Best Assistant Principal Resume Examples and Templates for 2026

Tip !

Include a cover letter with your resume

A good cover letter sharpens your job application by answering the question, Why are you interested in this particular job? As with starting your resume, brainstorm your thoughts on a separate document or paper and then choose the most compelling ones as your foundation. When possible, quote or paraphrase text from the job posting and explain why it caught your attention.

Andrew Stoner , Executive Resume Writer and Career Coach

The guide below will help you create a resume showing your skills in high-level school administration.

Key takeaways:

Brainstorm details about your work history on a separate document or blank sheet of paper. Then, identify the most relevant ones to feature in your experience section – this helps you focus your resume on the role of assistant principal.
Spell out the results of your past work as an assistant principal. Describe how your efforts helped each school achieve its goals.
Use bullet points to display your achievements. Start each bullet point with a strong verb like “Created,” “Improved,” or “Encouraged.”

Most Popular Assistant Principal Resumes

First Time Assistant Principal Resume Example

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Why this resume example is strong:

First-time assistant principal candidates often list classroom accomplishments without showing those accomplishments were leadership accomplishments. When I’m reviewing these applications, I want to see formal team leadership, mentorship, and initiative design, not just great instruction.

What stands out here:

SEL programming launched with counselors improved student engagement 20% and a PBIS committee contribution cut referrals 15%, two outcomes showing this candidate led at the schoolwide level before applying.
Two new teachers mentored through structured coaching cycles while coordinating instruction across 5 classrooms, the combination of peer leadership and team management that first-time AP roles require.

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Assistant Principal Resume No Experience

Assistant Principal (No Experience) Resume Example

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Why this resume example is strong:

Candidates with no formal admin experience who list only classroom teaching are common. When I evaluate these applications, I want structural leadership, department oversight, equity initiative design, or program coordination, rather than individual classroom success alone.

What this candidate gets right:

Department lead for 7 teachers while designing a restorative discipline framework adopted schoolwide that cut office referrals 25%, non-administrative work showing administrative-level thinking and ownership.
Equity initiative reduced achievement gaps for EL 18% and summer literacy program served 40+ students across 3 sites annually, a scope of impact that most classroom-only teachers never reach.

Entry Level Assistant Principal Resume Example

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Why this resume example is strong:

Entry-level AP candidates with only classroom experience are common. When I’m hiring, I look for whether the candidate has actually sat in an admin chair handling referrals, testing logistics, and data meetings, not just observed them from a classroom.

The specifics that matter:

Two-year AP internship in a 900-student middle school managing daily referrals and leading data meetings that drove 15% math proficiency growth, real administrative experience rather than a teaching background relabeled.
Cross-grade tutoring initiative improved reading for 60+ students and a school leadership team chaired for 40+ staff, the combination of student outcome ownership and peer leadership that entry-level roles demand.

New Assistant Principal Resume Example

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Why this resume example is strong:

Newly promoted assistant principals who list supervision duties without quantifying their instructional impact or safety management record are common. When I’m evaluating this profile, I want to see whether the first year in the role produced measurable outcomes rather than just familiarity with the job.

Why this one gets the interview:

Ninth grade promotion rates improved 11% and 30 teachers supervised with 60+ formal observations per semester, early administrative outcomes most new APs take years to produce.
Curriculum pacing guides adopted by 6 district high schools and Teacher of the Year earned at Mesa, a teaching track record explaining why the promotion happened.

Assistant Principal Title I Resume Example

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Why this resume example is strong:

Assistant principals who describe responsibilities without quantifying them are common. When I evaluate a job description section, I want to see whether the master schedule, evaluations, and attendance work actually moved the numbers, not just whether duties were performed.

What matters here:

Master schedule built for 1,200 students across 80+ sections while reducing chronic absenteeism 22% over 3 years, two different AP responsibilities both executed with measurable impact rather than just maintained.
Disproportionate discipline referral rates for Black and Hispanic students reduced 30% and family event attendance increased 35%, outcomes that go beyond operational management into equity and community leadership.

Assistant Principal Underserved Populations Resume Example

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Why this resume example is strong:

AP candidates with an objective-style summary who lean on teaching years without connecting them to administrative readiness are common. When I’m evaluating this profile, I want the objective to state a specific value proposition, not just express aspiration.

What I’m actually looking for:

Literacy coaching across 15 classrooms improved K–3 reading proficiency 16% and restorative practices reduced discipline referrals 35%, instructional coordination outcomes that map directly to AP responsibilities.
IEP compliance monitored for 40+ students and district reading benchmarks exceeded 15% as a classroom teacher, the combination of compliance competency and instructional outcomes diverse schools need from an AP.

Assistant Principal Resume Example

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Why this resume example is strong:

Skills-forward AP resumes often list MTSS and Title I without showing what those programs actually produced. When I’m hiring for a school with complex compliance and behavioral support needs, I want to see whether the skills were applied at scale and whether outcomes followed.

Where this candidate pulls ahead:

Math proficiency raised 17% through MTSS-aligned school improvement planning and $180,000 in Title I funding managed with full compliance, skills applied to measurable academic and operational outcomes.
IEP oversight for 100+ students and lesson effectiveness increased 28% as instructional coach, a compliance and instructional impact pairing that most AP candidates have one side of but rarely both.

Middle School Assistant Principal Resume Example

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Why this resume example is strong:

Middle school AP candidates who mention restorative practices and teacher evaluation without quantifying either are common. When I’m hiring for a middle school setting, I want to see the suspension reduction data and whether the evaluation process actually changed teaching practice.

What separates this application:

Suspensions reduced 42% through a restorative behavior system and 15 teachers coached through TIGER evaluation cycles with 80+ annual observations, both outcomes with numbers not just process descriptions.
6th-to-7th transition programs reduced transition-year behavior incidents 25% and a schoolwide SEL curriculum improved student belonging scores 20%, middle-school-specific leadership that translates directly to this role.

High School Assistant Principal Resume Example

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Why this resume example is strong:

High school AP candidates who cite graduation rate improvements without explaining the mechanisms behind them are common. When I’m evaluating secondary leadership, I want to see the credit recovery system details, the staffing process, and whether postsecondary readiness work produced college application outcomes.

What the evidence shows:

Graduation rates up 12% over 3 years through credit recovery and early warning systems and new staff first-year retention reached 95% through structured mentor pairings, the mechanisms behind both outcomes.
AP enrollment and testing coordinated for 400+ students and 4-year college application rates increased 15% through Naviance advising, postsecondary readiness work connected to actual student application behavior.

Elementary Assistant Principal Resume Example

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Why this resume example is strong:

Elementary AP candidates who list early literacy and teacher support without quantifying either are common. When I’m hiring for a K–5 setting, I want to see the literacy proficiency numbers and the retention data, because those two metrics tell me whether the interventions actually worked.

What moves this to the top:

Early literacy proficiency up 19% through K–2 reading interventions and first-year teacher retention improved from 74% to 88% through a structured onboarding program, two K–5-specific outcomes with clear before-and-after data.
Kindergarten transition programming served 80+ students annually and RTI coaching for 25 teachers drove a 22% K–3 reading benchmark improvement at Round Rock ISD, early childhood leadership with measurable reach.

Assistant Principal Intern Resume Example

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Why this resume example is strong:

AP intern candidates who describe their internship duties without showing outcome data are common. When I’m evaluating an intern’s readiness for a full AP role, I want to see whether the internship involved real administrative responsibility rather than observation and task support.

What most candidates miss:

Reading proficiency improved 12% through data analysis and improvement plan co-leadership during the internship year and 20+ parent cases resolved monthly with 90%+ satisfaction, real AP outcomes during an internship.
Coaching cycles for 30+ teachers improved average observation ratings 1.2 points on a 4-point scale, a coaching track record translating directly into the instructional supervision side of an AP role.

Bilingual Assistant Principal Resume Example

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Why this resume example is strong:

Bilingual AP candidates who mention ELL proficiency gains without explaining how they achieved them are common. When I’m hiring for a bilingual school environment, I want to see the instructional mechanisms behind the data and whether the family communication reach was actual and documented.

Why this clears the bar:

ELL proficiency rates increased 22% through expanded dual-language instructional time and targeted teacher PD, and 400+ families received school communications in their home language through direct translation services.
Bilingual family literacy nights served 150+ attendees increasing at-home reading practices 40% and dual-language classroom benchmarks exceeded 90% annually as a classroom teacher, program and classroom outcomes connected.

Assistant Principal With Coaching Experience Resume Example

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Why this resume example is strong:

APs with coaching backgrounds who list coaching accomplishments without connecting them to administrative outcomes are common. When I’m hiring for this profile, I want to see whether the coaching work built toward school-level leadership or simply stayed in individual teacher development.

The data that matters:

Lesson effectiveness increased 28% through coaching cycles and a coaching toolkit adopted across 3 schools, impact extending beyond individual teacher development into systemic reach across Baltimore City Schools.
Schoolwide MAP assessment growth improved 15% in the AP role and repeat referrals cut 30% through a behavior intervention team, connecting coaching-developed instructional skills to administrative-level school outcomes.

