Research has focused on identifying and overcoming determinants that impede widespread adoption of instructional interventions, with little empirical examination of postsecondary educators' perceptions about these interventions. We explored postsecondary biology educators' sensemaking of education improvement interventions targeting undergraduate level teaching practices at three research universities in North America. We report that educators' sensemaking regarding interventions is situated at the intersection of their felt "problems of practice" and "professional competencies," or what collectively might be labeled postsecondary biology educators' "focal practices," that we explore in turn. These include findings not previously identified in the literature of the choices faculty make concerning interventions they select to engage with and practice revisions they engage in. Towards encouraging more educators perceiving interventions as affordances for teaching improvement, we propose that designers of future education improvement interventions keep in mind the interplay of such perceived contextual and competency-based affordances when designing intervention features.