Invitational Education theory and practice shifted a model of leadership “from emphasizing control and dominance to one that focuses on connectedness, cooperation, and communication” (Purkey & Siegel, 2013, p.1). In 2003, Egley found “research on the effects of Invitational Education Theory in the educational administrative process is relatively new as compared to other theories pertaining to leadership” (p.57). Later, Burns and Martin (2010) believed their literature review, which included analysis of Aldridge, (2003); Jennings, (2003); Penner, (1981); Shapiro, (1990); and Stillion & Siegel, (2005), reinforced their premise that “contemporary leaders in education must face a new day requiring skills and knowledge beyond what needed to be exhibited by previous leaders” (p. 30). By blending leadership qualities, values, and principles, Purkey and Siegel developed the Invitational Leadership model that invited success from all interested stakeholders whereby “Invitational leadership was created based upon four basic assumptions exemplifying invitational leaders: optimism, respect, trust, and intentionality” (Burns & Martin, 2010, p.31).
It is now
recognized that intentionality, care, optimism, respect, and trust (I-CORT)
should be the Invitational Education leader’s consistent mindset (Anderson,
2019) to exhibit the personally and professionally inviting behaviors (Purkey
& Novak, 2016) that promote “increased learning outcomes and personal
growth” (Shaw, Siegel, & Schoenlein, 2013, p. 33). I-CORT must be
evident throughout the five powerful factors: people, places, policies,
programs, and processes, which Purkey and Siegel called the “five P’s” (p.
104). Being interdependent, each factor has separate and combined
influence on an organization’s culture and potential sustainability of success
initiatives. Therefore, interdependent consideration of these five
P’s and an exhibition of I-CORT when dealing with each factor provides
limitless opportunities because the results can positively impact the total culture
of nearly every organization.
Invitational Education
theory seeks to promote trust,
collaboration, and purposeful inclusion (Purkey & Novak, 2015; Purkey &
Siegel, 2013). However, “People cannot accept invitations they have never
received” (Purkey & Novak, 1996, p.75). To be dependably inviting,
effective leaders need to check for receipt and seek acknowledgement of their
invitations for personal and professional development. Is there an adverse
influence of a teacher candidate’s low emotional intelligence upon the ability
to recognize intentional invitation as an opportunity? The
interdependent IE framework addresses “the total culture or ecosystem of almost
any organization” (Purkey and Siegel, 2013, p. 104). Given there is no quick
fix for educational problems, the IE framework encourages ongoing vigilance before
affirming sustained change (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).
As
proponents of IE theory, we know others are better served by empowering
opportunities for achieving one’s human potential. Therefore, we
encourage dialogue that promotes critical thinking and
open-mindedness. A critical theory perspective invites dialogue to
identify, address, and problem-solve societal issues by accepting there are
multiple perspectives. What is "true" for one group may be
different given each group's lived inequities, lack of access, and unequal
power.
Metaphorically, when each thread is
considered valuable and interwoven, the fabric is strengthened. A critical
theory perspective would suggest each group be considered a valuable thread in
the fabric of society. Shall we weave or allow to fray...? IE theory and
practice advocates should naturally reject any exhibition of contempt because
it merely destroys motivation and incites further division. As champions
of IE theory and practices, we endeavor to always promote intentionality, care,
optimism, respect, and trust (I-CORT) in all our educational, leadership, and
interpersonal opportunities.
During 2022 IE theory advocates must be
omnipresent through our modeling and nurturing an intentionally inviting
stance. We must promote IE theory and practice in our
demonstrated efforts to encourage the learning for all mission. We
can no longer wait to be recognized but rather we must lead others in the
“direction and purpose for all Invitational thought and action” (Purkey &
Novak, 2016, p 11). Through this intentional invitation, we are provided
the opportunity to sustain our successful educational practices through our
actions. These right actions will allow IE theory and practice to
strengthen minds, free spirits, and enrich societies.
As
the Editor of the 2017-2021 Journal of Invitational Theory and Practice
you are welcomed and encouraged to promote the study, application, and
research of Invitational Education theory and practice. You and your
colleagues are invited to submit scholarly papers that identify how Invitational
Education theory and practice guides reform, sustains success, or reinforces
best practices through research. The Journal for Invitational Theory and
Practice (JITP) (ISSN-1060-6041) publishes once a year and promotes the tenets
of invitational theory and practice, self-concept theory, and perceptual
psychology. First published in 1992, the JITP is currently indexed in the
ERIC and EBSCO databases.
The
JITP seeks to publish articles under two priorities: research and practice.