Assistant Principal With Special Education Focus Resume Example

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Why this resume example is strong:

APs with special education backgrounds who list IEP compliance without showing inclusion rate improvements or due process outcomes are common. When I’m hiring for a building with a significant special education population, I want the compliance record and whether inclusion work moved students into general education.

What pulls this application forward:

IEP goal mastery up 26% through monthly progress monitoring and inclusion rates improved from 62% to 78% through redesigned co-teaching models, outcomes on both sides of the compliance equation.
Zero due process complaints over 3 years and 45 staff trained on inclusive practices with 35% implementation improvement, a legal and instructional track record protecting schools and serving students.

K–8 Assistant Principal Resume Example

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Why this resume example is strong:

K–8 AP candidates who mention curriculum alignment and transition programming without showing outcome data are common. When I’m evaluating this profile, I want to see whether the vertical alignment work reduced the skills gaps students arrive with and whether the transition programming improved early-year outcomes.

Where the evidence lands:

Advisory program launched improved student connectedness 30% and curriculum alignment work between elementary and middle teams reduced incoming 6th grade skill gaps 20%, K–8-specific outcomes with data behind them.
Tier 2 behavior plans coordinated for 80+ students across K–8 and transition programming improved family confidence scores 25%, the cross-grade operational scope that K–8 leadership requires and specialists rarely deliver.

Assistant Principal for Charter School Resume Example

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Why this resume example is strong:

Charter school AP candidates who mention data cycles and curriculum fidelity without showing proficiency outcomes or family engagement numbers are common. When I’m evaluating for a charter setting, I want to see whether the high-expectations model produced academic movement and whether the family onboarding held.

What I need to see:

Math proficiency increased 18% through curriculum execution and weekly data meetings and 92% family participation achieved in orientation events for 100+ new students annually, instructional and community outcomes together.
Student attendance improved 15% and minor behavioral incidents reduced 25% over 2 years alongside 50+ formal observations per semester, the school culture and instructional oversight combination charter networks look for.

Assistant Principal With School Discipline Focus Resume Example

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Why this resume example is strong:

Discipline-focused AP candidates who list restorative practices without showing suspension reduction data or racial equity outcomes are common. When I’m evaluating this profile, I want to see actual suspension percentages and whether the data reveals reduced disproportionality, not just a lower overall number.

What this one shows:

Out-of-school suspensions reduced 40% through restorative conferencing and racial referral disparities reduced 25% through revised schoolwide policies, both the aggregate and the equity dimension of the discipline data.
On-site mental health services established cutting crisis escalations 50% and de-escalation training delivered to 40 staff with 85% reporting improved confidence, prevention infrastructure built rather than just reactive management.

Assistant Principal With Student Affairs Background Resume Example

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Why this resume example is strong:

APs with student affairs backgrounds who describe extracurricular programming without connecting it to academic outcomes are common. When I’m evaluating this transition, I want to see whether the student engagement work translated into attendance, course success, or retention metrics rather than just event counts.

What makes this worth a closer look:

15-plus student organizations launched increasing participation 40% and 9th grade course failure reduced 20% through early intervention, engagement work connected to the academic metric student affairs leaders often miss.
200-plus students served annually through nonprofit mentoring partnerships and first-month attendance improved 15% through new student orientation programming, community and academic transition outcomes built from a student affairs foundation.

Assistant Principal Resume With Tech Integration Experience Resume Example

Assistant Principal With Tech Integration Resume Example

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Why this resume example is strong:

Tech-integration AP candidates who list EdTech platforms without showing teacher adoption rates or student outcome data are common. When I’m evaluating this background, I want to see whether the technology work reduced the support burden on teachers and whether student engagement actually moved.

Where this candidate stands out:

EdTech support tickets reduced 35% through proactive teacher training and student tech participation in enrichment activities increased 45%, technology leadership that improved both teacher workload and student engagement simultaneously.
EdTech onboarding platform built cutting new teacher orientation from 3 days to 4 hours and 1:1 Chromebook rollout coordinated for 600+ students, infrastructure built rather than just technology used.

Assistant Principal for Title I Schools Resume Example

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Why this resume example is strong:

Title I AP candidates who list compliance and wraparound services without quantifying either are common. When I’m evaluating this profile, I want to see the attendance improvement data, the audit outcomes, and whether the community partnerships actually reached students in documented numbers.

Why this one stands apart:

Attendance improved 13% through home visits and transportation coordination and Title I audits produced zero findings over 4 years, the operational compliance and human-centered outreach combination high-poverty schools require.
Six social service partners brought to campus serving 150+ students and families annually and racial referral disparities reduced 28% through equity committee policy revision, systemic and community-level leadership with numbers.

Assistant Principal Text-Only Resume Examples and Templates

First Time Assistant Principal

Jordan Reyes
[email protected] | (555) 000-0000 | Denver, CO

PROFESSIONAL SUMMARY

Former classroom teacher with 8+ years of experience transitioning into school administration with a strong foundation in instructional coaching, curriculum alignment, and behavior intervention. Led grade-level teams, mentored new teachers, and spearheaded social-emotional learning (SEL) programming that improved student engagement by 20%. Committed to building relationships with students, families, and staff to drive schoolwide achievement and culture.

KEY SKILLS

Academic intervention planning and MTSS support
Instructional coaching and teacher mentorship
School culture and climate development
SEL programming and implementation
Student-centered leadership and decision-making
Data analysis and progress monitoring
Parent and family communication
Curriculum alignment and pacing guide development
Grade-level team coordination and collaboration

PROFESSIONAL EXPERIENCE

Grade-Level Chair
Aurora Public Schools | Aurora, CO | August 2019 to June 2024

Coordinated instructional practices across 5 sixth-grade classrooms, improving consistency in lesson delivery and behavioral expectations across all sections
Mentored 2 new teachers through structured observation cycles and weekly coaching sessions, with both earning proficient or higher on year-end evaluations
Partnered with school counselors to design and launch an SEL programming initiative, improving student engagement rates by 20% as measured by quarterly climate surveys
Facilitated bi-weekly grade-level data meetings for a team of 5 teachers, analyzing student performance trends and adjusting instructional pacing to close learning gaps
Represented grade-level team on schoolwide positive behavior interventions and supports (PBIS) committee, contributing to building-wide behavior referral reduction of 15% over one academic year
Developed a shared grading framework and common assessment bank for 6th grade ELA and math, reducing grading inconsistencies across sections by 30%

Middle School Teacher
Adams County Schools | Adams County, CO | August 2015 to June 2019

Delivered differentiated instruction to 120+ students annually across mixed-ability classrooms, maintaining a 90%+ on-track promotion rate each year
Piloted school’s first data analysis protocol for identifying learning gaps, with findings used to redesign intervention groupings for 40+ students per cycle
Served on the school’s PBIS committee, contributing to a 30% reduction in behavior referrals through consistent implementation of tiered behavior supports
Collaborated with special education staff to co-teach inclusive lessons for 15+ students with IEPs, increasing participation rates in general education settings by 25%

EDUCATION

Master of Education (M.Ed.) in Educational Leadership | 2024
University of Colorado | Boulder, CO

Bachelor of Arts (B.A.) in English Education | 2015
Metropolitan State University | Denver, CO

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Assistant Principal (No Experience)

Carmen Doyle
[email protected] | (555) 000-0000 | Jacksonville, FL

PROFESSIONAL SUMMARY

Recent graduate of an educational administration program with 10 years of classroom teaching and non-administrative leadership experience. Served as department lead for 7 teachers, led equity initiatives that reduced achievement gaps by 18%, and developed a restorative discipline framework adopted schoolwide. Known for data-driven instruction, family engagement, and building safe, inclusive school communities.

