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.
·
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.
and Systems (Pages
17-27; 47-53). Retrieved from
https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view
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.
