@article {:2015:0957-8234:393, title = "Shared sense-making: how charter school leaders ascribe meaning to accountability", journal = "Journal of Educational Administration", parent_itemid = "infobike://mcb/074", publishercode ="mcb", year = "2015", volume = "53", number = "3", publication date ="2015-05-05T00:00:00", pages = "393-415", itemtype = "ARTICLE", issn = "0957-8234", url = "https://www.ingentaconnect.com/content/mcb/074/2015/00000053/00000003/art00005", doi = "doi:10.1108/JEA-08-2013-0092", keyword = "Sense-making, Organizational theory, Qualitative techniques, Accountability, Charter schools, Qualitative methods, Leadership, USA", abstract = "Purpose The purpose of this paper is to investigate the ways in which charter school leaders influence the understanding and conception of accountability policy and how that understanding translates into practice. In particular, this paper draws from sense-making theory and research on charter school leaders to identify their pre-existing understandings, their shared interactions, and their interpretations of accountability policy as they relate to professional development and instructional practices. Design/methodology/approach This paper uses the qualitative case study approach to document the organizational processes of charter schools. Data for the study were collected in two elementary charter schools over the course of 18 months. The constant comparative method was used to analyze the data because this method is compatible with the inductive, concept-building orientation of all qualitative research. Semi-structured interviews were conducted with two charter school leaders and twelve charter school teachers. In-depth interviews with the leaders were also conducted to gain a deeper understanding of sense-making. In addition pertinent staff meetings, professional development sessions, and informal interactions between charter leaders and teachers were observed.