Teacher Data Leader Self-Assssment

This self-assessment is grounded in a systematic review of academic research by Lee et al. (2024) that identified seven key domains of teacher data literacy. While developed for teachers, this self-assessment is also relevant to support staff within schools. The five identified key dimensions of data literacy are:

Data Knowledge
Skills in Using Data
Dispositions towards Data Use
Data Applications across Purposes
Data-Related Behaviors in School

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.

The scale for this survey is as follows: Strongly Agree, Somewhat Agree, Neutral, Somewhat Disagree, Strongly Disagree

Dimension 1: Data Knowledge

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

I understand the purposes, strengths, and limitations of the assessments and data sources I use in my classroom.

I recognize how my school’s expectations and routines influence when and how I use data.

Dimension 2: Data Skills

I can interpret data to identify patterns, misconceptions, and areas of need in student learning.

I use data to determine and adjust instructional strategies or supports.

I utilize multiple sources of data (e.g. assessments, student work, observations) to understand trends in student learning.

I understand data tools (e.g., dashboards, spreadsheets, reporting systems) well enough to conduct analysis and collaborate with my peers.

Dimension 3: Dispositions towards Data Use

I feel confident using data to make instructional decisions about my teaching and student learning.

I feel safe and empowered to share data, explain my reasoning, and engage in honest dialogue about findings with colleagues without fear of judgement.

I view data as a tool for learning and improvement, not just for accountability and compliance.

I am willing to engage with new data sources or tools when they can help me better understand student learning.