ABSTRACT
A role embraced by many literacy coaches is that of resource manager. Taking on this responsibility demands coaches be knowledgeable about core programs, supplementary materials, web-based resources, instructional tools, and, pertinent professional information—through books, journals, articles, and research. Classroom teachers frequently visit literacy coaches for the express purpose of locating resources. As beneficial as it is for literacy coaches to be able to identify, locate, and provide appropriate instructional resources for teachers as they plan learning experiences for their students, coaches cannot allow themselves to be placed in this box as their primary role. Assembling the appropriate resources for a school can be somewhat generic in the sense that high-caliber resources share similar characteristics for all schools. Most literacy coaches have built their own professional library well before assuming an instructional leadership role within a school. Children's books can be organized by readability, fiction versus information, genre, themes, or other pertinent characteristics unique to the school's needs.
