Effective Response to Intervention Programs Can Make a Difference

        Stakeholders involved with students exhibiting academic, behavioral, or social/emotional learning deficits too often sense there are too few options for effective support.   While the teacher or parents believe such deficits exhibit a major concern, the student is often not evaluated until categorical programs such as Title I, ESL, literacy services, or special education becomes involved,  Yet, since NCLB (2001) and IDEA (2004) began emphasizing the expectation for Response to Intervention (RTI), at-risk students with learning and/or behavioral challenges should be identified sooner rather than later, and provided with more flexible and responsive service options.  RTI should be mitigating the expectation for individualized help to come only through special education services.  An effective RTI approach offers several key opportunities for systemic effectiveness:

(1) emphasizes early intervention in the typical, general education learning environment,

(2) maximizes all staff’s expertise and services, and makes effective use of all existing resources,

(3) intends to assess the student’s strengths and weaknesses based on their academic performance or behavior in the regular educational setting,

(4) delivers interventions regular educational setting and interventions are based on reliable and measurable information,

(5) response to the intervention is directly and frequently monitored and charted, and

(6) intends to de-emphasize categories and labels while encouraging creativity, problem solving, and providing support to students in a timely manner.

           The effective RTI approach institutionalizes a problem-solving model for schools.  As such, the RTI model allows application of a systemic, school-wide problem-solving approach.  Therefore, rather than perceptions or assumptions, effective curriculum and instructional decisions can be based on collected and analyzed student-centered data.

As far back as 1990, Vacca and Padak found at-risk learners were seldom more academically vulnerable than during instructional situations that required them to engage in acts of literacy.  Kletzien & Bednar (1990) viewed at-risk readers as students who saw themselves “as poor learners who have limited aptitude to benefit from educational opportunities.  They are at risk by being constantly discouraged and by having an inadequate understanding of their own learning abilities and potential” (p 528). 

To better understand the purpose of literacy or developmental reading options utilized for  RTI, it is prudent to understand that most research-based reading intervention programs utilize a phonemic and phonological awareness approach as the foundation for their model of reading intervention.  The most effective reading programs for at-risk students utilize a multisensory and systematic approach ( Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan, 2001; Kim, Wagner, & Lopez, 2012; Kruidenier, MacArthur, Wrigley, 2010).  Research on the foundations of these these approaches will find many to be based on the Orton-Gillingham method. 

Many RTI initiatives utilize these approaches within Tier 3 (Intensive) reading programs.  Research by Slavin, Lake, Davis, and Madden, (2009) found one-to-one intervention effective for students at-risk for reading failure.  Below are brief descriptions of some of the more popular reading programs utilized as Tier 3 RTI interventions.

Before reviewing specific programs, let’s be mindful that regardless of the intervention, it is crucial to recognize teaching does not entail instruction alone.  A highly qualified teacher will understand the ongoing relationship between the curriculum, his or her instruction, and ongoing assessment of learning.  Competency regarding this relationship should be exhibited through increased classroom assessment literacy whereby standards-based instruction is continually provided and monitored through diverse and consistent formative and criterion assessments.  The aim of the Reading Recovery® program is to reduce the number of children that experience difficulty with reading and writing.  Specially trained Reading Recovery® teachers identify children for the program.  The identified children “are the lowest achievers in the first-grade cohort as evidenced on a standardized test and the Diagnostic Survey (Clay, 1985), excluding none” (Lyons, 1989, p 126).  The Reading Recovery® approach to identifying at-risk students involves a relative notion of risk, rather than an absolute one.  Students are selected for the Reading Recovery® intervention program because of their performance relative to their classmates according to teacher judgment and performance on a diagnostic battery.

During the Reading Recovery® intervention program, children are pulled out of their classrooms each day for thirty-minute individual lessons.  The lessons supplement regular classroom instruction for 12 to 20 weeks.  The Reading Recovery® program does not rely on consumable materials or step-by-step programs.  Rather, the knowledgeable Reading Recovery® teacher develops an individualized lesson for each child.  Each lesson provides the child with an opportunity to think and problem solve while reading and writing.  A detailed, daily running record is kept of the student’s progress and the teacher then designs the next day’s lesson (Lyons, 1989).

