Making Sense of Policy Paradoxes: A Case Study of Teacher Leadership

Abstract

In this article we present findings from case study research conducted in one district that was implementing inclusive special education programs and new testing and accountability policies in site-managed schools. We specifically examined how, in the absence of direction from school- and district-level administrators, teachers provided the leadership in their schools and helped others make sense of and manage these paradoxical policies. We concluded that leadership emanates from those willing to step forward and help others make sense of paradox. In this case, teachers filled the leadership void and facilitated special education reform in their schools. Their values, vision, and preferences provided the framework for sensemaking. However, in the absence of a unified district-wide vision, teachers’ efforts were idiosyncratic and isolated, which limited their abilities to effect systemic change. We propose that teacher leadership cannot be allowed to happen by chance, but must be supported with changes in role, training, and structure.