Coaches within this paradigm are not necessarily teachers, but they teach. They are not your direct report, but they can be directive. They don’t even need to have been a principal or as good a leader in terms of pedagogical leadership.
Coaches observe, judge and then guide. Coaches are like editors, giving leaders confidence in themselves and the imaginary book they are writing, which might take the shape as the legacy they will leave behind.
Coaches are not telling you what to write, instead, coaches suggest to leaders, what leaders want to do themselves.
This coaching model is different from an approach where there is a presumption that after a certain point, success criteria are met. Does this mean that the leader has sufficient expertise to solve a range of problems in a variety of contexts with sometimes knowing actual solutions, based on their success to achieve the educational capabilities?
Compare this situation to a doctor. Knowledge and the science of medicine and treatments are always evolving. Doctors need to keep developing their capabilities and avoid plateauing or falling behind.