The work of instructional coaches, both general and discipline-specific, has become increasingly important as more schools rely on their leadership for improvements in teaching and learning. Much of their work hinges upon their effective communication with teachers and school administrators. This article outlines five practices for instructional coaches to use in order to achieve and maintain effective communication; these five practices draw upon the author's prior work as an instructional coach and upon her own research. The practices are presented by sharing the voices of three mathematics instructional coaches, their teacher colleagues, and their school administrators.