Despite the common title of “coach,” definitions of high-quality coaching vary tremendously across models and programs. Yet, few studies make comparisons across different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with many options and little evidence-based direction. This paper begins to address these challenges by introducing a taxonomy of coaching “moves,” parsing the concrete details of coach discourse. While the taxonomy is informed by the literature, it highlights conceptual possibilities rather than providing a list of empirically-grounded or “evidence-based” strategies. In doing so, this taxonomy may serve as a common language to guide future work exploring how coach discourse shapes teacher development, synthesizing across studies, and supporting coach practice.