Today's schools face complex and difficult challenges. Classrooms are diverse; they are filled with students who require differentiation, given their diverse backgrounds and needs (e.g., specific learning disabilities, autism, English learners, gifted/highly able). Further, with the challenges of the 21st century requiring students to be prepared to function in a highly technological and global society--to be college and career ready--come very high expectations for advanced literacy competence. Research indicates that reading/literacy specialists have an impact on both students and teachers. There is evidence that literacy specialists/literacy coaches assist in designing and sustaining efforts that result in higher reading achievement (Bean, Draper, Hall, Vandermolen, & Zigmond, 2010; Biancarosa, Bryk, & Dexter, 2010; Denton, Swanson, & Mathes, 2007; Elish-Piper & L'Allier, 2011; Lockwood, McCombs, & Marsh, 2010; Matsumura, Garnier, Correnti, Junker, & Bickel, 2010; Matsumura, Garnier, & Spybrook, 2013; Neuman & Cunningham, 2009). Specialized literacy professionals have also demonstrated impact on teachers' beliefs and instructional practices (Kinnucan-Welsch, Rosemary, & Grogan, 2006; Steckel, 2009; Stephens et al., 2011; Vanderburg & Stephens, 2010). Principals from exemplary schools with specialized literacy professionals on staff indicated that they were vital to the success of the schools' reading programs (Bean, Swan, & Knaub, 2003; Dean, Dyal, Wright, Carpenter, & Austin, 2012). In sum, there appears to be both a need for and a benefit from specialized literacy professionals working in schools to improve literacy instructional practices and students' literacy learning.