KEY SKILLS

Restorative discipline practices and framework design
Department leadership and instructional supervision
Crisis response and student conflict mediation
Data-driven instruction and achievement gap analysis
Family engagement and community partnership
English learner (EL) support and equity leadership
Learning management systems and digital tools
Mentoring, coaching, and professional development
Positive behavior support and PBIS implementation

PROFESSIONAL EXPERIENCE

High School English Teacher
Duval County Public Schools | Jacksonville, FL | August 2014 to June 2024

Served as department lead supervising instructional planning, curriculum alignment, and professional development for a team of 7 English teachers
Led schoolwide equity initiative that reduced achievement gaps among EL by 18% over 2 years through differentiated instruction and targeted intervention programming
Developed a restorative discipline framework adopted across the entire school, reducing office referrals by 25% in its first year of implementation
Facilitated weekly department meetings and monthly professional learning communities (PLCs), improving instructional consistency and ensuring curriculum alignment across all 9th–12th grade English courses
Collaborated with administration on student support plans for 30+ at-risk students per year, coordinating between counselors, parents, and intervention specialists
Earned distinguished rating on 5 consecutive teaching evaluations, recognized for instructional rigor, classroom management, and data-informed practice

Literacy Coordinator (Summer Program)
Jacksonville Youth Initiative | Jacksonville, FL | Summers 2018 to 2023

Designed individualized reading plans for 40+ students annually, resulting in an average 1.5 grade-level reading improvement per summer session
Trained 10+ tutors per session and managed instructional materials across 3 citywide program sites, ensuring curriculum fidelity and quality delivery
Analyzed pre- and post-program literacy data to assess program effectiveness and refine intervention strategies across all 3 sites each year
Partnered with school principals and district literacy coaches to align summer programming with school-year reading benchmarks and instructional goals

EDUCATION

Master of Science (M.S.) in Educational Administration | 2024
Florida State College | Jacksonville, FL

Bachelor of Arts (B.A.) in Secondary Education | 2013
University of Florida | Gainesville, FL

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Entry-Level Assistant Principal

Samuel Han
[email protected] | (555) 000-0000 | Chicago, IL

PROFESSIONAL SUMMARY

Entry-level assistant principal with 2 years of administrative internship experience and 8 years as a classroom teacher. Adept at using student performance data to drive decision-making, support instructional excellence, and manage school operations. Recognized for building strong relationships with families, staff, and students while successfully completing a full AP internship in a 900-student middle school.

KEY SKILLS

Student behavior management and discipline systems
Data-driven school improvement planning
Classroom walkthrough protocols and instructional feedback
Curriculum evaluation and vertical alignment
Title I program management and compliance
Teacher support systems and coaching cycles
Attendance monitoring and intervention
School operations and logistics coordination
Family and community engagement

PROFESSIONAL EXPERIENCE

Assistant Principal Intern
CPS Leadership Program | Chicago, IL | July 2022 to June 2024

Managed daily behavior referrals and parent communication at a 900-student middle school, resolving 95% of referrals without escalation to the principal
Led schoolwide data team meetings focused on math growth, contributing to a 15% increase in math proficiency across grades 6–8 over 2 academic years
Supervised building-wide testing logistics for the Illinois Assessment of Readiness, coordinating accommodations for 120+ students with IEPs and 504 plans
Conducted 3+ classroom walkthroughs per week and delivered structured written feedback to 15 teachers, contributing to measurable improvement in instructional quality scores
Collaborated with principal on the school’s annual improvement plan, tracking progress toward 4 academic and climate goals across the school year
Supported the student support team in designing and monitoring Tier 2 and Tier 3 intervention plans for 50+ students with academic or behavioral needs

5th Grade Teacher
Oak Park District 97 | Oak Park, IL | August 2014 to June 2022

Mentored 3 student teachers and helped 2 secure permanent district positions through ongoing coaching, observation feedback, and licensure support
Spearheaded a cross-grade tutoring initiative pairing 5th graders with 3rd grade reading partners, improving reading levels for 60+ students over 2 years
Chaired the school leadership team, facilitating monthly meetings and presenting professional development on culturally responsive teaching practices to staff of 40+
Achieved top 10% reading growth scores among 5th grade classrooms in Oak Park District 97 for 3 consecutive years, recognized by district curriculum office

EDUCATION

Master of Education (M.Ed.) in School Leadership | May 2024
University of Illinois | Chicago, IL

Bachelor of Arts (B.A.) in Elementary Education | May 2014
DePaul University | Chicago, IL

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New Assistant Principal

Lena Martins
[email protected] | (555) 000-0000 | Phoenix, AZ

PROFESSIONAL SUMMARY

Recently promoted assistant principal with 12 years of classroom teaching and instructional leadership experience. Skilled in teacher supervision, school safety coordination, and supporting academic recovery initiatives. Proven track record of improving 9th grade promotion rates, leading curriculum development, and building inclusive environments where staff and students thrive.

KEY SKILLS

Staff supervision and evaluation
School improvement and learning recovery planning
Instructional leadership and curriculum development
Parent and family engagement strategies
Emergency protocols and school safety management
Professional development design and facilitation
School climate and culture initiatives
PLC facilitation and data-driven decision-making
Teacher observation and coaching feedback

PROFESSIONAL EXPERIENCE

Assistant Principal
Camelback High School, Phoenix Union District | Phoenix, AZ | July 2023 to present

Supervise and evaluate 30 teachers across English and Fine Arts departments, conducting 60+ formal and informal observations per semester with structured written feedback
Collaborated with counselors and intervention team to improve 9th grade promotion rates by 11% through expanded credit recovery options and early alert systems
Coordinated all emergency drills and updated building-wide safety procedures in compliance with Arizona Department of Education requirements for a 1,500-student campus
Facilitated monthly department chair meetings to monitor curriculum pacing and ensure standards alignment across all English and Fine Arts courses
Partnered with dean of students to develop a restorative practices framework, contributing to a 20% reduction in repeat behavior referrals in the first semester
Led new staff orientation for 8 teachers, developing a structured onboarding program with mentorship pairings and a 90-day check-in cycle

Instructional Lead Teacher
Tempe Union High School District | Tempe, AZ | August 2017 to June 2023

Created and facilitated monthly professional development sessions for 25+ teachers on assessment practices, project-based learning, and data-driven instruction
Developed curriculum pacing guides for 4 core subject areas in collaboration with the district curriculum team, adopted by 6 high schools across the district
Facilitated PLCs and bi-weekly data meetings for core subject teams, improving student mastery rates by 14% across assessed grade levels
Coordinated vertical alignment between middle and high school curriculum teams to ensure seamless instructional transitions for incoming 9th graders

English Teacher
Mesa Public Schools | Mesa, AZ | August 2011 to June 2017

Designed innovative interdisciplinary units integrating literature, civic action, and critical writing, earning district recognition for project-based learning excellence
Recognized as Teacher of the Year in 2015, acknowledged for exceptional student achievement outcomes and leadership in curriculum innovation
Mentored 2 student teachers and 3 new-to-profession teachers, all of whom successfully completed their induction years and remained in the district

EDUCATION

Master of Education (M.Ed.) in Educational Administration | May 2022
Arizona State University | Tempe, AZ

Bachelor of Arts (B.A.) in English | May 2011
University of Arizona | Tucson, AZ

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Assistant Principal Title I

Marcus O’Neal
[email protected] | (555) 000-0000 | Atlanta, GA

PROFESSIONAL SUMMARY

Assistant principal with 6+ years of experience managing academic programs, student behavior, and staff evaluation in a 1,200-student high school. Expert in master scheduling, Title I alignment, and conducting teacher evaluations within the TKES framework. Consistently reduces chronic absenteeism, aligns school operations with student achievement goals, and leads with integrity and equity.

KEY SKILLS

Master schedule development and management
Staff evaluation (TKES framework)
Student conduct and discipline management
Budget oversight and fiscal accountability
Curriculum planning and instructional supervision
Chronic absenteeism intervention strategies
Parent and community relations
Conflict resolution and restorative practices
Data analysis for school improvement planning

PROFESSIONAL EXPERIENCE

Assistant Principal
Fulton County Schools | Atlanta, GA | August 2018 to present

Developed and managed the master schedule for a 1,200-student high school, balancing 80+ course sections across 60 teachers while accommodating IEP, EL, and AP course requirements
Led the teacher evaluation process for 30 staff members, delivering structured TKES-aligned observation feedback and growth plans that improved average evaluation scores by 12%
Oversaw student conduct systems and reduced chronic absenteeism by 22% over 3 years through coordinated home visits, attendance intervention plans, and community partnerships
Managed Title I budget oversight and compliance reporting, ensuring all federal fund allocations aligned with school improvement plan priorities and state audit requirements
Coordinated parent and community engagement programming, increasing family attendance at school events by 35% through multilingual outreach and evening programming
Partnered with district equity office to redesign discipline policies, reducing disproportionate referral rates for Black and Hispanic students by 30% over 2 years

Department Chair and Teacher
Atlanta Public Schools | Atlanta, GA | August 2011 to June 2018

Taught U.S. History and AP Government to 150+ students annually, with AP pass rates averaging 72% over 5 years
Coordinated department meetings and led monthly professional learning sessions for 8 social studies teachers, improving collaborative planning consistency
Analyzed assessment data across 4 courses and redesigned instructional units to improve content mastery by 18%, measured through pre/post assessment comparison
Served on the school leadership team and contributed to 2 consecutive cycles of the school improvement plan, focusing on literacy across content areas

EDUCATION

Master of Education (M.Ed.) in Educational Leadership | May 2016
Georgia State University | Atlanta, GA

Bachelor of Arts (B.A.) in History Education | May 2010
Morehouse College | Atlanta, GA

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Assistant Principal Underserved Populations

Denise Calderon
[email protected] | (555) 000-0000 | Los Angeles, CA

PROFESSIONAL SUMMARY

Assistant principal candidate with 10+ years of classroom teaching and instructional coordination experience in LAUSD. Dedicated to supporting underserved student populations through equity-focused leadership, restorative discipline, and data-driven instruction. Seeking to leverage strong coaching background and community partnerships to drive academic excellence and inclusive culture in a diverse school community.

