1

Fellow: _____________________________________
Waun Fulton Self-assessment date: ______________________
8/23/19
Principal Mentor: ____________________________
Dr. Jacqueline Jordan Reviewed on: ______________________________
Executive Coach: ____________________________
Dr. Carl Harris Reviewed on: ______________________________
Reiewed on: _______________________________
Reviewed on: ______________________________

Personal Leadership Development Plan

This form is to be completed by the Fellow and reviewed and approved by the mentor and coach. An electronic copy of this form is
available on the Fellows’ Moodle and on the Cohort’s Principal Residency website. Artifacts, documentation and/or experiences may
include courses (including specific assignments or activities), field experiences, conferences and school visits, work with your executive
coach, work with your mentor, work with DPI, work with other Fellows, etc.

Specialized
Trainings
Mentor Executive
Experiences Competencies Artifacts and (How did they
Standard 1: Fellow Current Approval Coach Approval
to Master the the Experience Documentation relate to each
Strategic Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)
SIP meetings, Visionary, PowerPoints,
Not
A. School vision, Mission and Demonstrated Leading staff creative thinking activities using
Strategic Goals: The school’s professional chart paper, exit
identity, in part, is derived from the ✔ Developing development tickets, Personal
vision, mission, values, belief and referencing Vision Statement.
goals of the school, the processes Proficient school vision,
used to establish these attributes, mission and
and the ways they are embodied in Accomplished strategic goals.
the life of the school community.
Distinguished

Proposing chan Effecting change, PowerPoints,

Not ges during lead visionary personal vision
Demonstrated
B. Leading Change: The school
ership team me statement.
executive articulates a vision and ✔ Developing etings, administ
implementation strategies for rative team mee
improvements and changes which Proficient tings and using
result in improved achievement for EVAAS data to i
all students. Accomplished nform decisions
, particularly ab
Distinguished out supporting g
rowth in math, b
ased on previou
s assessment s
cores for math.
 2
Not
Attending SIP, Delegation PowerPoints,
Demonstrated Intervention NSRF protocols
C. School Improvement Plan: The team and PBIS with staff
school improvement plan provides ✔ Developing meetings. members.
the structure for the vision. Values, Leading Creating plans
goals and changes necessary for Proficient professional that incorporate
improved achievement for all development facets and
students. Accomplished that is processes
embedded in from SIP,
Distinguished
the indicators of intervention team,
the school and PBIS
Maximizing
improvement Delegation Committeeto
committee
Not
Demonstrated teacher leaders
plan. assignments,
directly support
and providing proposals
the school
D. Distributive leadership: The the space for
school executive creates and utilizes ✔ Developing committees.
cultivating more
processes to distribute leadership
Proficient leadership
and decision making throughout the
school. among rising
Accomplished teacher leaders
and active
Distinguished
delegation
Requirements for Practicing Principals: Evidence or documentation to support rating:
✔ School Improvement Plan.
____
✔ NC Teacher Working Conditions Survey.
____
✔ Evidence of School Improvement Team.
____
✔ Student achievement and testing data.
____
____ Statement of school vision, mission, values, beliefs and goals.
✔ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
____
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.

I began the school year without actively using practices that actively reference the school vision, mission and strategic goals. Additionally, I did not consistently refe
rence distributive processes that exist in the school that complement school improvement plan. My growth is in the use of the school improvement plan's indicators
in conversations with teachers.

Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan

Mentor Principal, Executive Coach, administrative team
 3

Specialized
Trainings
Mentor Executive
Experiences to Competencies Artifacts and (How did they
Standard 2: Fellow Current Approval Coach Approval
Master the the Experience Documentation relate to each
Instructional Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)
Discussions Customer focus, SIP plan, student
Not
A. Focus on Learning and during admin time achievement
Demonstrated
Teaching, Curriculum, Instruction team meetings management, data,intervention
and assessment: The school creative thinking
executive leads the discussion about
✔ Developing about learning data, teacher
processes in the working
standards for curriculum, instruction
Proficient building, conditions survey
and assessment based on research
and best practices in order to observing Notes from
Accomplished classes. Having clinical
establish and achieve high
expectations for students. data discussions supervision cycle
Distinguished
with teachers (pre-conference,
about observation, and
Class
assessments and Creative thinking, Meeting minutes
post-conference)
Not
Demonstrated
observations,
how they customer focus, with teacher
feedback to
inform their time management
B. Focus on Instructional Time: teachers about
The school executive creates ✔ Developing instructional
lessons.
practices. in
Put
processes and schedules which
Proficient processes that
protect teachers from disruptions of
instructional or preparation time. protect
Accomplished instructional time
and do not
Distinguished
disrupt
instruction
Requirements for Practicing Principals: Evidence or documentation to support rating:
____ School Improvement Plan. among students
____ NC Teacher Working Conditions Survey. and teachers.
____ Evidence of School Improvement Team.
____ Student achievement and testing data.
____ Statement of school vision, mission, values, beliefs and goals.
____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
 4
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.

Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan

Specialized
Trainings
Mentor Executive
Experiences to Competencies Artifacts and (How did they
Standard 3: Fellow Current Approval Coach Approval
Master the the Experience Documentation relate to each
Cultural Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)
Attending PLTs, Creative thinking, PLT minutes, SIP
Not
attending customer focus, plan
Demonstrated
A. Focus on Collaborative Work leadership team conflict
Environment: The school executive ✔ Developing meetings, management,
understands and acts on the coverage in personal values
understanding of the positive role Proficient teachers'
that a collaborative environment can classrooms when
play in the school’s culture. Accomplished needed for their
attendance in an
Distinguished
IEP meeting.

SIP team Customer focus, Using school

Not membership
Demonstrated delegation, norms in
creative thinking conversations
B. School Culture and Identity:
The school executive develops and ✔ Developing with staff,
uses shared vision, values and goals students and
Proficient stakeholders.
to define the identity and culture of
the school. Conducting
Accomplished
Teacher of the
Distinguished
Year recognition
events.
 5
Referencing Creative thinking, EVAAS data,
Not
school data in responsiveness, admin team
C. Acknowledges Failures; Demonstrated
Celebrates Accomplishments and conversations customer focus meeting minutes,
Rewards: The school executive ✔ Developing with staff faculty
acknowledges failures and meeting minutes;
celebrates accomplishments of the Proficient provides uplifting
school in order to define the identity, notes in cards to
culture and performance of the Accomplished staff members
school
recognizing their
Distinguished
efforts.

Classroom Creative thinking Facilitates

Not
Demonstratedobservations, delegation Teacher of the
D. Efficacy and Empowerment: distribute year and
The school executive develops a ✔ Developing leadership Teaching
sense of efficacy and empowerment experiences to assistant of the
among staff which influences the Proficient staff members, year award
school’s identity, culture and such as leading nomination
performance. Accomplished committees. processes and
Coordinating recognition
Distinguished
teacher of the events.
year nomination
Requirements for Practicing Principals: Evidence or documentation to support rating:
____ School Improvement Plan. process.
____ NC Teacher Working Conditions Survey.
____ Evidence of School Improvement Team.
____ Student achievement and testing data.
____ Statement of school vision, mission, values, beliefs and goals.
____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.

Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan

 6

Specialized
Trainings
Mentor Executive
Experiences to Competencies Artifacts and (How did they
Standard 4: Fellow Current Approval Coach Approval
Master the the Experience Documentation relate to each
Human Resource Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)
Learning about, Customer focus, PLT meeting
Not
Demonstrated observing and creative thinking, minutes
managing the responsiveness,
A. Professional Development/
Learning Communities: The
✔ Developing professional time
development management,
school executive ensures that the
Proficient sessions ethics, personal
school is a professional learning
community. occurring in responsibility for
Accomplished school performance
Distinguished

Not Facilitating staff Customer focus, Interview

Demonstrated morale, recruiting responsiveness, scheduler,
staff to part in time management interview email
B. Recruiting, hiring, placing and
Developing interviews template for
mentoring of Staff: The school ✔ candidates,
executive establishes processes and
Proficient emails to job
systems in order to ensure a high-
quality, high performing staff. candidates.
Accomplished

Distinguished

Supervision cycle Customer focus, NCEES

Not
with teacher time evaluation tool,
Demonstrated
C. Teacher and Staff Evaluation: consisting of management Google sheet
The school executive evaluates Developing pre-conference, containing notes
✔ observation, and about teacher
teachers and other staff in a fair and
equitable manner with the focus on Proficient post-conference. evaluations.
improving performance and, thus Completed
student achievement. Accomplished supervision cycle
with teacher.
Distinguished
 7
Requirements for Practicing Principals: Evidence or documentation to support rating:
____ School Improvement Plan.
____ NC Teacher Working Conditions Survey.
____ Evidence of School Improvement Team.
____ Student achievement and testing data.
____ Statement of school vision, mission, values, beliefs and goals.
____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.

Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan

NCEES
evaluation tool,
Google sheet
containing notes about teacher evaluations. Completed supervision cycle with teacher.

Specialized
Trainings
Mentor Executive
Experiences to Competencies Artifacts and (How did they
Standard 5: Fellow Current Approval Coach Approval
Master the the Experience Documentation relate to each
Managerial Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)
Budget planning Creative thinking, Funding Supervision cycle Customer focus,
Not
Demonstrated and monitoring time allocations with teacher time
conversations management, spreadsheets, consisting of management
A. School Resources and Budget: pre-conference,
The school executive establishes
✔ Developing organizational leadership and
skills admin team observation, and
budget processes and systems
Proficient meeting minutes post-conference.
which are focused on, and result, in
improved student achievement.
Accomplished

Distinguished
 8
Using facilitative Conflict Copies of
Not
Demonstrated
mediation for management, facilitative
B. Conflict Management and students, personal mediation
Resolution: The school executive conducting values,
✔ Developing
effectively and efficiently manages mediation responsiveness
the complexity of human interaction
Proficient between staff
so that the focus of the school can
be on improved student members,
Accomplished building
achievement.
opportunities for
Distinguished
feedback (plus,
deltas) in
Emails
meetingsto staff, Responsiveness,Introductory
Not
Demonstrated emails to parents, conflict letters to families,
C. Systematic Communication: newsletter management, letter to staff,
The school executive designs and ✔ Developing provided routinely customer letter to students
utilizes various forms of formal and to focus Emails to staff
informal communication so that the Proficient staff, parents. members about
focus of the school can be on Using the Remind resolving
improved student achievement. Accomplished messaging technological
system to issues such as
Distinguished
communicate to storing discipline
families. referrals in
Using norms in Customer focus Use
ECATSof the
andschool
Not
Demonstrated daily norms
voting in
forstaff
teacher
conversations meeting minutes
of the year.
D. School Expectation for ✔ Developing with teachers and
Student and Staff: The school
students. Student incident
executive develops and enforces
Proficient statement forms
expectations, structures, rules and
procedures for students and staff. Creates forms for
Accomplished
students to
Distinguished document
statements when
incidents occur.
Requirements for Practicing Principals: Evidence or documentation to support rating:
____ School Improvement Plan.
____ NC Teacher Working Conditions Survey.
____ Evidence of School Improvement Team.
____ Student achievement and testing data.
____ Statement of school vision, mission, values, beliefs and goals.
____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
 9
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.

Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan

Specialized
Trainings
Mentor Executive
Experiences to Competencies Artifacts and (How did they
Standard 6: Fellow Current Approval Coach Approval
Master the the Experience Documentation relate to each
External Development Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)
Constructing Customer focus, Notes available
Not
Demonstrated relationships responsiveness from planning
A. Parent and Community with parents meeting for
Involvement and Outreach: The
school executive designs structures
✔ Developing consistently via equity run.
attending PTA
and processes which result in parent
Proficient meetings,
and community engagement,
support and ownership for the creating a
Accomplished school-wide 3K
school.
run for charity
Distinguished
raising
awareness for
✔ Fire
racialdrills,
and fire Staff forms that
Not
Demonstrated marshal
cultural equity require
inspections,
practices signatures are
B. Federal, State and District lockdown completed, safety
Developing
Mandates: The school executive drills are
drills
Designs executive protocols and
Proficient documented with
processes in order to comply with
federal, state and district mandates. signatures,
Accomplished coordinating staff
preparation for
Distinguished
fire marshal
inspection
 10
Requirements for Practicing Principals: Evidence or documentation to support rating:
____ School Improvement Plan.
____ NC Teacher Working Conditions Survey.
____ Evidence of School Improvement Team.
____ Student achievement and testing data.
____ Statement of school vision, mission, values, beliefs and goals.
____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.

Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan

 11

Specialized
Trainings
Mentor Executive
Experiences to Competencies Artifacts and (How did they
Standard 7: Fellow Current Approval Coach Approval
Master the the Experience Documentation relate to each
Micro-Political Leadership Self-Rating (Initial Indicating (Initial Indicating
Standard will Utilize of Mastery standard for you?
Your Support) Your Support)
What did you
learn?)

