Chapter 1 discussed the hectic roles that principals play. In Chapter 2, we noted the additional burdens imposed on principals by Race to the Top (RttT)— especially the call for principals to observe teachers more frequently. Now we address the demand for principals and others to learn the content of research on effective teaching, something that some have suggested principals know little about (Le Fevre & Robinson, 2014; Stein & Nelson, 2003). Hence one might conclude that many principals need to improve their understanding of this literature, especially since this literature goes beyond what most observation systems measure. We provide this needed knowledge, and believe that it can improve teaching. But, we note, learning and applying this information require time and skill.