Policymakers want to see evidence that coaching makes a difference for teachers and students. To this group, making a difference means improving performance on standardized tests. In the current fiscal climate, leaders want to know not only that their investments are based on firm grounds theoretically, but also that instructional coaching works. This article describes an evaluation guidelines tool used at the Pennsylvania Institute for Instructional Coaching, whose mission is to help teachers become better at their practice with the objective of improving student engagement and student outcomes. These guidelines provide constituents with the information they need in order to persuade school boards, superintendents, and school leaders that instructional coaching represents a good investment.