ABSTRACT
A common factor linking the varied roles of literacy coaches is that the fundamental characteristic of all of their work revolves around their classroom colleagues. Literacy coaches need self-reflection to explore their own practice as well as the underlying beliefs that guide their work with teachers. This introspection and self-awareness leads to change and greater informed actions. A critical aspect of the partnership literacy coaches maintain with classroom teachers is active inquiry and reflection in professional practice. Self-reflection is simply a non-negotiable in the goal of instructional improvement—for classroom teachers but also, significantly, for literacy coaches. Some school systems furnish their literacy coaches with professional development so that their abilities in instructional leadership continue to flourish and their schools' change efforts progress in a purposeful, strategic manner. The importance of reading credentials does not lie simply with the issue of perception and credibility.
