Education Week (3/26, Maxwell) reports that “principals’ time is too often strained by other requirements of the job to make room for substantive instructional coaching,” even as the job increasingly demands that principals “be inside classrooms, watching and studying teachers, and helping them improve as part of new teacher-evaluation systems.” The article cites a study published a few months ago in the journal Educational Researcher, which “found that the amount of time that principals spent on a broad range of activities related to instruction was not associated with gains in student performance” on standardized tests.