KEY SKILLS

Equity-focused instructional leadership
Assessment coordination and data analysis
Restorative discipline and behavior intervention
IEP compliance and special education coordination
Common Core curriculum alignment
Schoolwide planning and improvement initiatives
Student mentorship and academic support
Literacy coaching in elementary settings
Family and community engagement

PROFESSIONAL EXPERIENCE

Instructional Coordinator
LAUSD | Los Angeles, CA | August 2018 to present

Supported literacy coaching in 15 elementary classrooms, conducting 3+ walkthroughs per week and delivering written feedback that contributed to a 16% improvement in K–3 reading proficiency
Facilitated data meetings and lesson planning sessions aligned with Common Core standards for teams of 20+ teachers across 4 grade levels
Helped reduce discipline referrals by 35% through implementation of tiered behavioral interventions and restorative practice circles across 3 classrooms
Coordinated IEP compliance monitoring for 40+ students, collaborating with special education staff and families to ensure legal and instructional obligations were met
Partnered with assistant principals to develop schoolwide professional development on culturally responsive teaching, delivered to staff of 50+ teachers annually
Managed assessment coordination for fall, winter, and spring benchmark testing cycles, ensuring 100% student participation and accurate data reporting to district

Elementary Teacher
LAUSD | Los Angeles, CA | August 2012 to June 2018

Served as grade-level lead and testing coordinator for a team of 4 teachers, managing benchmark logistics and collaborative planning across the school year
Recognized for building inclusive classrooms exceeding district reading benchmarks by 15%, with differentiated instruction strategies shared at district professional development
Mentored 3 student teachers and 2 new-to-profession colleagues through observation, feedback, and professional goal-setting across their first 2 years
Led school equity committee review of discipline data, contributing to policy revisions that reduced disproportionate referrals among EL

EDUCATION

Master of Education (M.Ed.) in Urban School Leadership | May 2023
California State University | Los Angeles, CA

Bachelor of Arts (B.A.) in Liberal Studies | May 2011
University of Southern California | Los Angeles, CA

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Assistant Principal

Brian Townsend
[email protected] | (555) 000-0000 | Louisville, KY

PROFESSIONAL SUMMARY

Assistant principal with 9 years of combined classroom and administrative experience, specializing in Title I compliance, MTSS implementation, and special education oversight. Proven track record of raising math scores by 17%, managing IEP compliance for 100+ students, and building PLCs that improve instructional quality schoolwide. Recognized for deep expertise in academic and behavioral support systems.

KEY SKILLS

MTSS implementation and Tier 2/3 intervention design
Special education compliance and IEP oversight
Title I program coordination and reporting
Classroom observation and instructional feedback
Professional development design and facilitation
Data team leadership and school improvement planning
Crisis intervention and behavior management
Trauma-informed practices and staff training
PLC facilitation

PROFESSIONAL EXPERIENCE

Assistant Principal
Jefferson County Public Schools | Louisville, KY | July 2021 to present

Co-led the school improvement planning process that raised math proficiency scores by 17% over 2 years through targeted MTSS interventions and curriculum adjustments
Managed IEP oversight for 100+ students with disabilities, facilitating 30+ annual IEP meetings and ensuring compliance with IEP development, management, and compliance (IDEA) requirements across all grade levels
Implemented building-wide MTSS structures and coached 20 staff members on Tier 2 intervention delivery, improving student support plan fidelity by 40%
Coordinated Title I compliance reporting and program alignment, managing $180,000 in federal funding directed toward academic intervention and family engagement programs
Facilitated weekly instructional data team meetings for all grade levels, using student performance trends to adjust intervention groupings and instructional focus
Led crisis intervention protocols for 15+ incidents per school year, maintaining safety for a 700-student building while supporting students’ social-emotional needs

Instructional Coach
Jefferson County Public Schools | Louisville, KY | August 2017 to June 2021

Supported 40 teachers across all content areas with lesson planning, instructional strategy coaching, and classroom behavior management through structured coaching cycles
Increased lesson effectiveness by 28% based on administrator observation ratings, attributed to consistent coaching on rigor, student engagement, and formative assessment
Presented districtwide professional development on trauma-informed practices to 200+ educators, recognized as one of the district’s top-rated PD sessions two years running
Developed a coaching cycle documentation system adopted district-wide, improving coaching accountability and tracking teacher growth across 3 elementary schools

EDUCATION

Master of Education (M.Ed.) in Special Education Leadership | May 2017
University of Louisville | Louisville, KY

Bachelor of Arts (B.A.) in Secondary Education | May 2012
Eastern Kentucky University | Richmond, KY

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Middle School Assistant Principal

Tasha Redding
[email protected] | (555) 000-0000 | Nashville, TN

PROFESSIONAL SUMMARY

Assistant principal with 7+ years of experience supporting middle school students through academic growth, emotional development, and schoolwide discipline reform. Expert in restorative behavior systems, 6th-to-7th grade transition programming, and teacher evaluation using the teacher evaluation and instructional coaching (TIGER) framework. Reduced suspensions by 42% and coached 15 teachers through structured evaluation cycles with measurable instructional improvement outcomes.

KEY SKILLS

Restorative discipline and behavior intervention systems
TIGER
SEL program design
504 plan coordination and student support
Schoolwide discipline management and data tracking
Advisory and grade transition programming
PBIS
Middle-grade adolescent development knowledge
ELA curriculum development and alignment

PROFESSIONAL EXPERIENCE

Assistant Principal
Nashville Metro Schools | Nashville, TN | July 2020 to present

Implemented a building-wide restorative behavior system that reduced suspensions by 42% over 3 years, replacing punitive measures with accountability-based conferencing models
Coached 15 teachers through TIGER evaluation cycles, developing individualized growth plans and conducting 80+ formal observations per school year
Facilitated 6th-to-7th grade transition programs for incoming students and families, improving fall retention rates and reducing transition-year behavior incidents by 25%
Coordinated 504 plan meetings and academic support documentation for 60+ students annually, ensuring compliance with district and legal requirements
Designed and launched a schoolwide SEL curriculum with the counseling team, resulting in a 20% improvement in student self-reported sense of belonging on climate surveys
Analyzed monthly discipline data to identify trends and redesign Tier 2 supports, reducing repeat office referrals by 35% over 2 academic years

English Language Arts Teacher
Nashville Metro Schools | Nashville, TN | August 2013 to June 2020

Rewrote ELA curriculum maps for grades 6–8 in collaboration with the district curriculum team, improving standards alignment and cross-grade instructional coherence
Mentored 4 student teachers through university partnerships with Vanderbilt University, with 3 securing permanent positions in Metro Nashville Public Schools
Led professional development on culturally responsive literacy instruction for a department of 8 ELA teachers, improving student reading engagement scores
Served on the school leadership team for 3 years, contributing to school improvement planning and instructional strategy decisions across all content areas

EDUCATION

Master of Education (M.Ed.) in Curriculum and Instruction | May 2018
Vanderbilt University | Nashville, TN

Bachelor of Arts (B.A.) in English | May 2012
University of Tennessee | Knoxville, TN

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High School Assistant Principal

Isaac Chen
[email protected] | (555) 000-0000 | Seattle, WA

PROFESSIONAL SUMMARY

High school assistant principal with 5+ years of experience supporting academic progress, school safety, and postsecondary readiness for 1,500+ students. Increased graduation rates by 12% through strengthened credit recovery systems and hired and onboarded 15+ new staff members annually. Skilled in AP coordination, Naviance data systems, and managing complex operational challenges at the secondary level.