Reading Recovery® is not meant to be a perfect program for every need.  It is an intervention that appears best suited for students with moderate reading or language disorders.  Evidence identifies Reading Recovery as a successful early intervention reading program.  A WWC report (2013) found Reading Recovery® to have positive effects on general reading achievement and potentially positive effects on alphabetics, reading fluency, and comprehension for beginning readers.  In response to critics, it is only logical to believe sustained student progress will depend upon subsequent support, both in school and at home.  

The Wilson Language Training® (WLT) empowers individual educators, schools, and districts to achieve literacy with all students.  Approximately 25,000 teachers in United States schools have achieved WRS Level I Certification.  While WLT initially focused solely on the education of teachers who were working with individuals with dyslexia, since 2002 WLT programs provide professional development to the general education classroom teachers as well.

WLT serves as a provider of research-based reading and spelling programs for all ages. Its programs offer a multisensory and structured curricula.  Programs include Fundations®, Wilson Just Words®, the Wilson Reading System®, and Wilson Fluency®/Basic.  The approaches utilized within WLT programs have proven highly effective (Melby-Lervåg, Lyster, & Hulme, 2012).

The Wilson Reading System® exhibit potentially positive effects on alphabetics but no discernible effects on fluency and comprehension.  One study, which included more than 70 third-grade students in Pennsylvania, used a modified version of Wilson Reading System®.  The study met the What Works Clearinghouse (WWC) evidence standards.  As a result, of their literature review (2007), the WWC considered the extent of evidence for Wilson Reading System® to be small for alphabetics, fluency, and comprehension.  No studies meeting WWC evidence standards, with or without reservations, addressed general reading achievement. 

An intervention found to be popular in New York City public schools is Reading Rescue®, which is a systematic reading intervention model based on tenets of Reading Recovery® (Clay, 1993).  Ehri, Dreyer, Flugman, and Gross (2007) found Reading Rescue® to be an effective tutoring intervention model for first-grade struggling readers.  The Reading Rescue® program offers staff development designed to implement the intensive early intervention program.  Using trained tutors rather than certified reading specialists, the intervention specifically targets students who will benefit from one-on-one instruction to reach grade-level reading.  Training tutors rather than reading specialists offers school districts a less expensive alternative to providing Tier 3 RTI.

The Reading Rescue® program’s twelve-part professional development protocol for those delivering the intervention is delivered over two-years.  The structured training seeks to equip participating staff with knowledge and skills typically associated with reading specialists.  Ideally, this approach increases the school’s culture of high expectations for successful literacy and builds the school's capacity to promote learning for all students.  However, one reality of a cost-efficient two-year plan for professional development is that at-risk students may not be served by tutors as fully trained as those studied by Ehri, et. al (2007), thereby impacting the generalizability of those findings.  Additionally, spreading the full training protocol over two years, may adversely impact the necessary development and implementation of a systemic process for subsequent monitoring of program completers for sustained success.

The Remediation Plus System's Teacher Training White Paper (2017) seeks to help teachers and school administrators understand the program's reading intervention training and curriculum. The system provides opportunities to become expert teachers of reading and remediation. If seeking to ensure every teacher is proficient to address reading deficits, the system's replicable lesson plans offer an invaluable opportunity to use a very strategic approach to providing interventions.

Undoubtedly, RTI programs utilizing a phonemic and phonological awareness approach in a multisensory, systemic reading intervention model should be offering a research-based Tier 3 RTI administered by well-trained interventionist. However, for at least two years following successful participation in any early intervention program, the effective school needs to ensure the student is exposed to “good classroom instruction and moderate personal motivation that should be achievable” (Clay, 2005, p. 52).  Next month’s post will address the need for a systemic follow up program for successful completers of early intervention reading programs.  A follow-up program needs to offer techniques that address the students’ “affective needs to help them see themselves as capable learners and good thinkers” (Coley & Hoffman, 1990, p 497).

