This is the second in a series of reports that examines the role of coaches in facilitating school change. The report explains that as coaching, or external facilitation of school change, becomes a more widespread strategy for helping schools undergo comprehensive restructuring to create more professional collaborative cultures and to increase student achievement, the need for documentation of effective practices becomes greater. At the Center for Collaborative Education, a model of weekly coaching based on four core school-based practices has developed. The role of the coach was first discussed in a paper examining coaches' own perceptions of their role in schools, their relationship building with school staff, their short and long term goal setting, and their beliefs about change. This paper extends those findings by analyzing teacher and administrator perceptions of coaching practices in their schools. (Contains 6 tables, 1 figure, and 5 footnotes.)