During a recent weeklong professional learning, I asked the principals sitting at my table what specific instructional priorities they would have for the upcoming school year. Yet, research consistently finds that effective principals have the capacity to improve student learning outcomes. While essential, instructional coaching and feedback require a level of instructional expertise that many principals struggle to prioritize. Some of the very competing priorities administrators face could be avoided if they spent more time on improving instructional practice in the first place. And if that focus is not connected to improving instruction and ultimately student outcomes, ask yourself whether it is worthy of your—and your teachers’—time.