The program requires principals to attend three continuous development meetings each school year.

Designated regional literacy specialists, housed in statewide educational cooperatives, will participate in training and serve as adjunct members of the local leadership team. The local leadership team will include a project director, the state literacy training specialist and state literacy services coordinator. The local leadership team will provide professional development and technical assistance to the larger group of site based literacy coaches and literacy service coordinators.

Local board members, principals, and teachers who are identified by the local board as leaders in reading instruction are encouraged to develop a local comprehensive reading program for students K-3. Reading leadership training programs are established in county offices of education and districts throughout the state to train those above individuals identified as local reading instruction leaders.

Legislation enacted in 1999 required Priority School Districts to perform assessments of institutional and teacher needs "related to the attainment of the goal of reading success for children in its schools;" established a State-Wide Early Reading Success Institute; and required each Priority School District to develop a three-year in-service reading instruction training plan for the professional development of the district's school librarians, elementary school principals and not less than seventy percent of its teachers in grades kindergarten to three, inclusive.

The Illinois State Board of Education will implement an extensive system of support to assist districts for the Reading Excellence Act (REA) Illinois grant through the Principals' Cadre, a cadre of principals from high-performing schools that share important characteristics with REA schools, who will provide formal and informal support to build REA leadership.

Local Reading Improvement subgrantees will be required to develop a Reading Excellence Management Team that will participate in coursework through the University of Maine's Center for Early Literacy. The course will include early literacy, parental involvement and family literacy.

A full-time literacy coordinator must fulfill a leadership role in reading instruction in participating schools. Grant proposals must indicate how the school principal will demonstrate leadership and continuous support to staff for the implementation of the grant. The grant application must be accompanied by a Letter of Agreement signed by the school principal. The importance of teacher participation in school leadership is reflected in the RFP, which requires applicants to indicate both how full-time faculty participated in the decision to seek a BayState Readers grant and how teachers will participate in upcoming decisionmaking on grant implementation.

One CPC-program proposal may be submitted per town. Proposals are to be drafted by a community partnership council, which is to take on a leadership role in program management. Each council must name a lead agency (a school district, licensed child care agency or Head Start program) to coordinate services among the participating agencies. The state board must likewise establish an office of school readiness to establish a statewide system of early learning programs "that promotes school readiness, early literacy and academic success for all Massachusetts children entering primary education. The office may submit legislative and budgetary recommendations to the commissioner, the clerk of the house of representatives and the clerk of the senate, and the house and senate committees on ways and means, which it deems necessary to promote school readiness or improve the delivery of early education in the commonwealth (statute)." Statute: "The board shall appoint a state advisory council on early care and education" to study, report and advise on early childhood education in the state. Each council must have one school principal.

Any school implementing the program must support school-based leadership for the literacy program by creating a school-based Literacy Leadership Team comprised of the school's Literacy Coordinator, teaching staff and principal, and whose goal it is to establish literacy as the school's instructional focus. The Literacy Coordinator (see "teacher" component) is to serve a leadership role in reading instruction in his/her building. Proposals must address "how the district will help principals further develop leadership skills necessary to support a schoolwide literacy program" (RFP).

Letters are distributed to principals and superintendents at the commencement of every school year to encourage them to participate in the program. Oftentimes, a point person, usually a school librarian, is designated a leadership role in participating schools to coordinate program participation.

Leadership is explicitly stated as an issue on which the curriculum at the regional training site should focus. Regional training sites should offer courses to train future teacher trainers.

The individuals selected for the Best Practice Network (BPN) in reading have received extensive training to help teachers improve student learning and implement the Minnesota Graduation Standards. These teacher-leaders become valuable resources in their own classrooms, schools and districts and have a commitment to be available to teachers, schools and districts in their region of the state as individual and group mentors.

School districts must provide professional development for principals in the areas of scientifically based reading research.
N.M. Admin. Code tit. 6 § 30.5.13

The New Mexio plan calls for leadership and literacy training for principals and administrators.

Yearly summer institutes for teams of teachers and principals focuses on teaching and assessing reading. As part of the institutes, teams will develop a reading instruction plan for their school based on scientifically based reading research.

Professional development will be provided to teachers, principals and administrators by the Statewide Early Reading Success Institute.

Professional development opportunities will be tailored to top school district administrators and principals.

Each school district shall require its elementary schools to develop a reading achievement plan for students in grades K-3 to reach the reading goals set in legislation. The school principal shall take primary responsibility to provide leadership and allocate resources and support for teachers and students to achieve the reading goals.

Washington Reads will provide selected schools with training for principals in research-based reading strategies and interventions for grades K-3.

The Reading Academy provides intensive reading professional development to K-3 principals in low-achieving schools.