In this paper, an attempt is made to establish a hierarchical order of purpose for the elementary school principalship. In rank order, these purposes are (1) clinical supervision, whose central purposes are the improvement of instruction utilizing objective systematic feedback techniques and effective knowledge of group dynamics; (2) professional dialogue with staff in the planning of curriculum and the implementation of curricular programs; and (3) management functions. It is the author's contention that the impetus for change within education is strong enough to ultimately bring about the abolition of the building principalship. He advocates, therefore, that the educational profession should formulate guidelines for inservice education of career administrators, establish a hierarchical order of function for the role of the principalship, develop a clearinghouse system for identification of innovative programs, and come to grips with the political realities of the movement within education to abolish or circumvent the principalship. (Author/WM)