KEY SKILLS

Graduation planning and credit recovery systems
Advanced Placement (AP) coordination
College and career readiness programming
Staff hiring and onboarding
Naviance and student data platform management
SAT/ACT testing coordination and logistics
School safety compliance and emergency planning
Instructional rounds and walkthrough protocols
Postsecondary partnership development

PROFESSIONAL EXPERIENCE

Assistant Principal
Seattle Public Schools | Seattle, WA | July 2019 to present

Increased graduation rates by 12% over 3 years by strengthening credit recovery systems, implementing early warning alerts, and coordinating support plans for at-risk seniors
Hired and onboarded 15+ new staff members annually, developing a structured interview process and 90-day mentor pairing system that improved first-year retention to 95%
Managed building-wide safety drills and compliance with Washington State emergency planning requirements, conducting 12+ drills per year for a 1,500-student campus
Coordinated AP course enrollment and testing logistics for 400+ AP students annually, partnering with College Board on accommodations for 60+ students with documented needs
Used Naviance data to monitor and advise 200+ seniors on college readiness progress, contributing to a 15% increase in 4-year college application rates over 3 years
Supervised daily operations for a 1,500-student high school, managing attendance, scheduling conflicts, and parent escalations while supporting instructional leadership priorities

Social Studies Teacher
Tacoma Public Schools | Tacoma, WA | August 2013 to June 2019

Coached students in debate, AP U.S. History, and college prep writing, with AP exam pass rates averaging 68% over 5 years against a district average of 54%
Led vertical alignment work for 9th through 12th grade social studies curriculum, coordinating across 8 teachers to ensure coherent scope and sequence
Served on the school’s PBIS leadership team and contributed to a 20% reduction in classroom behavior incidents over 2 years through consistent implementation of Tier 1 supports
Mentored 2 first-year teachers through informal observation and weekly check-ins, both completing their first year successfully and returning for a second

EDUCATION

Master of Education (M.Ed.) in Secondary Administration | May 2019
University of Washington | Seattle, WA

Bachelor of Arts (B.A.) in Political Science | May 2012
Whitman College | Walla Walla, WA

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Elementary Assistant Principal

Sabrina Knox
[email protected] | (555) 000-0000 | Austin, TX

PROFESSIONAL SUMMARY

Elementary assistant principal with 6+ years of experience in K–5 settings, specializing in early literacy intervention, teacher induction, and family engagement. Boosted early literacy proficiency by 19%, improved first-year teacher retention from 74% to 88%, and co-implemented a schoolwide SEL curriculum. Known for nurturing, detail-oriented leadership that puts early learners and their families at the center of every decision.

KEY SKILLS

Early literacy coaching and K–2 reading intervention
Teacher induction and first-year teacher support
Classroom walkthrough protocols and instructional feedback
Kindergarten transition and family orientation programs
Positive behavior support and PBIS coordination
Instructional modeling and co-teaching
Family communication and community engagement
RTI and guided reading strategy coaching
School-wide SEL curriculum implementation

PROFESSIONAL EXPERIENCE

Assistant Principal
Austin ISD | Austin, TX | July 2019 to present

Led K–2 reading intervention efforts in partnership with literacy specialists, boosting early literacy proficiency rates by 19% in 3 years as measured by DIBELS benchmark assessments
Designed and implemented a first-year teacher onboarding program including mentorship pairings and structured check-ins, improving new teacher retention from 74% to 88% over 4 years
Partnered with families and counseling staff to implement a schoolwide SEL curriculum across all K–5 grade levels, resulting in a 15% reduction in behavior referrals in year one
Conducted 4+ classroom walkthroughs per week for 35 teachers, providing written feedback aligned to the district’s instructional framework and supporting targeted professional growth
Coordinated Kindergarten transition programming including school tours, family orientation nights, and summer bridge activities for 80+ incoming students annually
Facilitated monthly grade-level data meetings, using DIBELS and iReady assessment results to adjust reading intervention groups and instructional priorities across K–5

Instructional Specialist
Round Rock ISD | Round Rock, TX | August 2015 to June 2019

Coached 25 teachers in guided reading strategies, RTI implementation, and small group instruction, contributing to a 22% improvement in K–3 reading benchmark scores over 2 years
Developed and facilitated training materials for 4 district-level professional development sessions on literacy instruction, reaching 100+ teachers across multiple campuses
Supported campus administrators with instructional walkthrough analysis and data presentation for school board and instructional leadership reviews
Collaborated with special education and EL staff to design intervention plans for 30+ students with academic and language support needs

EDUCATION

Master of Education (M.Ed.) in Elementary Leadership | May 2015
University of Texas | Austin, TX

Bachelor of Science (B.S.) in Early Childhood Education | May 2010
Texas A&M University | College Station, TX

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Assistant Principal Intern

Calvin Brooks
[email protected] | (555) 000-0000 | Charlotte, NC

PROFESSIONAL SUMMARY

Instructional coach and current AP intern with a decade of classroom success and systems-level leadership experience. Skilled in coaching teachers, coordinating school improvement planning, and managing student support programs across a diverse middle school community. Completed an AP internship at Charlotte-Mecklenburg Schools while earning an M.Ed. in School Administration, demonstrating full readiness for an assistant principal role.

KEY SKILLS

Instructional coaching cycles and teacher development
Data tracking and school improvement plan monitoring
MTSS structures and Tier 2 intervention coordination
Distributed leadership and team facilitation
IEP coordination and special education support
Instructional walkthrough and observation protocols
School leadership team participation
Parent and family communication management
Student behavior and support systems

PROFESSIONAL EXPERIENCE

Assistant Principal Intern
Charlotte-Mecklenburg Schools | Charlotte, NC | July 2023 to present

Collaborated with principal to coordinate all aspects of testing logistics, behavior support systems, and teacher evaluation cycles for an 850-student middle school
Analyzed grade-level performance data bi-weekly and co-led school improvement plan tracking, contributing to a 12% improvement in reading proficiency over one school year
Managed parent concerns and conflict resolution for 20+ cases per month, maintaining 90%+ parent satisfaction on follow-up surveys through timely and empathetic communication
Supported Tier 2 academic interventions for 40+ students, monitoring progress and adjusting plans in collaboration with teachers, counselors, and intervention specialists
Facilitated 4 professional development sessions for staff on data-informed instruction and student engagement strategies, rated highly effective by 85% of attendees
Conducted daily walkthroughs and contributed to observation notes for 10+ teacher evaluations per semester under principal supervision

Instructional Coach
Charlotte-Mecklenburg Schools | Charlotte, NC | August 2019 to June 2023

Led structured coaching cycles with 30+ teachers across all content areas, using observation data and student performance trends to inform coaching priorities
Developed professional learning aligned to district initiatives including literacy across content, MTSS structures, and student engagement strategies
Increased teacher observation ratings by an average of 1.2 points on the district’s 4-point scale through targeted coaching on instructional rigor and student discourse
Facilitated monthly school leadership team meetings, presenting data to building administrators and contributing to instructional planning decisions

EDUCATION

Master of Education (M.Ed.) in School Administration | May 2024
University of North Carolina | Charlotte, NC

Bachelor of Arts (B.A.) in Social Studies Education | May 2012
Elon University | Elon, NC

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Bilingual Assistant Principal

Lucia Rivera
[email protected] | (555) 000-0000 | El Paso, TX

PROFESSIONAL SUMMARY

Bilingual assistant principal fluent in Spanish and English with 7+ years of leadership experience in dual-language and EL programs. Increased ELL proficiency by 22% through expanded instructional time, provided language access to 400+ families, and led Title III compliance initiatives. Known for bridging communication between schools and diverse communities and building culturally responsive school environments.

KEY SKILLS

Dual-language program design and coordination
EL compliance and Title III services
Bilingual family outreach and Spanish/English translation
Language acquisition program development
Family engagement and community partnership
Culturally responsive instructional leadership
Teacher professional development for EL instruction
ELL academic data analysis and progress monitoring
Curriculum alignment for multilingual learners

PROFESSIONAL EXPERIENCE

Assistant Principal
Ysleta ISD | El Paso, TX | July 2020 to present

Increased ELL proficiency rates by 22% by expanding dual-language instructional time and redesigning language acquisition programming in partnership with the district ELL department
Provided written and verbal translation for school communications reaching 400+ Spanish-speaking families, ensuring equitable access to school policies, events, and student progress information
Partnered with the ELL department to design and deliver targeted professional development for 20 teachers on sheltered instruction strategies and language acquisition best practices
Coordinated Title III compliance reporting and program documentation, managing federal funds aligned to EL academic support and family literacy programming
Facilitated bilingual family literacy nights for 150+ attendees, increasing family engagement in at-home reading practices by 40% as measured by school surveys
Conducted classroom walkthroughs with a dual-language lens, providing feedback to 15 teachers on academic language development and structured student discourse practices

Bilingual Teacher and Team Lead
El Paso ISD | El Paso, TX | August 2013 to June 2020

Taught 2nd grade in a dual-language bilingual classroom, achieving above-average Spanish and English literacy benchmarks for 90%+ of students annually
Led grade-level team of 4 bilingual teachers in curriculum planning, pacing guide development, and instructional data review meetings
Organized and led monthly translation and family literacy nights for 60+ families, promoting at-home bilingual reading practices and school-family connection
Mentored 2 new bilingual teachers through structured observation and coaching, both achieving proficient ratings on their first formal evaluations

EDUCATION

Master of Education (M.Ed.) in Bilingual Administration | May 2020
University of Texas at El Paso | El Paso, TX

Bachelor of Arts (B.A.) in Spanish Language Education | May 2013
New Mexico State University | Las Cruces, NM

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Assistant Principal With Coaching Experience

Dante Freeman
[email protected] | (555) 000-0000 | Baltimore, MD

PROFESSIONAL SUMMARY

Assistant principal with a deep background in instructional coaching, curriculum design, and school transformation. Proven track record of increasing lesson effectiveness by 28%, mentoring 10+ novice teachers, and building collaborative PLC. Known for connecting coaching outcomes directly to administrative results and developing teacher capacity that sustains long-term school improvement.

