When the scores came back, I read them, noted what they told me, and then I put them down and walked the halls. I lead for the kids and the teachers, not for the dashboard. The numbers can inform me, but I've decided they don't get to run this place, and there's a steadiness in holding that line.
More people experience this than they realize.
You lead for the people behind the numbers, using metrics without being ruled by them.
If this sounds familiar, the Library can help you find the bigger picture.