Effective schools research has verified that schools are rarely effective unless the principal is a proficient instructional leader. This article summarizes five recent studies examining the practices and qualities comprising good instructional leadership. A Seattle study by Richard L. Andrews disclosed a statistical correlation between student gains in reading and mathematics and teachers' perceptions of their principal's effectiveness--especially in schools with many low-income students. Phillip Hallinger and Joseph Murphy found that a community's socioeconomic status heavily affected the behavior of effective instructional leaders and their choice of management style. In San Francisco, David C. Dwyer found that proficient instructional leaders act on personal beliefs and values, as well as perceptions of their schools' and communities' needs. In Texas, William Rutherford and his associates studied the principal's impact on teachers' instructional improvement efforts. The most successful principals clearly communicated expectations, provided technical assistance, and monitored the results. Finally, Thomas Bird and Judith Warren Little showed that effective instructional leadership means cultivating and sustaining norms of civility, collegiality, and continuous improvement. A summary of each study is provided, together with full bibliographic and availability information. (MLH)