Assistant Principal Christine Domler, left, with Principal Matt Warner at Windsor Locks Middle School in Windsor Locks, CT. PHOTO COURTESY OF CHRISTINE DOMLER

I’ve spent 20 years in education in Connecticut, including 11 as an assistant principal. This is my eighth year as the AP at Windsor Locks Middle School in Windsor Locks, CT. I love my job, but if the right principal opening comes along, I would welcome the opportunity to take on that role.

Over my career, I’ve been able to craft my own ideas about what a well-run school looks like and what works to prepare students for their next steps. If you’re the principal, you’re able to push your own vision forward, in collaboration with feeder schools and the central office. Having my own school would allow me to use all the skills and education I’ve gained over the years.

Until then, however, I’m fulfilled continuing to do my work as an assistant principal. As my fellow APs know, this job can involve a little bit of everything. Some of my day is spent on investigations involving students, which can mean working through anything from bullying to inappropriate behavior. Social media or phone-related incidents make their way into the school; for these situations, I often get involved to make sure students are being kind to each other and feel safe, physically and emotionally, so they are ready to learn. As APs, we never know the new and challenging obstacles the day will bring.

Another integral part of my role is evaluating and supervising teachers and other school staff. I evaluate half of our staff across all departments, and that means anywhere from two to six observations of each teacher in a year. It also entails goal setting, mid-year meetings, and summative end-of-the-year meetings based on the goals teachers set for themselves at the beginning of the year. I pride myself on being an evaluator that offers feedback in a manner that allows my staff to be reflective on their practices and continue in a growth mindset throughout
the process.

The Reward of Watching Students Grow

When prospective teachers apply for a job, they often ask at the end what members of the interview committee like about working here. It’s interesting to hear what other committee members say and how that compares to my thoughts. For me, the answer is always watching the growth of students over the course of their time here. That can be academically, socially, or behaviorally. There’s nothing more rewarding than watching a student who might have had some behavior challenges when they started in sixth grade improve in handling their emotions and learning effective strategies to self-regulate, so they become more well-rounded, grow, and learn through their challenges.

I love watching our eighth graders as they transition to high school, and I feel 100% confident they are ready for that next step. It’s rewarding thinking back to how different they were when they joined us as 10-year-old sixth graders.

If we’re in sync and have clear expectations with each other, the school is going to run more smoothly.

None of the applicants ask about what I like least, but if they did, I would probably say having to be the disciplinarian. It’s hard for students to receive consequences from adults. Twenty years ago, if a student received detention or a suspension, they basically just accepted the punishment. Now, by contrast, if a parent is backing us up and taking away the student’s cell phone or video gaming system, the student gets madder about that than the actual consequences of their actions. I would rather spend time teaching students about why what they did was wrong and how they can do better next time.

Working Effectively With Your Principal

Another part of the job that every assistant principal understands is how important it is to have a trusting and reciprocal working relationship with your principal. I’ve worked with three different principals in my 11 years as an AP, so I’ve become adept at collaborating and sharing responsibility on the duties I mentioned above, like supervising and evaluating teachers, brainstorming consequences, or finding better ways to work with a student and their family.

As one of the facilitators of NASSP’s Assistant Principals Network, I’ve spoken at NASSP conferences about how to build a relationship with your principal so it’s symbiotic and we’re both rowing in the same direction. If we’re out of sync, it will be obvious to other staff, and it won’t go well. If we’re in sync and have clear expectations with each other, the school is going to run more smoothly. I think it takes time to develop that relationship, but once you know your partnership is in a complementary place, and you reflect on it with your partner as often as you need, that makes for a well-run school.

Principals and assistant principals have the same certification in Connecticut, so I don’t need additional courses, but I have been preparing myself to become a principal in other ways. I’ve been reading a considerable number of books and other materials about the latest research in educational practices. I’m also open to collaborating with other principals and getting advice. For example, I’m still in touch with the cohort of school leaders who went through administrator training with me 12 years ago; they have a wealth of knowledge. I keep in touch with people who have left our district and tap into their insights as well.

Preparing for the Next Level

One thing I’ve discovered is that assistant principals don’t get much experience preparing school budgets. For whatever reason, that’s traditionally been the principal’s responsibility. So, I’ve become more involved in that process by attending budget planning meetings to acquire more knowledge and experience.

In addition to the Assistant Principals Network, NASSP has an Aspiring School Leaders Network. Participants discuss topics like being ready for the next step when the right opportunity comes along, getting your resume in good shape, and understanding the skills needed to become a principal.

For me, having spent my career in Connecticut, mostly in middle schools, and having my family life here, I might have to wait for the right opportunity. The schools I’ve worked in have all had about 200–400 students, which I think is a desirable range. It allows me to establish positive working relationships with all stakeholders, including students and families.

No matter where I end up, one of my goals will always be ensuring I am visible to the entire school community. That means not only being boots on the ground with the students, but also being there for the staff in any way I can. That can be arduous because it’s hard to be what everyone needs at every given moment. With such a wide range of challenges in our schools, it’s important that we do our best while being as flexible as humanly possible. I look forward to putting those ideas into practice in my own school.

Christine Domler is the assistant principal of Windsor Locks Middle School in Windsor Locks, CT, and co-facilitator of NASSP’s Assistant Principals Network.