Although many models of coaching exist, one that promotes a high level of active adult learner engagement is instructional coaching using Jim’s Knight’s partnership coaching model (Knight, 2007), in which teachers engage in the coaching cycle with a coach or peer and have significant voice in shaping their own learning. The power of instructional coaching comes through teachers’ active involvement in choosing the focus for coaching and their engagement in interpreting data collected during the coaching observation. Consistent with Learning Forward’s Standards for Professional Learning (Learning Forward, 2011), this element of teacher voice through active learning processes helps to “promote deep understanding of new learning and increase motivation to implement it” (p. 42). In our work with coaches using Knight’s partnership model of instructional coaching, we