Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy

• Published in: Educational policy (Los Altos, Calif.) Vol. 19; no. 3; pp. 476 - 509
• Main Author: Coburn, Cynthia E.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01.07.2005; Sage Publications; Corwin Press; SAGE PUBLICATIONS, INC
• Subjects: Administrator Effectiveness; Administrator Role; Administrator Teacher Relationship; Cognitive Processes; Curriculum subjects: programmes and methods; Education policy; Educational Policy; Educational sciences; Elementary Education; Elementary schools; Instructional Leadership; Principals; Reading Instruction; Reading, writing; School administration; Social processes; Sociological theory; Teacher Attitudes; Teacher education; Teachers; Teaching methods; USA; United States > US; California; policy implementation; content knowledge; school leadership; Reading; Teaching method; Primary School Teacher; Educational Policy; Adaptation
• ISSN: 0895-9048; 1552-3896
• DOI: 10.1177/0895904805276143

A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers’ enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals’ understandings about reading instruction and teacher learning.