A New Jersey Educator is The No. 1 High School Principal in the Country for 2025 – njfamily.com

Report on the 2025-26 National Principal of the Year Award and Alignment with Sustainable Development Goals

1.0 Executive Summary

This report details the recognition of Principal Tony Cattani of Lenape High School, Medford, New Jersey, as the 2025-26 High School National Principal of the Year by the National Association of Secondary School Principals (NASSP). The report analyzes Mr. Cattani’s leadership through the framework of the United Nations Sustainable Development Goals (SDGs), highlighting his contributions to Quality Education (SDG 4), Good Health and Well-being (SDG 3), Reduced Inequalities (SDG 10), and Strong Institutions (SDG 16).

2.0 Award Recipient and Recognition

• Recipient: Tony Cattani, Principal of Lenape High School
• Award: 2025-26 High School National Principal of the Year
• Awarding Body: National Association of Secondary School Principals (NASSP)
• Ceremony: The award was presented on July 9 at the UNITED – The National Conference on School Leadership gala in Seattle.

3.0 Leadership Profile and Contribution to Sustainable Development Goals (SDGs)

Principal Cattani’s 18-year tenure at Lenape High School is distinguished by initiatives that directly support several key SDGs.

3.1 SDG 4: Quality Education

Mr. Cattani’s work fundamentally advances the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• Target 4.a (Safe and Inclusive Learning Environments): He has cultivated a positive and inclusive school culture, creating a safe, non-violent, and effective learning environment for all students.
• Target 4.c (Qualified Teachers): He has championed professional development and collaboration among educators by organizing over 3,000 peer observations and “collegiality cafes.” This commitment enhances teacher quality and instructional effectiveness.
• Target 4.7 (Education for Sustainable Development): His leadership’s emphasis on students’ academic and personal growth equips them with the knowledge and skills needed for responsible global citizenship.

3.2 SDG 3: Good Health and Well-being

The principal’s focus aligns with ensuring healthy lives and promoting well-being for all ages.

• Target 3.4 (Promote Mental Health and Well-being): A core component of his leadership philosophy is the prioritization of student well-being, addressing the holistic needs of the student population beyond academics.

3.3 SDG 10: Reduced Inequalities

His efforts contribute to reducing inequality within and among countries by fostering an inclusive educational setting.

• Target 10.2 (Promote Universal Social Inclusion): By developing an explicitly inclusive school culture, his leadership works to ensure that all students, regardless of background, have equal opportunities to thrive.

3.4 SDG 16: Peace, Justice and Strong Institutions

Principal Cattani’s long-term leadership demonstrates the development of an effective, accountable, and inclusive institution at the local level.

• Target 16.6 (Effective, Accountable and Transparent Institutions): His sustained 18-year leadership and continuous sharing of best practices at professional conferences (e.g., New Jersey Principals and Supervisors Association) exemplify the building of a strong and transparent educational institution.

4.0 NASSP Principal of the Year Selection Process

The national winner is selected through a multi-stage process:

1. Each of the 50 states, the District of Columbia, the U.S. Department of State Office of Overseas Schools, and the Department of Defense Education Activity select one high school principal to represent their jurisdiction.
2. From this pool of state-level winners, three national finalists are selected.
3. The High School National Principal of the Year is chosen from among the three finalists.

5.0 Additional Recognitions

• At the same event, Damon Lewis of Ponus Ridge STEAM Academy in Norwalk, Connecticut, was named the Middle Level National Principal of the Year for 2025-26.

Analysis of Sustainable Development Goals (SDGs) in the Article

SDG 4: Quality Education

• The article is centered on the achievements of a high school principal, Tony Cattani, who won the National Principal of the Year award. This award recognizes excellence in educational leadership, which is a cornerstone of providing quality education. The text highlights his efforts in creating a “positive and inclusive school culture,” focusing on “student well-being, and academic and personal growth,” and promoting “professional collaboration” among staff. These elements are all fundamental to the mission of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Identified SDG Targets

1. Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   • The article discusses a leader of a high school, the final stage of secondary education. The recognition of Principal Cattani for his excellence implies that his leadership contributes to creating an environment where students can successfully complete their education. His focus on “academic and personal growth” directly supports the goal of achieving relevant and effective learning outcomes for all students at Lenape High School.

2. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

   • The article states that Principal Cattani “has developed a positive and inclusive school culture.” This directly aligns with the target’s aim to promote a culture of peace, non-violence, and appreciation for diversity within the learning environment.

3. Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

   • The principal’s leadership, which “focuses on student well-being,” and his success in developing a “positive and inclusive school culture” are direct actions toward creating a safe, non-violent, and effective learning environment as described in this target.

4. Target 4.c: Substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

   • The article highlights that Principal Cattani “encourages professional collaboration” and “continues to share best practices with colleagues at New Jersey Principals and Supervisors Association conferences.” These actions are aimed at improving the quality and skills of educators, which is the core principle of this target.

Implied Indicators for Measuring Progress

1. Number of professional development activities

   • The article provides a specific and quantifiable indicator of professional collaboration by mentioning that the principal “has organized more than 3,000 peer observations and collegiality cafes.” This number can be used to measure the extent of efforts to improve teacher quality (Target 4.c).

2. Existence of a positive and inclusive school culture

   • The mention that the principal “has developed a positive and inclusive school culture” serves as a qualitative indicator. This can be measured through school climate surveys, student feedback, and behavioral records to track progress towards creating a safe and effective learning environment (Targets 4.7 and 4.a).

3. Sharing of best practices

   • The fact that the principal “continues to share best practices with colleagues at New Jersey Principals and Supervisors Association conferences” is an indicator of leadership that extends beyond a single school to improve the broader education system, contributing to the supply of qualified educators (Target 4.c).

SDGs, Targets, and Indicators Summary

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