Exploring How Principals Make Sense as They Implement Reform

School principals serve a critical role with staff in leading change at their schools. School districts increasingly seek to implement system-wide reforms to improve academic achievement in all schools under their jurisdiction; yet inconsistency in application is often a problem. In a K–12 public school district in California’s Central Valley, a district-driven, science technology engineering and math (STEM) curriculum reform initiative is being implemented inconsistently. The research questions guiding this study asked how elementary school principals make sense of the content of a district-driven, STEM reform initiative to improve overall student academic achievement and how these principals use their interpretations of the initiative to lead such curriculum implementation. This qualitative study included analysis of data from interviews with and the review of archival documents of six elementary school principals of K–5 and K–8 schools charged with implementing the initiative at their school. The data were transcribed, coded, and analyzed for emerging themes using Weick’s theory of sensemaking and components of Fullan and Quinn’s coherence framework. Findings indicated a need for a common vision and consistency in enacting common actions to achieve the goals of the STEM reform initiative. Implications for positive social change include a better understanding for elementary school principals and district central office leaders regarding what principals need to make sense of to implement reform initiatives focused on deep learning for all students. The results support both district central office leaders and elementary school principals to be better equipped to identify effective processes that make sense of educational reforms, thus increasing their effectiveness as change agents to positively impact student learning and achievement within their local school system