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Lubbock ISD outlines expanded leadership pipeline and new onboarding to grow principals and assistant principals
Summary
District leaders described a multi-pronged leadership pipeline including vacancy forecasting, a 70/20/10 onboarding model for principals, a planned AP onboarding rollout, high-potential cohorts and 50/50 teacher-leader roles aimed at producing a 2:1 ready-candidate pool for leadership vacancies.
LUBBOCK — Lubbock ISD staff on March 12 detailed a districtwide leadership pipeline designed to produce a two-to-one pool of ready candidates for principal and assistant-principal openings.
Misty Rever, chief academic officer, told trustees the district’s goal is to “have two to one ready leaders to fill each position” and framed the update as an implementation-focused set of actions rather than theory. Presenters described a leadership definition and leader-level profiles embedded in hiring, professional development and evaluation tools.
Staff outlined a three-part onboarding and development model for principals that uses 70% on-the-job training, 20% mentorship and 10% formal coursework. “We’ve used the 70/20/10 model,” Amy Baker, executive director of career and technical education, said of the inaugural principal onboarding program, noting the district compiled a composite satisfaction score of 73 for the pilot year and plans to extend a similar model to assistant principals.
Trustees heard that the district is piloting a 50/50 teacher-leader role (half classroom teaching, half coaching) to retain strong classroom teachers who want leadership experience without leaving instruction. Beth and other staff described two cohort tracks: a high-potential program for assistant principals and a separate structural cohort that places teacher-leaders at campuses to serve as instructional coaches.
Recruiting efforts tied to the pipeline include an expanded job fair strategy, teacher ambassadors who met attendees, targeted communications and more than 20 letters of intent from candidates committed to joining the district. Crystal said district job fairs drew applicants from outside the region and helped generate roughly 20–21 letters of intent from new graduates and experienced teachers who have applied to the district.
District leaders emphasized capacity-building and intentional supports rather than rapid promotions. Ken said the leadership definition and toolkits have been incorporated into hiring and daily practice, and staff are focused on differentiating development for new and returning leaders.
Next steps listed to trustees include rolling out the assistant-principal onboarding this summer, continuing triad coaching for high-potential candidates, conducting job-shadowing opportunities, and monitoring progress measures to validate the pipeline’s effect on staffing and student outcomes.
