Purpose: Aspiring leaders need to be equipped to transform schools with both the understanding and skills to purposefully increase implementation of a rigorous curriculum in every classroom as they learn to lead diverse schools. To provide a rigorous curriculum, principals need effective skills to grow teachers’ instructional and pedagogical competencies. The development of these necessary skills should begin during the principal preparation program with the candidate’s ability to demonstrate instructional coaching competencies. Methods: The purpose of this mixed methods research study was to determine whether there was an improvement in principal candidates’ performance on the linear combinations of the indicators across the four examined Evaluation Cycles and in a qualitative phase, to pinpoint the significant improvements in principal candidates’ performances on observed indicators. Findings: The quantitative data showed that as candidates received ongoing coaching specific to their needs, their ratings improved. The qualitative results furthered the finding. This article argues that transforming schools must include developing human capital through instructional leadership and it must begin during principal preparation. Implications: Principal preparation programs and school districts should emphasize the importance for the principal’s instructional leadership skills as they are responsible for hiring, growing, and retaining effective teachers.
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