”By providing summer professional learning time with outside consultants, and then devoting whole-school and departmental faculty meeting time to collaborative DL professional learning, teachers made strides in adopting, adapting, and piloting DL practices. In this way, leaders can work alongside teachers to make disciplinary literacy a reality in K-12 classrooms.”

“We might learn a great deal by simply asking teachers new to the school, department, or role to describe the school and departmental culture, as well as its instructional environment. A relative newcomer, a teacher who arrived after the conclusion of a particular professional learning project, might describe the current instructional environment and degree of teacher collegiality in such a way that we could easily compare that description to earlier accounts given by veteran teachers in the school.”

"Literacy coaches can dramatically increase their efficacy by partnering closely with their school’s principal. While this is easy to say—and widely acknowledged by researchers, coaches, and principals as recommended practice—exactly how to forge a close coach–principal relationship is not so clear.

One of the most powerful answers I have found in my work with coaches and principals is to define and refine a coaching theory of action."