Effective manager? Savvy politician? Heroic leader? School CEO? Reformers yearn for principals who can not only play these roles but also raise test scores and do so quickly. Many principals in different districts can earn thousands of dollars in bonuses for boosting student achievement. But the job of principal demands far more beyond gains in test scores. Principals are expected to maintain order, to be shrewd managers who squeeze a dollar out of every dime spent on the school, and astute politicians who can steer parents, teachers, and students in the same direction year after year. They are also expected to ensure that district curriculum standards are being taught, as well as lead instructional improvement that will translate into test score gains. I cannot forget that principals are caught smack in the middle between their district office bosses and teachers, parents, and students in each of their schools. Being a principal, then, is a tall order. As one New York City high school principal put it: “You’re a teacher, you’re Judge Judy, you’re a mother, you’re a father, you’re a pastor, you’re a therapist, you’re a nurse, you’re a social worker.” She took a breath and continued: “You’re a curriculum planner, you’re a data gatherer, you’re a budget scheduler, you’re a vision spreader.” Yet, at the end of the day, in the fourth decade of a school reform movement that began in the early 1980s, the pressures on principals remain and the lure of rewards for raising test scores and graduation rates, today’s measure of instructional leadership (e.g., promotion to the district office, a superintendency) persist.