The Assistant Principal Workshop

The honeymoon period is over. Staff are tired, students are testing boundaries, parents have concerns, and sooner or later, someone is going to be frustrated with you.In this episode of The Assistant Principal Workshop, we talk about handling conflict without inheriting everyone else’s emotions. From student discipline and frustrated teachers to parent concerns and staff disagreements, we explore when to listen, when to coach, when to intervene, and when a problem needs to move up the chain.Plus, three simple questions you can use the next time someone walks into your office with a problem:What happened? What have you already tried? What outcome are you hoping for?Conflict is part of school leadership. The goal isn’t to avoid it—it’s to handle it well, follow through, and preserve relationships afterward.

Making decisions is the name of the game in school leadership—but good leadership doesn’t mean having an immediate answer for everything.In this episode of Assistant Principal Enlightenment, Mark breaks down how assistant principals can slow down when needed, prioritize decisions, gather the right information, and “think tank” with others before making the call. He also discusses what happens when you get a decision wrong, how those experiences prepare you for greater leadership responsibilities, and why following through on what you say you’ll do is essential for building trust.Whether it’s a student issue, a frustrated parent, a staff concern, or a decision you’ve never had to make before, sometimes the best answer is: “Let me think about it, and I’ll get back to you.”Just make sure you actually get back to them.

How do assistant principals consistently complete classroom walkthroughs when discipline, meetings, parent concerns, and daily emergencies keep interrupting the plan?In this follow-up to Classroom Walkthroughs Explained, Mark shares the practical system he uses to make walkthroughs part of his week. He discusses using a clipboard and paper observation sheet, recording hard evidence, varying classroom visits across different periods, mapping student discourse, transferring notes into digital tools, and tracking instructional patterns over time.This episode is about making walkthroughs manageable, reflective, and useful—without turning every classroom visit into a miniature formal observation.

Assistant principals are often expected to complete classroom walkthroughs, but simply stepping into a classroom and checking a box isn’t instructional leadership.In this episode, I break down what administrators should actually be looking for during classroom visits, including five quick areas to notice: purpose, student thinking, academic discourse, checks for understanding, and classroom climate.I also share how I’m approaching classroom visibility this year with a 60/30/10 model of quick check-ins, focused instructional visits, and formal walkthroughs, plus examples of high-leverage feedback that is specific, actionable, and grounded in real evidence.Whether your district requires five walkthroughs a week or you’re simply trying to become a more visible instructional leader, the goal is the same: don’t just visit classrooms—create feedback loops that help teaching and learning improve.If you have questions or want tools and tips around walkthroughs, reach out at [email protected].

Year one comes with a built-in challenge: survive, learn the building, and figure out the job. But year two is different. You’re not new anymore—so how do you avoid getting comfortable and actually keep moving the needle?In this 11-minute episode of The Assistant Principal Workshop, Mark reflects on the difference between being busy and being transformational, the hidden mental load of the AP role, and why freedom of time doesn’t always mean free time.This week’s Workshop: Identify one thing that will be better by the end of the year because you were there—and make one move toward it this week.I also think an even stronger, slightly punchier title would be:You’re Not the New AP Anymore—Now What?