A goal of Invitational Education
(IE) theory and practice advocacy is to exhibit a mindset that invites, rather
than excludes, by always affirming the inherent worth, capability, and
responsibility of every individual (Purkey & Novak, 2015). Grounded in intentionality, care, optimism,
respect, and trust (I-CORT), this mindful approach fosters communities in which
belonging precedes performance and empowerment replaces compliance. Through
humble, servant leadership, we can all create environments that honors voices,
shares power, and cultivates human potential by ensuring our policies,
practices, programs and relationships with people consistently invite human
flourishing.
An intentionally inviting, caring,
optimistic, respectful, and trusting (I-CORT) mindset functions as the ethical
posture of Invitational Education (Purkey, Novak, & Fretz,
2020; Anderson, 2021).
IE advocacy begins by framing I-CORT not as a program, but as a way of being that
is embedded in daily interactions and systemic practices. Therefore, it seems
prudent to provide practical IE advocacy strategies.
Demonstrating how language,
tone, policies, and routines can either invite or disinvite participation models
intentionality. Helping stakeholders recognize how deficit thinking,
gatekeeping, or compliance-only leadership undermines dignity actually provides
examples of disinviting practices. Emphasizing that invitational practice
actively resists marginalization affirms human worth before performance,
thereby aligning I-CORT mindfulness with equity and belonging. Asking questions
such as, “Who is being invited here? Who is not?”, promotes the utilization of reflective
dialogue.
Empowerment occurs when people
are treated as able, valuable, and responsible.
This treatment should occur long before learners prove their value,
responsibility, or optimal ability. This is the intentional gateway toward developing
an inviting community.
Mindfulness embedded in I-CORT
assumptions transform community from a structure the people enter into toward a
culture the people co-create. An I-CORT mindset creates community by shaping
relational climate. It is not solely
focused on outcomes. By contrast, community members are intentionally included.
One result of an optimistically
inviting community is individuals feeling more psychologically safe through exhibited,
intentional care. Another is the sense that their identity and voices are
honored through deliberate respect. Self-efficacy
flourishes as they are trusted to grow and contribute, which promotes the
culture of high expectations within the school (Eck &
Goodwin, 2010).
What characteristics should be
exhibited within an intentionally inviting community? As a valid and reliable metric, the following
criteria should be considered:
· Responsibility
is shared rather than based on top-down control.
· Accountability
is mutual and grounded in care.
· Dignity
is systemically aligned throughout policies, places, programs and processes.
· Invitations
are intentional, continuous, and never assumed or withdrawn
Humility is the moral engine
of servant leadership and the relational foundation of I-CORT mindfulness. So,
lets further examine the role of humility in servant leadership and IE advocacy. Humility enables listening before leading. It
promotes learning from those the educational leader serves. It acknowledges
limits and mistakes. It shares power
rather than guarding authority. So, from the perspective of an Invitational
Education advocate, humility allows leaders to trust others’ capacity, creates
space for voice and agency, resists the need to control outcomes, and emphasizes
people over prestige. Without humility,
invitations become performative. With humility, by contrast, invitations become
transformational.
To build an empowering community
through humble invitations, educational leaders should seek to serve with
people, rather than ruling over them. The
intentional educator designs systems that invite contribution rather than
compliance, exhibits curiosity instead of certainty, and views leadership as
stewardship of human potential. Again, this
humble, I-CORT driven approach builds communities that empowers learners’ voice
and agency, sustains trust, promotes inclusion and a sense of belonging. By exhibiting hope and optimism, it is a growth-oriented approach.
An ICORT mindset, grounded in humility and servant leadership, creates
communities whereby people are intentionally invited to belong, trusted to
contribute, and empowered to flourish.
To
cite:
Anderson, C.J. (December 31, 2025). Exhibiting
an I-CORT mindset
invites community. [Web log post]
Retrieved from http://www.ucan-cja.blogspot.com/
References
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.
Eck, J., & Goodwin, B. (2010). Autonomy for school leaders. School Administrator, 67(1), 24-27.
Purkey, W. W.,
& Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed)
International Alliance for Invitational Education. Retrieved from: Fundamental
of Invitational Education | IAIE
Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.
