Description

2026-2027 SCHOOL YEAR

POSITION: High School Principal
SCHEDULE: 223 workdays
LOCATION: Cheney High School
SUPERVISOR: Superintendent
POSITION TYPE: Certificated Administrator
COMPENSATION: $172,810-$203,915 depending on comparable experience; supplemental compensation for PhD/EdD, and annual reimbursement for professional growth. Pay is annualized over 12 months (if hired after July, spread over remaining months of contract year (Jul-Jun))
BENEFITS: Medical, dental, vision, and basic life and AD&D insurance; retirement plan; deferred compensation (DRS and TSA); paid leave
QUALIFICATIONS:

• Master’s Degree in Educational Administration or related field.
• Current Washington State Principal Certificate and/or Professional Administrator certificate.
• Five or more years of teaching and/or administrative experience at the secondary level, experience in culturally and economically complex communities preferred.
• Successful leadership experience as a secondary school administrator or comparable administrative/supervisory responsibility preferred.
• Valid Washington State Drivers License; WSP/FBI criminal history background clearance

DISTRICT INFORMATION

Cheney Public Schools is a growing district serving approximately 5,300 students in the southwest region of Spokane County. The district covers 381 square miles, encompassing the towns of Airway Heights, Cheney, an expansive rural area, and a developing industrial and residential area on the West Plains. The district currently has 11 schools: 5 comprehensive elementary schools: Betz, Salnave, Snowdon, Sunset, and Windsor; two comprehensive middle schools: Cheney Middle School and Westwood Middle School; one comprehensive high school: Cheney High School, and three learning option schools: a K-8 Parent Partnership Program: HomeWorks!, a 6-12 blended learning school: WIN Academy, and Three Springs High School. Through community support with passing a bond in November 2024, the District will open a sixth comprehensive elementary school for the 2027-2028 school year. 

Cheney Public Schools is committed to high expectations and continuous progress for students, staff, and administration. The District provides a rich learning environment for all students, and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states, “Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education, careers, and civic engagement.”

Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety, Student Well Being, Learning and Growth, Future Ready Outcomes, Exemplar School District, and Community and Facility Growth.

POSITION OVERVIEW

Cheney High School is the district's comprehensive high school serving a population of approximately 1,400 students in grades 9-12. Connected, Honorable and Safe is the Blackhawk Way. Cheney High School maintains an annual on-time graduation rate of over 90%. Cheney High School students also succeed in the performing arts and the Career and Technical Education programs. As a comprehensive high school, students have access to excellent core content and elective choices. The staff of Cheney High School has a deep commitment to helping all students achieve at high levels of success with high levels of support. This is accomplished through the PLC process of instructional improvement with collaboration centered on student learning evidence and standards based grade reporting. 

The High School Principal serves as the instructional and operational leader of the building. The role focuses on improving student achievement, supporting effective teaching, and ensuring a safe, positive learning environment as outlined in our strategic plan. The principal is responsible for supervising staff, managing budgets, ensuring compliance with district policies, and promoting student success through instructional development and effective communication with parents, staff, and the community.