✔ Individual staff Responsiveness, School

Not
Demonstrated interviews, customer focus, one-pager that
A. School Executive Micro- routine pulse ersonal values exhibits traits of
Political Leadership: The school Developing checks with staff the school
executive develops systems and members. community.
relationships to leverage staff Proficient
expertise and influence the school’s
identity, culture and performance. Accomplished

Distinguished

Requirements for Practicing Principals: Evidence or documentation to support rating:

____ School Improvement Plan.
____ NC Teacher Working Conditions Survey.
____ Evidence of School Improvement Team.
____ Student achievement and testing data.
____ Statement of school vision, mission, values, beliefs and goals.
____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement.
✔
____Evidence of shared decision-making and distributed leadership.
____ 360 Degrees Feedback.
Other: ______________________
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.
Growth occurs as I attend school board meetings and meet individually with teachers to check in on their well-being and ascertain how I may support them in their
practice.
Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan
 12

Competencies

A competency is a combination of knowledge (factual or experiential) and skills that one needs to effectively implement the practices.
The principal may or may not personally possess all of these competencies but must ensure that a team is in a place that not only
possesses but also can effectively and efficiently execute them.

These 21 competencies are listed in the NC Standards for School Executives to emphasize their importance to make sure they are
incorporated into the development of school leaders.
Competencies Fellow Self Ranking Experiences Planned Around
This Competency
Not Listens to feedback, Letters to families,
Demonstrated communicating to staff via email and
during staff meetings
Communication: Effectively listens to others; clearly
and effectively presents and understands information
✔ Developing
1 orally and in writing; acquires, organizes, analyzes, Proficient
interprets, maintains information needed to achieve
st
school or team 21 century objectives. Accomplished

Distinguished

Not
SIP plan, voting processes in place
Demonstrated

Change Management: Effectively engages staff and ✔ Developing

community in the change process in a manner that
2 ensures their support of the change and its Proficient
successful implementation.
Accomplished

Distinguished
 13
Not
Use crucial conversations, facilitative
Demonstrated mediation to manage conflict that may
arise.
Conflict Management: Anticipates or seeks to
✔ Developing

3 resolve confrontations, disagreements, or complaints Proficient

in a constructive manner.
Accomplished

Distinguished

Not Using protocols to produce creative

Demonstrated thinking, creating time in meetings for
staff members to devise solutions or
✔ Developing action
Creative Thinking: Engages in and fosters an steps to address issues impacting
4 environment for others to engage in innovative Proficient student learning.
thinking.
Accomplished

Distinguished

Not Modeling that students are our

Demonstrated customers during staff meetings, PLTs,
and in conversations with visitors and
✔ Developing stakeholders, including at the district
Customer Focus: Understands the students as curriculum fair.
5 customers of the work of schooling and the servant Proficient
nature of leadership and acts accordingly.
Accomplished

Distinguished

Assigning tasks to staff members based

Not
on their strengths for them to experience
Demonstrated
leadership opportunities: instructional -
Delegation: Effectively assigns work tasks to others ✔ Developing establishing teacher mentors,
in ways that provide learning experiences for them managerial - carpool leader.
6 and in ways that ensure the efficient operation of the Proficient
school.
Accomplished

Distinguished
 14
Establishing safe space built on trust for
Not
Demonstrated crucial conversations to be held and
respected, providing mediation as
Dialogue/ Inquiry: Is skilled in creating a risk free ✔ Developing necessary. Using NSRF protocols to
environment for engaging people in conversations engage in dialogue about dilemmas.
7 that explore issues, challenges or bad relationships Proficient
that are hindering school performance.
Accomplished

Distinguished

Not Seeking feedback, conducting

Demonstrated observations and providing feedback to
Emotional Intelligence: Is able to manage oneself instructors
through self awareness and self management and is
able to manage relationships through empathy, social
✔ Developing
8 awareness and relationship management. This Proficient
competency is critical to building strong, transparent,
trusting relationships throughout the school Accomplished
community.
Distinguished

Not District meetings, attending PLCs,

Demonstrated attending professional development
required by the district
Environmental Awareness: Becomes aware and ✔ Developing
remains informed of external and internal trends,
9 interests and issues with potential impacts on school Proficient
policies, practices, procedures and positions.
Accomplished

