Invitational Education Theory in Quantitative Research: ICORT can be an independent or dependent variable

The basic elements of Invitational Education (IE) theory: Intentionality, care, optimism, respect, and trust (ICORT) as noted by Purkey and Novak (2015) as well as Anderson (2021)) can be the reliable dependent or independent variable(s) in quantitative research involving social emotional learning initiatives. The ICORT elements of IE theory focus on creating a positive and inclusive learning environment. While IE theory is more qualitative and philosophy-oriented, it is possible to incorporate ICORT as reliable, dependent or independent variables in quantitative research involving social-emotional learning (SEL) initiatives. For instance, when developing your quantitative methodology with ICORT as the dependent variable, potential researchers are invited to consider the following:

•  Explicate ICORT to create operational definitions. Clearly define and operationalize each of the ICORT variables in measurable terms. For instance, develop specific indicators or survey items that capture behaviors or attitudes related to intentionality, care, optimism, respect, and trust.
•  Create quantitative measurement tools.  Design surveys or questionnaires that align with the operational definitions of ICORT. These instruments should be quantifiable and capable of producing numerical data. Likert scales or other quantitative measurement scales can be used to assess participants' perceptions of the learning environment in terms of intentionality, care, optimism, respect, and trust.
•  Plan for pre- and post-assessments. Implement pre- and post-assessments to measure changes in ICORT variables before and after the SEL initiatives. This allows for subsequent analysis of the impact of social-emotional learning interventions on the perceived level of intentionality, care, optimism, respect, and trust within the educational setting.
•  Establish comparison groups.  Create control or comparison groups to compare the outcomes of SEL initiatives. Ensure that there is a group that does not receive the intervention, thereby assessing whether changes in ICORT variables are specific to the SEL program.
•  Plan for statistical analysis. Utilize appropriate statistical analyses to examine the relationships between SEL initiatives and ICORT variables. This may involve t-tests, ANOVA, regression analysis, or other statistical techniques depending on the research design and data distribution. In this regard, either become astute yourself or network well with a quantitative methodologist.
•  Embrace the efficacy of longitudinal studies. Consider conducting longitudinal studies to track changes in ICORT variables over an extended period. This approach provides a more in-depth understanding of the sustained impact of SEL initiatives on intentionality, care, optimism, respect, and trust.
•  Incorporate qualitative data.  While the focus is on quantitative measures, consider integrating qualitative data through interviews or open-ended survey questions. Mixed methodology can provide additional insights into the participants' experiences and perceptions related to ICORT variables.
•  Validate your measurement scale (Boateng, Neilands, Frongillo, Melgar-Quiñonez, & Young, 2018). Ensure any measurement scales developed for ICORT variables are valid and reliable. This involves testing the instruments to confirm that they are accurately measuring what they intend to measure.

Alternatively, when conducting quantitative research involving social-emotional learning (SEL) initiatives, the basic Invitational Education (IE) tenets: Intentionality, care, optimism, respect, and trust (ICORT) can be considered as independent variables. Potential researchers seeking to develop their methodology in this way must still operationalize concepts, but their strategies will differ to establish each aspect of ICORT as the independent variables in the quantitative study.  Therefore, when developing your quantitative methodology with ICORT as the independent variable, potential researchers are invited to consider the following:

