Principals are quick to agree that communication is an extremely important part of their daily work and that technology provides them with more opportunities and methods for effective communication than ever before. However, even though technology has made it possible for principals to share excessive amounts of information with teachers, students, parents, and other constituencies, it is doubtful that the effectiveness of communication within schools and school districts has improved at the same rate as technology. Therefore, because the need for meaningful and valuable communication is greater than ever, principals need to understand how to communicate for results, rather than simply for information exchange. If administrators are truly going to lead their schools to better performance, they will not only need to recognize strategies that improve and enhance communication, but also develop the communication skills that will meet the needs of the information receivers. There is a compelling need for principals to develop best practices in communication and to assess their own effectiveness so they can improve and sustain quality communication. To be understood--and to help constituents understand each other--principals must develop a systematic approach for assessing and benchmarking their communications. Here, the author suggests some questions principals should consider in assessing school communications: (1) Is the right person communicating?; (2) Is the information valuable and meaningful?; (3) Do constituents feel informed?; (4) Am I listening to concerns?; and (5) Is communication ongoing and systematic? Includes a self-assessment rubric. (Contains 1 figure.)