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Biblical Integration Assignment
Brittany Krieger
School of Education, Liberty University
Biblical Integration Assignment
At Greendale Elementary School, an organizational problem emerged regarding the
inconsistent implementation of Individualized Education Programs (IEPs) for students with
disabilities. Although the school adhered to the federal requirements of the Individuals with
Disabilities Education Act (IDEA), the classroom application of accommodations varied
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significantly among teachers. Some educators consistently provided supports such as modified
assignments and extended time, while others expressed uncertainty about how to apply these
accommodations or failed to implement them reliably. This inconsistency resulted in parent
concerns, uneven academic outcomes, and administrative anxiety over compliance and
accountability. General education teachers, special education staff, administrators, and the special
education diagnostician were all affected by this issue. Bolman and Deal (2021) note that
misalignment in structures, culture, and political interests often produces organizational strain;
however, from a Christian worldview, such strain is more than managerial – it represents a lapse
in stewardship, unity, and relational responsibility. Addressing the issue biblically requires
renewed commitment to compassion, integrity, and servant leadership.
The inconsistent implementation of IEPs at Greendale highlighted a multifaceted
organizational challenge. While some teachers faithfully applied accommodations, others did so
sporadically or misunderstood expectations, leaving gaps in support that affected student
outcomes. The problem was exacerbated by fragmented communication, inconsistent
professional development, and divergent beliefs about inclusion among staff. Bolman and Deal
(2021) emphasize that organizational strain often results from misalignment among structures,
culture, and political interests, illustrating why even well-intentioned staff struggled to maintain
consistency. Busby (2017) similarly stresses that sustainable organizational change requires
intentional capacity-building and alignment of mindsets and behaviors, rather than surface-level
corrections. At Greendale, unclear roles and divided staff beliefs showed that a systemic
approach was needed to make sure IEPs were carried out consistently.
Biblical stewardship offers a key perspective for understanding the challenges in IEP
implementation. Luke 16:10 (New International Bible (NIV), 1978/2011) emphasizes the
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importance of being faithful and responsible in everyday duties. Teachers and administrators
responsible for carrying out IEPs are called to act with integrity and consistency, demonstrating
both professional competence and spiritual responsibility. Bolman and Deal’s (2021) structural
frame supports this idea by highlighting the need for clear roles, well-defined expectations, and
accountability systems to ensure faithful stewardship. Additionally, Colossians 3:23 (NIV)
encourages believers to approach their work wholeheartedly as service to God, suggesting that
diligently implementing IEPs is both a form of service and a reflection of commitment beyond
mere compliance.
Equipping and empowering staff aligns closely with both biblical teaching and
organizational theory. Ephesians 4:11–12 (NIV) instructs leaders to equip their people for
meaningful work, which in schools translates to professional development, coaching, and
collaborative planning that helps educators consistently implement IEPs. Busby (2017) asserts
that sustainable change occurs when organizations intentionally cultivate capacity and promote
continuous learning. When administrators provide mentorship opportunities, facilitate
collaboration between general and special education teachers, and encourage reflective practice,
they embody both the biblical call to equip others and the human resource and cultural frames
described by Bolman and Deal (2021), which emphasize nurturing and investing in people.
The inconsistencies at Greendale also highlight the need for compassion and inclusion.
Genesis 1:27 (NIV) affirms the value of every individual as created in God’s image. Scripture
also reminds believers that those who may seem weaker are still essential members of the
community (1 Corinthians 12:22, NIV). Students with disabilities are therefore central to the
learning community, and faithfully providing accommodations demonstrates Christlike care.
Educators who ensure that students receive necessary supports are “carrying each other’s
burdens” as mentioned in Galatians 6:2 (NIV) which reflects the biblical principle of helping
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others flourish. Busby (2017) reinforces that meaningful organizational change is rooted in moral
purpose, care, and inclusion, not just compliance.
Furthermore, relational strain resulting from inconsistent implementation calls for
reconciliation and restoration. Matthew 18:15–17 (NIV) outlines a biblical process for
addressing conflict with compassion, prioritizing understanding and restoration. Bolman and
Deal’s (2021) political frame complements this approach by emphasizing the need for careful
navigation of differing interests and perspectives. Leaders who foster open dialogue, focus on
shared goals, and seek grace-filled solutions embody both biblical reconciliation and
organizational wisdom. James 1:5 (NIV) encourages leaders to seek God’s wisdom when making
complex decisions, promoting humility and dependence on divine guidance, while Colossians
3:13 (NIV) instructs believers to forgive as the Lord has forgiven them, facilitating trust-building
with both staff and families.
Finally, these principles converge in a biblical model of servant leadership. Philippians
2:3–4 (NIV) urges believers to value others above themselves, a principle that aligns with
Busby’s (2017) emphasis on relationally grounded leadership and Bolman and Deal’s (2021)
assertion that organizations thrive when leaders inspire rather than coerce. Jesus’ example of
washing His disciples’ feet (John 13:14–15, NIV) illustrates humility and service, offering a
model for administrators to foster an environment of compassion, clarity, and shared purpose.
Leaders who embody these principles cultivate a culture where IEPs are implemented
consistently, equitably, and with love.
Conclusion
Addressing inconsistent IEP implementation at Greendale therefore requires more than
procedural fixes. It demands spiritual renewal, organizational alignment, and relational
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restoration. Scripture provides a comprehensive framework of stewardship, empowerment,
compassion, reconciliation, and servant leadership that aligns with research-based insights from
Bolman and Deal (2021) and Busby (2017). Applied collectively, these principles transform IEP
implementation from a compliance task into a tangible demonstration of God’s justice and care.
Through shared commitment, prayerful wisdom, and humble leadership, schools can turn
systemic challenges into opportunities to embody the Gospel in daily educational practice,
serving “one another humbly in love” (Galatians 5:13, NIV).
References
Bolman, L. G., & Deal, T. E. (2021). Reframing organizations: Artistry, choice, and leadership
(7th ed.). Jossey-Bass.
Busby, N. (2017). The shape of change. Routledge.
New International Bible. (2011). The NIV Bible. https://www.thenivbible.com/ (Original work
published 1978)
