School leadership is a key factor in school turnarounds. The general prescription for what school leaders should do tends to be this: Set high expectations for staff and students and give strong instructional supports. Most school systems recognize how tall an order this is, given everything else the principal job entails. Even principals who are ready to engage more deeply in curriculum and instruction are still expected to directly manage schedules, finances, facilities, student safety, and discipline, all while creating an engaging school culture and climate. This article presents three public school districts that have been test driving promising school leadership models that bolster principals' ability to focus on instructional leadership: (1) Council Bluffs Community School District in Iowa; (2) Fitchburg, Massachusetts; and (3) District of Columbia Public Schools. The three new school leadership models--School Administration Manager; Student Program Support Administrator; and Director or Manager of Strategy and Logistics--benefited these districts, even though they were not a panacea. For a variety of reasons, these districts still struggle to build sufficient staff capacity to address the myriad functions necessary to make schools successful. The experiences of these three school districts can inform other high-need districts that are considering modifying school leader roles and staffing structures to better support high-quality teaching and learning.