The purpose of this study group is to examine current research on reading comprehension through the lens of instructional leadership. Participants will explore the growing body of research demonstrating that reading comprehension is best understood as a process that depends on knowledge, vocabulary, language comprehension, and the interaction between the reader and the text, rather than as a collection of isolated skills.

The group is designed for elementary administrators who support literacy implementation. During each monthly two-hour meeting (September-April), participants will begin by discussing a common research article and one self-selected article, blog, or podcast related to the month's topic. Discussions will focus on the leadership implications of the research, including observation and evaluation practices, instructional coaching, assessment, intervention, scheduling, curriculum implementation, and the conditions teachers need to successfully implement knowledge-building curricula such as CKLA.

Following the literacy discussion, participants will collaborate to problem-solve current leadership challenges from their own schools using research-informed practices. Participants must attend a minimum of five of the eight monthly sessions to receive credit.