Education Commons^™

What role must principals play in order to effectively support literacy coaching efforts? This is a question that many educators have begun to ask (Burkins, 2007; Casey, 2006; Kral, 2007; Shanklin, 2007; Steiner & Kowal, 2007; Toll, 2008). Some suggest that principals can establish close relationships with literacy coaches by offering a number of structural supports (e.g., clear job descriptions, regular professional development, common planning times, and a school literacy team), as well as a number of relational supports (e.g., modeling collaboration and participation for teachers) (Kral, 2007; Shanklin, 2007). Others suggest that principals must participate actively in coaching work …