The Connecticut Association of Schools is pleased to announce the winners of the 2026 Middle & High School Principal and Assistant Principal
of the Year Awards. Congratulations to these outstanding administrators!

• DR. DANA MULLIGAN, WOODLAND REGIONAL HIGH SCHOOL •
  2026 High School Assistant Principal of the Year

• CHRISTOPHER PALMIERI, DEPAOLO MIDDLE SCHOOL •
  2026 Middle School Principal of the Year

• ANTHONY “T.J.” SALUTARI, DANIEL HAND HIGH SCHOOL •
  2026 High School Principal of the Year

• MARK SUMMA, AVON MIDDLE SCHOOL •
  2026 Middle School Assistant Principal of the Year

*The elementary level award winners will be announced soon!

 
DR. DANA MULLIGAN
Dr. Dana Mulligan, assistant principal of Woodland Regional High School (WRHS) in Beacon Falls, has been selected as the 2026 High School Assistant Principal of the Year. Mulligan was nominated for the award by her fellow assistant principal, Ryan Mackenzie, and by WRHS Principal Kurt Ogren. Says Ogren, “Dana’s life and career are powerful reminders that leadership is not about titles but about character, commitment, and the courage to make a difference. She is, without question, a role model for every student and colleague who walks through Woodland’s doors.”

Mulligan has been assistant principal at WHRS for the past sixteen years and is a resident of Prospect, one of the towns in Region 16. Upon learning the news of her award, she remarked, “I am honored to be selected as the 2026 High School Assistant Principal of the Year. It is with immense pride that I represent Woodland Regional High School and Region 16. Woodland is a special place to lead, work, and learn. My Woodland family and my own family inspire my work every day. I’m fortunate to work with dedicated leaders, educators, and staff who are committed to student success.”
 
Mulligan maintains a laser-like focus on student success and has been instrumental in expanding early college experiences, Advanced Placement access, and career pathways, including EMT and CNA certification programs that have grown significantly under her leadership. She also champions innovative and inclusive programming for students with disabilities, helping to create meaningful academic, social, and extracurricular opportunities. “She has the ability to match each student’s personality with a pathway to success,” one student said. “She treats us like people, not just students.”

Teachers and staff credit Mulligan with fostering a culture of trust, collegiality and professional growth. “She values us as professionals and truly lets us drive the work,” one teacher shared. “Our ideas are welcomed, and we are trusted to lead in ways that make the school stronger.” A colleague added, “She sees strengths in people that they may not see in themselves and champions their growth—so many of us are better educators and leaders because of her.”

Mulligan demonstrates a deep and nuanced understanding of students and their families, grounded in careful listening and strong, sustained relationships. Affectionately known as the “mom of the school” and a “trusted repository of knowledge about children and families,” she is the first person colleagues turn to when they need advice about a student. She is highly attuned to the emotional and social dynamics of the school community, enabling her to anticipate challenges, respond with empathy and precision, and foster a climate of trust and support. “She embodies what education is about—connecting with kids, adults, and community,” one colleague shared. “She is flawless at it.”

Mulligan is highly regarded for her work in mentoring aspiring administrators and for her expertise in school safety, scheduling, curriculum development, and professional learning. She is known for leading by example and holding high expectations with care and compassion. “Dana challenges us to be reflective, consistent, and focused on what is best for students, while giving us the support to get there,” one staff member noted.

For Mulligan, leadership is rooted in presence and relationships. “Relationship-building is at the core of what I do,” she said. “I don’t have all the answers—I seek the insight and expertise of others. Shared responsibility and collaboration are what make a school work.” Whether greeting students in the halls, attending athletic and arts events, visiting families at home, or mentoring the next generation of leaders, Mulligan’s impact is felt far beyond her office door. As one student put it simply: “She genuinely wants us to succeed.”
 

 
CHRISTOPHER PALMIERI
DePaolo Middle School (DMS) Principal Christopher Palmieri has been named the 2026 State Middle School Principal of the Year, honoring his industrious, all-in leadership and his deep impact on both his school and the broader Southington community. Widely regarded as a principal who balances heart with structure, Palmieri has led DMS through significant growth by building systems that support both academic excellence and student well-being. Under his leadership, the school has strengthened instructional practices, expanded intervention and enrichment opportunities, and created a cohesive culture grounded in shared expectations and purpose.

“I am deeply honored and genuinely humbled to be selected as the Middle School Principal of the Year,” said Palmieri when he was notified of his selection. “This recognition truly reflects the collective work and dedication of my incredible staff and Southington’s administrative team that I have the privilege to serve alongside each day. I am grateful for the trust and partnership of our families and community, and most importantly, for our students, who remind me daily why this work matters.”

