This Work-in-Progress Research paper presents a conceptual and methodological framework for the study of collaborative educational change efforts, based on principles and measurement tools from educational philosophy and organizational change. Our approach draws on Schein's framework for cultural analysis, and utilizes measurement tools from several research domains to investigate the goals, values, beliefs, and identities of individuals engaged in educational change. Our preliminary findings suggest that there are significant perceived misalignments experienced by changemakers in relation to their institutions, and these differences impact their change efforts. Future work includes additional data collection and action-research projects to test various models of change.