In today's data-driven and data-informed educational landscape, leaders face increasing pressure to make decisions and present results based on what appear to be comprehensive statistical analyses. However, the ethical implications of these responsibilities can be complex, particularly when statistical results carry the potential to be miscommunicated, misinterpreted, misrepresented, or even misused. This article explores some of the critical aspects of ethical statistical practices in educational leadership and provides practical considerations for leaders in using and presenting data responsibly. Specifically, the narrative contained herein emphasizes ethical practice associated with statistics and data analysis, not simply the ethics of general research practices. By examining common intentional and unintentional misuses of statistics, as well as providing recommendations for best practices, this article aims to equip educational leaders with some practical tools and dispositions necessary to ensure that their data-driven, data-informed decisions are ethical, transparent, and serve the best interests of their students and constituents.