 Coaches and principals just need an opportunity in a private setting, facilitated sometimes by a coaching champion, coach champion, to have that conversation with each other. I agree to do this to keep you safe. You agree to do this to support me, and let's make it this public, because what I'm talking about in this safe environment that would happen coaches and principals, facilitated, is not just there. It now comes back to the school, the coach and the principals stand right next to one another in front of the faculty, and they talk about their agreements. So the whole staff now knows those agreements and can ask questions about those agreements. These are the... We used to say these were nuances of successful coaching programs and unsuccessful coaching programs, but the reality is friends, these are not nuances. A single breach of this issue of confidentiality, of a coach and a principal ending up having some kind of an evaluative or judgmental conversation will do a coaching program in, and it's not what you want. And I think as we think about how do we prepare coaches and principals to work in this arena well together. It requires opportunities for teachers to ask lots of questions about what the coach is going to be doing and all of those kinds of things, and for the principal and coach to be standing side by side to be giving the same responses publicly to the entire faculty. So we do several things when we prepare coaches and principals. We talk about the kind of data that will be gathered. We talk about how coaches and principals work together and communicate. We model a coach and principal conversation. What does that sound like? How do we get around talking about what a teacher is able to do and not able to do? We do the three T's, three T's permissible topics in a coach and principal conversation. The topic? What was the topic of our conversation? What was the time that I spent and what is my task as coach associated with that? Not what the teacher's task is, but that's a simple way I frame what those conversations look like. So preparing principals and coaches for success, principals and teachers is as important as preparing coaches for success.