The Role of Sensemaking in the Organizational Consultation Process in Schools

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.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jose M. Castillo

Jose M. Castillo, PhD, is an associate professor in the School Psychology Program within the College of Education at the University of South Florida. He also directs the Institute for School Reform at the University of South Florida. His research interests include evaluating the implementation of multi-tiered systems of support from a systems change lens, and professional and practice issues in school psychology.

Andy Garbacz

Andy Garbacz, PhD, is an Associate Professor in the School Psychology Program at the University of Wisconsin–Madison. Andy’s work focuses on family and community partnerships within a school mental health framework.

William R. Black

Bill Black is a Professor of Educational Leadership and Policy Studies at the University of South Florida. His research interests include Educational Leadership preparation and partnerships, critical policy implementation, and dis/abilty studies in Education. He currently serves as the editor of the IAP book series, Research and Theory in Eduational Adminstration and was formerly co-editor of the Journal of Cases in Educational Leadership.

Dia Davis

A. Dia Davis, MA, is a Technical Assistance Team Director with Tennessee Tiered Supports Center at Vanderbilt University. She is a Ph.D. candidate in the Educational Leadership and Policy Studies program at the University of South Florida. Her research interests include educational systems change, multi-tiered systems of support, Positive Behavioral Interventions and Supports, and translating policy into practice.

Emily Wingate

Emily Wingate earned her PhD in School Psychology with an emphasis in school-based mental health services at the University of South Florida. She completed her predoctoral internship and postdoctoral fellowship at Cypress Fairbanks Independent School District in Houston, TX before joining the psychological services department as a staff member. Emily is a licensed specialist in school psychology and provides a range of psychological services to students in grades K-12.

David Furjanic

Dave Furjanic is the coordinator for Project EXPERT at the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. He graduated from the University of Oregon with a PhD in school psychology and MS in special education in 2021. His research interests focus on data-based decision-making, coaching, and capacity building.