The principal's role in educating reading teachers exceeds the scheduling of an occasional inservice activity with the area reading coordinator. The principal's role must include the following: (1) becoming familiar with the area of reading; (2) committing time and effort to the program through staff development and through participation in exemplary language learning activities in the school; (3) evaluating the teacher's theoretical orientation to reading as well as the effectiveness of that teacher; and (4) promoting awareness of the reading program within the community. If the reading program of the elementary school is to be a reflection of what is known about language and language learning, the principal must be more than a facilitator. The principal must take an active role in the reading program, in the teachers' theoretical growth, and in parent communication. To do any less leaves the school without a central catalyst in the growth of literacy. (HOD)