Design review sessions are commonly used in real-world design. Design review sessions are also common in undergraduate engineering education to help reveal students' decision-making processes necessary for informed design (Adams and Siddiqui 2016). Through design reviews, educators examine student reasoning, progress, and provide feedback as students carry out their design projects. The "Engineering Design Coaching Tool" was developed based on theories of disciplinary discourse (Wolmarans 2016), prior research on the important role of teacher noticing (Johnson, Wendell, and Watkins 2017; Quintana-Cifuentes, Purzer, and Goldstein 2019), and feedback from K-12 teachers and design educators. Educators can employ the "Engineering Design Coaching Tool" as a pedagogical scaffold to promote student agency by eliciting student decisions, monitor student progress by formatively assessing student understandings and difficulties, and attend to areas that need review or whole-class discussion by reflecting on variations in student reasoning.