The purpose of this narrative inquiry is to hear stories from principals in relation to their assistant superintendent supervision and coaching and professional development through principal professional learning communities and resulting efficacy, particularly during times of crisis such as the COVID-19 pandemic. The literature from the field has been reviewed including research into current statistics on student performance, teacher coaching, principal development, and both assistant superintendent and central administration as well as the effects of the entire system in provoking and growing principals thus increasing student growth. Seven campus leaders consisting of elementary and secondary principals from school districts in Texas were chosen and interviewed. This inquiry will give insight into principal views of supervisory coaching, determine whether it resulted in principal efficacy, particularly during a crisis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]