Most principals today are hard pressed to find time for the multitasking they are expected to do, from overseeing the daily operation of their schools and interacting with parents to evaluating teachers and providing them with professional development to do their jobs at a high level. What these principals have frequently been lacking, say experts in the field, is sufficient professional development for themselves. In fact, a 2008 survey by the National Association of Elementary School Principals (NAESP) found that its members allocated just 2 percent of their school time, on average, to their own continuing education as school leaders. Educational organizations such as NAESP, Association for Supervision and Curriculum Development (ASCD), the international education association, and the American Association of School Administrators (AASA) are promoting more intensive leadership training. All of these groups agree that the most critical role principals can play is that of instructional leader. For starters, they say principals need to devote a larger portion of the school day to supervising curriculum, visiting classes, and providing effective professional development for teachers--from having them view videos of successful peers to having more experienced faculty mentor them.