First, manuscripts are encouraged that report research that examines and
expands the theory and practice of invitational learning and development,
investigates the efficacy of invitational practices, relates invitational
theory to other theories of human development and behavior, or focuses on
theories that are compatible with invitational theory and practice. Second,
manuscripts will be considered that are more focused on the practice of invitational
theory. These articles are less data-oriented and could describe authors’
attempts to apply invitational theory to a variety of settings or activities
related to invitational theory. The editorial board will also consider book
reviews of professional books related to invitational or other related
theories.
The
JITP accepts articles for submission year-round. However, the ideal
submission deadline for each issue is October 1st. The Journal uses
a blind peer review of articles with final publication decisions made by the
editor. Upon publication, authors will receive an electronic copy of the JITP.
Manuscripts submitted to or under consideration for publication by other
journals are not accepted. Authors must follow specific guidelines when submitting manuscripts for
publication consideration:
1. 1. Prepare
manuscripts in APA style. Refer to the Publication Manual of the American
Psychological Association, 7th Edition (2019).
2. 2. Submit
manuscripts as email attachments to: JITPeditor@invitationaleducation.net
a. All
submissions will be acknowledged by return email to the originating email
address.
b. Questions
about submissions should be emailed to the editor, Chris James Anderson: JITPeditor@invitationaleducation.net; ucan@rcn.com
3. 3. Include
your home and business phone numbers.
a. This
will allow the editor to quickly contact you if necessary.
4. 4. Create
all manuscripts as Microsoft Word documents.
a. Please
remove embedded comments, tracked changes, and hidden personal data in the file.
5. 5. Submit
two copies of the manuscript – one with your identifying information and one
without your identifying information
a. The
anonymous copy is sent for blind review.
6. 6. Limit
manuscripts to less than 10,000 words, double spaced (including references and
quotations)
a. Use
Times New Roman, 12-point font, with one-inch margins on each side, top, and
bottom.
7. 7. Format
(APA, 2019) the cover page with the author’s or authors’ names, institutional
affiliation(s), and title of the manuscript.
8. 8. On
the second page, include the title and an abstract of 150 - 250 words.
9. 9. For
the blind copy, do not include authors’ names on this or subsequent
pages. The author(s)’ name(s) should not appear anywhere in the
blind copy of the manuscript.
a. If
the author(s)’ own research is used, insert the word Author for all within
manuscript citations and all References. For the Reference Page,
include only Author (year) for each citation – do not include the name of the
article/book, etc.
1 10. Include
tables: created with MS Word table function only, and figures sparingly. These
must be formatted per APA (2019) style.
a. All
tables and figures should be placed (embedded) within the document.
b. Any
artwork and diagrams should be included as separate digital graphic files,
.tif, .gif, or .jpg.
11. 11. Quotations
must follow APA (2019) style.
a. Lengthy
quotations require written permission from the copyright holder for
reproduction.
b. Authors
are responsible for obtaining permissions and providing documentation of
permission to the JITP editor.
1 12. Reviews
of manuscripts typically take approximately eight weeks.
a. Manuscripts
are reviewed by two members of the Editorial Review Board
b. Manuscripts
are rubric-scored.
c. Patience
is appreciated but author(s) can contact the JITP editor at any time for a
status report.
1 13. Notification
regarding publication will presented to the author(s) from the editor.
a. If
the manuscript is accepted, details about the issue for publication will be
conveyed at that time.
14. 14. For
accepted manuscripts requiring revisions, the author(s) MUST use the
Review>Track Changes function within MS Word.
1. 15. Members can access previous JITP publications at https://www.invitationaleducation.org/jitp-publications/
To
Cite:
Anderson, C.J. (December 31, 2021) Making invitational theory and practice omnipresent
in your 5Ps. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C. J.
(2016). A correlational study examining demonstrated emotional
intelligence and perceptions of school climate. (Doctoral
dissertation).
Retrieved from ProQuest
Dissertations & Theses, 10027119
Anderson, C. J. (2019). A leader’s emotional self-control and management of others impacts a
school’s climate.
Journal of Invitational Theory and Practice, 25, 39-57.
Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical
perspective begins with I-CORT. Journal of
Invitational Theory and Practice, 27, 36-50.
of Purkey and Novak's inviting school
success. Interchange, 17, 90-95.
to teaching, learning, and
democratic practice (3rd
ed.).Wadsworth
Publishing Company.
Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed)
International
Alliance for Invitational Education. Retrieved from:
http://invitationaleducation.net/product/category/books
to defuse difficult situations. Corwin Press. ISBN: 9787452212104
Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to
professional and personal success. Humanics. Retrieved
from:
http://invitationaleducation.net/featuredbooks.html
Shaw, D., Siegel, B., & Schoenlein, A. (2013). The basic tenets of invitational theory and
practice: An invitational glossary. Journal of Invitational Theory and Practice,
19, 30-42
schools. Journal of Invitational Theory and Practice, 20, 5-10
