Schools and districts are required to have improvement plans that specify instructional and curricular ideas to enhance teachers' ongoing practice and assist students in performing at higher levels. Yet little has been done to examine the specific knowledge that principals need regarding literacy teaching and learning or how districts can build literacy leadership capacity. Leaders need a system to collect and analyze timely and useful information about current instructional practices in their schools and how students engage and collaborate in the process of learning. These data must be collected consistently for instructional growth and without the intent of using them to evaluate individual teaching performance. Many districts need clear classroom data focused on the literacy culture and instructional practices being implemented in each school. Understanding these elements is crucial for success, and this is where the Literacy Classroom Visit Model can make a difference. Literacy classroom visits are brief, frequent, informal, and focused visits to classrooms by observers whose purpose is to gather data about teaching practices and engage in collaborative follow-up (Houck & Novak, 2016). Like instructional rounds and three minute walk-throughs, literacy classroom visits can be conducted in teams and focus on student learning and collaborative discussion around descriptive, nonjudgmental data. However, they are unique in that they concentrate specifically on research supported practices that have a direct effect on literacy achievement. This article provides implementation tips for district and school leaders to effectively implement literacy classroom visits.