This action research sought to develop an instructional coaching model that would consistently and effectively support teachers in their classroom practices. The model that was studied in this research adapted several components of other coaching models; the specific roles that are assumed by the coach, in particular during the debriefing reflection component, showed a particular impact on developing the instructional practice of teachers. The study analyzed these specific coaching roles, along with the relevant questions for each role, to find that this particular model takes on a teacher-centered approach, prioritizing the teacher by putting them at the center of the process, starting with their reflections and ending with their own action plans for their instructional growth.