7 Habits of Highly Effective Assistant Principals

Whether you’re a new or seasoned assistant principal (AP), being consistently visible in classrooms is one of the most impactful ways to support teaching and learning. I make it a priority to visit classrooms daily—not just as a routine but as a strategic leadership practice.

Research backs this practice, too. “The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership,” a report commissioned by The Wallace Foundation, emphasizes that APs who are regularly present in classrooms can build stronger relationships with staff and students and are better positioned to support instruction and school improvement efforts.

This leads to a more positive school climate—fostered by visible, supportive leadership—that research shows can be linked to better student outcomes, lower absenteeism, and improved teacher retention.

Here are seven habits school leaders can build to establish an effective strategic leadership practice—and improve outcomes—in their schools.

1. Be Present to Support, Not to Evaluate

When students and teachers see you regularly in classrooms, it sends a clear message: You’re there to support, not to judge. To be present to support, rather than to evaluate, APs can:

• Schedule daily classroom walkthroughs during different times of the day;
• Use a non-evaluative lens—focus on learning conditions, student engagement, and teacher needs; and
• Carry a notepad or digital tool to jot down observations about resources, student needs, or follow-up actions.

2. Assess and Remove Barriers to Learning

Teachers might not always voice their needs, especially new ones who fear appearing unprepared. To enhance instruction, boost student engagement, and eliminate obstacles to ensure effective learning in the classroom, I regularly assess the resources in the classroom, such as technology, behavioral support, supplies, and broken items.

Here are three ways APs can remove barriers to access and learning:

• During visits, look for missing or broken materials, tech issues, or behavioral challenges.
• Follow up promptly with solutions—whether it’s submitting a work order, providing supplies, or arranging additional support.
• Create a simple, anonymous feedback form for teachers to request help without stigma.

A teacher cannot see everything that is happening in the classroom, and another set of eyes will help improve instruction.

3. Build Relationships with Students and Staff

Strong relationships foster trust, which is essential for a positive school culture. Since I see the students in class, the students sometimes call me over when I have lunch duty to talk about their day and what they have learned or talk about what they do outside of school. Sometimes they will even give me drawings or try to offer me some of their food. These relationships also help me gauge the students’ moods so we can intervene if necessary and help to improve their day.

To build strong relationships, APs can:

• Learn students’ names and interests, using hallway and lunch duty time to connect informally;
• Celebrate student work—accept drawings, listen to stories, and show genuine interest; and
• Model positive interactions so teachers see you as a partner, not just an administrator.

When teachers observe the interactions between me and the students, they begin to recognize that I am there to support everyone and not just to sit in my office.

4. Use Every Moment as a Teachable Opportunity

Your presence can help maintain instructional flow and reinforce expectations. There are many times when I am in the classroom that I correct an issue and the teacher can continue with the lesson with no disruptions; therefore, learning does not stop.

To take advantage of teachable moments, APs can:

• Address minor disruptions quietly so the teacher can continue teaching;
• Ask students, “What are you learning?” instead of “What are you doing?” to refocus attention on the learning objective; and
• Share these strategies with teachers during professional development or professional learning communities (PLCs) to build a common language.

5. Provide Instructional Support in Real Time

Teachers feel more confident when they know they’re not alone. One way that I support the teacher is by covering their class when they’re out for a medical appointment, which minimizes interrupted learning for the students. This is just one example of many. APs can also:

• Offer to coteach or model a lesson, especially when a student is struggling;
• Step in to cover a class when a teacher has to leave early or miss a day due to illness, ensuring continuity of instruction; and
• Use these moments to gather informal data on student understanding and engagement.

6. Be Informed When Engaging with Families

First-hand knowledge of classroom dynamics builds credibility with families. When a parent or guardian calls me to discuss a situation in the classroom, I’m often aware of what is going on because I spend time in the classroom and can speak to them about what happens.

To build on this practice, APs can:

• Keep a log of classroom visits to reference when speaking with parents or guardians;
• Speak with the teacher first when concerns arise but also share your observations to provide a fuller picture; and
• Use your visibility to advocate for both students and teachers in conversations with families.

7. Collect and Use Data to Drive Growth

Perhaps one of the most important reasons to be in the classroom is data collection. By collecting data, we can help to improve instruction for both the students and the teacher. When we are in the classroom, we can see what works well and what can be improved. To do this, APs can:

• Track trends in instructional strategies, student engagement, and classroom needs;
• Highlight teacher strengths and invite them to lead professional development or share during PLCs.
• Facilitate peer observations so teachers can learn from one another in a supportive environment.

I strongly believe that when assistant principals are in the classroom, as team players and helping the classroom be a place that is conducive to learning for everyone, outcomes improve for both our students and our teachers. Students feel seen, teachers feel supported, and leaders gain the insight needed to make informed decisions.

Juan F. Aleman III, Ed.D., is assistant principal of Flour Bluff Elementary in Corpus Christ, Texas.