EDUC 745 Case Study Cultural Analysis Assignment 2026 Liberty University

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EDUC 745 Case Study: Cultural Analysis Assignment 2026 Liberty University

Case Study: Cultural Analysis Assignment Brittany Krieger School of Education, Liberty University

Author Note Brittany Krieger I have no known conflict of interest to disclose.

Correspondence concerning this assignment should be addressed to Brittany Krieger Email: bdkrieger@liberty.edu

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Case Study: Cultural Analysis Assignment Greendale Elementary School, a mid-sized suburban school in the Riverdale Public Schools district, educates approximately 800 students from a wide range of cultural and economic backgrounds. Greendale cultivates an environment centered on inclusion and equitable learning opportunities, with about 18% of students participating in specialized services under the Individuals with Disabilities Education Act (IDEA, 2004). Viewing Greendale through a cultural lens reveals how values, beliefs, and norms shape both instructional practices and staff interactions. Collaboration, student-centered approaches, and a commitment to equity guide daily routines, from Professional Learning Communities to grade-level planning and individualized education program (IEP) meetings. The cultural perspective also highlights how consensus is established on school goals and tasks and how staff roles often extend beyond formal job descriptions to support the school’s mission of inclusive education.

Culture and Cultural Differences The organizational culture at Greendale Elementary is characterized by a balance of collaboration, professionalism, and structured authority. Core values such as equity, inclusion, and individualized learning are reflected in observable behaviors, including differentiated instruction, frequent team meetings, and active participation in IEP planning sessions (Torres, 2022). Norms such as recognizing staff contributions, celebrating student achievements, and maintaining structured collaboration routines reinforce Greendale’s commitment to these values.

Distinct subcultures exist within Greendale Elementary. Special education staff operate in a compliance-oriented environment, prioritizing accurate documentation and legal mandates, while general education teachers focus primarily on classroom instruction and student engagement. Support staff, including counselors and instructional specialists, function in

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advisory and facilitative roles, emphasizing guidance, counseling, and professional development.

These cultural distinctions become visible in both formal processes and informal routines, such as collaborative problem-solving during lunch supervision or spontaneous mentoring moments in the classroom (Teasley, 2017).

The school’s dual structure of functional specialization combined with grade-level teams fosters expertise but also requires careful integration. While collaboration is a shared belief, communication gaps and varying participation across units demonstrate that cultural alignment is ongoing work (Bolman & Deal, 2021; Williams, 2020).

Organizational Consensus Consensus at Greendale Elementary emerges from the interplay of centralized guidance and collaborative decision-making (Bolman & Deal, 2021). The school’s mission of equity and inclusion is embedded in both district-level policies and building-level routines. Tasks and instructional priorities are developed through grade-level PLCs, where teachers review student performance data, share strategies, and adjust interventions collaboratively (Clark, 2019).

IEP meetings provide a clear example of how consensus is operationalized. These multidisciplinary teams, consisting of general and special educators, administrators, assessment staff, and families, jointly determine accommodations and instructional strategies. Similarly, grade-level teams develop coordinated lesson plans through structured meetings in which teachers contribute individual perspectives to create unified classroom goals (Torres, 2022).

Despite structured processes, inconsistencies can occur when communication breaks down or responsibilities overlap. For example, general education teachers may implement strategies without full awareness of IEP modifications if special education teachers cannot attend planning sessions. These challenges highlight the importance of clear documentation, structured

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feedback loops, and regular follow-up to ensure that consensus translates into consistent classroom practices (Williams, 2020).

Role Versus Job Description Staff roles at Greendale Elementary frequently expand beyond formal job descriptions, reflecting the school’s adaptive and collaborative culture. Teachers, while responsible for classroom instruction and assessment, often mentor new staff, facilitate parent communication, support extracurricular programs, and participate in compliance documentation. A teacher leading a literacy intervention program outside their regular class schedule exemplifies this extension of responsibilities (Teasley, 2017). Instructional specialists model instructional strategies, lead professional development, and assist teachers with lesson planning, highlighting the dynamic nature of their roles (Bolman & Deal, 2021).

As the campus educational diagnostician at Greendale Elementary, the formal job description centers on conducting psychoeducational evaluations, interpreting assessment data, determining eligibility for special education services, and ensuring compliance with IDEA and district guidelines. In practice, however, the role extends well beyond these defined duties. The diagnostician frequently supports teachers in developing intervention plans, assists with progress monitoring systems, coaches staff on implementing accommodations, and provides guidance when classroom concerns arise. The diagnostician also serves as a bridge between general and special education by participating in grade-level planning, contributing to PLC discussions, and facilitating communication to ensure instructional decisions remain aligned with students’ IEPs. These expanded responsibilities illustrate how Greendale’s collaborative culture encourages diagnosticians to function not only as evaluators but also as instructional partners and problemsolvers whose work supports both compliance and daily student success.

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These extended roles support collaboration and responsiveness to student needs, but they can introduce ambiguity regarding accountability. Recognizing and formalizing these informal contributions enhances coordination and ensures that flexibility strengthens rather than hinders the school’s overall effectiveness (Clark, 2019; Williams, 2020).

Conclusion Through a cultural lens, Greendale Elementary School demonstrates a collaborative, inclusion-focused environment guided by equity and student-centered learning. Cultural differences among functional units reflect distinct subcultures and observable behaviors, visible in communication patterns, planning routines, and daily interactions. Consensus is cultivated through structured collaborative processes such as PLCs, IEP teams, and grade-level meetings, though communication gaps and overlapping responsibilities can limit consistency. Staff roles extend beyond formal job descriptions, promoting adaptability while occasionally introducing ambiguity. Strengthening communication channels, clarifying role boundaries, and reinforcing integration across units can further align the school’s culture with its mission, ensuring equitable and effective outcomes for all students.

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References Bolman, L. G., & Deal, T. E. (2021). Reframing organizations: Artistry, choice, and leadership (7th ed.). John Wiley & Sons.

Clark, J. T. (2019). The impact of school culture upon an educational institution. Cedarville University Education Research Projects. Retrieved from https://digitalcommons.cedarville.edu/education_research_projects/10 Teasley, M. L. (2017). Organizational culture and schools: A call for leadership and collaboration. Curriculum & Supervision Quarterly, 39(1), 3‑12. https://doi.org/10.1177/1074903917716453 Torres, L. L. (2022). School organizational culture and leadership: Theoretical trends and new analytical proposals. Education Sciences, 12(4), Article 254. https://doi.org/10.3390/educsci12040254 Williams, N. J. (2020). Embedding school cultures and climates that promote effective implementation of evidence‑based practices. Frontiers in Education, 5, Article 112. https://doi.org/10.3389/feduc.2020.00112