Saturday, December 31, 2022

An Organization That Makes a Difference: The International Alliance for Invitational Education®

During the last few monthly blog posts, we have examined Elements 1-4 of the Coherence Lab framework.   Element 1 of the framework emphasizes the need for Building Focus and Coordination. Element 2 examines the need to Cultivate Trusting Relationships. Element 3 sets the expectations for stakeholders to Change Behavior at Scale. Element 4 of the Coherence Framework encourages Equitable Ways of Thinking and Working.

Advocates of Invitational Education theory and practices (Purkey & Novak, 2016; Purkey, Novak & Fretz, 2020), readily see the correlation between the Coherence Lab’s framework and Invitational Education (IE) theory and practices. This correlation simply proves again that IE is not something more to add to one’s pedagogical plate. Invitational Education (IE) theory IS the plate!  As evidenced by its lack of attribution to any theoretical foundation, the Coherence Lab might suggest its framework is innovative. 

Yet, for over 40 years proponents of IE theory believed that through intentional invitations for vibrant and active interactions an intentionally, caring, optimistic, respectful, and trusting (ICORT) educational leader can systemically address institutional needs through an inventory of the entire network: People, places, policies, programs, and processes (5-Ps), which influences the potential for success.

Although uncited, the Coherence Lab’s Framework readily integrates tenets of Invitational Education theory and practices (Purkey, 1992; Purkey & Novak, 2016). Frankly, this blog post can focus entirely on organizations that take an established theoretical foundation and repackage or rebrand previous tenets and assumptions as something new.  Although capitalism may be driven by greed, academia should always embrace ethics and integrity.

So, let’s discuss solutions. How can someone stand up for ethical practices and demand integrity?  Leaders can begin by intentionally invite stakeholders to become more knowledgeable.  Then encourage direct support for the institutions, alliances, or groups that exhibit research-based practices and theoretical foundations that make better possible. 

My journey as an educational leader led me to Invitational Education theory and practice, which then brought me to my first International Alliance for Invitational Education®(IAIE) World Conference in 2013. You will find the IAIE is a not-for-profit group of educators and allied professionals from throughout the world, dedicated to the development of positive school, work, and home environments as well as being opposed to those forces that demean and defeat human potential. Through IAIE membership, you are invited to learn how to intentionally create climates based on care, optimism, respect, and trust while networking with IAIE members internationally.  By joining the IAIE, you will receive: 

·         “Fundamentals of Invitational Education” (Purkey & Novak, 2016), 

·         The monthly Alliance newsletter,

·         Access to the Journal of Invitational Theory and Practice and the IAIE Abstracts.

·         Free participation in IE-themed webinars,

·         Discounted rates for the IAIE World Conference,

·         Information for how your school can earn an Inviting School Award,

·         A network of members engaging in Invitational Education research and practice.  

 An annual individual IAIE membership is $35.00.  Here are ways to join the Alliance:

·         MEMBERSHIP | IAIE (invitationaleducation.org) You can join with credit card or PayPal.

·         If you prefer to pay by check, make it payable to IAIE and mail to:

Tammy Baker, IAIE Manager;  PO Box 594.  Nicholasville, KY  40340. 

Email: tammy.baker@invitationaleducation.org

To learn more about Invitational Education theory and practice or the IAIE, please visit: ABOUT | IAIE (invitationaleducation.org)

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). IE research and documented practices exhibit how IE theory addresses “the total culture or ecosystem of almost any organization” (Purkey and Siegel, 2013, p. 104). While 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).

During 2023, be resolute in your endeavor to model and nurture an intentionally inviting stance.  We must intentionally promote IE theory and practice in our demonstrated efforts to encourage the learning for all mission (Lezotte & Snyder, 2011). We must lead others in the “direction and purpose for all Invitational thought and action” (Purkey & Novak, 2016, p 11).

Crucially, we must willingly teach others to extend intentional invitations. As proponents of IE theory, we know others are better served through empowering opportunities for achieving one’s human potential.  Therefore, encourage dialogue that promotes critical thinking and open-mindedness.  Willingly reject any exhibition of contempt, which merely destroys motivation and incites further division.  As champions of IE theory and practices we must always promote intentionality, care, optimism, respect, and trust (I-CORT) in all our educational, leadership, and interpersonal opportunities. 

 

To cite:

Anderson, C.J. (December 31, 2022). An Organization That Makes a Difference: The

            International Alliance for Invitational Education®. [Web log post] Retrieved from 

http://www.ucan-cja.blogspot.com/

 

References

Asbill, K. (1994). Invitational leadership: Teacher perceptions of inviting principal

            practices. Unpublished doctoral dissertation, School of Educational Management,

            New Mexico State University.

 Fullan, M. & Quinn, J (2021). Coherence: The Right Drivers in Action for Schools, Districts,

and Systems (Pages 17-27; 47-53). Retrieved from

https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view

 Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the

            correlates. Solution Tree Press.

Purkey, W.W. (1992). An introduction to invitational theory. Journal of Invitational theory and Practice 1(1), 5-15.

Purkey, W.W.., & Novak, J.M. (2016). An introduction to invitational theory. https://www.invitationaleducation.org/wp-content/uploads/2019/04/art_intro_to_invitational_theory-1.pdf

Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

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

Strahan, D., & Purkey, W. W. (1992). Celebrating diversity through invitational

            Education. The International Alliance for Invitational Education.


No comments:

Post a Comment