Abstract
The purpose of this collective case study was to develop an understanding of why California K–12 public school administrators distribute instructional leadership responsibilities to either instructional coaches or teacher librarians and how the two roles compare within the context of the implementation of the California Common Core State Standards in English Language Arts (ELA/Literacy). Results demonstrated that administrators’ personal values influence their decisions to select and utilize instructional coaches or teacher librarians to provide instructional leadership. Instructional coaches are considered to be extensions of administrators as instructional leaders in ELA while teacher librarians are considered resources who may be called upon to provide occasional instructional support in ELA.
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