The Impact of a Franchise Model School Framework on the Leadership Development of Assistant Principals

Abstract

Although the position of the assistant principal is crucial in providing experiences necessary to become an effective school leader, the research on the leadership development of the assistant principal has been largely understudied. This study examines the skills, characteristics, and leadership development of assistant principals within an innovative school structure, “franchise model schools.” This model consists of a successful flagship school principal who is given the charge to simultaneously lead nearby schools while attempting to replicate proven practices, procedures, and structures of the successful flagship school on these added “franchise” schools. Participants of this study included 14 assistant principals, three principals, and the deputy superintendent who oversaw the franchise model schools. Findings revealed three essential characteristics or skills needed by franchise model assistant principals to be successful in their roles: (1) communication of the franchise model vision; (2) collaboration among franchise campuses; and (3) autonomy development. The franchise school model expanded the roles and responsibilities of assistant principals to the level of principal. Assistant principals perceived the model as a more effective way to prepare them for the principalship than traditional methods or career paths. The model provides assistant principals the opportunity to engage in authentic responsibilities of leading a school, possibly decreasing the traditional trajectory of serving as an assistant principal for various years before being considered for a principalship. Because the impact on leadership development is so comprehensive, the “franchise schools” may serve as a model to prepare aspiring school administrators and assistant principals to become principals.