To keep pace with expectations for student literacy achievement, instructional leaders need professional learning designed with the understanding that individuals in system-level leadership have widely varied professional backgrounds and experiences. For example, some leaders have deep knowledge of how students learn and corresponding knowledge of classroom practices but may have limited experience with adult learning (e.g. the skills to convey that knowledge to those without it) and effecting change outside of the classroom. In other cases, a leader may be experienced in reform, skilled in working with adults and designing effective improvement structures, but may lack knowledge of the substance of literacy reform. Supporting implementation of any reform at scale demands skill in both areas. In designing professional learning for system-level leaders, two participant roles