It was the third day of the LEAD Connecticut Summer Institute for Turnaround Principals, a two-week workshop for new principals of low-achieving schools. One of the participants, Kenneasha Sloley, came in late, not exactly flustered but not looking very happy. When there was a break, her coach asked her how things were going, and she talked about how frustrated she was. Summer school was going on in her building, and she had made a promise to herself that she was going to check in with all the teachers every morning to let them know that she was supporting them, even though she was going to be at the workshop most days. But this morning, other administrative trivia had gotten in the way, and not only