 

To cite:

Anderson, C.J. (March 31, 2022) Effective Response to Intervention programs can make a

 difference [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References;

 

Brown, R. (2021). Understanding dyslexia. A whitepaper published by for Illuminate Education

 

Clay, M.M. (1987). Learning to be learning disabled.  New Zealand Journal of Educational

Studies, v22, 155-173.

 

Clay, M. M. (2005). Reading recovery. Heinemann

 

Ehri, L.. Dreyer, L.,Flugman,B. and Gross, A. Alan. (2007) Reading Rescue: An effective

tutoring intervention model for first-grade struggling readers. American Educational

Research Journal, 44,414-448.

 International Dyslexia Association. (2008). Just the Facts: Multisensory Structured Language

Teaching. Baltimore: MD.  Reading Research Quarterly, 36(3), 250-287.

doi: 10.1598/RRQ.36.3.2

 Hoover, N. L., (2011). Reading Rescue®: A literacy intervention for elementary students,

            Gainsville, FL: The Literacy Trust.

 

Kletzien, S.B. & Bednar, M.R., (1990). Dynamic assessment for at-risk readers. Journal

 of Reading v33. n7  528-533

 

Lyons, C.A. (1989) Reading recovery: A preventative for labeling young at-risk learners.

Urban Education v 24, n2  125-39.

 Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role

in learning  to read: A meta-analytic review. Psychological Bulletin, 138(2), 322-352.

doi: 10.1037/a0026744

 National Early Literacy Panel. (2008). Developing Early Literacy: A Scientific Synthesis of

            Early Literacy Development and Implications for Intervention. Jessup, MD: National

            Institute for Literacy. 

 

Remediation Plus System Teacher Training White Paper (2017) Retrieved from:

    https://issuu.com/remediationplus/docs/r__teacher_training_white_paper

Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling

               readers:   A best-evidence synthesis. Educational Research Review, 6(1), 1–26.

               doi:10.1016/j.edurev.2010.07.002

 

Vacca, R. T. & Padak, N. D. (1990). Who's at risk in reading? Journal of Reading v33. n7

486-88.

 

 

The Truly Virtuous Servant Leader Asks, "How can we best help you?”

           Servant Leaders are value-driven and character-driven.  These qualities are typically exhibited through "increased service to others; a holistic approach to work; promoting a sense of community; and the sharing of power in decision making" (Greenleaf, 1997, p. 4).  Proponents of Servant Leadership emphasize collaboration and integrity, whereby communication and persuasion skills become extremely important (Smith, Montagno, & Kuzmenko, 2004).  The servant leader aspires to seeing the follower move toward self-actualization (Maslow, 1970).  Therefore, what differentiates a servant-leader from a transformational leader is the deep desire to pursue a preferred future from “the basis of humility, empathy, compassion, and commitment to ethical behavior” (Lad & Luechauer, 1998, p. 64).  This would not be possible without the presence of high emotional intelligence and experiential components expressed within the tenets of Invitational Education (Anderson, 2016).

From the primary desire to serve, the servant-leader wants to help his or her followers "grow healthier, wiser, freer, more autonomous, and more likely themselves to become servants" (Greenleaf, 1977, pp.13-14).  While the desire to serve is the primary motivation of the servant-leader, the conscious choice to meet other people's highest-priority needs ground any aspiration to lead (Greenleaf, 1977).  Thus, Servant Leadership epitomizes a desire for social justice.  Listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth of people, and building community are essential attributes of the servant leader (Spear, 2002).  People with high emotional intelligence are more likely to exhibit these attributes (Bradberry & Greaves, 2009). 

As a comprehensive model with the promise for providing a positive and encouraging structure to guide today’s leaders through complex times, Invitational Education (IE) theory is a collection of assumptions that seek to explain phenomena and provide a means of intentionally summoning people to realize their relatively boundless potential in all areas of worthwhile human endeavor” (Purkey, 2016, p.5).  The purpose is to “address the entire global nature of human existence and opportunity” (Purkey, 2016, p. 29).  An implication for IE implementation can be derived from the Servant Leader’s assumption of intentionality.  It is now recognized that intentionality, care, optimism, respect, and trust (I-CORT) should be the virtuous Invitational Education  leader’s consistent mindset (Anderson, 2019, 2021) 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).  

