February 28, 2021
Implementing
Effective Schools Research has
proven successful for promoting and sustaining optimal opportunities to learn
for all students. Effective Schools Research (Lezotte,
1991) identified the following correlates as being present in all cases of
an effective school:
1. Clear and focused mission
2. Climate of high expectations
3. Instructional leadership
4. Opportunity to learn/student
time on task
5. Frequently monitoring student
progress
6. Safe and orderly environment
7. Home-school relations
An
Effective School’s mission, grounded in the seven correlates for reform, would
expect success regardless of socioeconomic status (SES) of its students.
Stakeholders would therefore need to make the interconnected seven correlates
more powerful within its mission than the power of the low SES to deny
opportunity. “Effective indicates that a school, teacher, or district is doing
the right job. Based on our definition of an effective school, this term
specifies that the school must attend to the twin policy pillars of quality and
equity. Effective schools research has shown that the practices among effective
schools have consistently been found to be more alike than different” (Lezotte & Snyder,
2011, p 17).
Given
the need to inter-dependently implement the seven correlates, educational
leaders and all stakeholders would benefit from utilization of Invitational
Education theory, which provides a framework for assessing and monitoring
school climate. Rather than suggesting a quick fix, the Invitational Education framework
encourages ongoing vigilance before affirming sustained change (Purkey &
Novak, 2015; Purkey & Siegel, 2013; Strahan & Purkey, 1992). Vigilance
is required because changing how a school operates requires transforming its
people (Asbill, 1994). School
reform requires systemic change, a metamorphosis, based on systemic
analysis of the people, places, policies, programs, and processes (the Five
Ps). This structural analysis of school climate discerns whether any part of
the whole is disinviting (Purkey & Siegel, 2013).
School climate plays an important role in how
stakeholders perceive the school (Anderson,
2016; Curry, 2009). Evaluation
of school climate reflects stakeholder perceptions of the social, emotional,
and academic experiences of school life.
Stakeholders need to include students, administrators, teachers,
parents, and support staff (Smith 2012).
The literature
suggests leaders high in emotional intelligence may be more competent to
influence, inspire, intellectually stimulate, and develop their staff to
promote a culture of sustained educational success (George, 2000; Marzano,
Waters and McNulty, 2005; Leithwood,
Louis, et al, 2004; Moore, 2009; Ross, 2000; Salovey and Mayer, 1990;
Sanders, 2010; Wolff, Pescosolido, & Druskat, 2002). Inviting behaviors exhibited by the leader
optimizes the school climate (Asbill, 1994; Purkey & Siegel, 2008; Schmidt, 2007;
Smith, 2015). A positive school climate
results from relationships that flourish (Weymes, 2003). For increased
function, the culture must be perceived as correct and valid. When perceived as
functional, newcomers must then be taught the culture (Schein, 2009). Identifying
the competencies that increase the conveyance and receipt of personal and
professional development opportunities could optimize school climate for all
stakeholders because people can only accept invitations that have been received
(Purkey & Novak, 1996; 2016).
The effectiveness
of school leadership remains contingent upon teacher acceptance (Matthews &
Brown, 1976). Teachers’ attitudes and perceptions influence positive or
negative responses to initiatives (Rokeach, 1968). Teachers’ perception of respect
and trust exhibited by the principal correlates with both teachers’ and
students’ morale, commitment, and achievement (Ellis, 1988). When a school
leader effectively communicates a vision for success, models positive
expectations, exhibits optimism, and utilizes inviting leadership practices,
the teachers’ behaviors become positively influenced (Asbill, 1994; Asbill
& Gonzalez, 2000; Burns & Martin, 2010).
It is now assumed
that intentionality, care, optimism,
respect, and trust (ICORT) exemplify the invitational leader’s mindfulness (Anderson, 2017). Integrating the five ICORT assumptions
into a system’s people, places, policies, programs, and processes, which Purkey
and Siegel (2013) called the “five P’s” (p. 104) provide limitless
opportunities to impact the total culture of nearly every organization. For a
school system seeking to sustained success towards the learning for all mission,
Invitational Education theory will facilitate interdependent application of all
seven correlates of Effective Schools Research.
To Cite:
Anderson,
C.J. (February 28, 2021). Like a hand in a glove: Invitational education theory
and implementation
of the effective schools’ correlates. [Web log post] Retrieved from
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