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Semi-structured interviews with first-year APs describe leader development, challenges and needs during role transition, and district intentions behind professional learning offerings. Analysis applies a constructionist epistemology with a combined framework grounded in transformative learning and career construction theory. Findings emphasize intentional professional learning tailored to novice needs, highlighting collaboration, mentoring, and networking as favorable growth opportunities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/novice-assistant-principals-perceptions-of-professional-learning-experiences-qualitative-study/602028/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/novice-assistant-principals-perceptions-of-professional-learning-experiences-qualitative-study/602028.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on novice assistant principals' professional learning?","Question",{"text":112,"@type":113},"The study explored how novice assistant principals perceived professional learning experiences within two urban school districts in the southeastern United States.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed in this qualitative study?",{"text":117,"@type":113},"Data came from semi-structured interviews with first-year novice APs and were analyzed using constructionist epistemology with a framework combining transformative learning theory and career construction theory.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about effective professional learning for novice APs?",{"text":121,"@type":113},"Professional learning that is intentional to novice APs’ specific needs was beneficial, with collaboration, mentoring, and networking described as favorable growth opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602028,1792189402,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","20  \nNovice Assistant Principals’ Perceptions of Professional  \nLearning Experiences  \nTara A. Wilson  \nOrange County Public Schools  \nJennifer K. Clayton  \nThe George Washington University  \nThe purpose of this qualitative study was to explore how novice Assistant Principals (APs) perceived administrative professional learning experiences. Data came from twelve first-year APsin two Southeast United States public school districts during the 2017-2018 academic year. Through use of semi-structured interviews, a description of how the APs developed as school leaders, their feelings about their challenges and needs during the transition into an administrative role, and a depiction of the school districts’ intentions behind the professional learning offerings were revealed. The data were analyzed with the constructionist epistemology and combined theoretical framework based on Mezirow’s transformative learning theory and Savicka’s career construction theory. The findings showed that that professional learning that is intentional to new APs’ specific needs is beneficial, with collaboration, mentoring, networking described as favorable professional growth opportunities.  \nKeywords: professional learning, professional development, assistant principals, novice school leaders  \nEducation Leadership Review of Doctoral Research, Vol. 8. Fall 2020  \nISSN: 1532-0723  \n© 2020 International Council of Professors of Educational Leadership.  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, full attribution to the author/s is required.  \n21  \nAssistant Principals (APs) are valuable members of most public school systems. Although thereis a wealth of research on the benefits of school leadership, research on APs is underdeveloped. The role of an AP is ambiguously and inconsistently defined across school sites. Opportunities for professional learning, in its many forms including coaching and mentoring, is inconsistent for APs, as most schools and districts focus on teacher professional development. Thus, APs may be trained and licensed, yet few are prepared to assume the myriad tasks required of a school leader.  \nThis qualitative study examined the professional learning support of nine (n=9) novice first-year K-12 public school APs in two urban districts located in the southeastern United States. The study made sense of APs’ experiences while participating in professional learning, with a focus on how leadership skills develop. In-depth, semi structured interviews about professional development experiences were conducted with first-year novice APs. Through a constructionist epistemological lens and the dual theoretical framework of career construction theory and transformative learning theory, data analysis sought to present how APs attribute meaning to professional growth as development of leadership skills.  \nStatement of the Problem  \nThe research problem is related to gaps in educators’ understanding of the professional preparation and development of APs for career ascension. Numerous researchers have validated strong, competent school leadership, second only to teaching, as a significant contributor to increased student achievement and school success (Branch, Hanushek, & Rivkin, 2013; Davis, Gooden, & Bowers, 2017; Grissom, Loeb, & Master, 2013; Leithwood, Sun, & Pollock, 2017; Nichols, Glass, Berliner, 2012) . Despite the impact of leadership in schools, administrators are leaving positions every year for retirement, transfer opportunities at other schools, and offers for different career tracks (Hill, Ottem, & DeRoche, 2016) . A possible solution to attract and sustain highly qualified administrators is to offer support for the purpose of fostering development of school leaders throughout their careers (Pounder & Crow, 2005) .  \nPurpose of the Study  \nThe primary purpose of this study was to explore the professional development experiences of novice APs working within two urban school districts in","cbCais9vonqr4Fk0","https://ap.wps.com/l/cbCais9vonqr4Fk0","pdf",350501,18,"English","# Statement of the Problem\n# Purpose of the Study\n# Overview of Theoretical Foundation","[{\"question\":\"What was the purpose of the study on novice assistant principals' professional learning?\",\"answer\":\"The study explored how novice assistant principals perceived professional learning experiences within two urban school districts in the southeastern United States.\"},{\"question\":\"How was data collected and analyzed in this qualitative study?\",\"answer\":\"Data came from semi-structured interviews with first-year novice APs and were analyzed using constructionist epistemology with a framework combining transformative learning theory and career construction theory.\"},{\"question\":\"What did the study find about effective professional learning for novice APs?\",\"answer\":\"Professional learning that is intentional to novice APs’ specific needs was beneficial, with collaboration, mentoring, and networking described as favorable growth opportunities.\"}]","Novice Assistant Principals’ Perceptions of Professional Learning Experiences - Qualitative Study | PDF",1792093896,45]