The Role of Sensemaking in the Organizational Consultation Process in Schools

Abstract

ABSTRACT Research on organizational consultation in schools demonstrates increased implementation of evidence-based practices by consultees and improved outcomes for students. Implementation science increasingly has been adopted as a framework for organizational consultants to use to promote uptake of evidence-based practices in schools. Although research that identifies processes and skills that increase implementation of system-level interventions remains important, a focus on how educators make sense of and enact the practices in their context is needed. In this article, we discuss how consultants can build upon implementation science approaches by exploring educators’ sensemaking. We draw from other disciplines to illustrate how educators make sense of new practices and their application within local socio-political contexts. Additionally, the importance of communities of learners and teaming in facilitating and evaluating sensemaking is discussed. Finally, we call for consultants to take active roles in investigating and facilitating educators’ sensemaking.