Description
The Appleton Area School District has a position available for a 1.0 FTE Elementary Principal at Huntley Elementary School beginning on July 1, 2026.
Huntley Elementary School is located on the north side of Appleton. It is a Title 1 school that serves approximately 300 students in grades K-5. The Huntley community believes all children can learn and is dedicated to providing a positive, challenging and nurturing environment that inspires student success.
The Huntley building is also the home to two AASD elementary charter schools: Appleton Bilingual School (ABS) and The Omolade Academy (TOA). The principal of these two charter schools also serves as the Associate Principal at Huntley. Huntley, ABS, and TOA operate on the foundational principle of "three schools, one community". The three school communities work together toward shared goals related to a welcoming school environment, high quality instruction, and continuous school improvement.
Certification Required: Principal Licensure (5051)
For more information about this position, please contact: Dr. Nan Bunnow, Assistant Superintendent, bunnownanette@aasd.k12.wi.us
Candidates who apply on Appleton's Frontline Recruiting and Hiring (Job #4876) prior to the posting deadline will receive first consideration.
-- An Equal Opportunity Employer --
Requirements
Job Title: Principal (Elementary, Middle, and High School)
Classification: Administrator
FLSA Status: Exempt
Relationships: Direct Supervisor - Assistant Superintendent for School Services
Essential Function:
The Principal promotes the success of all staff and students at the school by facilitating the development,
articulation, and implementation of a vision of teaching and learning that supports the District’s mission and
vision.
Responsibilities, Tasks & Duties:
Ability to demonstrate strong instructional orientation, including an emphasis on instructional time,
current strategies/best practices and their application to change, if needed
A commitment to work collaboratively with staff, students, alumni, and the community toward
continuous improvement of educational programming for all students
Demonstration of a collaborative style: supportive, approachable, and responsive to the professional
educators’ skills and expertise; provide for individual creativity
Experience in providing internal visibility to students and staff and external school visibility to students,
parents and the school community
Ability to work with diverse students, staff families, and community organizations
Ability to work with students, staff and a community of diverse cultural backgrounds
Ability to advocate for school and community needs
Experience with site-based budget management
Knowledge of Special Education, EL, TAG, and alternative education programming
Knowledge of Rtl/PBIS framework desired
Prior successful experience as a building level administrator or experience in a similar leadership role is
highly desired
Mobility to be responsive to students and staff situations throughout the building
DUTIES: The Principal is expected to be an instructional leader. This individual will exemplify leadership and
responsibility in facilitating the staff in the creation of a positive learning environment for the educational
community. The Principal is responsible for school/community relations, budget (site-based environment),
staff and student relationships in a collaborative environment, and support for District initiatives, as needed.
Developing Effective Educators:
Recruiting and Selecting:
Use systematic, fair, and consistently-applied hiring process so that staff have the competencies to
contribute to the school’s mission and goals
Use multiple methods to collect information that is likely to predict future effectiveness
Take an active role in recruiting a diverse staff
Involve other staff in the recruitment and hiring process
Anticipate staff vacancies, plan for new staff recruiting
Assignment of Teachers and Instructional Staff:
Anticipate staff vacancies, plan for new staff recruiting, change assignments of existing staff, and make
assignments based on both student needs and staff qualifications and effectiveness
Consider the composition of grade or subject teams to facilitate staff cooperation and build
professional community
Orientate new staff to the school’s goals, policies, and procedures
Performance Evaluation and Feedback:
Accurately assess professional practice, provide high quality feedback and other supports, such as
instructional coaching
Foster a cycle of continuous improvement
Regularly engage in calibration activities to improve evaluation accuracy
Leading Professional Learning:
Provide staff with learning opportunities that improve practice and ability to respond positively to
student cultural, economic, or linguistic diversity
Diagnostic use of staff practice and student learning data to inform the design and monitor the impact
of the opportunities provided
Align learning resources to the school’s improvement priorities
Work with staff to set learning goals, provide relevant learning opportunities, and monitor learning
accomplishments
Distributed Leadership:
Draw upon staff expertise to address tasks and school priorities
Identify opportunities based on school needs and goals and encourage staff to take on leadership roles
that contribute to meeting school goals
Support emerging leaders with feedback, coaching, and monitoring
Vision and Mission:
Cultivate collective responsibility for student learning through the collaborative development of the
vision and mission that emphasizes the shared belief that each student is an active learner
Align initiatives to the goals identified in the school improvement plan
Engage stakeholders in goal assessment and practice adjustments to guarantee equitable student
access to effective instruction and a rich curriculum
Student Achievement Focus:
Ensure that each student has the opportunity to graduate college, career, and community ready
Consistently monitor and address achievement gaps in and across student groups
Engage in frequent observation and feedback cycles to ensure equitable access to quality programs
and instruction
Foster community partnerships to enhance access to the rich curriculum and authentic learning
