Coaches play integral roles in many schools' learning cultures, but they often find their entry into coaching life disorienting and difficult. Educators typically take on the mantle of coach because they were successful as teachers, and they may have limited experiences working with adult learners. For new coaches, having access to the support and assistance of more experienced coaches encourages efficacy and success, deepens learning, and helps boost morale in the face of a steep learning curve. This kind of ongoing professional learning and support structure is critical for growth and change. The model of coaching for coaches presented in this article uses shadow coaching. In this approach, an experienced coach shadows new coaches in their interactions with teachers across one, and in some cases, two years, building in systematic support. With shadow coaching, new coaches get ongoing and timely feedback, assistance, opportunities for reflection, and chances for new action in the very moment of coaching. The quotes in this article are from coaches participating in an ongoing coaching research project, which supports teachers and coaches in elementary schools in an urban school district in the midwestern United States. The coaching approach is not limited to a specific content area but is focused on developing dialogic and equitable classrooms.