professional Development for Rural School Assistant Principals

Given rural school administrators' challenges and the need to support their leadership development, this qualitative study describes how one rural school district delivered professional development through a university-school partnership to prepare its assistant principals for their work. Methods: Eight assistant principals from nine schools participated in the yearlong program. Data were collected in meetings, classroom observations, and school visits during 2005-06. Findings: Results describe how organizational socialization of assistant principals was accomplished in terms of the five aspects of the program. Interruptions in delivery are presented along with how participants acted independently. School, district, and central administration personnel were all involved, at times making it complicated to deliver professional development. Specific recommendations relate to what researchers and practitioners might do to sustain socialization and successful retention of new assistants.