To Cite:

Anderson, C.J. (February 28, 2022). The truly virtuous servant leader asks, "How can we best help you?” . [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. (2021). Developing your students' emotional intelligence and philosophical

 perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

Greenleaf, R. K. 1997. The servant as leader. The Greenleaf Center.

 

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)

            International Alliance for Invitational Education. Retrieved from:

http://invitationaleducation.net/product/category/books

 

Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How

            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

.

Sendjaya, S., & Sarros, J. C. (2002). Servant Leadership: Its origin, development, and

            application in organizations. Journal of Leadership & Organizational Studies,

            9(2), 57-64. doi.org/10.1177/107179190200900205

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

Spears, L. (1996). Reflections on Robert K. Greenleaf and Servant Leadership. The

            Leadership and Organization Development Journal , 17(7), 33-35.

            doi.org/10.1108/01437739610148367

Community Ethics Compared to Professional Ethics

    How do we prevent a great divide between community ethics compared to professional ethics?  Although values and ethics are frequently used interchangeably, the two terms are not identical. Values pertains to beliefs and attitudes that provide direction to everyday living, whereas ethics pertains to the beliefs we hold about what constitutes right conduct. Ethics are moral principles adopted by an individual or group to provide rules for right conduct. As noted by Remley and Herlihy (2016), ethics are aspirational goals representing the maximum or ideal standards set by the profession, practiced through your professional behavior and interactions,
    By contrast, laws represent the body of rules governing the affairs of people within a community, state, or country. Laws define the minimum standards society will tolerate, which are enforced by the government. For example. we can agree that a minimum standard is the legal obligation required of educators or mental health professionals to report suspected child abuse. Yet, the law can further encourage working toward changing societal attitudes to prevent child abuse rather than only reporting it.
   Although professional actions are related to ethical behavior, it is possible to act unprofessionally and still not act unethically.  Community standards often establish the ultimate legal criteria by determining or defining what is considered reasonable behavior. Reasonableness can be defined as the care that is ordinarily exercised by others practicing within the same specialty within the professional community.
    Perhaps understanding the potential divide between community ethics compared professional ethics requires conceptualizing professional ethics by contrasting mandatory ethics with aspirational ethics. We should agree that mandatory ethics describe a level of ethical functioning based on one's compliance with minimal standards and acknowledgement of  the basic tenets clarifying what we must do compared to  must never do. The focus of mandatory ethics is on behavioral rules.  By contrast, aspirational ethics describe the highest standards of thinking and conduct, requiring one to do more than simply meet the letter of the ethics code. Aspirational ethics entail embracing the spirit behind the code and the principles upon which the code of conduct and behavior ethical rests. 
    While it is essential place principles before personalities, the ethical professional should seek to integrate virtue ethics and principle ethics to reach better ethical decisions and policies. Let's take this moment to differentiate between principle ethics and virtue ethics. We should agree that principle ethics are a set of obligations and a method that focuses on moral issues with the goals of solving a particular dilemma or set of dilemmas and establishing a framework to guide future ethical thinking and behavior (Meara, Schmidt, & Day, 1996).
    By contrast, virtue ethics focus upon the professional's character traits and nonobligatory ideals to which she or he aspires rather than on solving specific ethical dilemmas. While reflection upon principle ethics begs the question, I's this unethical?', reflection from the pursuit of virtue ethics would question whether one is doing what is best for his or her followers,  client, or student. Crucially, virtue ethics requires the professional to be conscious of ethical behavior. Therefore, the virtuous professional would deem it unethical to use approaches or techniques that might not result in the greatest benefit to her or his followers, client, or student or to use any techniques to which he or she has not been thoroughly trained, although their use might not be prohibited in practice.
    Therefore, virtue ethics focus upon ideals rather than obligations and on the character of the professional rather than on the action itself. Thus, principles before personalities.  Five characteristics of virtuous professionals were described by Meara et al (1996).  These were: 

• Virtuous agents are motivated to do what is right because they judge it to be right, not just because they feel obligated or fear the consequences.

