In this blog post, we’re talking about strategic leadership with a specific focus on data analysis—one of the most important skills school leaders must master before making strategic decisions. Strategic leadership is the first content category on the SLLA 6990 and Praxis 5412 exams, and it centers on a school’s vision, mission, and shared goals. But before leaders can guide committees or set meaningful goals, they must first look closely at the data. Effective strategic leaders always analyze data first—and then dig deeper.
Why Data Comes First in Strategic Leadership
Strategic leaders do not rely on assumptions or surface-level information. Instead, they begin with data to understand what is really happening in their school. General schoolwide data may show that a school is performing “well,” but it often hides important details. To make informed, equitable decisions, leaders must disaggregate data to uncover gaps, trends, and specific student needs.
For exam purposes, this is critical: if you see the term “disaggregated data” (or actions that reflect digging into subgroups and skills) in an answer choice, slow down and pay attention. It is frequently linked to the correct answer because it reflects how real strategic leaders think and act.
From Big Picture to Meaningful Insights
Schoolwide proficiency data provides a starting point, but it does not tell leaders who needs support or what skills are missing. Strategic leadership requires moving beyond overall percentages to ask deeper questions:
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Which students are approaching proficiency?
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Which students are below grade level?
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What skills are holding them back?
This is where disaggregation becomes powerful.
Disaggregating Data by Subgroup
Strategic leaders often analyze data by subgroup, such as:
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Gender
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English learners
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Students with disabilities
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Economically disadvantaged students
While it’s important to remember that students are more than their labels, subgroup data helps leaders identify achievement gaps. For example, English learners or students with disabilities may show significantly lower proficiency rates—not because of lack of ability, but because of language demands, testing conditions, or access to supports. Recognizing these gaps allows leaders to target resources strategically and equitably.
Going Even Deeper: Disaggregating by Skill
The most effective leaders don’t stop at subgroup data. They dig even deeper by analyzing specific skills. For instance, English learners may demonstrate strong phonological awareness and vocabulary, but struggle with higher-level skills such as:
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Inference
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Analysis
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Writing in response to reading
These higher-order skills align with the upper levels of Bloom’s Taxonomy and often require explicit instruction, modeling, and practice across content areas.
Using Data to Drive Strategic Action
Once gaps are identified, strategic leaders collaborate with others to design solutions. This may include:
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Working with teacher leaders and PLCs
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Developing common formative assessments
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Aligning instruction to test specifications
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Involving content-area teachers in literacy strategies
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Providing targeted professional development
Every decision is intentional and rooted in disaggregated data, ensuring that resources are directed where they are needed most. This collaborative, data-driven approach reflects shared leadership and shared goals—key concepts tested on leadership certification exams.
Final Thoughts for Exam Prep and Practice
Understanding how to analyze and disaggregate data is essential for both real-world leadership and exam success. Strategic leaders use data to identify gaps, plan targeted interventions, and improve student outcomes. On the SLLA 6990 and Praxis 5412 exams, always think like a strategic leader: start with data, dig deeper, and act intentionally.
For more support with your leadership certification exam, explore comprehensive study guides, audio courses, and full prep programs designed specifically for the SLLA 6990 and Praxis 5412 here.
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