This article reports the findings of a study of the experiences and expectations of a cohort of 13 "Academic Coaches", appointed to temporary teaching support roles in challenging inner city secondary schools. The discussion of this particular initiative is located in a broader consideration of the work and conditions of para-professionals as the UK teaching workforce is remodelled, and in the career patterns and choices of people attracted into teaching and teaching related roles. Conclusions are drawn about the importance of professionalizing these newly emerging roles. An important aspect of professional recognition, and one which is in danger of being overlooked in the current political climate, is the sustained involvement of teachers at school level in defining the professionalism of extended and newly created support and teaching roles.