Literacy or instructional coaches are becoming increasingly important in schools at all grade levels (kindergarten through grade 12). Because this is a growing professional leadership role, there is a new excitement about possible improvements to literacy instruction and increases in student achievement that may result from having formalized, in-school leadership. According to the International Reading Association (IRA) and the National Council of Teachers of English (NCTE), literacy coaches are assuming a range of complex tasks within schools. They participate in instructional planning, assist in assessment of students, and spend a substantial amount of time coaching--observing, demonstration teaching, and talking to teachers about instruction (www.literacy coachingonline.org). Many coaches enjoy their new role and find that teachers are receptive and eager to benefit from the support they receive. At the same time, given the newness of this role, and the different ways that coaches are viewed--by teachers, administrators, and even school board members--coaches are eager to get as much information as they can about how to perform their role effectively. The intent of this brief is to provide ideas that have come from the field--from coaches themselves who have learned "on the job." Some of these coaches work in elementary schools, others in middle or high schools. The information was obtained from studies that the authors have done and from informal interviews that they conducted with coaches at various levels--primary, intermediate, middle, and high school. In this brief, the authors share with readers ideas that they hope will help all coaches, but especially the new coach, to work effectively in a school.