This qualitative case study examines how elementary school teachers in a Florida public school district interpreted and responded to House Bill 1467 (HB 1467), a politically driven state mandate impacting K–5 literacy instruction and access to instructional materials. Grounded in Karl Weick’s (1995) Sensemaking Theory, the study investigates how six third- and fourth-grade English Language Arts (ELA) teachers across four schools made sense of the policy within the context of their professional practice. Data collected through semi-structured interviews, classroom observations, and document analysis revealed that teachers’ interpretations were influenced not only by the language of education policy but also by their professional identities, prior experiences, school leadership, and emotional responses, including fear, confusion, and a desire to protect students. These factors led to a range of instructional adaptations, including limiting access to books, altering reading and writing instruction, and navigating uncertainty regarding policy compliance. Building on these findings, the study proposes a professional development model informed by Weick’s (1995) Sensemaking Theory, which centers on teacher agency, emotional resilience, and reflective practice.

This model emphasizes three core components:
(1) collaborative policy interpretation through dialogue and case analysis;
(2) instructional adaptation strategies that align policy with professional judgment; and
(3) ethical and emotional reflection to support teacher well-being in politically charged contexts.

By framing policy engagement as an active, meaning-making process, the model equips educators and school leaders with tools to navigate shifting mandates without compromising instructional integrity. This research contributes to the fields of teacher education and educational leadership by highlighting the urgent need for responsive, theory-informed professional development that supports educators working within contested policy landscapes.

Keywords: Sensemaking theory, education policy, teacher agency, literacy instruction, professional development, HB 1467, qualitative case study.