There is so much more that goes into literacy coaching that we do not think about when working with colleagues. When we think about literacy coaching, we think about someone who comes into our classrooms and provides support for our instruction. High-quality literacy coaching requires that there be superior levels of overt assessment and covert evaluation so that appropriate instructional practices are collaboratively investigated with teachers. In this article, we review how effective and efficient coaches, demonstrate, observe, confer, and use assessments to collaboratively problem-solve to provide the needed support. This article examines the "magic" or the art that goes into developing effective coaching stances -- the science that support the teacher so that all students can benefit. Based on years of professional experiences and current literature on coaching, we conclude that effective and efficient literacy coaching occurs on a continuum of professional learning opportunities buttressed by knowledge from an ethnographic perspective.