Skip to main content

This job has expired

Principal: Burlington High School

Burlington Public Schools
Burlington, VT, US
Per Year

View more

Job Category
Administrator, Principal
Grade Level
High School

Job Details

Principal: Burlington High School (SY2024/2025)

The Burlington School District is seeking applications for a High School Principal to join the District's dynamic Administrative Team. Burlington School District's Principals serve as instructional leaders, learners, and managers of the school environment guided by the District mission, vision and strategic goals. They must possess the ability to build a restorative culture, to ensure student and staff well-being and belonging and to enhance student engagement in deeper learning. While doing this, they will identify strategies that close the opportunity gap while raising the bar for student achievement. Our leaders promote a collaborative, positive and professional climate for students, staff and community to succeed.

T he Burlington School District believes in partnering with students, families, and community to co-create conditions for deeper learning. A diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities focused on our 5-Year strategic plan goal of: Burlington School District will be student-centered and responsive to the full range of identities, abilities, cultures, and languages in our community, such that every student is challenged, empowered, and engaged in their learning throughout their time in our schools.


These areas state the underlying requirements that an employee must meet in order to perform these essential functions. In accordance with the Americans with Disabilities Act, reasonable accommodations may be made to qualified individuals with disabilities to perform the essential functions of the position.

1. Thorough knowledge of curriculum, instructional leadership, and administrative theory.
2. Understands the physical, emotional, and intellectual development of children.
3. Promotes internal and external responsibility and accountability for student achievement and well being.
4. Formulates and carries out effective plans for internal and external communications to parent/guardian, teacher, and child.
5. Encourages an inclusive school culture and promotes shared knowledge and shared responsibility for outcomes.
6. Fosters genuine trusting relationships with students, staff, families and community.
7. Articulates organizational purpose and priorities to the community and media.
8. Demonstrate an understanding of conflict resolution and problem solving strategies.
9. Understands the importance of cultural competency and equity in the school environment.
10. Provide a safe, orderly climate for learning.
11. Establish and maintain a positive school climate that promotes learning.
12. Foster and model good interpersonal relations among students and staff.
13. Exercise decisive leadership, including in the midst of crisis situations.
14. Exhibit an understanding of human development and learning and demonstrate understanding of how these factors relate to instruction and curriculum.
15. Explore, assess, develop, and implement evidence-based educational practices that enhance teaching and learning (e.g.: Response to Intervention; Universal Screening; Positive Behavior Intervention; etc.).
16. Direct and evaluate the school's educational program using both formative and summative evaluation procedures and school-wide or grade-based data teams.
17. Monitor curriculum and instruction to ensure that the appropriate content and sequence are followed.
18. Ensure that adequate time is allocated toward learning of the district's curricula.
19. Regularly assess the teaching methods and strategies being used and ensure that they are evidence-based, appropriate, varied, and effective.
20. Apply principles of teaching and learning for both children and adults.
21. Articulate effectiveness of teaching and learning for both children and adults.
22. Help teachers understand and apply teaching strategies that align with the varied learning needs of students and that reflect principles of differentiated instruction.
23. Inspire teachers at all levels of skill and experience to acquire new competencies and experiences.
24. Encourage and develop the leadership of others;
25. Assure that a multicultural, nonsexist, and developmentally appropriate program is provided for each child;
26. Identify and employ appropriate support services;
27. Ensure that a Comprehensive Educational Support System, including an Educational Support Team (EST) is available to support students who require special or additional assistance.
28. Work with the district special services administrator to ensure that state and federal special education procedures are followed and that a continuum of appropriate remedial and special education programs in the least restrictive environment are available to meet individual student needs.
29. Work with district special services administrators to ensure appropriate training and support for classroom teachers to implement accommodations, alternatives, and specialized instruction outlined in Educational Support Team plans, Section 504 plans, and Individual Education Plans.


1. Education:

a. Minimum Required: Masters Degree in educational administration or related areas

b. Certification Required:

i. Licensed or eligible for VT Educators License

ii. Endorsement as a Principal or eligible for VT Provisional endorsement

iii. Eligible to work in the United States without sponsorship

2. Experience:

a. Minimum Required:

i. Principal Experience

ii. Experience with school Improvement and Transformation

iii. Experience and knowledge of Restorative Practices

b. Preferred:

i. Administrative High School experience

ii. High School teaching experience

iii. Experience effectively working with multilingual and multicultural school communities.

iv. Training and/or experience with group facilitation and process management.

v. Experience and familiarity with deeper learning

vi. Experience and familiarity with anti-racist leadership

3. Knowledge, Skills, and Abilities:

Comprehensive knowledge: Requires complete mastery and understanding of the subject. This term should be used sparingly and only for unusually exacting or responsible positions required to originate hypotheses, concepts, or approaches.

4. List Specific Skills and/or Abillities Required:

a. Ability to lead, counsel, and supervise a variety of personnel and programs

b. Strong decision-making, analytical and organizational skills

c. Ability and interest in direct and effective communications

d. Ability to improve instruction and increase student learning

e. Ability to define problems and formulate alternatives and arrive at solutions when information and/or objectives are


f. Ability to decide among alternative uses of limited resources

g. Planning and organizing abilities

h. Ability to handle the complications of authority, power, and dependence with subordinates

i. Ability to supervise and manage instructional and support staff within existing agreements

j. Skills in the area of program and performance evaluation

k. Effective conflict resolution skills (Equity lens necessary)

l. Skilled facilitator and presenter

m. Strong Interpersonal skills

n. Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable


These are the physical and mental/reasoning requirements of the position as it is typically performed. The inability to meet one or more of these physical or mental/reasoning requirements will not automatically disqualify a candidate or employee from the position

  • Seeing
  • Color perception (red, green, amber)
  • Hearing/listening
  • Clear speech
  • Dexterity: _X_ Hand, _X_ Finger
  • Lifting - up to 20 pounds
  • Carrying - up to 20 pounds
  • Climbing on Stairs/Ladders, and balance
  • Driving
  • Standing
  • Sitting
  • Remain Stationary
  • Moving objects
  • Reading - basic
  • Reading - complex
  • Math skills - basic
  • Math skills - complex
  • Writing - basic
  • Writing - complex
  • Analysis/comprehension
  • Judgment/decision making
  • Clerical
  • Inside air conditioning and heat
  • Outside weather conditions
  • Works alone
  • Works with others
  • Face-to-face contact
  • Verbal contact with others
  • Noise
  • Ability to move distances within schools, offices, and athletic fields
  • Other: As assigned

Equal Opportunity: The Burlington School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

Primary Location:
Burlington High School
Salary Range:
Per Year
Shift Type:
Regular Full-Time


The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people. - Join the journey.” Located in Burlington, Vermont. The District has a vibrant, picturesque, culturally diverse community on Lake Champlain. With our excellent school system, parks, and local ski mountains within an hour’s drive, it is not surprising that Burlington routinely finds itself on the “best places in the country to raise children” lists.




Company info
150 Colchester Avenue
United States

Get job alerts

Create a job alert and receive personalized job recommendations straight to your inbox.

Create alert