It seems that often those creating a job description for instructional coaches have entered a brainstorming contest designed to cover every possible thing that might be asked of a coach. Those lists create confusion for administrators, teachers, and especially coaches who are looking for indicators of their successful coaching. Coaching roles that emerge from the needs of students, teachers, and administrators focused on maximum student success create actionable steps for coaches, leaders, and teachers. Usually this occurs mostly at a building level while job descriptions are often formed at the district level.