Background: Research highlights the value of coaching to support elementary school teachers' use of effective classroom practices (Cappella et al., 2012; Owens et al., 2017). Coaching is particularly useful when teachers implement new or complex strategies, which can include culturally-responsive and equity-centered practices (i.e. strategies that recognize students' cultural experiences and assets and are implemented within an equity framework). Coaching models like DoubleCheck (Bradshaw et al., 2018) have been developed to support teachers in their implementation of such strategies. However, in many studies, coaching is provided by grant-funded personnel external to the school -- an expensive, non-sustainable resource. Research is needed on feasible models that build coaching capacity within schools as organizations to support teachers' implementation of effective novel practices. One approach involves leveraging educator networks to enhance 'in-house' coaching. Specifically, social network analyses (SNA) examine patterns in relationships (e.g., advice, collaboration) between a set of people (e.g., teachers) in a social system (e.g., school). SNA can be used to identify influential school staff that can be invited to support school implementation efforts (Atkins et al., 2008). Past interventions with network-identified "peer coaches" have shown promise for increasing teachers' adoption and use of evidence-based practices (Neal et al., 2008). However, these approaches have not considered the unique contexts of schools -- their structures, roles, and constraints -- when building capacity within school organizations, particularly in the implementation of new areas of teaching effectiveness, such as equity-centered practices. Questions: This study is part of a multi-year, grant-funded project designed to develop and evaluate tools to help elementary school teachers maximize their use of evidence-based, equity-focused positive behavioral supports in K-5 classrooms. We use a descriptive, multi-method approach to develop and refine a protocol for identifying educators to serve as peer coaches to support teachers' implementation of these practices. In this paper, we describe: (a) a network-informed selection process for identifying peer coaches, (b) the advantages and disadvantages of this process and its outcomes, and (c) how feedback influenced modifications to the SNA process and recommendations for future research. Participants: Participants consisted of 85 educators from three elementary schools in two Central Ohio districts: 51 general education teachers, 29 other teachers (special education, allied arts, English Language), and 5 other educators (administrators, counselors). Most were women (91%) and identified as non-Hispanic and White (94%). Prior to the current study, the two districts were implementing some elements of positive behavior support but not systematically implementing equity-centered practices. Intervention: The intervention involves two components. The first is an interactive technology platform that allows teachers to assess their use of classroom positive behavioral support strategies, set goals on equity-focused features of these strategies, and engage in self-reflection activities designed to enhance their use of equity-focused practices. The second -- and the focus of this paper -- is to learn from and build upon established relationships in each school to identify peer leaders and provide them with training, tools, and resources to support K-5 classroom teachers' use of equity-focused positive behavioral support strategies. We identified peer leaders using SNA, anticipating it would offer benefits beyond appointment based on position or principal recommendation, and trained peer leaders to promote adoption of the technology platform and offer facilitative coaching to teachers. Design: The study involves a descriptive, multi-method analysis of surveys, interviews, meeting records, and field notes from educators in the first cohort of a federally funded, school-based intervention development and implementation trial. The aim of the design is to contribute methodological and contextual understanding of feasible, effective ways to apply SNA in the unique context of schools. Data: Multiple data sources and measures were used to collect social network nominations (name generator questions on behavioral advice, equity advice, socialization) and satisfaction ( surveys, administrator interviews), identify criteria for the coach selection process (internal meeting records), and solicit information to improve network-informed selection processes (field notes from the community advisory board, research-practice partnership, and coach meetings). SNA involved use of igraph (R) to calculate indegree centrality followed by the keyplayer program (R) to calculate group centrality scores, which reflect the total number of inbound nominations received by a subset of individuals in a network. We extended the keyplayer code to provide group centrality scores for every combination of four individuals (potential peer coach team) in each school to be able to build coach selection decision trees responsive to the unique context of schools. We descriptively analyzed quantitative survey data and content analyzed open-ended survey responses, interviews, field notes, and meeting records. Results: Using a network-informed, school-partnered selection process for identifying peer coaches yielded teams of four per school with the greatest reach among relevant advice networks (see Figure 1). Each school's team resulted in a unique combination of individuals from varying roles. Overall, most nominated individuals agreed to serve, although unexpected turnover resulted in the need to invite additional members (see Figure 2). Descriptive and content analyses on the advantages and disadvantages of this process showed high rates of satisfaction among school staff with the interview process, the nomination process, and resulting coach teams. Additionally, most principals indicated agreement that this process created a promising coach team and indicated it identified peer leaders they would not have expected. Data from the community advisory board, research-practice partnership meetings, and peer coach meetings informed future iterations in participating schools. Conclusions: We examined the method of leveraging school networks for implementation of equitable classroom practices. SNA informed the selection of peer coach teams (four in-house staff members nominated by their peers that best connected the whole building). Our findings suggest that this process for identifying peer leaders added value beyond being selected by administrators or identified based on role. Results also show that it was supported by participating administration and staff and resulted in promising peer coach teams. However, adjustments were required to maximize the benefits of this approach within the unique and dynamic contexts of elementary schools. Additional research is needed to determine the effectiveness of the adjusted SNA approach for supporting teacher implementation of equity-centered positive behavioral support strategies.