There has been a trend toward increased in educational accountability for the past fifty years as seen through legislation, policy, and guidance implemented by state education agencies. While states had accountability systems, the federal NCLB Act of 2001 formalized the current system that worked to remediate schools challenged to meet the accountability expectations? Exacerbating these circumstances was a shifting accountability model, AZ LEARNS, that measured school performance from 2007-2009. The Arizona Department of Education formalized processes and structures to address the needs of low-capacity schools through the State System of Support. This research examined the role of the ASSIST Coach in underperforming schools as a measure of state intervention in Arizona. Data revealed that insufficient time, resources, and support were afforded to low-capacity schools by the ASSIST Coach to affect change that resulted in school improvement within the AZ LEARNS model. Additionally, the skills, experience, and background did not align to the needs of low-capacity schools that participated in this study. In the absence of effective state intervention, schools turned to internal capacities to plan for and implement school improvement initiatives that were minimally effective in turning around their respective underperformance. Based on these findings, recommendations for future research were offered to strengthen the support for schools under the State System of Support in Arizona.

The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). Cited research indicates that mentoring is effective in developing both leadership capacity and self-confidence or self-efficacy for new school leaders (Allen et al., 1995; Barnett et al., 2017; Calabrese and Tucker-Ladd, 1991; Craft et al., 2016; Gurley et al., 2015; Harris, 2020; Hausman et al., 2002; Lester et al, 2011; Liang and Augustine-Shaw, 2016; Marshall and Phelps, 2016; Parfitt and Rose, 2020; Ryan, 2011; Searby et al., 2017; Spillane and Lee, 2014). The purpose of this study was to identify the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. A secondary purpose was to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race was the primary driver needed for a successful mentoring relationship. Data also supports a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals. / Doctor of Education / The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). This study investigated the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. Additionally, the researcher aimed to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race, was the primary driver needed for a successful mentoring relationship. Data also supported a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.