For coaching to fulfill its promise as an effective teacher professional development model, coaches need access to teachers’ classrooms and practice. However, teachers largely have autonomy over whether, when, and how such access is granted. Previous research has identified the types of strategies coaches leverage to gain access, and in this study, we explore whether and how coaches deliberately coordinate multiple strategies to gain access. Drawing on interviews conducted with 28 content-focused coaches, we found that gaining access involved orchestrating a complex network of micropolitical strategies and propose an emergent model depicting how coaches coordinate access-granting strategies. These findings indicate that developing and coordinating a repertoire of access-granting strategies is a sophisticated coaching practice in itself and a gatekeeper to initiating professional development activities with teachers. Implications for school districts and research are discussed.

中文翻译：

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教练员配合微观政治策略进入教师课堂的探索

为了让教练履行其作为一种有效的教师专业发展模式的承诺，教练需要进入教师的课堂和实践。然而，教师在很大程度上对是否、何时以及如何授予这种访问权限具有自主权。以前的研究已经确定了教练用来获得访问权限的策略类型，在这项研究中，我们探讨了教练是否以及如何故意协调多种策略来获得访问权限。通过对 28 位以内容为中心的教练进行的采访，我们发现获得访问权限涉及协调复杂的微观政治策略网络，并提出了一个描述教练如何协调访问授予策略的新兴模型。这些发现表明，制定和协调一系列准入授权策略本身就是一种复杂的教练实践，也是与教师一起开展专业发展活动的守门人。讨论了对学区和研究的影响。