Principal/Administrator Data Leader Self-Assessment

This self-assessment is grounded in a systematic review of academic research by Lee et al. (2024) that identified seven key domains of principal data literacy. While developed for principals, this self-assessment is also relevant to other administrative or supervisory roles within schools and school districts. The seven identified key dimensions of data literacy are:

Data Knowledge and Skills
Dispositions in Data Use
Fostering a Data-Driven Culture
Using Data for School Improvement & Evaluation
Using Data to Inform Your Own Leadership Practices
Using Data to Inform Teaching and Learning Practices
Communicating Data with Stakeholders

These dimensions describe the knowledge, skills, dispositions, and behaviors that research shows are associated with effective data-informed leadership.
For each statement, please indicate your level of agreement using the scale below. Your responses are intended to support self-reflection and professional growth. At the end of the survey, you will receive a customized report highlighting your strengths, areas to focus on for improvement, and specific suggested strategies and tools to support development in each domain.

Dimension 1: Data Knowledge and Skills

I know the different sources of data in my school/district and how to access them.

I can identify which types of data are appropriate for different school-level decisions and recognize the quality and limitations of that data.

I apply the appropriate methods and techniques to conduct analysis, generate insights, and guide action.

I understand data tools (e.g., dashboards, spreadsheets, reporting systems) well enough to guide staff use and ask critical questions about analyses.

Dimension 2: Dispositions in Data Use

I value the use of data as a tool for learning and school improvement, not just for accountability or compliance.

I encourage examination of data that challenges existing assumptions or prevailing narratives.

I am comfortable and confident in analyzing and interpreting data, making decisions based on data, and delegating responsibility for data use.

Dimension 3: Data Use for Fostering a Data-Driven Culture

I establish norms and structures that make collaborative data use safe, routine, and focused on improvement rather than blame.

I model effective data use by engaging in data conversations, asking questions, and making my thinking visible to staff.

I create expectations and routines within my school or department that ensure staff use data to monitor student performance, identify needs, and adjust plans (whether instructional or otherwise).

I clearly communicate expectations for how data should be used to support learning and improvement in our school.