The purpose of this study was to determine how principals spend their time and to test a new structure using business management trained staff to increase principal time spent on academic achievement and gap closure. Twenty-one elementary school principals were randomly selected for a week-long time-task analysis. Data collectors shadowed the principals collecting data every five minutes for one week. Surveys of parents, students and staff were conducted to determine perception of the principal's role. School Administration Managers (SAMs) were placed in pilot schools to determine if principals would increase time spent on instructional duties and, if so, would this increase the rate of student achievement gain. Principals with SAM's increased the amount of time spent on instructional leadership to 66%. (29% without SAMs) The rate of student academic achievement gain more than doubled after one year. The study indicates that the traditional administrative structure of elementary schools does not allow principals adequate time for instructional leadership, that the principal's day is fragmented and "interrupt driven," that principals can increase time spent on instructional leadership and that this change in the use of time results in increased student achievement and gap closure. Policy makers should consider if the principal's job is doable as currently structured. Appended are: (1) Principal Time/Task Analysis; (2) Student Perception of Principal's Role; and (3) Teacher Perception of Principal's Role. (Contains 11 tables.)