Ironically, at a time when coaching seems to have come into its own as a way to improve teacher practice, school districts across the United States are experiencing funding cuts and eliminating coaching positions. The threats that budget woes pose to established school coaching programs led the authors to ask themselves what practices schools and faculty members might adopt to preserve coaching--as a verb--in situations where coaches can no longer be hired. They explore what school personnel in different roles (former coaches, classroom teachers, teacher leaders, reading specialists, and administrators) can do to provide job-embedded professional development and create networks of teacher learning. For example, teacher leaders can spearhead collaborative analysis of student work and reading specialists can do demonstration lessons in teachers' classrooms to share powerful practices. (Contains 2 endnotes.)