Educators who have experienced coaching — either as the coach or the coached — often speak to its positive impact on their development and growth and frequently to positive impacts on student learning. Coaching is a key job-embedded professional learning strategy that is grounded in day-to-day teaching practice, addresses immediate problems of practice, and targets instructional practices with the intent of improving student learning (Croft, Coggshall, Dolan, Powers, & Killion, 2010). Coaching is a core element of Learning Forward’s comprehensive professional learning work with districts and schools. We therefore have a special interest in research findings about its impact. A recent meta-analysis of the empirical literature about teacher coaching strategies and programs offers a clear, thoughtful analysis that details the impact of coaching on teacher