A program which emphasizes "moving toward excellence" is described here, as developed and practiced at the L. D. Bell High School in Hurst, Texas. The program is based on the perception that the measure of an effective principal as the instructional leader of the school can be found in the perception and implementation of curriculum development. Principals should use the four domains of instructional leadership to develop and direct a school's curriculum. Under the first domain (formative) are the following prerequisites: (1) The role of the principal is to support the philosophy and goals of the concept of "education for all"; (2) the decision-making process should include faculty and staff; and (3) the knowledge base of the principal should be continuously developed. The second domain (planning) includes: (1) a thorough knowledge of state curriculum requirements and alternatives; (2) organization and effective use of staff; and (3) provision of opportunities for teacher improvement and development. Included under the third domain (implementation) are: (1) staff hiring, (2) setting teacher performance standards, (3) instilling a "lesson model" for teachers to follow, (4) ensuring teacher familiarity with the essentials of their curriculum, and (5) providing a specific model for lesson plan writing. Evaluation, the fourth domain, includes: (1) teacher evaluation, (2) student evaluation (using test scores), and (3) public evaluation. The role of the principal in the area of curriculum and instruction is the most critical component of the schools. Eight attachments to the paper include: a sample page from a principal's training program, a list of standards of teacher performance developed and used at the school, and sample lesson plans and guidelines. (MD)