Impact
Objective
Supporting the Wake County Public School System (WCPSS) in developing high-quality, qualified assistant principals who will become the future leaders of the district.
Approach
Since 2018, RTI International has led an annual Leadership Academy that supports WCPSS’ school leadership pipeline and develops the capacity of its assistant principals, in alignment with North Carolina’s executive standards.
Impact
The program has helped assistant principals develop the skills they need to problem-solve, extend their professional educator network, and lead their schools effectively.
Building the School Leadership Pipeline in Wake County
High-quality, qualified educational leaders are crucial to the effectiveness of schools and districts. However, as the landscape of education has shifted, education leadership has become more challenging. Leaders must now do more than just manage a school building; they must be mindful of the culture of the building and respond to the unique needs of staff and students.
The Wake County Public School System (WCPSS), like any district, is navigating this challenging environment. To create effective, inspiring principals who are prepared to address their school’s challenges, the district realized it needed to develop its assistant principals.
To address this need, RTI International worked with WCPSS in 2018 to launch an Assistant Principal Leadership Academy that helped the district create a pipeline of effective school leaders. The program was intentionally built to help assistant principals with the skills and competencies they need to make data-driven decisions, build a strong executive presence, stay aware of their environment, and remain calm and decisive.
Selecting a Cohort of Promising Future Principals
The Assistant Principal Leadership Academy was designed for assistant principals identified by WCPSS to be leaders of promise; district principals recommend assistant principals to apply for the program.
RTI manages the application process, scoring and ranking each applicant based on their responses and then making a recommendation to the district. To eliminate bias in the application process, we have two reviewers apply a blind score. Then, if there are any discrepancies, we bring in a third reviewer.
Once RTI staff have recommended potential program candidates, area superintendents select 26 to 28 assistant principals who will engage in the cohort throughout that academic year.
Creating an Actionable Plan for Education Leadership Development
WCPSS’ Assistant Principal Leadership Academy is structured around 10 sessions scheduled throughout the academic year. Each session helps future education leaders grow their experiences in North Carolina’s eight standards for school executives:
- Strategic Leadership
- Instructional Leadership
- Cultural Leadership
- Human Resource Leadership
- Managerial Leadership
- External Development Leadership
- Micropolitical Leadership
- Academic Achievement Leadership
Participants engage in dialogue and roleplay around these executive standards to increase their capacity and implement these standards throughout their work.
The sessions have given me time and opportunity to reflect on my own journey, highlight my strengths and areas of growth, and really settle into who I am as a leader to develop a clear vision, strategic leadership skills, and to understand and practice the work needed to inspire and sustain change across a school community. - Leadership Academy Participant
The cohort also participates in a book study focused on Patrick Lencioni’s The Five Dysfunctions of a Team, which teaches them to build trust, have open conversations, and engage in productive conflict when approaching problem-solving in their district.
In addition to the 10 professional learning sessions, participants participate in two coaching sessions. Each coaching session is designed to support participants as they work towards addressing a problem of practice. Our first coaching session is virtual and is designed to help assistant principals identify a Problem of Practice in their school building that they can focus on throughout the year. Throughout the academic year, they will then work collaboratively with school staff to address that specific challenge as part of a capstone project.
Participants track their progress toward solving this Problem of Practice throughout the year. In the spring, RTI hosts an in-person session where staff meet with the cohort on-site to get an update on project progress. At the end of the school year, participants demonstrate the results of the work that they have done or project the impact of that work by presenting their capstone project to district leadership.
Additional support is provided to assistant principals as they prepare for principal interviews within the district. Participants are assigned a school to research and based on their findings, develop a 30-60-90 Day Entry Plan. This plan outlines their proposed leadership actions for the first 30, 60, and 90 days in the role. Assistant principals then present their plan and receive feedback on their research, analysis, and presentation skills—further strengthening their leadership readiness and strategic thinking.
Building a Network of Education Leaders
Throughout the program, assistant principals participate in a network of school leaders who can support them in their growth and development. Assistant principals throughout the district are able to learn from each other and provide insight and solutions to school challenges. To further build the leadership of participants, a Leadership Guild is incorporated, giving future education leaders an opportunity to connect with and learn from principals, directors, superintendents, and more.
The Leadership Academy has allowed me to build a robust network of quality colleagues who share a commitment to educational excellence. This network serves as a vital resource for sharing best practices and collaborating on new initiatives that can benefit our school community. - Leadership Academy Participant
The Leadership Guild is designed so that district leaders can share their leadership journey and discuss their work and how it impacts the district. This is also a space for participants to ask district leaders specific questions, which expands their perspective of what educational leadership looks like across the district. This unique cohort provides opportunities for them to network, unifies school leaders, and supports them in building capacity.
Developing High-Quality, Qualified School Leaders
Effective school leaders must be agile, knowing the unique dynamics of their district and understanding how to engage students, staff, families, and communities. Most importantly, leaders must know how to approach their strategic planning in a way that captures the district’s shared vision to support students.
Out of the 120 assistant principals who have participated in the WCPSS Assistant Principal Leadership Academy so far, 40 participants have moved on to principalships or district leadership positions.
My involvement in the WCPSS AP Leadership Academy has positioned me as a strong candidate for a principal role by providing targeted, real-world preparation and meaningful connections. - Leadership Academy Participant
In fall 2025, the Assistant Principal Leadership Academy will begin its seventh cohort. We are excited to partner with WCPSS to help a new group of assistant principals develop skills they will need to become the future leaders of Wake County.