• Separate the ICORT mnemonic to create operational definitions. Clearly define each of the ICORT variables in measurable terms. Develop operational definitions that can be translated into specific behaviors, attitudes, or observable indicators within the context of the SEL initiatives.
•  Create quantitative measurement tools.  Design reliable and valid measurement tools to assess the level of intentionality, care, optimism, respect, and trust. This could involve developing survey items, questionnaires, or other quantitative instruments that capture participants' perceptions of these variables.
•   Establish baseline measurement.  Conduct a baseline measurement of the ICORT variables before implementing the SEL initiatives. This will serve as a reference point to compare changes and assess the impact of the interventions.
•  Establish experimental and control groups.  When (ethically) possible, establish both experimental and control groups. The experimental group would receive the SEL interventions, while the control group would not. This allows for a comparison of changes in ICORT variables between the two groups.
•  Plan for either randomization or matching.  Whenever randomization is not feasible, consider using matching techniques.  This will help to ensure that the experimental and control groups are comparable in terms of ICORT variables at the beginning of the study.
•  Implement well-developed SEL initiatives.  Once the research-based SEL initiatives are clearly developed, implement with the experimental group. This could include activities, programs, or interventions designed to enhance social-emotional skills and well-being.
•   Conduct post-intervention measurement.  After the completion of the SEL initiatives, measure the ICORT variables again. This post-intervention measurement will help assess whether there are significant changes in intentionality, care, optimism, respect, and trust as a result of the SEL interventions.
•  Plan for statistical analysis. Use appropriate statistical analyses to examine the impact of SEL initiatives on the ICORT variables. This may involve conducting inferential statistical tests, such as t-tests or ANOVA, to determine whether there are significant differences between the experimental and control groups. Seriously, if you took Statistics as pass/fail, you are encouraged to network well with a quantitative methodologist or plan to hire a research assistant proficient with a quantitative analysis tool such as IBM’s Statistical Package for the Social Sciences (SPSS).  SPSS is a comprehensive statistical software package used for data analysis in social science research. SPSS includes a wide range of statistical procedures, data manipulation capabilities, and data visualization tools. Common analyses include descriptive statistics, inferential statistics (t-tests, ANOVA, regression), factor analysis, and more.
•  Alternatively, Microsoft’s Excel is a spreadsheet program widely used for data entry, manipulation, and basic statistical analysis.  While not as sophisticated as dedicated statistical software such as SPSS, Excel is readily accessible.  Excel can perform basic statistical analyses, including descriptive statistics, t-tests, and correlations.
•  Utilize a tool to conduct correlation analysis. Explore correlations between specific components of SEL initiatives and changes in ICORT variables. This can help identify which aspects of the interventions are most strongly associated with improvements in intentionality, care, optimism, respect, and trust.
•  Embrace the efficacy of longitudinal studies. While time is always a factor in conducting and completing research projects, consider conducting longitudinal analyses to assess the sustainability of changes in ICORT variables over time.  The result could provide clearer insights into the long-term impact of SEL initiatives.

By following the steps suggested above, researchers can quantitatively investigate the relationship between SEL initiatives, and ICORT as either a dependent variable or as independent variables represented by the ICORT mnemonic as explicated in Invitational Education theory. This structured approach provides a quantifiable way to evaluate the effectiveness of social-emotional learning interventions in fostering positive and inclusive educational environments.

 

To Cite:

Anderson, C.J. (December 31, 2023) Invitational Education theory in quantitative research: ICORT can be an independent or dependent variable. [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.

Boateng GO, Neilands TB, Frongillo EA, Melgar-Quiñonez HR and Young SL (2018) Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Front. Public Health 6:149. doi: 10.3389/fpubh.2018.00149

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

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

 

Slife, B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational definitions in research: A best-practices approach. Journal of Mind and Behavior, 37(2), 119–139.

 

How a PLC can Optimize Learners’ Success by Sharing Effective Scientific Concepts and Psychological Tools

Five factors provide a specific framework believed to contribute to school success or failure (Purkey & Siegel, 2013). The five powerful factors–people, places, policies, programs, and processes (the Five P’s) become highly significant due to their separate and combined influence (Purkey & Siegel, 2013). Interdependently, the Five P’s provide limitless opportunities for evaluation and development of organizational climate. Grounded in Invitational Education theory, the Five P’s “address the total culture or ecosystem of almost any organization” (Purkey & Siegel, 2013, p. 104). Educators trained to develop their emotional intelligence as part of their professional leadership repertoire can proactively utilize both their cognitive and metacognitive skills (Brackett & Katulak, 2007).

Invitational Education (IE) theory contributes to school effectiveness by the way that its leaders demonstrate care for, and support of, the efforts of others (Halpin, 2003; Purkey & Siegel, 2013). The basic tenets of IE theory exhibited by an inviting leader include intentionality, care, optimism, respect, and trust (ICORT).  Implementation of IE theory promotes ICORT (Purkey & Novak, 2016; Anderson 2017) and thereby provides a means of summoning people to realize their relatively boundless potential in all worthwhile human endeavors (Burns & Martin, 2010). An effective professional learning community (PLC), therefore, can be the spearhead in a school’s desire to make better possible.

Creating a professional learning community (PLC) focused on reducing learning overload and achieving the "learning for all" mission involves collaboration, shared responsibility, and a commitment to applying scientific concepts and psychological tools. An educator is a member of that school’s PLC.  Therefore, as a developing servant leader and effective teacher, please access, review, and add the following strategies to your developing “pedagogical toolbox.”

Ensure the school has a Clear Mission and Vision.  Clearly define the mission and vision of the school regarding "learning for all." Emphasize the importance of creating an inclusive and supportive learning environment.

