Shannon Kersey, principal of Alpharetta High School in Georgia and one of the authors of this article, believes in the benefits of building assistant principals' leadership capacity, not just for success in their current jobs but to support their eventual transition to principal. Three of her former assistant principals are now principals of schools within six miles of each other. One of these three developed one of his assistant principals to assume a principalship. They jokingly refer to this generational advancement as the "Kersey Family Tree." Kersey began this work in 2011 as the fifth principal at Alpharetta High School over the previous six years. Given the instability her students and staff had experienced, she made it an immediate goal to create an intentional and long-term plan for leadership in her school. One of the keys to her approach is personalizing professional learning designs to the needs of the assistant principals. These designs share common threads, however: transparency, trust, and scaffolding. In some ways, it was a risk for Kersey to develop leaders, both at the teacher and assistant principal level. As leadership prowess grows in employees, there is an increased probability the newly developed educators will move positions, either inside or outside the school. Indeed, the leaders Kersey mentored have moved on to new roles. This leads to more newness in leadership positions (e.g. department chairs, assistant principals), causing more and more transition. However, Kersey believes it was worth the risk. Instead of selfishly wanting to keep high-quality leaders at her school, her systematic implementation of learning designs for her assistant principals created a much broader impact as those leaders now are leaders of their own schools.