• Virtuous agents rely on vision and discernment, which involve sensitivity, judgment, and understanding that lead to decisive action.

• Virtuous agents have compassion and are sensitive to the suffering of others. They are able to take actions to reduce their clients’ pain.

• Virtuous agents are self-aware. They know how their assumptions, convictions, and biases are likely to affect their interactions with others.

• Virtuous agents are connected with and understand the mores of their community and the importance of community in moral decision making, policy setting, and character development. They understand the ideals and expectations of their community. 

    The Parable of the Sadhu provides an opportunity to analyze how diverse styles of leadership might have evaluated, assessed, and handled the ethical dilemma presented by a dying pilgrim and his treatment by groups of mountain climbers.  Surely the native culture and cultural differences embedded within the different national teams participating in the treacherous climb mitigated the use of effective leadership beyond individual group needs.  Culture also influenced the decision-making process within characters who exhibited a range of leadership.  Let us review the parable, reflect upon what the reader would do if he or she were in either Stephen’s or McCoy’s place, and then critically examine and debate various perceptions of the diverse leadership styles exhibited in the parable and the impact of the micro and macro culture upon potential leadership and decision-making. 

    Considering Covey’s (1989) exhortation to begin with the end mind, let's consider the missing leadership style that could have ensured the Sadhu was adequately supported during a necessary 1000 foot descent to the safety of the basecamp hut.  Related to sustaining a human life, more would have been achieved by exhibiting servant leadership.  In his telling of the parable of the Good Samaritan, Jesus notes the Samaritan was supportive and gave time and financial resources to aid the beaten stranger.  However, the Samaritan told the innkeeper, “Look after him, and when I return, I will reimburse you for any extra expense you may have” (Luke 10:35).  The Samaritan mercifully did what he reasonable could by ensuring others would pick up the next line of aid but then the Samaritan continued on his journey.  By contrast, in The Parable of the Sadhu, Stephen, the voice of Christian conscience within McCoy’s dilemma, was actually the person who did not continue to act as a good and merciful Samaritan.  

    Patterson (2003) believes servant leaders seek radical equality for all people.  A true servant leader among the diverse groups would have recognized the Sadhu’s quest for life was important as his own.  Since Stephen espoused knowledge of Christian ethics and his own weakness made him the last in line of support for the Sadhu, I Stephen was a servant leader he would have recognized his responsibility to ensure the stranger reached safety BEFORE considering the continuation of his own journey.  Surely, this may have meant Stephen wouldn’t meet his personal goal.  But, because of Stephen’s lack of moral integrity, we will never know what occurred to the Sadhu or how great of an alternate story may have resulted from servant leadership acting in this dilemma. 

    Fifteen years after the initial experience with the Sadhu, McCoy (1997) toiled again with the basic question presented by the dilemma: When is it necessary to take a stand?  How much should we allow a stranger to influence decisions that impact our daily lives?  How should we handle the needy since we certainly can’t help everyone?  Generalizing the parable into business, McCoy asked,“How do we prepare our organizations and institutions so they will respond appropriately in a crisis? How do we influence them if we do not agree with their points of view?” (p. 7)

    Yes, McCoy is prudent suggesting one cannot quit a job over every ethical dilemma.  However, how is the line in the sand determined?  In the Parable of the Sadhu, isn’t the dilemma actually created by the inaction of Stephen-rather than the actions of the diverse groups who never were a collective?  More importantly given the culture of Himalayan mountain climbing, there never was an opportunity to form the diverse groups into a single organization united behind an objective contrary to individual group’s goals.  This is why most groups exhibited a form of situational leadership.  Each group did something for the Sadhu and then moved on.  In their model of situational leadership, Goleman, Boyatzis,and McKee (2004) actually considers five principles of emotional intelligence to formulate six different situational leadership styles.  Goleman et al., emphasizes the need for a leader to change between these six styles whenever conditions around him or her changed.  The two constants in this parable were each group’s climbing goal and the ill-health of the Sadhu.  The changing conditions were the support behind each ascending group and the worsening environment.  Unfortunately, most of the groups exhibited situational leadership based on a pace-setting or a commanding style of leadership, which would be helpful for getting through the Himalayan pass but deadly for the Sadhu.  Given, an assorted group of strangers unilaterally acting to obtain a goal rather than acting as a unified collective, can it reasonably be expected that a goal centered leadership style would act morally and ethically?  Is it reasonable to suggest the culture of mountain climbing, which would embrace the characteristics of situational leadership when guided by a pace-setting leader or a commanding leader, would believe it is acting morally and ethically to do what one can for a “weak sadhu” and then pass the need for help onto those behind?  

