In this chapter I will argue that the content of the change in the school is much more important than has previously been reported in the literature. As I stated in the introduction, the literature on school improvement seldom deals with the substance of change, of what it is we are trying to change. As a case in point, the literature on the effective principal speaks of instructional leadership in a cavalier, offhand way, assuming some unspoken or unacknowledged understanding of what is meant. Yet few programs for administrators ever deal with instruction.