When working one-on-one with teachers, instructional coaches are frequently asked to model lessons for the teacher and co-teach lessons with the teacher. Too often, these coaching practices are treated as mutually exclusive, and educators struggle with which strategy to use. In fact, they can and should coexist. In a recent study, we found that elementary instructional coaches and the teachers with whom they work tend to view these practices as interrelated and existing on a continuum. The continuum they described is similar to a continuum of scaffolded supports many teachers use with students to gradually build students’ ability to do the work independently. The results of our study show that applying the continuum idea to coaching relationships can be beneficial for coaches and teachers as