In fall 2006, the deputy superintendent of Howard County Schools in Maryland asked a small leadership team to rethink leadership support for central office leaders and to come up with an aligned three-point plan that would meet their unique needs. The leadership support system needed to take into account: (1) Leadership standards and indicators of success that reflect the actual job of central office leaders; (2) A performance evaluation system that fosters continuous learning; and (3) Professional development opportunities that align with the standards. The district wanted leaders to be collaborative in working with staff and to empower staff to be self-directed and fully engaged in making significant changes. The specific leadership model that emerged in Howard County stressed the use of coach-like behaviors as a key component in accomplishing these objectives. This coaching model is described in this article. Lessons learned and future implications for a culture of coaching are also discussed. The authors believe that leadership coaching provides ongoing, just-in-time professional support for staff. It acknowledges people's strengths, encourages professional stretch, and supports all colleagues in achieving their goals for teaching and learning throughout their careers.