Framed by the importance of language, and the ways that knowledge is embodied, this study explores the "coaching side" of literacy coaching, providing tips to educators. Phyllis, an experienced coach nearing retirement, wanted to provide insights to incoming teachers as she reflected on the question "Why 'do' we teach, anyway?" Without realizing it at first, Phyllis highlighted "the power of our words and flesh." The research evolved to center on the following three questions: How does an experienced, successful literacy coach develop sincere partnerships with teachers? How does the responsive literacy coach co-construct knowledge with teachers? What does it look like for coaches, teachers, and students to become responsible partners in social living? The authors co-constructed a participatory case study, informed by portraiture and autobiographical narrative methods, and analyzed using the Listening Guide, (e.g., Brown & Gilligan, 1992) a qualitative, relational, voice-centered, feminist methodology. Three themes emerged from the research questions: the power of words alongside the implications of voice and silence in our work as educators, the role of the teacher's body in (dis)embodied knowledge, and the multidimensional partnerships necessary to work together in empowered, democratic schools. Last, the authors conclude with a love letter of sorts, with a particular focus on tangible pedagogical insights for educators, focusing on the importance of teacher narrative and the three postures of relationships.