Very few people would disagree that the work of the principal is multifaceted, hectic, and fraught with uncertainties, and given the ongoing press for accountability, the very work of the principal as instructional leader is shifting to ensure "results." There are myriad day-to-day activities that take principals away from the important work of instructional leadership because these activities need administrative detail and attention to ensure the overall effective management of the school. However, no matter how important this "other" work is, Hoy and Hoy (2006) assert, "Schools are about teaching and learning; all other activities are secondary to these basic goals" (p. 1). This handbook examines the work that must be accomplished by principals, as the instructional leaders of their schools. Very specifically, this book provides examination of learning and leading in the areas of developing a vision and culture that supports the supervision of the instructional program, professional development, and other processes to help teachers further develop their teaching. However, the concepts and tools presented in this book can assist all school personnel who coach and mentor teachers in the pursuit of improving instructional practices. The principal must be in a position to promote continuous learning and development of teachers who are challenged to teach students to higher standards of accountability. Tirozzi (2001) indicates, "The principals of tomorrow's schools must be instructional leaders who possess the requisite skills, capacities, and commitment to lead the accountability parade, not follow it". To accept this challenge, principals will need to be able to: set the tone for their buildings; facilitate the teaching and learning process; provide leadership and direction to their schools' instructional programs and policies; spend significantly more time evaluating staff and mentoring new teachers; sustain professional development for themselves and their staff members; and nurture personalized school environments for all students. Instructional leaders are about the business of making schools effective by focusing their attention, energy, and efforts toward student learning and achievement by supporting the work of teachers. To accomplish this critically important work, principals who want to be instructional leaders need to delve into the parts that support working with teachers to improve their instructional practices. Following introductory material in Chapter 1, the chapters in this book examine: (Chapter 2) Vision and School Culture; (Chapter 3) The Connection between Supervision, Professional Development, and Teacher Evaluation; (Chapter 4) Informal and Formal Classroom Observations; (Chapter 5) Preobservation Conferences; (Chapter 6) Extended Classroom Observations and Data Collection Instruments; (Chapter 7) The Postobservation Conference; and (Chapter 8) Final Thoughts. For ease in using this book as a handbook for instructional leadership, the content of each chapter is highlighted. Within each chapter, research and concepts are highlighted, but more importantly, suggestions for implementation along with the tools to apply research into practice are provided.