Giving Compass' Take:

• The roles of school principals across the U.S. are changing, with an emphasis now on instructional issues and supporting and observing teachers. Education Dive talked to a few to get their takes.

• One of the main themes is that principals must make time to visit classrooms more often during the day as they adjust to more responsibilities. In what ways can organizations make sure they have institutional support?

• Here's what successful principal training improvement efforts look like.

We asked seven leading principals across the country this question: Given the increasing focus on instruction in principals' roles nationwide, how have responsibilities been redistributed in your building, and has this facilitated more bottom-up leadership opportunities? Here are their answers.

Amy Scruton — Willard Intermediate School, Santa Ana, California

"We have set very high instructional goals and everyone is part of the solution. So, for example, in math, my teachers recognize that student mathematical discourse is important. Using improvement science, they study the problem as a group. First they determine what they want to improve, then they determine what they think they could change to improve it. From there they test it out in the classroom and get data from the students. The teachers look at the data and tweak things again to see if they get better results."

Sah Brown — Eastern High School, Washington, D.C.

"With the increased focus on instruction, I know the majority of my time needs to be devoted to creating a vision of academic success in order to ensure our students receive a quality education. I've prioritized developing instructional leadership in others, such as my department chairs and assistant principals, and spend more time informally observing classrooms to gauge student learning across the building."

Read the full article about principals' roles and responsibilities changing by Roger Riddell and Linda Jacobson at Education Dive.