Palmieri is known for designing innovative structures that meet the diverse needs of middle school learners. Initiatives such as DMS’s intervention model, Leadership Program, Patriot Pride, and daily “cardio-social” have provided students with consistent opportunities for academic support, leadership development, and adult connections. These systems ensure that no student “falls through the cracks” while also giving learners space to explore interests, collaborate with peers, and develop confidence. As one student explained, “School feels organized, supportive, and welcoming. Mr. Palmieri makes sure we have what we need to succeed—not just in class, but as people.”

At the heart of Palmieri’s leadership is his belief that relationships drive success. He makes himself present in classrooms, hallways, lunch periods, and community events, ensuring that students and families feel connected to the school. “When I think about our school, to me it feels like a community,” one student shared. “Everyone is friends. Mr. Palmieri brings us together and helps us become our best selves.” One parent noted, “He has an incredible ability to connect with each child. My son became braver and more confident because of him.”

Families consistently praise Palmieri for his ability to make them feel welcomed and valued. Through weekly parent updates, Principal’s Bagel Breakfasts, and community-building events like DMS’s participation in Southington’s annual Apple Harvest Festival, Palmieri has strengthened trust between home and school and ensured that families feel informed and included in their children’s learning. Parents describe him as thoughtful and intentional, noting that his decisions are grounded in long-term impact rather than quick fixes. “He looks at the whole picture,” one parent shared. “You can see how his leadership has made the school stronger year after year.”

Staff and district colleagues describe Palmieri as a collaborative instructional leader who empowers others while holding the school to high standards. Teachers value his ability to align professional learning, data use, and social-emotional supports into a unified approach that benefits all learners. “He creates the conditions for adults to do their best work,” one colleague noted. “That’s why the impact on students is so strong.”

In addition to his myriad administrative duties as principal, Palmieri has spearheaded numerous leadership-based service projects that allow students to make a meaningful difference beyond the school walls. He also leads the district’s combined middle school drama club, a large-scale program that engages hundreds of students each year and requires an exceptional commitment beyond the school day. This popular after-school activity has expanded access to the arts while fostering creativity, confidence, and collaboration among students with diverse interests and backgrounds. The program stands as a powerful example of Palmieri’s belief in providing meaningful extra-curricular opportunities for all learners.

Through his unwavering commitment to kindness, equity, and community, Palmieri has made DePaolo Middle School a place where students are not only successful learners, but confident, caring citizens.
 

 
ANTHONY “T.J.” SALUTARI
Daniel Hand High School (DHHS) Principal Anthony “T.J.” Salutari has been named the 2026 High School Principal of the Year, recognizing more than a decade of student-centered leadership that has had a deep impact on school culture, equity, and academic excellence. He was nominated by Superintendent Dr. Craig Cooke who remarks, “Everything T.J. does is anchored in the student experience and that spills over to staff, creating a powerful environment where everyone’s actions and decisions are driven by what is best for students.” Salutari’s district colleagues credit him with “balancing academic rigor with the joy of learning” and leading with humility, vision, and purpose.

On learning of his selection as this year’s winner, Salutari stated, “Being chosen as the High School Principal of the Year is a humbling and meaningful honor. This recognition truly belongs to the entire Daniel Hand High School community. I sincerely appreciate the unwavering, student-focused dedication of our faculty and staff, and I am incredibly grateful to work alongside our outstanding students and their families.”

Salutari is known for his unwavering focus on safety, belonging, and high expectations. He spearheaded a four-year advisory program, aligned with the Collaborative for Academic, Social, and Emotional Learning (CASEL) standards, that ensures every student has a sustained, meaningful connection with an adult in the building and introduced initiatives like Wellness Wednesdays to support mental health. Under his leadership, DHHS has seen measurable gains in school climate, with a 20% increase in students reporting that the school is a caring place.

Salutari is respected by his staff for fostering a collaborative, professional culture rooted in trust and shared leadership. Teachers credit him with empowering them to lead, innovate, and grow. “He lets us drive the bus, values our opinions, and always asks for our input,” one staff member noted. “He is the best administrator I have ever worked for. We are where we are because he values teachers and creates a culture where staff want to work,” said another.

