Exhibiting an I-CORT Mindset Invites Community

 

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. (2^nd 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.