Effective-schools research has determined that successful schools are invariably led by a principal who is recognized as an instructional leader. This paper synthesizes and attempts to clarify the most recent perspectives on instructional leadership. Data sources included professional educational journals, trade books on leadership, and anthologies of articles written by professional educators. The paper defines instructional leadership and identifies the personal and professional characteristics of instructional leaders and the tasks in which they engage themselves and others. The paper also discusses strategies for implementing instructional leadership at the school site, the role of the central office in enhancing instructional leadership, the effects of effective instructional leadership on student achievement, and transformational leadership. The paper recommends restructuring the principal's role so that the principal focuses on performing administrative functions and delegates instructional/curricular responsibilities to a curriculum director who works with lead teachers. (LMI)