This article reports findings from a 3-year longitudinal qualitative case study conducted in three urban elementary schools that examined the ways in which local leadership supported the initiation and early development of evidence-based grade-level collaboration as a mechanism for improving student literacy learning. Findings suggest eight key leadership roles-either individually enacted or jointly performed by principals and literacy coordinators. Central features of these principal-literacy coordinator relationships are identified and a shared leadership framework that details these eight leadership roles as well as strategies associated with role enactment are presented. (Contains 12 notes and 1 table.)