Help strengthen, or actually form, a Collaborative PLC.  Bring together teachers, administrators, psychologists, and other relevant staff to form a collaborative PLC. Foster a culture of openness, trust, and shared responsibility within the PLC.

Offer to provide or participate in Professional Development.  Provide ongoing professional development opportunities for educators to learn about scientific concepts and psychological tools related to reducing learning overload. Seek out experts or arrange workshops to enhance the understanding of cognitive science and psychology in education.

Utilize Data-Driven Decision Making.  Collect and analyze data related to student learning, engagement, and well-being. Use data to identify areas where learning overload may be occurring and tailor interventions accordingly.

As a valuable member of the school’s PLC, encourage implementation of Evidence-Based Practices.  Model the implementation of evidence-based teaching strategies that align with scientific principles of learning and memory. Share research findings and encourage colleagues to adapt their instructional methods based on the latest evidence.

Help to create Support Systems.  Establish support systems for both students and teachers. Provide resources for teachers to manage their own workload and stress, fostering a positive environment for both educators and students.

Inspire utilization of Student-Centered approaches.  Remember what you cherished as a student!  Inspire a shift towards student-centered learning approaches that allow for individualized instruction. Use psychological tools such as positive reinforcement, growth mindset interventions, and mindfulness practices to enhance student well-being.

Willingly, initiate collaboration with Experts.  Collaborate with psychologists, educational researchers, and other experts to gain insights into effective strategies for reducing learning overload.  Create partnerships with local universities or research institutions for ongoing support and collaboration.

Model Parent and Community Involvement.  Involve parents and the community in the mission to reduce learning overload. Educate parents on the importance of a balanced approach to education and seek their support in promoting student well-being.

Practice continuous Reflection and Self-Improvement.  Foster a culture of continuous reflection and improvement within the PLC.  Regularly assess the effectiveness of implemented strategies and adjust them based on feedback and outcomes.

Research (Comer, 1998; Reeves, 2008) reaffirmed the earlier findings by Edmonds (1979) and Lezotte (1991) that the basic beliefs of effective schools are important for school improvement.  Effective Schools Model promotes district-wide, systemic restructuring that provides continuous improvement, thereby ensuring every child has access to a quality education and an equal educational opportunity. The seven correlates, which embraces and enriches an effective PLC, have been shown to provide schools with a comprehensive framework for identifying, categorizing, and solving the problems confronting schools.   Again, you are intentionally invited to access, review, and add the strategies listed above to your developing “pedagogical toolbox” and become part of your school's improvement plan. 

 

To Cite:

Anderson, C.J. (November 30, 2023) How a PLC can optimize learners’ success by sharing effective scientific concepts and psychological tools. [Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

 

Additional 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.

Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-            based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide, 1-27.  Psychology Press.

Burns, G., & Martin, B. N. (2010). Examination of the Effectiveness of Male and Female Educational Leaders Who Made Use of the Invitational Leadership Style of Leadership. Journal of Invitational Theory & Practice, 1629-55. Retrieved from EBSCOhost

Comer, J. P. (1998). Educating poor minority children. Scientific American, 259(5) 42-48.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership, 37, 15-24. Grand Canyon University (producer). (2011, October). EDA805 Module 1 Lecture

 Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation. http://www.effectiveschools.com/images/stories/escorrelates.pdf

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)             International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How             to defuse difficult situations. Thousand Oaks, CA: Corwin Press. ISBN: 9787452212104

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Atlanta, GA: Humanics. Retrieved from: http://invitationaleducation.net/featuredbooks.html

 

Co-Teachers: Try Sharing a Vision for Implementing Universal Design for Learning and Utilizing Accessible Educational Materials!

At its core, Universal Design for Learning (UDL) encourages collaboration among educators and ongoing professional development to better implement the three guiding UDL principles:  

• Provide multiple means of engagement.
• Provide multiple means of representation.
• Provide multiple means of action and expression.

Furthermore, related UDL checkpoints provide a bridge for differentiated planning that can be used to assess the effectiveness of collaboration and professional development efforts. For instance, are teachers effectively sharing strategies and best practices for UDL implementation?  Currently, how well do you and your colleagues embrace the UDL Checkpoints in planning for optimal success of diverse learners?  

Beyond debate, advocates for UDL encourage utilization and integration of assistive technology. Therefore, you are invited to participate in an ENRICHMENT opportunity.  Bookmark the following, share as apropos, and add to your pedagogical toolbox:  Access resources  elaborated upon within the National Center on Accessible Educational Materials (AEM) for Learning at CAST.