    While the different groups primarily exhibited one of two forms of situational leadership, what was the leadership style exhibited by Stephen?  Let’s recall his cultural background as a Quaker anthropologist.  Let’s also be honest in recognizing that he was the last line of definitive support for the Sadhu.  Many may want to characterize Stephen as a transformational leader but his attempt to lay Christian-Judeo guilt upon McCoy by asking, "How do you feel about contributing to the death of a fellow man?” merely exhibits his lack of ethical integrity thereby hinting that he would actually be a narcissistic leader.  Although narcissists possess charisma and vision considered vital to effective leadership, they also possess belief systems that would be considered grandiose.  Their leadership styles are therefore often motivated by need for power and admiration rather than empathetic concern for either their constituents or their institutions (Rosenthal & Pittinsky, 2006).  Would there have been a parable without Stephen’s question and the ambiguity of the Sadhu’s survival resulting from his inaction? 

    McCoy, the parable’s author was a Morgan Stanley financier whereby transactional leadership was the likely culture.  Stephen’s inaction toward the sadhu and ensuing philosophical discussion helped McCoy evolve from a goal oriented transactional leader to become a transformational leader.  As a result of the overall experience, McCoy became a different leader-thereafter seeking to help other leaders and organizations to transform themselves based on solid ethics. 

    Lastly, to fully understand the potential conflict between community ethics compared to professional ethics, you are invited to reflect upon and recognize the need to have a better understanding of what occurred to the Sadhu to get him in the condition in which he was found.  The reason for this is that cultural ignorance could impact our thinking of the parable.  As we learn from the story of the struggling butterfly graphically explicated by Lobb (2010), there are times when struggle has a purpose.  Perhaps, the Sadhu didn’t want any help.  The Parable of the Sadhu is silent in regards to anyone asking the Sadhu, “What happened?” and “How can we best help you?”  To a truly virtuous servant leader, these are two very important ethical questions.

To Cite

Anderson, C.J. (January 31, 2022) Community ethics compared to professional ethics

[Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

                                            

References

Covey, S.R. (1989) The Seven habits of highly effective people: Restoring the character ethic.  Simon and Schuster

Goleman, D., Boyatzis, R, & McKee, A. (2004) Primal leadership, HBS Press,

Lobb, C. (2010) http://butterflystory.homestead.com/

McCoy, B. H. (1983, September/October). The parable of the sadhu. Harvard Business Review, 103-108

McCoy, B. H. (1997). The Parable of the sadhu. Harvard Business Review,

Meara, N.S. Schmidt, L.D., & Day, J.D. (1996) Principles and virtues: A foundation of ethical decisions, policies, and character; The Counseling Psychologist, 24 (1), 24-31.

Patterson, K. A. (2003). Servant leadership: A theoretical model. Dissertation Abstracts International (UMI No.

Remley, T.P. & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Pearson

Making Invitational Education Theory and Practice Omnipresent in Your 'Five Ps'

         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 1^st. 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.

 McLaren, P. (1986). Interrogating the conceptual roots of invitational education: A review

of Purkey and Novak's inviting school success. Interchange, 17, 90-95.

 Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept approach

            to teaching, learning, and democratic practice (3rd ed.).Wadsworth

            Publishing Company. 

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)

            International Alliance for Invitational Education. Retrieved from:

http://invitationaleducation.net/product/category/books

 Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How

            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

 Welch, G. & Smith, K. (2014) From theory to praxis: Applying invitational education beyond

schools. Journal of Invitational Theory and Practice, 20, 5-10