Creating a Culture of Empowerment and Accountability at St. Martin de Porres High School (B)

Abstract

Change is hard for all but perhaps more difficult for school leaders and other nonprofit organizations. The role that culture plays in a mission-driven organization can often be an impediment to change. This case uses a unique education institution, St. Martin de Porres School of the Cristo Rey Network, to illustrate the importance of culture in implementing change. It demonstrates how leaders can articulate a vision and create a strategy to change an organization and move toward success. The case focuses on the leadership team of Principal Mike Odiotti and Assistant Principal Judy Seiberlich and how they used cultural change as the key driver to school success. That success was defined by improved academic performance, greater accountability for students, teachers and staff and stronger empowerment of constituents. It includes an overview of how the school's leadership team used data to drive decision making. This case is ideal for MBA students, executives in nonprofit management or school leadership and can be used to illustrate change management, nonprofit leadership, culture change, mission-driven strategy or school leadership. It addresses critical issues that organizations face and provides tools and tactics that can be applied to mission-driven enterprises.

This case was prepared for inclusion in Sage Business Cases primarily as a basis for classroom discussion or self-study, and is not meant to illustrate either effective or ineffective management styles. Nothing herein shall be deemed to be an endorsement of any kind. This case is for scholarly, educational, or personal use only within your university, and cannot be forwarded outside the university or used for other commercial purposes.

2024 Sage Publications, Inc. All Rights Reserved

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Resources

Exhibit 1: Educational Leadership—Definition and Philosophy

Definition of Educational Leadership (From Judy Sieberlich)

Leadership is the ministry of marshalling the efforts of the members of a community toward their goals. It involves:

  • Developing and articulating a common vision and inviting each member to join in its realization
  • Organizing and administrating systems that enable members to succeed
  • Identifying and solving problems
  • Being present and accompanying members by celebrating, challenging, and supporting them

Several values guide the practice of leadership:

  • The growth mindset, as described by Carol Dweck
  • Hospitality, justice, collegiality, subsidiarity
  • The preference for:
    • Community over corporation
    • A focus on abundance over scarcity
    • Cooperation and collegiality over individualism
    • Transparent communication and accountability over control through secrecy

Through the nurturing of these values, a community grows and gains the strength and agility to move into its future in fidelity to its mission.

Philosophy of Educational Leadership (From Mike Odiotti)

Leadership is the key to transformation and moving an organization forward. For an educational organization to become more effective over time, administrators, teachers, and staff need to become more skillful. Therefore, the conditions must be set systemwide to create a learning organization. This is hard work and requires instruction be linked to professional development, which in turn is based on the school's strategic plan. In order to create a culture of learning, a leader needs to foster and nurture teamwork, create systems for dialogue and reflection, use authority to set boundaries, and use conflict as a learning opportunity. The ultimate goal is to assist students in becoming independent learners and powerful thinkers who generate ideas and think deeply about the world around them.

Exhibit 2: Core Operating Principles (from Mike Odiotti)

  • If we continually develop the instructional expertise of the teachers, then teaching will be strengthened and all students will learn in deeper and more meaningful ways.
  • If we foster a belief system driven by the principles of persistence, growth mindsets—getting smarter is possible through hard work—and creating highly engaged classrooms through strategies such as No Opt Out, we will increase student efforts to apply themselves to the work in focused ways and promote their achievement.
  • If we develop a school culture where every student feels a sense of belonging, then students will become active participants in their learning.

Exhibit 3: SMdP Students' Standardized Test Score Improvement (Points) by Subject and Graduating Class

Figure

Exhibit 4: SMdP Faculty Survey Results, Summer 2008 vs. December 2008

Yes

No

Sometimes

Statement

Summer

December

Summer

December

Summer

December

I believe school policies (discipline, attendance, etc.) are clearly stated.

43%

46%

43%

8%

14%

46%

I believe that school policies are administered fairly and consistently.

5%

39%

81%

7%

14%

54%

I believe our students feel safe and respected.

81%

85%

0%

0%

19%

15%

I believe our curriculum is effective.

47%

46%

26%

8%

26%

46%

I believe we are kept well informed on matters that affect us.

25%

39%

35%

7%

40%

54%

I believe that there is good morale throughout the school.

33%

50%

43%

8%

24%

42%

I believe that students are clear about learning outcomes they are expected to achieve.

53%

33%

26%

0%

21%

67%

We have a school-wide philosophy about the learning process and its relationship to the improvement of students' skills.

38%

85%

33%

7%

29%

8%

This case was prepared for inclusion in Sage Business Cases primarily as a basis for classroom discussion or self-study, and is not meant to illustrate either effective or ineffective management styles. Nothing herein shall be deemed to be an endorsement of any kind. This case is for scholarly, educational, or personal use only within your university, and cannot be forwarded outside the university or used for other commercial purposes.

2024 Sage Publications, Inc. All Rights Reserved

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