KEY SKILLS

Instructional coaching cycles and observation protocols
Teacher development and evaluation feedback
Academic coaching and goal setting with staff
Common Core and standards alignment
PLC facilitation
Behavior intervention team leadership
Student discipline and restorative practices
School transformation and improvement planning
Trauma-informed leadership and staff support

PROFESSIONAL EXPERIENCE

Assistant Principal
Baltimore City Schools | Baltimore, MD | August 2022 to present

Facilitated weekly coaching and data cycles across all content areas, contributing to a 15% improvement in schoolwide academic growth as measured by MAP assessment data
Led professional development on instructional rigor and high-quality task design for 35 teachers, receiving an average effectiveness rating of 4.4 out of 5 from staff
Supervised student discipline for a 750-student middle school and created a behavior intervention team, reducing repeat referrals by 30% in the first academic year
Partnered with school counselors and social workers to identify and support 50+ students with chronic behavioral or emotional needs, connecting families to wraparound services
Conducted 60+ formal and informal classroom observations per semester, delivering written feedback aligned to the district’s instructional framework
Developed a school improvement action plan with the principal, identifying 3 priority goals and tracking progress through monthly data reviews with the leadership team

Instructional Coach
Baltimore City Schools | Baltimore, MD | August 2017 to June 2022

Increased lesson effectiveness by 28% based on administrator observation ratings through sustained coaching cycles focused on instructional rigor, student discourse, and formative assessment
Mentored 10 novice teachers across multiple school years, with 8 achieving effective or highly effective ratings by their second year of teaching
Developed a content-specific coaching toolkit for ELA and math that was adopted across 3 Baltimore City Schools, reducing coaching prep time and improving consistency
Facilitated PLCs for all grade levels bi-weekly, using student data to drive instructional decisions and building collective teacher responsibility for student outcomes

EDUCATION

Master of Education (M.Ed.) in Instructional Leadership | May 2017
Morgan State University | Baltimore, MD

Bachelor of Science (B.S.) in Education | May 2012
Towson University | Towson, MD

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Assistant Principal With Special Education Focus

Renee Wallace
[email protected] | (555) 000-0000 | St. Louis, MO

PROFESSIONAL SUMMARY

Assistant principal with 10+ years of experience supporting students with disabilities as both a special education teacher and school administrator. Expert in IEP compliance, co-teaching models, and inclusive practice staff training. Increased IEP goal mastery by 26% through structured progress monitoring and oversaw all special education services for a 600-student middle school with full IDEA compliance.

KEY SKILLS

IDEA
Special education law and due process procedures
Co-teaching models and inclusive classroom practices
Paraprofessional supervision and coaching
Progress monitoring and academic goal tracking
Behavior intervention plan (BIP) development
504 plan coordination and accommodations management
Staff training on inclusive practices and legal compliance
Family communication for special education services

PROFESSIONAL EXPERIENCE

Assistant Principal
St. Louis Public Schools | St. Louis, MO | August 2021 to present

Oversaw all special education services for a 600-student middle school, supervising 8 special education teachers and 12 paraprofessionals to ensure IDEA-compliant service delivery
Trained all 45 general education staff members on inclusive practices, disability law, and co-teaching strategies, improving inclusive classroom implementation scores by 35%
Increased IEP goal mastery rates by 26% through structured monthly progress monitoring protocols and data review cycles with special education teams
Facilitated 50+ annual IEP meetings, coordinating with families, teachers, counselors, and district specialists to develop individualized plans that met each student’s academic and behavioral needs
Reduced due process complaints and compliance findings to zero over 3 years through proactive communication, documentation training, and district compliance audits
Partnered with general education teachers to redesign 3 co-teaching models, improving inclusion rates for students with disabilities from 62% to 78% of instructional time

Special Education Teacher
St. Louis Public Schools | St. Louis, MO | August 2011 to June 2021

Led co-teaching in science and ELA classrooms for a caseload of 20+ students annually, maintaining alignment between IEP goals and grade-level standards across all co-taught sections
Developed individualized BIPs and academic accommodations for 40+ students annually, coordinating closely with parents, counselors, and general education teachers
Trained 5 new special education teachers on IEP development, progress monitoring, and compliance procedures as an informal mentor and peer coach
Served on the school’s student support team for 4 years, contributing to eligibility evaluations and intervention planning for students referred for special education services

EDUCATION

Master of Education (M.Ed.) in Special Education Administration | May 2021
University of Missouri | St. Louis, MO

Bachelor of Science (B.S.) in Special Education | May 2011
Webster University | Webster Groves, MO

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K-8 Assistant Principal

Dorian Vega
[email protected] | (555) 000-0000 | Portland, OR

PROFESSIONAL SUMMARY

Assistant principal with 8+ years of K–8 leadership experience specializing in curriculum vertical alignment, student transitions, and positive school culture across elementary and middle grade levels. Launched an advisory program that improved student connectedness by 30%, oversaw Tier 2 behavior supports K–8, and bridged curriculum articulation between elementary and middle school instructional teams.

KEY SKILLS

Curriculum vertical alignment K–8
Grade transition programming and student support
Positive school climate and culture development
MTSS framework implementation K–8
Instructional walkthrough and feedback protocols
Family engagement across elementary and middle grades
Staff collaboration and PLC facilitation
Advisory program design and coordination
BIP across grade spans

PROFESSIONAL EXPERIENCE

Assistant Principal
Portland Public Schools | Portland, OR | August 2019 to present

Launched a structured advisory program for grades 6–8, improving student connectedness scores by 30% on district climate surveys within 18 months of implementation
Facilitated curriculum alignment work between elementary and middle grade instructional teams, reducing skill gaps identified at the start of 6th grade by 20%
Oversaw Tier 2 BIPs for 80+ students across K–8, collaborating with counselors, teachers, and family members to monitor progress and adjust supports
Conducted 3+ classroom walkthroughs per week and delivered structured instructional feedback to 30 teachers, contributing to schoolwide improvement in observation ratings
Coordinated 5th-to-6th grade transition programming including orientation events and family information nights, improving family confidence scores on transition surveys by 25%
Co-facilitated the school leadership team in developing and monitoring the annual school improvement plan across 3 academic and climate priority areas

4th Grade Teacher and Team Lead
Portland Public Schools | Portland, OR | August 2013 to June 2019

Created and led cross-grade service learning projects connecting 4th and 6th grade students, developing collaborative skills and community engagement across grade spans
Coached 6 peers on assessment alignment and formative assessment strategies as informal team lead, contributing to improved instructional consistency across the 4th grade team
Served on the school leadership team for 3 years, contributing to school improvement planning and representing elementary teacher voice in schoolwide decisions
Mentored 2 student teachers through structured observation cycles and weekly reflective conversations, both successfully earning their teaching credentials

EDUCATION

Master of Education (M.Ed.) in K-12 Leadership | May 2019
Lewis & Clark College | Portland, OR

Bachelor of Arts (B.A.) in Education | May 2013
University of Oregon | Eugene, OR

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Assistant Principal for Charter School

Michelle Abrams
[email protected] | (555) 000-0000 | New York, NY

PROFESSIONAL SUMMARY

Assistant principal with 5+ years of leadership experience in high-performing charter school networks. Expert in data-driven instruction, curriculum fidelity, teacher recruitment, and family engagement. Increased math proficiency by 18% through tight curriculum execution and coaching, and led all family onboarding for 100+ new students annually. Known for high expectations, strong school culture, and measurable academic outcomes.

KEY SKILLS

Charter school operations and compliance
Data cycle facilitation and performance management
Curriculum fidelity monitoring and instructional coaching
Staff recruitment, hiring, and onboarding
Standards alignment and assessment design
Parent engagement and family onboarding
Teacher observation and evaluation feedback
School culture development and community building
Exit ticket and formative assessment data analysis

PROFESSIONAL EXPERIENCE

Assistant Principal
Harlem Prep Charter School | New York, NY | July 2020 to present

Increased math proficiency by 18% over 2 years through tight curriculum execution, bi-weekly instructional coaching, and data-driven regrouping of intervention supports
Facilitated weekly data meetings for all grade levels, monitoring exit ticket trends and formative assessment results to identify patterns and adjust instruction in real time
Organized open houses and led family onboarding programming for 100+ new students annually, achieving a 92% family participation rate in school orientation events
Recruited and onboarded 10+ new teachers per year, developing the school’s structured induction program with mentor pairings and a 90-day check-in schedule
Conducted 50+ formal classroom observations per semester, delivering written feedback aligned to the charter network’s instructional framework within 48 hours
Developed and monitored school culture metrics including a 15% improvement in student attendance rates and a 25% reduction in minor behavioral incidents over 2 years

Lead Teacher
Success Academy Charter Schools | New York, NY | August 2014 to June 2020

Maintained top 10% performance on network assessments for 4 consecutive years, recognized annually for instructional excellence and student achievement outcomes
Mentored 5 novice teachers and contributed to the development of observation rubrics used across 3 Success Academy campuses
Led grade-level data analysis meetings and co-created instructional remediation plans for students performing below network benchmarks
Served as a model classroom teacher for school and network-wide instructional tours, coaching peers on high-dosage tutoring and structured student discourse

EDUCATION

Master of Science (M.S.) in Educational Leadership | May 2020
Bank Street College | New York, NY

Bachelor of Arts (B.A.) in Sociology | May 2013
City University of New York | New York, NY

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Assistant Principal With School Discipline Focus

Bryce Hall
[email protected] | (555) 000-0000 | Kansas City, MO

PROFESSIONAL SUMMARY

Assistant principal with 6+ years of experience managing student conduct and building restorative discipline systems that improve school climate and reduce out-of-school suspensions. Reduced suspensions by 40% through restorative conferencing and tiered intervention frameworks. Known for building authentic relationships with at-risk students, leading de-escalation training for staff, and using discipline data to drive systemic improvement.

