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The purpose of this brief is to synthesize research on coaching and to offer a framework of effective coaching practices. Part 1 provides general information on coaching, including the need for coaching and the goals of coaching. Part 2 describes critical coaching practices that are linked to improvements in teacher practice and learner outcomes. As these practices are most associated with such improvements, they are the recommended practices that should be central to the every-day routine of coaches working in general education or special education settings, as well in environments (e.g., homes, schools, childcare centers) with learners of all ages. Appendix A contains information about various coaching models commonly cited in research and applied in the field (e.g., literacy coaching, behavior coaching, math coaching). This brief is intended to be used in conjunction with the tool entitled “Implementation Guide for Coaching.” Research from Implementation Science suggests that how a program, practice, or innovation is put into place impacts the degree to which we can expect that innovation to achieve its intended goals (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Greenhalgh, Macfarlane, Bate, Kyriakidou, 2004). Similarly, it is important to attend to how the innovation is implemented. Drawing upon principles of Implementation Science, the guide outlines key areas that should be considered and action steps that should be taken when using coaching as a pathway toward improving teacher practice and learner outcomes.