Central to Salutari’s leadership is a strong commitment to student voice and agency. Students describe him as “always available,” “deeply respectful,” and “unwavering in his belief that students should partner in decisions that affect them.” He is fully invested in developing students’ passions and helping their ideas come to life, from supporting student-created clubs and honor societies to mentoring students through initiatives like TEDx events, independent projects, and civic engagement. “If we have something we are passionate about, he puts aside administrative responsibilities to sit down with us and map out a plan to make it a reality,” one student shared.

Salutari’s impact is equally evident in his leadership around equity, instruction, and access. He led the elimination of the school’s lowest-level mathematics track, replacing it with co-taught courses and targeted supports that have resulted in a 100% pass rate in Algebra I. He supported the Seal of Biliteracy, expanded access to advanced coursework, and protected STEM, arts, and world language programming despite significant enrollment declines. Colleagues credit him with pushing a high-achieving school to grow further, as evidenced by DHHS’ recognition as a National Blue Ribbon School in 2024. “He likes to challenge himself and others—he truly believes no one grows in their comfort zone,” one administrator shared. “He welcomes dissent as a pathway to improvement.”

Beyond the school walls, Salutari is a visible and trusted presence in the Madison community, where he both lives and works. Whether attending athletic events, supporting the arts, or partnering with community organizations, Salutari has become a pillar of the community. “I moved here for the school system and came to realize the school system is the people—and in particular, Principal Salutari,” one parent shared.

True to form, Salutari deflects praise toward others. “My success comes from supporting staff and students, being firm, fair, and consistent, and never resting on our laurels,” he said. “We are always striving to be better—for every student, every day.”
 

 
MARK SUMMA
Mark Summa, assistant principal of Avon Middle School (AMS), has been named the state’s 2026 Middle School Assistant Principal of the Year, an honor that reflects his profound impact on students, staff, and the broader Avon school community. Summa was nominated by AMS principal Kristina Wallace, who calls him “the most tactful, strategic and balanced humans that I know in my life.” “He is an integral part of a special culture we have built in this school,” says Wallace. “Middle school is a transient time in children’s lives. His authenticity helps keep them grounded and connected.”

Reacting to the news of his award, Summa remarked, “Being nominated for, and then winning, Middle School Assistant Principal of the Year has been a truly incredible experience. This award highlights the collaborative efforts and extraordinary level of commitment of the educators at Avon Middle School, the supportive community of Avon, and partnership of the leadership team at Avon Public Schools. I am humbled to win this award and ecstatic to share the spotlight that this brings with my school community.”

Known for his calm presence and people-first leadership, Summa has helped cultivate a school culture where students feel safe, valued, and empowered to grow. Under his leadership, office-based discipline referrals have decreased significantly, and more than 90% of students report having a trusted adult at school. “He never looks at a child as a task,” one parent shared. “He is present, focused, and makes kids leave his office feeling good about themselves—even when tough conversations are needed.”

Central to Summa’s work is his belief that strong relationships are the foundation for learning. Parents, students, and staff consistently highlight his ability to connect authentically with young adolescents. One group of former students famously erupted into a spontaneous chant of “Vote for Mr. Summa!” upon hearing he was a finalist for the award. Students describe him as “forgiving, supportive, approachable, and very human,” noting that he listens, gives second chances, and helps them reflect and grow. A student shared, “He helped me turnaround from being a kid with bad grades and bad behavior into a leader and a strong student.” Through initiatives like the 8th Grade Mentorship Program, Town Hall meetings, and the Principal’s Advisory Council, Summa has elevated student voice and ensured that all students have access to leadership opportunities and a true sense of belonging.

Colleagues and staff point to Summa’s skill as both a relationship-builder and a thoughtful instructional leader. Teachers praise his presence in classrooms and hallways, his ability to make data accessible and actionable, and his commitment to meeting learners—students and adults alike—where they are. “In order to have expectations, you have to have relationships,” one teacher noted. “Mark is present everywhere, and his heart is in the work—kids feel it, staff feel it, he is unshakeable.” Administrators describe him as a leader who consistently chooses “the right path, not the easy one,” whether redesigning SEL programming, leading districtwide attendance initiatives, or strengthening instructional practices across departments.

Humble and self-effacing, Summa downplays his role in the school’s success, emphasizing that he is simply striving to give every student the support they need to thrive. “I try to listen, to be present, and to make deliberate decisions that are best for kids,” he said. “I want every student to feel seen, heard, valued, safe, and welcome. I tell students: ‘Do you. Make mistakes. Take risks. I’ll be here.’” It is this steady, compassionate leadership—grounded in trust, growth, and belief in others—that has made Summa a cornerstone of AMS and the larger Avon community.