The purpose of this study is to explore Florida public school highly effective elementary coaches' perceptions on how to best evaluate the effectiveness of the position of reading coach. The study attempts to answer the research questions: (1) What are Florida elementary public school exemplary reading coaches' perspectives on the performance evaluation process? (2) What are the components that highly effective reading coaches believe should be included in the evaluative process? This study was comprised of interviews with 6 full time coaches who currently work as reading coaches at one elementary school with an increasing school grade and have been labeled highly effective by district staff. Coaches believe that collaboration should be included in the evaluative process through observations. Teacher input and feedback should be considered through an annual survey. Coaches should turn in a schedule in order to develop their skills in prioritizing their time. Danielson believes portfolios have extraordinary potential to present an authentic view of teaching and learning (Danielson, 2000). District reading coaches would be knowledgeable and credible to evaluate and support school based coaches. Good quality reading coaches can decrease the number of teachers who leave the profession. Negative implications include: that district coaches would be in an evaluative role, and developing an evaluation and training personnel to be evaluators would be time consuming and costly. Based on the research, my study fills the gaps by creating procedures for assessing all aspects of coaching and provides a trained evaluator to provide consistent judgments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]