KEY SKILLS

Restorative justice and conferencing models
BIP development
Crisis management and de-escalation protocols
Data-informed discipline and referral trend analysis
Schoolwide behavior expectations and PBIS
Tiered intervention framework design
Staff training on trauma-sensitive strategies
Student mediation and conflict resolution
At-risk student relationship building and mentoring

PROFESSIONAL EXPERIENCE

Assistant Principal
Kansas City Public Schools | Kansas City, MO | July 2018 to present

Reduced out-of-school suspensions by 40% over 4 years by replacing exclusionary discipline with restorative conferencing models and individualized re-entry plans
Created tiered behavior intervention frameworks in collaboration with the counseling team, reducing chronic discipline cases by 35% through Tier 2 and Tier 3 targeted supports
Led professional development on de-escalation techniques for 40 staff members, with 85% of teachers reporting improved confidence in managing classroom behavior post-training
Analyzed monthly discipline data to identify disproportionate referral trends, leading to revised schoolwide behavior policies and a 25% reduction in racial referral disparities
Built and maintained relationships with 30+ chronically at-risk students, personally mediating conflicts and serving as the primary administrative contact for families of high-need students
Partnered with local mental health providers to establish on-site counseling services, reducing crisis escalations requiring external intervention by 50%

Behavior Specialist
Kansas City Public Schools | Kansas City, MO | August 2013 to June 2018

Coached 20 teachers on trauma-sensitive classroom strategies, improving their confidence and skill in supporting students with challenging behaviors as measured by pre/post surveys
Tracked discipline data and designed targeted supports for 50+ students with repeat referrals, contributing to a 30% reduction in repeat incidents over 2 school years
Developed individualized BIPs for 25 students annually in collaboration with teachers, parents, and mental health professionals
Facilitated restorative circles and conflict mediation sessions for 100+ student conflicts per year, achieving resolution without suspension in 80% of cases

EDUCATION

Master of Education (M.Ed.) in Behavioral Leadership | May 2018
University of Missouri | Kansas City, MO

Bachelor of Science (B.S.) in Psychology | May 2012
Avila University | Kansas City, MO

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Assistant Principal With Student Affairs Background

Elena Chau
[email protected] | (555) 000-0000 | San Jose, CA

PROFESSIONAL SUMMARY

Assistant principal who transitioned from student affairs into school leadership, bringing 7+ years of experience managing extracurricular programs, student culture, and academic support services. Launched 15+ student-led organizations, partnered with nonprofits to bring mentoring programs to campus, and supported a 9th grade success team that reduced course failure by 20%. Known for connecting student engagement directly to academic outcomes.

KEY SKILLS

After-school and extracurricular programming
Student leadership coaching and development
Community partnership and nonprofit coordination
Family communication and student support services
Student orientation and onboarding programming
Retention strategies and early intervention
Club, event, and activities management
Ninth grade success programming and transition support
School culture and community building

PROFESSIONAL EXPERIENCE

Assistant Principal
San Jose Unified School District | San Jose, CA | July 2020 to present

Launched 15+ student-led organizations including cultural affinity clubs, peer tutoring programs, and student government, increasing extracurricular participation by 40%
Partnered with 5 local nonprofits to bring mentoring, college access, and mental health programs to campus, serving 200+ students annually through community-based supports
Supported the 9th grade success team in reducing course failure rates by 20% through early intervention protocols, grade-level counseling check-ins, and family communication campaigns
Managed all after-school programming for 300+ students, coordinating with site coordinators, volunteers, and district facilities staff to ensure safe and productive programs
Designed and facilitated student orientation programming for incoming 9th graders, increasing first-month attendance by 15% compared to prior year cohorts
Collaborated with counselors to develop a student leadership pipeline, with 30+ students per year completing leadership training and serving in peer support roles

Director of Student Affairs
Summit Public Schools | San Jose, CA | August 2014 to June 2020

Managed all extracurricular programs and coordinated student leadership activities for 500+ students, overseeing a budget of $40,000 in student activity funds annually
Oversaw student discipline and enrichment for 500+ students, balancing accountability with restorative approaches that contributed to a 20% reduction in repeat offenses
Developed and launched a student ambassador program with 25 trained peer leaders who facilitated school tours, new student orientations, and community engagement events
Partnered with 3 nonprofit organizations to expand after-school enrichment options, increasing program capacity by 35% and reducing student supervision gaps after school hours

EDUCATION

Master of Arts (M.A.) in Student Development | May 2019
San Jose State University | San Jose, CA

Bachelor of Arts (B.A.) in Communication | May 2012
California Polytechnic State University | San Luis Obispo, CA

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Assistant Principal With Tech Integration

Tyrell Manning
[email protected] | (555) 000-0000 | Raleigh, NC

PROFESSIONAL SUMMARY

Assistant principal and former digital learning coach with deep expertise in educational technology integration, blended learning design, and staff technology training. Trained 50+ teachers on digital instruction platforms, boosted student tech participation by 45%, and built the school’s EdTech onboarding platform from scratch. Known for translating technology skills into measurable instructional improvement and student engagement outcomes.

KEY SKILLS

Blended learning design and implementation
EdTech training and professional development
LMS management (Canvas) and digital workflow tools
Google Workspace for Education administration
1:1 Chromebook rollout and device management
Student data platforms and digital assessment tools
Teacher technology coaching and co-planning
Instructional leadership and school improvement
Digital equity and access planning

PROFESSIONAL EXPERIENCE

Assistant Principal
Wake County Public Schools | Raleigh, NC | July 2021 to present

Supported schoolwide transition to blended learning post-COVID, developing a phased implementation plan and coaching 50+ teachers through the transition to hybrid and fully digital instruction
Trained 50+ teachers on digital instruction platforms including Canvas, Google Classroom, and Nearpod, reducing EdTech support tickets by 35% through proactive training and resource development
Boosted student participation in tech-enhanced enrichment activities by 45% through targeted programming, device accessibility improvements, and teacher coaching on digital engagement
Led digital equity audit for the school, identifying device and connectivity gaps for 80+ students and coordinating with district to provide home internet access and device loans
Managed building-wide LMS (Canvas) administration including course templates, grade reporting, and teacher onboarding, serving 800+ students and 60 teachers
Contributed to school improvement planning by tracking digital learning participation data and presenting technology integration progress at quarterly leadership reviews

Instructional Technology Coach
Wake County Public Schools | Raleigh, NC | August 2016 to June 2021

Provided coaching, co-teaching, and digital planning support to 40+ teachers across grades K–8, improving classroom technology integration scores by 30% on district walkthroughs
Built the school’s EdTech onboarding platform using Google Sites, reducing new teacher orientation time for technology tools from 3 days to 4 hours
Coordinated the district’s 1:1 Chromebook rollout for 600+ students, managing distribution logistics, parent orientation sessions, and device management setup
Developed and delivered 8 professional development sessions per year on digital instruction tools, reaching 150+ teachers across 3 school campuses

EDUCATION

Master of Education (M.Ed.) in Educational Technology Leadership | May 2016
North Carolina State University | Raleigh, NC

Bachelor of Arts (B.A.) in Instructional Design | May 2011
East Carolina University | Greenville, NC

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Assistant Principal for Title I Schools

Jasmine Ali
[email protected] | (555) 000-0000 | Detroit, MI

PROFESSIONAL SUMMARY

Equity-driven assistant principal with 9+ years of experience in Title I, high-poverty schools. Deep expertise in Title I compliance, wraparound services coordination, and culturally responsive instruction. Improved student attendance by 13% through coordinated transportation and home visit programs, led Title I audits, and partnered with social service providers to meet the holistic needs of students and families. Values relationships, rigor, and relevance in every school decision.

