Evaluation and coaching should not be linked, these authors argue. Although it's tempting for evaluators to identify deficiencies and then specify coaching as a remediation strategy, doing so turns coaching into a consequence of a poor evaluation and termination into a consequence of failed coaching. Another mistake is to use coaching as a data source for evaluation, for example, when an administrator asks a coach for information regarding teacher performance. Tying evaluation and coaching together in these ways compromises both functions. At their best, evaluation and coaching should proceed on separate but complementary tracks. Coaching supports excellence by tapping into five crucial factors: consciousness, connection, competence, contribution, and creativity. In addition, research shows that coaching in schools can best improve teacher practice when it's teacher-centered, no-fault, and strengths-based.