Like a Hand in a Glove: Invitational Education Theory and Implementation of the Effective Schools’ Correlates

 February 28, 2021

Implementing Effective Schools Research has proven successful for promoting and sustaining optimal opportunities to learn for all students. Effective Schools Research (Lezotte, 1991) identified the following correlates as being present in all cases of an effective school:

1. Clear and focused mission

2. Climate of high expectations

3. Instructional leadership

4. Opportunity to learn/student time on task

5. Frequently monitoring student progress

6. Safe and orderly environment

7. Home-school relations 

 An Effective School’s mission, grounded in the seven correlates for reform, would expect success regardless of socioeconomic status (SES) of its students. Stakeholders would therefore need to make the interconnected seven correlates more powerful within its mission than the power of the low SES to deny opportunity. “Effective indicates that a school, teacher, or district is doing the right job. Based on our definition of an effective school, this term specifies that the school must attend to the twin policy pillars of quality and equity. Effective schools research has shown that the practices among effective schools have consistently been found to be more alike than different” (Lezotte & Snyder, 2011, p 17).

Given the need to inter-dependently implement the seven correlates, educational leaders and all stakeholders would benefit from utilization of Invitational Education theory, which provides a framework for assessing and monitoring school climate. Rather than suggesting a quick fix, the Invitational Education framework encourages ongoing vigilance before affirming sustained change (Purkey & Novak, 2015; 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).

School climate plays an important role in how stakeholders perceive the school (Anderson, 2016; Curry, 2009).  Evaluation of school climate reflects stakeholder perceptions of the social, emotional, and academic experiences of school life.  Stakeholders need to include students, administrators, teachers, parents, and support staff (Smith 2012).

The literature suggests leaders high in emotional intelligence may be more competent to influence, inspire, intellectually stimulate, and develop their staff to promote a culture of sustained educational success (George, 2000; Marzano, Waters and McNulty, 2005; Leithwood, Louis, et al, 2004; Moore, 2009; Ross, 2000; Salovey and Mayer, 1990; Sanders, 2010; Wolff, Pescosolido, & Druskat, 2002).  Inviting behaviors exhibited by the leader optimizes the school climate (Asbill, 1994; Purkey & Siegel, 2008; Schmidt, 2007; Smith, 2015).  A positive school climate results from relationships that flourish (Weymes, 2003). For increased function, the culture must be perceived as correct and valid. When perceived as functional, newcomers must then be taught the culture (Schein, 2009). Identifying the competencies that increase the conveyance and receipt of personal and professional development opportunities could optimize school climate for all stakeholders because people can only accept invitations that have been received (Purkey & Novak, 1996; 2016).

The effectiveness of school leadership remains contingent upon teacher acceptance (Matthews & Brown, 1976). Teachers’ attitudes and perceptions influence positive or negative responses to initiatives (Rokeach, 1968). Teachers’ perception of respect and trust exhibited by the principal correlates with both teachers’ and students’ morale, commitment, and achievement (Ellis, 1988). When a school leader effectively communicates a vision for success, models positive expectations, exhibits optimism, and utilizes inviting leadership practices, the teachers’ behaviors become positively influenced (Asbill, 1994; Asbill & Gonzalez, 2000; Burns & Martin, 2010).

It is now assumed that intentionality, care, optimism, respect, and trust (ICORT) exemplify the invitational leader’s mindfulness (Anderson, 2017).  Integrating the five ICORT assumptions into a system’s people, places, policies, programs, and processes, which Purkey and Siegel (2013) called the “five P’s” (p. 104) provide limitless opportunities to impact the total culture of nearly every organization. For a school system seeking to sustained success towards the learning for all mission, Invitational Education theory will facilitate interdependent application of all seven correlates of Effective Schools Research.

To Cite:
Anderson, C.J. (February 28, 2021). Like a hand in a glove: Invitational education theory

    and implementation of the effective schools’ correlates. [Web log post] Retrieved from 

    http://www.ucan-cja.blogspot.com/

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