Tom Lindersmith, principal of Lakeridge High School in Lake Oswego (Oregon) manages a highly motivated school of 1,100 students and 68 staff by emphasizing facilitation, coordination, and delegation as the elements of instructional leadership. Lindersmith sees himself primarily as a facilitator--supporting and encouraging new ideas and programs (rather than necessarily initiating them), setting guidelines, budgeting for adequate programs, improving the school climate, receiving and giving feedback to teachers, and setting the tone for staff-student rapport. He delegates some of those duties often thought of as belonging to the principal--such as teacher evaluation, curriculum development, staff development, and discipline--to an administrative team that includes an assistant principal and two deans, so that instructional leadership becomes a team effort. Coordinating activities and channeling information are among Lindersmith's strengths, as decision-making and scheduling require communication at three levels--school, district, and community. Although Lindersmith's success at his own style of management may not be successful in every school, this profile does illustrate how instructional leadership might be conducted in a large and complex high school and offers one example of effective administration that adapts a personal style to the needs of an organization. (JW)