Instructional leadership is leadership that is directly related to the processes of instruction where teachers, learners, and the curriculum interact. These three elements constitute the domains of the instructional process. The principal alone often cannot be effective in the supervisory role because of lack of time, lack of specific training and expertise in the techniques of supervision, and the tension caused by the fact that the principal is usually the evaluator as well as the supervisor of teachers. The supervisory role could be carried out more effectively if the evaluation and supervision functions were separated and if principals were given training and experience in systematic observation and feedback techniques. The principal would provide formal evaluation for summative purposes while teachers would be trained to observe one another and to provide feedback for formative purposes as part of the staff development program. Other instructional leadership roles would be assigned to department heads, teaching colleagues, project directors, computer coordinators and program developers, and other administrators. Supplementary resources that could be tapped include students, self-analysis, support groups, referrals, and plans of assistance. In this way, principals could assume important new roles in such areas as inservice training, staff development, and probationary teacher work. (GJ)