Abstract In 2007 the Ministry of Education in Ontario identified Aboriginal education as one of its key priorities with the release of the First Nation, Métis and Inuit Education Policy Framework (FNMI). Improving educational outcomes and closing the achievement gap between Aboriginal and non-Aboriginal students is the focus of this policy. This study examines the policy implementation process in one school board in Ontario by focusing on how teachers in two elementary schools made sense of the policy expectations and how this sense-making impacted their professional practice. In order to examine how implementation was understood and acted upon by these teachers, the sense-making/co-construction model developed by Datnow, Hubbard, & Mehan (2002) provides the starting point for analysis. This study seeks to make visible the sense-making cues that teachers used to notice and select new information and to examine how these cues impacted teacher enactment of the FNMI policy. Sense-making theory supports the examination of change at the micro level of local policy actors; while the co-construction model with its meditational system of individual agency, organizational structure/culture, and environmental messaging contextualizes the individual sense-making of teachers within a larger social environment. The research methodology included teacher interviews designed to collect evidence of teacher sense-making during the policy implementation process, and school visits to observe evidence of school culture and structure. Interview responses of 15 elementary teachers and 2 principals were analyzed for sense-making cues. The findings revealed clusters of sense-making cues connected to three main sense-making frameworks or discourses. These discourses included the teacher as professional, equity and inclusion, and leadership and change. These findings support previous research on sense-making and policy implementation and contribute further insight into the micro processes of policy implementation, which could be leveraged to improve policy implementation. Key Words: policy implementation, teacher sense-making, leadership, co-construction model

Abstract In 2007 the Ministry of Education in Ontario identified Aboriginal education as one of its key priorities with the release of the First Nation, Métis and Inuit Education Policy Framework (FNMI). Improving educational outcomes and closing the achievement gap between Aboriginal and non-Aboriginal students is the focus of this policy. This study examines the policy implementation process in one school board in Ontario by focusing on how teachers in two elementary schools made sense of the policy expectations and how this sense-making impacted their professional practice. In order to examine how implementation was understood and acted upon by these teachers, the sense-making/co-construction model developed by Datnow, Hubbard, & Mehan (2002) provides the starting point for analysis. This study seeks to make visible the sense-making cues that teachers used to notice and select new information and to examine how these cues impacted teacher enactment of the FNMI policy. Sense-making theory supports the examination of change at the micro level of local policy actors; while the co-construction model with its meditational system of individual agency, organizational structure/culture, and environmental messaging contextualizes the individual sense-making of teachers within a larger social environment. The research methodology included teacher interviews designed to collect evidence of teacher sense-making during the policy implementation process, and school visits to observe evidence of school culture and structure. Interview responses of 15 elementary teachers and 2 principals were analyzed for sense-making cues. The findings revealed clusters of sense-making cues connected to three main sense-making frameworks or discourses. These discourses included the teacher as professional, equity and inclusion, and leadership and change. These findings support previous research on sense-making and policy implementation and contribute further insight into the micro processes of policy implementation, which could be leveraged to improve policy implementation. Key Words: policy implementation, teacher sense-making, leadership, co-construction model

A growing body of research has emphasised the social processes by which teachers – who are curriculum policy implementing agents – are trained and supported on how to practically implement policies in the classroom. Yet, little attention has been paid to the factors that influence teachers’ interpretation of curriculum policy and how their understanding of policy implementation influences the ways in which they respond to policies. Some research has already been done on the implementation of curriculum policies in schools, with findings centred largely on the disjuncture between policy and practice. Research has also established that much of what teachers are doing in the classroom does not reflect policy. Although teachers have opportunities to enhance the implementation of policy, there are also factors that negatively influence their implementation of educational policy. This is basically because of the gap between the policy makers and the implementing agents. The lack of a shared understanding between these two stakeholders’ results in a perception of policy as a set of strict rules and procedures meant to be followed by teachers. This study aims to develop an understanding of what influences teachers in their attempts to implement the curriculum policy on environmental education in the classroom. The study further aims to gain an understanding, from the practitioners’ perspectives, of how policy implementation challenges their habitual patterns of teaching and schooling and whether, to them, this implementation seems to threaten the conventional disciplinary curricular structures of fixed timetables and depending on textbooks, and leaves little room for outdoor or hands-on activities. The focus on teachers is motivated by the fact that they are the primary curriculum implementers in schools and as such, are expected to play a significant role in implementing the curriculum according to policy. This study advocates an interdisciplinary approach to implementing environmental education policy in teaching and learning in the Natural Sciences. This entails environmental education becoming part of the curriculum, and being taught as a cross-curricula component. In this context, environmental education will form part of teaching and learning in every learning area of the curriculum for the General Education and Training band of the South African education system. What this means for teachers is that they have to integrate environmental concepts or topics within their respective learning areas, and that they have to follow a learner-centred approach that allows learners the opportunity to become active participants, responsible for their own learning. This implies that, for learners to develop knowledge, skills, and correct attitudes regarding the environment, teachers have to use available, local teaching materials or resources. As the classroom becomes free from traditional teaching styles, learners become active and take responsibility for their own learning. They discuss and share ideas with one another, and the teacher becomes the facilitator of the teaching and learning process. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

A growing body of research has emphasised the social processes by which teachers – who are curriculum policy implementing agents – are trained and supported on how to practically implement policies in the classroom. Yet, little attention has been paid to the factors that influence teachers’ interpretation of curriculum policy and how their understanding of policy implementation influences the ways in which they respond to policies. Some research has already been done on the implementation of curriculum policies in schools, with findings centred largely on the disjuncture between policy and practice. Research has also established that much of what teachers are doing in the classroom does not reflect policy. Although teachers have opportunities to enhance the implementation of policy, there are also factors that negatively influence their implementation of educational policy. This is basically because of the gap between the policy makers and the implementing agents. The lack of a shared understanding between these two stakeholders’ results in a perception of policy as a set of strict rules and procedures meant to be followed by teachers. This study aims to develop an understanding of what influences teachers in their attempts to implement the curriculum policy on environmental education in the classroom. The study further aims to gain an understanding, from the practitioners’ perspectives, of how policy implementation challenges their habitual patterns of teaching and schooling and whether, to them, this implementation seems to threaten the conventional disciplinary curricular structures of fixed timetables and depending on textbooks, and leaves little room for outdoor or hands-on activities. The focus on teachers is motivated by the fact that they are the primary curriculum implementers in schools and as such, are expected to play a significant role in implementing the curriculum according to policy. This study advocates an interdisciplinary approach to implementing environmental education policy in teaching and learning in the Natural Sciences. This entails environmental education becoming part of the curriculum, and being taught as a cross-curricula component. In this context, environmental education will form part of teaching and learning in every learning area of the curriculum for the General Education and Training band of the South African education system. What this means for teachers is that they have to integrate environmental concepts or topics within their respective learning areas, and that they have to follow a learner-centred approach that allows learners the opportunity to become active participants, responsible for their own learning. This implies that, for learners to develop knowledge, skills, and correct attitudes regarding the environment, teachers have to use available, local teaching materials or resources. As the classroom becomes free from traditional teaching styles, learners become active and take responsibility for their own learning. They discuss and share ideas with one another, and the teacher becomes the facilitator of the teaching and learning process. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)