Teaching literacy leadership in either a traditional or online era requires that candidates make strategic decisions, build bridges among colleagues, and select from a palate of available literacy coaching models that fits their school context and identified goals. This article explores a theoretical framework guiding literacy leadership, data-driven program examination or evaluation by candidates, and the outcomes of their professional development sessions or proposals. It ultimately arrives at conclusions that permeate literacy leadership, the specific impact these conclusions have on the teaching of its practice, and a discussion of dispositional qualities at the core of quality candidate preparation.