First-year assistant principals are commonly faced with problems that they are not prepared for, including dealing with socialization to a new work environment, tension between administrators and teachers, resolving conflict, and learning how to be in a secondary leadership position. Sometimes they quit or request to change jobs. A professional development cadre is one possible solution for easing the transition for new assistant principals. One such cadre was developed and studied to assess how its implementation impacted the socio-emotional transition into an administrative role and how it affected their skill levels. Surveys of candidates showed that first-year assistant principals struggled the most with their general job responsibilities. Many were surprised at how little they knew about many of the job tasks. Notable were negative impacts of the job on families, physical health, social life, and mental well-being. The cadres helped the new assistant principals by providing structured time for them to talk to one another and by giving them the opportunity to do individual reflection. Small-group discussions were also of positive significance. Skills were affected positively, though not consistently in all areas of evaluation. (Contains 11 references.) (RT)