I would challenge this, and call it poor practice for an instructional leader. Administrators have a role, and an important one, I think in setting goals, articulating a vision for the school community, aligning practice, embedding professional development, and perhaps most importantly, collecting and helping to decide what data is useful to move practice. Collaboration, as you mention later on, is critical to developing practice — I would agree — the principal needs to be part of this.
That is one thing I wonder if you could go into more detail on — what counts as data? What data is important? How do you collect data on traditionally ‘soft’ skills like empathy?