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Teacher preparation programs are responsible for training literacy specialists/literacy coaches to be effective teacher leaders. To do this, graduate student candidates need scaffolded experiences in working with adult learners as novice coaches. As part of an online capstone coaching course, researchers at two universities implemented a Coaching Rounds Framework to train novice coaches in using coaching language and coaching stances in authentic coaching experiences with class peers and teacher colleagues. Results indicate that by using a Gradual Release of Responsibility model in which candidates view exemplar coaching videos, rehearse coaching conversations with class peers, and analyze their authentic coaching conversations with teacher colleagues, candidates effectively support teachers in literacy instruction and engage in reflective practices.