As we saw in Part II, rising expectations for principals require that school systems modify their policies and practice to support principals as instructional leaders. Christopher Cross and Robert Rice (2000) concur. "Enabling principals to put instructional leadership first," they write, "requires a realignment in school districts of the practices, responsibili- ties, and duties assigned to principals, and will entail delegating many of the nonacademic tasks to assistant principals or other staff members" (p. 62). Indeed, some school systems are experimenting with dividing the duties of principals into two positions, one which ad- dresses the instructional leadership of teachers while the other focuses on non-instructional tasks such as food services and building maintenance.