Educational leaders understand their role in creating a schoolwide goal of continuous learning for teachers and students. They know the importance of identifying and providing the resources and professional learning necessary to foster improvements with the greatest potential to increase student achievement (DuFour & Mattos, 2013). However, not all principals have a strong knowledge base in all areas of instruction. School leaders often lack the specific teaching experience, knowledge, or expertise needed to be an instructional leader in reading and literacy learning (Hoewing, 2011). Principals and other administrative leaders need professional development, resources, and tools to guide them in building a continuous progress model in literacy learning. “Leadership content knowledge in regard to teaching young children to read must focus both on how students learn