experiences
Staff Collaboration:
Create opportunities for collaboration aligned to school and district goals and that focus on instruction,
teaching, and learning
Promote reflective inquiry and collective responsibility through formal and informal collaborative
opportunities around student learning and instructional practices
School-wide Use of Data:
Provide the time and space for data-based cycles of inquiry
Model, facilitate, and empower staff in the use of relevant data to make instructional decisions
Foster a culture of inquiry as principals and teachers engage in the continuous review of student
academic growth, teacher professional learning, school improvement plans, and School/Student
Learning Objective data to address equitable opportunity and achievement gaps in and across groups
of students
Student Learning Objectives (Teacher SLOs):
Understand SLO criteria and help teachers meet the criteria through access to resources
Encourage SLOs that represent teacher goals and priorities and align with and support school
improvement priorities
Leadership Actions:
Professionalism:
Demonstrate a positive demeanor and set an example for professional behavior of others
Consistently address negative actions, fostering an environment where staff share accountability for
ethical practice
Lead others in culturally responsive practice
Contribute to the profession by participating in and occasionally leading activities that promote school
leadership and organizational effectiveness
Time Management and Priority Setting:
Engage in decision-making that prioritizes time for teaching and learning
Set clear and realistic action steps and adhere to them to achieve school goals
Personal Professional Learning:
Promote professional learning in others and actively pursue their own professional learning
Solicit feedback from others, including their supervisors, teachers, and other stakeholders
Keep current with research on leadership practice, student learning, and organizational development
Apply research-derived practices to meet personal and school goal
School Climate:
Shape and support the school climate by fostering a shared understanding of the school’s values,
beliefs, goals, and standards for interactions that are inclusive and representative of the different
perspectives
Develop trusting relationships that contribute to a climate where educators and students feel
ownership and are encouraged to take risks aligned to school goals
Communication:
Develop a shared organizational purpose representative of high expectations that are specific to the
school context and student population
Provide the direction and develop understanding and motivation around school goals and
improvement efforts through clear communication
Tailor messages to the audience (i.e., staff, parents, students, community)
Evaluate and modify messages to increase effectiveness
Respond in timely and meaningful ways to the inquiries received
Change Management and Shared Commitment:
Transform schools by building shared commitment and ownership within the school and in the broader
community
Effectively manage change by cultivating collaborative leadership, building consensus by demonstrating
the value of change, and integrating district and state initiatives into school improvement goals
Learning Environment Management:
Create environments conducive to learning
Manage the operations of the school building
Through proactive planning and shared responsibility for safety, maintain an environment that is
supportive of learning and promotes the physical and emotional well-being of students and staff
Financial Management:
Collaboratively develop budgets by identifying learning priorities and the financial needs to support
them
Manage funds flexibly and responsibly
Manage budgets aligned with school improvement goals and promote equitable practices
Policy Management:
Promote understanding, implementation, and compliance with policies, procedures, laws, and
regulations to provide safeguards that the school is meeting the needs of all students and staff
Diversity:
Understand the historical aspects of individual students and their needs
Promote a welcoming and inclusive learning environment
Lead others in culturally responsive practices
Other:
Performs such other related responsibilities as may be assigned
Qualifications:
Principal License (5051)
Working Environment:
Must be able to report to work in person and onsite
Occasionally exposed to outside weather conditions (i.e.; bus duty, recess, fire drills, field day)
May be exposed to sick and/or injured students and staff
Work involves disruptions of daily schedule
Work involves frequent deadlines under pressure
Work requires flexibility in adjusting to continuously changing situations and daily schedule
Work involves a high level of decision-making and the ability to keep information confidential
Work requires frequent use of computer programs and data analysis
Work involves planning and collaboration with others on targeted organizational changes
Work involves travel in and outside the district
Mobility to be responsive to student and staff situations throughout building/campus
Physical Requirement:
The position requires the administrator to:
Sit, walk, climb stairs, and drive throughout the day
Use general hearing, speaking, and visual skills
Use of cognitive reasoning to interpret reports, compare, edit, organize and evaluate
Hearing, speaking, mobility and visual skills sufficient to successfully perform duties
Candidates who apply prior to the deadline will receive first consideration.
The Appleton Area School District is an Equal Opportunity employer and does not discriminate against
applicants or employees based on race; age; sex or sexual orientation; gender or gender identity; creed or
religion; color; handicap or disability; marital, citizenship, or veteran status; membership in the National Guard,
state defense force, or reserves; national origin or ancestry; arrest or conviction record; use or non-use of
lawful products off the District's premises during non-working hours; or any other characteristic protected by
law. The District encourages applications from all segments of the population.
- An Equal Opportunity Employer-
