The role of principal as supervisor and evaluator of teachers is central to instructional leadership, and this means direct involvement through classroom observation and interaction with each teacher. Principals often neglect this role, with lack of time usually given as the reason. There are other reasons: Interacting with teachers about their teaching can be a sticky business, and they are often defensive and resentful. Principals often lack skill and training in the prerequisites for a good relationship; these include a repertoire of observational skills and recording techniques, a working knowledge of a range of instructional strategies, a set of interpersonal skills, and feedback strategies to use in conferences with teachers. There is evidence that these techniques are what teachers are looking for but in many cases are not getting. An appendix lists 31 desirable supervisory techniques for use prior to, during, and after a formal observation. A list of 14 references is provided. (DCS)