Description

The Appleton Area School District has a position available for a Associate Principal 0.9 FTE at Appleton West High School and Principal 0.1 FTE of Renaissance School for the Arts beginning on 7/1/2026. 

Teach Where Excellence Has a History. 

At Appleton West High School, educators join a long-standing tradition of excellence and lifelong learning that dates back to 1938. Our staff works together to build a supportive, resilient school community where every student—and every colleague—is valued, challenged, and encouraged to grow. Guided by shared values of inclusion, compassion, excellence, growth, loyalty, and perseverance, Appleton West is a place where educators can make a meaningful impact and feel proud of the work they do. Go Terrors!

Certification Required: Principal (5051)

For more information about this position, please contact Josh Chudacoff, Principal at [email protected]

-- An Equal Opportunity Employer --

Requirements

Job Title: Associate Principal - Student Services (West High School) (1 of 2) 
Classification/Contract Days: Administrator / 260 days
FLSA Status: Exempt

Essential Function: This position collaborates and communicates effectively as a partner with the administrative team to
promote a welcoming and safe environment in which students can succeed. This position takes the lead in
communicating with student families to eliminate barriers to student success, addressing student misconduct, and
coordinates site restorative practices.

Responsibilities, Tasks and Duties: 

School Operations, Processes and Procedures
Implements inclusion strategies for students and staff that will result in an effective school.
Demonstrates and communicates a working knowledge and understanding of the state’s public education rules,
regulations and laws, and school district policies and procedures.
Establishes and administers rules and procedures to ensure a safe, secure, efficient, and orderly school.
Establishes, coordinates and supervises building attendance and disciplinary procedures
Supervises all attendance record-keeping and handling of matters related to tardiness, excused and
unexcused absences (including district truancy process), detention, and suspensions
Advises and administers restorative practices or discipline arising from student conduct
Counsels with students, parents, staff, counselors and social workers in matters of attendance or discipline
Oversee the use of technology as it relates to attendance and discipline procedures
Assists in supervising buildings, grounds, halls, and commons area monitoring program
Administratively coordinates Student Assistance Program (SAP) in collaboration with the Dean of Students
Compiles/Reports pupil personnel information for various Federal, State, local reports
Supervises and is responsible for maintenance of student cumulative behavioral records
Reviews the student handbook annually; makes appropriate revisions and publishes the student handbook
Works with Attendance/Safety/Transportation personnel to coordinate transportation
Assists with student locks and locker.
Assumes the role of site Principal and/or Associate Principal of Curriculum and Instruction in their absence
Serves as a principal representative on site-based or District committees, participates in meetings and functions,
and attends/supports various co-curricular activities.
Performs other related responsibilities as may be assigned
Initiates/maintains positive relations with staff, students, parents, the community and relevant organizations.
Assumes responsibility for developing and coordinating positive public relations
Confers with families new to the school
Serves as liaison between students and groups regarding students, school, career, and community. Engages with various individuals and local, state, and national groups relating to students, schools and societal issues.

Orientation, Evaluation and Supervision of Personnel
Assists in the induction/orientation processes and procedures for new personnel.
Supervises assigned educators and support staff and addresses performance through District protocol.
Evaluates assigned educators and support staff in accordance with established evaluation systems.
Documents performance through qualitative and quantitative data sources, provides timely formal and informal
feedback on strengths and growth, and provides support and resources for staff to improve job performance.
Facilitates educators development of Students Learning Objectives and Personal Professional Goals
Resolves grievances and other employee relations issues while working closely with the district office and
coaches/disciplines employees appropriately.
Provides professional development opportunities to staff in areas of expertise.
Effectively communicates, collaborates, and engages stakeholders to promote a safe and welcoming school environment
for all students to succeed.
Creates an administrative house concept in collaboration with the Students Services team that allows for a
personalized educational community for students.
Coordinates Student Services team (SST), working with deans, guidance counselors, school psychologists, social
workers, police school resource officer and outside resources to address and respond to the academic, social,
psychological, moral and physical needs of all students.
Maintains visibility and accessibility to all stakeholders.
Collaborates and networks with districts colleagues, the community and other stakeholders to effectively utilize
the resources and expertise available.
Provides a variety of resources and opportunities to assist family partners in assisting students.
Advocates, develops, and nurtures, a welcoming and safe school climate
Uses data and incorporates knowledge of the social, cultural, emotional, trauma-sensitivity, and behavioral
dynamics of the school community to cultivate a welcoming and safe school environment.
Provides an environment in which each student has a positive, nurturing relationship with caring adults by
encouraging a climate that is inviting, respectful, supportive, inclusive, and flexible utilizing restorative practices.
Utilizes shared decision-making and collaboration to build relationships with students, staff, families, and
community and to enhance positive school climate.
Implements and monitors a safety plan (including ALICE and required safety drills) for staff that manages
situations in an effective and timely manner.
Coordinate a comprehensive student and staff recognition program and summer transition program
Collaborates with the School Resource Officer
Serve as lead PBIS advisor
Demonstrates behavior consistent with legal, ethical, and professional standards, and by engaging in continuous
professional development and contributing to the profession.
Models professional behavior and is culturally responsive to students, staff, and other stakeholders.
Provides leadership in sharing ideas and information with staff, students, families and community partners.
Assumes responsibility for own professional growth and learning to positively shape school effectiveness.
Qualifications: Principal License (5051)
Knowledge, Skills and Abilities:
Become an integral member of the administrative team and share in the responsibility of guiding and facilitating
staff in the creation of a positive learning environment for the school educational community
Knowledge of and ability to share in various responsibilities of Associate Principal for Student Services

Embrace forward thinking and research-based analysis
Teachscape evaluation training required (training provided)

Job Title: Principal - Renaissance (High School) (2 of 2)
Classification: Administrator
FLSA Status: Exempt
Relationships: Assistant Superintendent

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:
Qualifications:
Demonstrates 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, parents, 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 community
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 EMLSS /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
Oversees the administration of all State, Federal and District testing and screening following established
timeframes and procedures.
For all principals working with grades 4kK-5, satisfactory completion of an administrator reading
training offered by the Leadership in Literacy Institute or other authorized program compliant with
Wisconsin Act 20.
For all principals working with grades 4k-5, oversees the PRP process, compliant with Wisconsin Act 20.
Oversees promotion and/ or graduation in accordance with District policy.

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 District’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 to support success of every student, every day
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
Diagnose 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 based on data
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 family and 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
including school data
Encourage SLOs that represent teacher goals and priorities and align with and support
school improvement priorities
Leadership Action:
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 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, families and other stakeholders
Keep current with research on leadership practice, student learning, and organizational
development
Apply research-derived practices to meet personal and school goals
School Climate:
Shape and support the school climate by fostering a shared understanding of the District and school’s
values, beliefs, goals, and standards
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 responsibly 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

Other:
Performs such other related responsibilities as may be assigned
Qualifications:
DPI Licensure: Principal License (5051)
Working Environment:
Must be able to report to work in person, 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 to other District sites
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.

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;
arrestor 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 -