The changing educational landscape requires new organizational frameworks to understand how schools and universities make sense of and respond to broader institutional forces like accountability, diversity, and the market. In this article, we draw on recent innovations in organizational theory to propose a model that identifies two general processes through which pressures from the environment shape educational practice in schools: filtering and local adaptation. We review three areas where researchers have studied filtering and local adaptation--routines, sensemaking, and networks--to illustrate how these processes are currently being applied in education and how this work can be extended. We also identify studies that have begun to integrate these different areas of scholarship and propose directions for future research. This article offers education researchers new to the field conceptual tools for guiding their analysis and assists more seasoned researchers in situating their studies in a broader context of institutional maintenance, change, and heterogeneity.