KEY SKILLS

Title I compliance, budgeting, and federal reporting
Wraparound services coordination and social service partnerships
Equity leadership and culturally responsive instruction
Family engagement and home visit coordination
Chronic absenteeism intervention strategies
Community partnership development
Differentiated instruction coaching and PD facilitation
Trauma-informed practices and restorative discipline
School improvement planning in high-need contexts

PROFESSIONAL EXPERIENCE

Assistant Principal
Detroit Public Schools | Detroit, MI | August 2018 to present

Improved student attendance by 13% by coordinating a team of 3 attendance counselors, launching a home visit program, and partnering with the district transportation office to resolve access barriers
Led Title I audits and federal compliance reporting, ensuring all funding allocations were aligned with school improvement plan priorities and resulted in zero audit findings over 4 years
Partnered with 6 social service providers to bring mental health counseling, housing navigation, and family support services to campus, serving 150+ students and families annually
Designed and facilitated professional development on culturally responsive instruction and trauma-informed practices for 40+ staff, with 90% of participants reporting improved classroom strategies
Led the school equity committee in revising discipline policies, reducing disproportionate referral rates for Black and Hispanic students by 28% over 3 years
Managed wraparound services coordination for 80+ high-need students annually, connecting families to food, housing, mental health, and legal support resources in the community

Classroom Teacher and Coach
Detroit Public Schools | Detroit, MI | August 2011 to June 2018

Facilitated the school’s equity committee and led a comprehensive revision of discipline policies, resulting in a 20% reduction in office referrals in the first year of implementation
Delivered professional development on trauma-informed teaching practices to 30+ staff members, with pre/post surveys showing a 40% increase in teacher confidence using trauma-sensitive strategies
Coached 10 teachers in differentiated instruction and culturally responsive pedagogy, supporting measurable academic growth for EL and special education students
Served as informal mentor for 3 new teachers annually, providing classroom observations, feedback, and professional goal-setting support throughout their first year

EDUCATION

Master of Education (M.Ed.) in Urban Leadership | May 2018
Wayne State University | Detroit, MI

Bachelor of Science (B.S.) in Elementary Education | May 2011
University of Michigan | Ann Arbor, MI

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How To Write an Assistant Principal Resume

Your assistant principal resume should usually include these sections:

Contact information
Profile
Key skills
Professional experience
Education and certifications

Below are tips and samples to help you organize each resume section.

01 Share your contact information

Give your full name, phone number, email address, location, and links to any online professional profiles. Ensure your contact information is current so employers can reach you for an interview.

Example

Your Name
(123) 456-7890 | [email protected] | City, ST 09876 | LinkedIn

02 Write a compelling profile summarizing your assistant principal qualifications

At the top of your resume, give the three to five primary reasons you excel as an assistant principal. These key selling points may include your:

Years of experience in school administration
Main strengths as a leader and educator
Advanced degree or certification(s) in your field

(Note: Most job seekers find it easier to write their profile last.)

Example:

Assistant principal with 10 years of experience in instructional leadership, restorative practices, and school culture transformation. Expert in leading professional development and implementing strategic interventions to boost academic outcomes and reduce suspensions.

03 Add an accomplishment-driven professional experience section

View the experience section as a chance to give examples of your work and success in roles similar to the one you’re pursuing. For each job in your recent work history, brainstorm your duties and achievements on a separate document or sheet of paper. Then, choose the most relevant details to feature as bullet points in this section.

Example:

Assistant Principal, Skyline Middle School, Cincinnati, OH | July 2017 to present

Raised students’ math proficiency by 28% over three years by implementing targeted intervention programs
Led professional learning communities for 45+ teachers to improve instructional consistency and collaboration
Oversaw daily operations and discipline, reducing suspension rates by 40% through a restorative justice model
Supported parent outreach events and improved family engagement survey ratings by 30%

Resume writer’s tip: Quantify your experience

When possible, use relevant performance data to measure the results you’ve achieved as an assistant principal. Hard numbers like percentages and dollar amounts put your work in context and give recruiters a better sense of your impact.

Do

“Boosted student attendance by 12% in two years through personalized family outreach and school incentives”

Don’t

“Helped improve student attendance”

Resume writer’s tip: Tailor your resume to each application

For each job posting you respond to, note any details given about the hiring school’s size, mission, or student population. How do these areas compare to your recent experience? By citing these similarities in your profile, you can make a stronger first impression.

What if you have no experience as an assistant principal?

As long as the job posting doesn’t strictly require it, you don’t need direct work experience to write an effective resume. The trick is focusing on your transferable skills, which can come from various areas such as your other past jobs, volunteer positions, or academic projects. By detailing these areas in full on your resume, you can ensure it helps you get interviews for your target job.

04 Include your education and relevant certifications

With the education and certifications sections, you can show you have a strong knowledge base in your field. Each degree or credential also serves as a formal endorsement of your skills and professionalism. Following are templates to help you organize this information on your resume (note, years are optional).

Education

Template:

[Degree Name], [School Name], [City, ST] | [Graduation Year]
[Relevant honors, coursework, or activities]

Example:

Master of Education (M.Ed.) in Educational Leadership, University of Ohio, Columbus, OH

Certifications

Template:

[Certification Name], [Awarding Organization] | [Completion Year]
[Description if the credential is lesser-known but relevant]

Example:

School Leadership License, Ohio Department of Education | 2022

05. List pertinent key skills

A separate skills section lets you quickly display the (possibly various) ways you can add value to an organization. Below, you’ll find some key terms and skills to consider for this section:

Key Skills and Proficiencies
Academic intervention planning	Behavior management systems
Budget and resource management	Curriculum design
Data-driven instruction	Educational equity
Family and community engagement	Instructional coaching
Professional development	Program implementation
School improvement planning	Staff evaluation
Student safety protocols	Teacher mentoring
Team leadership	Trauma-informed practices
Work scheduling

Resume writer’s tip: Use common action verbs

Start each bullet point with a strong action verb. Dynamic verbs help you keep the reader’s attention and tell a compelling story about your experience.

The following list can help you find a good mix of action verbs for your assistant principal resume:

Action Verbs
Advised	Assisted
Coached	Created
Decreased	Designed
Directed	Doubled
Earned	Encouraged
Enhanced	Established
Evaluated	Facilitated
Fostered	Generated
Grew	Improved
Increased	Introduced
Launched	Led
Lowered	Managed
Monitored	Oversaw
Prevented	Ranked
Reduced	Reinforced
Resolved	Reversed
Revitalized	Spearheaded
Streamlined	Strengthened
Supported	Updated
Won

How To Pick the Best Assistant Principal Resume Template

A resume is a simple tool for professional communication and should be formatted that way. Choose a template that’s clear and straightforward, and avoid any template with elaborate graphics or various colors and font styles. Simple resume design helps a hiring manager scan for relevant information. It also helps you tailor the document to each job application and update your work history going forward.

Written by professional resume writers and loved by hiring managers

Resume Templates offers HR approved resume templates to help you create a professional resume in minutes. Choose from several template options and even pre-populate a resume from your profile.

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Frequently Asked Questions: Assistant Principal Resume Examples and Advice

How do you align your resume with an assistant principal job posting?

Focus on editing your skills section. With just a few quick changes to this section, you can further hone your resume and help it get past screenings by applicant tracking systems (ATS).

First, take a close look at the job posting and highlight any skills required. Then, compare those highlighted terms against your resume's existing skills section. Delete any skills from your list that don't appear in the job posting, and add any missing skills of yours that do.

What is the best assistant principal resume format?

The combination (or hybrid) format, because it lets you present yourself both clearly and strategically. According to job search experts Wendy Enelow and Louise Kursmark, this format "gives you many opportunities to share your specific successes.... It offers immense flexibility in an easy-to-follow structure."

A combination resume has these two features:

An introduction to your strengths. Typically, the resume intro consists of a profile paragraph and skills list, as in the examples on this page. But there are many variations. Depending on your job search, you may choose to omit one or both of these sections in favor of a brief professional headline. You may also add a chart or other visual element. Whatever approach you choose, make sure your introduction tells why you're great for the job.
One or more experience sections. Hiring managers want to know your latest career activities. The combination format lets you provide that information with sections for your recent years' work, internship, education, or other experience. For most job seekers, the bulk of their combination resume will be a "Professional Experience" section with detailed job descriptions in reverse-chronological order.

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Executive Resume Writer and Career Coach

Andrew Stoner is an executive career coach and resume writer with 17 years of experience as a hiring manager and operations leader at two Fortune 500 Financial Services companies, and as the career services director at two major university business schools.

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PROFESSIONAL SUMMARY

KEY SKILLS

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EDUCATION

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PROFESSIONAL SUMMARY

KEY SKILLS

PROFESSIONAL EXPERIENCE

EDUCATION

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PROFESSIONAL SUMMARY

KEY SKILLS

PROFESSIONAL EXPERIENCE

EDUCATION

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PROFESSIONAL SUMMARY

KEY SKILLS

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EDUCATION

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KEY SKILLS

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EDUCATION

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PROFESSIONAL SUMMARY

KEY SKILLS

PROFESSIONAL EXPERIENCE

EDUCATION

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PROFESSIONAL SUMMARY

KEY SKILLS

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EDUCATION

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PROFESSIONAL SUMMARY