DESIRED PERFORMANCE ABILITIES 

• Provide exceptional instructional leadership to a community of dedicated and collaborative educators who are committed to ensuring that all children achieve success in school and life.  
• Possess a passion for teaching and learning, a depth of knowledge of secondary standards, and a thorough understanding of instructional and intervention practices that support diverse learner contexts and learning approaches in support of the success of all students.
• Ability to call upon previous leadership experiences and best practices in dynamic school communities with various student populations, languages, cultural backgrounds, and socioeconomic conditions.
• Demonstrate a high level of performance as a leader. Clearly communicate expectations to staff, provide support for staff to enhance their performance, and hold staff members accountable for achieving building and district goals.
• Demonstrate strong communication and personal relationship skills; listen attentively to concerns expressed by staff, students, and patrons. Respond authentically and directly to issues of concern and follow a consistent process for addressing patron concerns. Relate well to students, staff, and community members in a mutually respectful, supportive, and collaborative manner.
• Possess emotional intelligence to “read the room,” create positive relationships, and manage conflict.
• Models integrity, courage, and advocacy for what is best for all students, even when decisions are complex or difficult.
• Demonstrate experience designing and implementing a school improvement plan using a collaborative process; one that establishes achievable goals which are responsive to state and federal guidelines while placing student interests at the center of decisions.
• Demonstrate knowledge of culturally competent instruction, assessment, and organizational development with an emphasis on grades 9-12, including transition from middle school to high school.
• Demonstrate skill in staff leadership and group facilitation, including the ability to assess classroom instruction and to work effectively with teachers and support staff to improve instruction and classroom management with dynamic learners.
• Demonstrate knowledge of the Washington state standards and performance expectations, and the Teacher Principal Evaluation Program, and the use of assessment to inform and guide instruction.
• Demonstrate creative thinking and problem-solving to maintain high-quality teaching and learning for all disciplines and programs: core content, CTE, electives, and special education at the school site.
• Demonstrate experience creating a master schedule that meets building and district goals, student needs, and budget constraints.
• Lead the execution of a master schedule that provides a variety of educational experiences for students that lead toward success and meeting graduation requirements, and is shared in a collaborative and thoughtful way with departments.
• Lead instructional programming that meets all student needs for college and career readiness, including high quality High School and Beyond Plans and execution of high impact program and schedule design that enables all students, including students receiving specialized services, to thrive in CHS learning pathways.
• Possess a depth of knowledge about prioritizing investments in learning that contribute to student achievement; understand the benefits of education, parent education and outreach, and the importance of professional development for educators.
• Review and make decisions related to building programs and services. Provide clear communication regarding decisions to make sure staff are well-informed as programs are implemented and sustained.
• Have high visibility at school events as well as throughout the school day and the ability to relate to students, staff and community members in a mutually respectful, supportive and collaborative manner. Attend to practices which will promote the school in our community, as well as invite and engage the community in the school.
• Attend numerous and varied school, co-curricular, and athletic events; establish a schedule to ensure administrative coverage by oneself and other administrators at school-sponsored events. Understand the importance of student engagement and participation in a student-leadership program. Support program development that results in increased student participation in activities which contributes to a positive school climate.
• Maintain a safe and orderly learning environment by implementing effective and positive methods of student discipline in compliance with state laws and district policies.
• Support and implement a positive school climate based on the principles of Positive Behavior Interventions and Supports.
• Lead and support a school culture where students, parents, classified staff, and certified staff value all people: people of diverse backgrounds, people of diverse economic situations, and people of diverse cultural groups; value each member’s contribution to the school community.
• Demonstrate knowledge of Professional Learning Communities (PLCs) and the Four Questions that guide our collaborative work.  
• Lead or actively participate in district-wide resource work, content area teams, community meetings, and parent groups to achieve specific objectives as directed by the assistant superintendent or superintendent.
• Evidence of alignment with the District’s mission/vision and Strategic Plan, and the direction of the District Leadership Team.
• Understand and use technology to enhance teaching and learning, as well as administrative applications: Google Suite, MS Office, iObservation, and Skyward. Demonstrate a high level of organization and management skills.
• Evidence of knowledge of school-related law, collaborative labor-management practices, and accommodation procedures for students with special needs.
• Prepare and administer a building budget within fiscal guidelines.
• Knowledge of categorical funding rules and regulations, and best practices in use of categorical funds to best support under-served students.
• Assist with the IEP process as needed to support our Special Education Program.
• Evaluate certified and classified staff.
• Develop, build, and support leadership capacity, along with a culture of collaboration, support, accountability, and continuous improvement of building staff.
• Participate in screening, selection, training, assignment, and reassignment of school staff.
• Strengthen business partnerships, as well as assist with increasing parent and community involvement.
• Lead by example, demonstrate honesty and integrity in one’s actions; provide thoughtful leadership for decisions that require a school-wide commitment for implementation.
• Demonstrate a strong work ethic; know when to delegate tasks to others and when to lead specific projects for successful implementation.
• Other duties as assigned.
  

MENTAL DEMANDS

Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; possess emotional intelligence to “read the room,” create positive relationships, and manage conflict; may frequently support with distraught or difficult adults and children. May be required to work extended hours and days as needed to fulfill the responsibilities of the position.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to:

• May be required to work extended hours and days as needed to fulfill the responsibilities of the position
• Sit, walk, and/or stand for extended periods of time
• Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting
• May be exposed to visual display terminal for prolonged periods
• The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
  

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate. 

QUALIFICATIONS

• Master’s Degree in Educational Administration or related field.
• Current Washington State Principal Certificate and/or Professional Administrator certificate.
• Five or more years of teaching and/or administrative experience at the secondary level, experience in culturally and economically complex communities preferred. Secondary teaching experience preferred.
• Successful leadership experience as a secondary school administrator or comparable administrative/supervisory responsibility preferred.

CONTRACT

223 day contract; job responsibilities will commence July, 1 2026

COMPENSATION

$172,810-$203,915 depending on experience. Competitive benefits, supplemental compensation for PhD/EdD, and annual reimbursement for professional growth.

APPLICATION TIMELINE

Position opening announced April 29, 2026
Deadline to receive application materials May 19, 2026 11:59 p.m.
Anticipated interviews May 28, 2026, with potential final interviews May 29, 2026

APPLICATION REQUIREMENTS

• Completed online administrative application
• Letter of application addressing the desired performance abilities (attachment)
• Resume (attachment)
• Four (4) current letters of recommendation to include: immediate supervisor, staff member, colleague (upload in references section)
• Unofficial transcripts from most recent educational institution (attachment)
• Principal certificate (attachment)
• In essay format, please respond to the following two questions (attachment):
  • What would it look, sound, and feel like for every student to belong at CHS under your leadership?
  • Describe your leadership style and the core values that guide your work as a high school principal. How do these values shape the way you lead your staff, build strong relationships, and create a safe and caring environment where students learn at high levels?

Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.

EQUAL OPPORTUNITY EMPLOYER