Distinguished

Consistent articulation of preparing

Not
Demonstrated students for successful college and
career entry in staff meetings, during
Global Perspective: Understands the competitive ✔ Developing PLTs, and in conversations with
nature of the new global economy and is clear about students and stakeholders.
10 the knowledge and skills students will need to be Proficient
successful in this economy.
Accomplished

Distinguished
 15
Attending administrative team meetings
Not
Demonstrated and leadership team meetings

Judgment: Effectively reaching logical conclusions ✔ Developing

and making high quality decisions based on available
11 information. Giving priority and caution to significant Proficient
issues. Analyzing and interpreting complex
information. Accomplished

Distinguished

Meetings with mentor principal, cohort

Not
Demonstrated director and executive coach in
progress monitoring the goals of my
Organizational Ability: Effectively plans and ✔ Developing personal leadership development plan.
schedules one’s own and the work of others so that
12 resources are sued appropriately, such as scheduling Proficient
the flow of activities and establishing procedures to
monitor projects. Accomplished

Distinguished

Conducting self-checks, frequent reflecti

Not
on on practice.
Demonstrated

Personal Ethics and Values: Consistently exhibits ✔ Developing

high standards in the areas of honesty, integrity,
13 fairness, stewardship, trust, respect, and Proficient
confidentiality.
Accomplished

Distinguished

Not
Reflecting on goals set, seeking
Demonstrated feedback from mentor principal, cohort
Personal Responsibility for Performance: director, executive coach,
Proactively and continuously improves performance ✔ Developing assistant principals.
by focusing on needed areas of improvement and
14 enhancement of strengths; actively seeks and Proficient
effectively applies feedback from others; takes full
responsibility for one’s own achievements. Accomplished

Distinguished
 16
Asking questions, being intentional in
Not
Demonstrated conversations held about any
unaddressed matters.
Responsiveness: Does not leave issues, inquiries or Developing
requirements for information go unattended. Creates
15 a clearly delineated structure for responding to ✔ Proficient
requests/ situations in an expedient manner.
Accomplished

Distinguished

Monitoring data and having dialogue wit

Not
Demonstrated
h staff members about student data.

Results Orientation: Effectively assumes Developing

responsibility. Recognizes when a decision is
16 required. Takes prompt action as issues emerge. ✔ Proficient
Resolves short-term issues while balancing them
against long-term goals. Accomplished

Distinguished

Not
Doing pulse checks on staff members to
Demonstrated inquire on their well-being, being
Sensitivity: Effectively perceives the needs and observant to students
concerns of others; deal tactfully with others in Developing
emotionally stressful situations or in conflict. Knows
17 what information to communicate and to whom. ✔ Proficient
Relates to people of varying ethnic, cultural, and
religious backgrounds. Accomplished

Distinguished

Attending school improvement team

Not
meetings, attending PTSA meetings,
Demonstrated
building and maintaining relationships
Systems Thinking: Understands the Developing with families within school community.
Interrelationships and impacts of school and district
✔
18 influences, systems and external stakeholders, and Proficient
applies that understanding to advancing the
achievement of the school or team. Accomplished

Distinguished
 17
Using the latest technology in staff
Not
Demonstrated meetings, during presentations to
stakeholders and encouraging the use
Technology: Effectively utilizes the latest Developing of this
technologies to continuously improve the technology through modeling for staff
19 management of the school and enhance student ✔ Proficient members to see, try and use. Utilizes
instruction. Google tools such as Slides, Sheets for
Accomplished presentations and for reference by staff.
Distinguished

Use of to-do lists, such as Google Keep,

Not
Demonstrated
to monitor deadlines and tasks that
need to be completed. Uses Google
Time Management: Effectively uses available time to Developing Calendar and Trello to manage tasks
complete work tasks and activities that lead to the and deadlines.
20 achievement of desired work or school results. Runs ✔ Proficient
effective meetings.
Accomplished

Distinguished

Establishing a wildly important goal

Not
Demonstrated
aligned to school's vision and mission.
Inspiring staff members to foresee high
Visionary: Encourages Imagineering by creating an ✔ Developing aspirations for the school community.
environment and structure to capture stakeholders
21 dreams of what the school could become for all the Proficient
students.
Accomplished

Distinguished