The AEM Modules

Five modules cover a full range of best practices for providing accessible materials and technologies. Each module guides participants through three cumulative levels of activities using AEM Center resources and expertise (Level 1: Start, Level 2: Reach, and Level 3: Stretch). Depending on the number of levels completed, each module is a two- to four-hour commitment.

Module 1: Introducing Accessible Materials & Technologies

Module 2: Creating Accessible Digital Documents

Module 3: Locating Captioned Videos & Creating Your Own

Module 4: Selecting Accessible Digital Materials & Technologies

Module 5: Providing Accessible Formats for PreK-12 Learners

Collaboration is often more effective when there is a shared vision.  For this reason, those that are, or will be, co-teaching in an inclusive classroom should consider UDL and AEM as a shared vision and opportunity for mutual professional development. Collaborative teaching in inclusive education classrooms, often referred to as co-teaching, involves two or more educators working together to provide specially designed instruction to meet the diverse needs of students with disabilities or other special needs, who are learning alongside typically developing peers in a single classroom.

Co-teaching offers numerous advantages.  Co-teaching also presents several implementation challenges. Let’s review and reflect upon these advantages and challenges:

Diverse Expertise creates advantages.  The co-teaching model allows educators with different expertise to combine their skills and knowledge. Therefore, a general education teacher and a special education teacher can work together, leveraging their strengths to benefit all students.

Individualized Support creates advantages.  By having multiple teachers in the classroom it becomes easier to provide individualized support for students with diverse needs. This can lead to improved learning outcomes and a more inclusive environment.

Reduced Student-to-Teacher Ratio creates advantages.  Co-teaching reduces the student-to-teacher ratio.  This can result in more individualized attention for students and better classroom management.

Modeling Inclusion creates advantages.  Co-teachers can demonstrate the principles of inclusion and collaboration to students.  This fosters a more inclusive school culture and promotes acceptance and understanding among peers.

Professional Development creates advantages.  Co-teachers learn from each other and share strategies, techniques, and best practices. This ongoing professional development can improve the skills of both educators.

The Need for Compatibility presents implementation challenges.  Co-teaching partnerships work best when educators have compatible teaching styles, philosophies, and communication styles. Finding compatible partners can be difficult.

Time and Planning needs can create implementation challenges. Co-teaching requires extensive planning and coordination between teachers. This can be time-consuming and may result in additional workload for both educators.

Lack of Role Clarity increases implementation challenges. Establishing clear roles and responsibilities for each co-teacher is essential. Ambiguity can lead to conflicts and confusion within the inclusive classroom.

Lack of Professional Development exacerbates implementation challenges. Not all educators are trained in co-teaching strategies.  This can hinder effective implementation. Providing adequate professional development opportunities is crucial.

Classroom Space and Lack of Resources can create implementation challenges. Inclusion classrooms may lack the physical space and necessary resources to support co-teaching effectively. This can make it challenging to create an optimal learning environment.

Resistance from students, parents, or colleagues who may not understand or support co-teaching can create significant implementation challenges. Changing attitudes and building a culture of inclusion can take time. Why is an Intentional, Caring, Optimistic, Respectful, and Trusting (ICORT) mindset crucial throughout the school to make inclusion work (Purkey & Novak, 2016; Anderson, 2021)?

Assessment and Evaluation needs and expectations provide implementation challenges. Co-teachers must collaboratively design assessments and grading procedures. Ensuring equity, fairness and consistency can be complex (Childress, 2009).

Student Diversity in inclusive classrooms often present as a wide range of student abilities and needs. The planning and support necessary to meet all these needs simultaneously can be demanding. This implementation challenge requires creative teaching strategies. Therefore, specialized training and an embrace of the students’ funds of knowledge is beneficial (Moll, Gonzalez, & Amanti, 2009; Roe, 2019) is needed. Special education teachers may require additional training to support students with specific disabilities, and general education teachers may need training in inclusive practices.

Yes, co-teaching in inclusive education classrooms offers many advantages in terms of student support and teacher development. However, co-teaching in inclusive education classrooms also comes with challenges related to compatibility, planning, role clarity, resource allocation, and changing attitudes. Successful implementation of co-teaching requires ongoing commitment, additional professional development, and strong collaboration skills between educators to provide the best possible learning experience for all students. 

To Cite:

Anderson, C.J. October 31, 2023) Collaborative Teachers: Share a vision for implementing

universal design for learning and utilizing accessible educational materials!

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

 

Additional 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.

 

Childress, S. M. (2009). Six Lessons for Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3), 13-18.

Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in

            households, communities, and classroom: Routledge

 

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

            International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.

             Journal of Invitational Theory and Practice, v25 p5-13

Teachers Need to be Self-Aware and Willing to Consider Their Implicit Biases

 Yes, it is important for teachers to be self-aware and willing to consider their implicit biases. Why should teachers seek to become aware of different cultures and diverse learners? Let's accept the premise that one purpose of culturally responsive pedagogy is to motivate and stimulate learning. Given that, how can we argue with proponents of the Funds of Knowledge theory, who suggest cultural relevance and responsiveness is founded on the student’s culture, community, and family? Such aspects of students’ worldview are referred to as assets (Moll, González, & Amanti, 2009; Roe, 2019).

The extent to which teachers learn about students’ assets is termed Funds of Knowledge. To increase students’ sense that they are a part of the classroom community, it is recommended that teachers learn about students’ families, community, and culture. Therefore, the student's Funds of Identify contributes to the teacher's Funds of Knowledge that can be utilized through a mindset of intentionality, care, optimism, respect, and trust (ICORT) to optimize an institution's people, places, policies, programs, and processes (5Ps) to create a climate that results in sustained academic success leading to the fullest development of human potential (Purkey & Novak, 2016; Anderson, 2020).  

However, stereotyping adversely impacts the education of diverse learners.  Stereotyping, biases, and lower teacher expectancies resulting from a lack of diverse cultural awareness negatively affects the educational experience of culturally diverse students.  Stereotyping can also manifest in biased curriculum materials and teaching practices. This can result in an education that is less relevant or inclusive for diverse learners, hindering their ability to connect with the material. Let’s further explore how this can be exhibited in the classroom:

Teacher Expectancies Effect often lead educators to have lower expectations for certain groups of students based on their race, ethnicity, gender, or other characteristics. When teachers expect less from diverse learners, they may plan for and provide less challenging assignments.  This reduces opportunities for growth, which can limit the potential of culturally diverse learners.

Self-Fulfilling Prophecies result from culturally diverse learners constantly being exposed to negative stereotypes, biases, or lower expectations.  These students may internalize the teachers’ exhibited beliefs and begin to believe that they are less capable. This can become a self-fulfilling prophecy, as the students start to perform poorly academically or behaviorally based on low expectations projected upon them.

Diverse learners who feel stereotyped or marginalized in the classroom may disengage from learning. They may feel like they don't belong or that their contributions are not valued.  This often leads to a lack of interest and motivation to excel academically.

Stereotyping can result in unequal treatment. Students who are perceived as fitting into a particular stereotype may receive less attention, fewer resources, and fewer opportunities for enrichment or support. This can lead to disparities in educational outcomes. We should always seek to pursue excellence and equity (Childress, 2009)

Constant exposure to stereotypes can have a detrimental impact on the mental health and well-being of diverse learners. They may experience anxiety, depression, or feelings of inferiority.  Any of these can hinder their ability to focus on learning. Furthermore, stereotypes can affect how peers interact with diverse learners. This can lead to social isolation and bullying, creating a hostile or unwelcoming environment that hinders their ability to focus on learning.

Stereotyping can influence diverse learners' career aspirations and choices. When not encouraged or supported in pursuing certain fields or professions, diverse learners may limit their options and miss out on fulfilling their potential. This limits career aspirations.  Thus, stereotyping can contribute to the underrepresentation of diverse learners in advanced classes, extracurricular activities, and leadership roles. This lack of representation can further reinforce stereotypes. Crucially, it limits the opportunities for students victimized by implicit biases and stereotyping.

The adverse effects of stereotyping can have long-term consequences on diverse learners' educational attainment and future socioeconomic opportunities. Lower academic achievement and reduced self-confidence can limit their prospects in higher education and the job market. To mitigate the adverse impacts of stereotyping on the education of diverse learners, it is crucial for educators, schools, and policymakers to promote inclusive and culturally responsive teaching practices, foster a supportive and equitable learning environment, and challenge stereotypes and biases whenever they arise. Additionally, raising awareness and providing training on the importance of diversity and inclusion can help create a more equitable educational system for all students.

As educators, we need to promote equity in access.  In this endeavor, it is important to honestly explore potential barriers and our biases. Therefore, you are invited to access, explore, and participate in the free Harvard Implicit Association Test(s) .  Thank you again for this opportunity to teach and learn.

To Cite:

Anderson, C.J. (September 30, 2023) Teachers need to be self-aware and willing to consider

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

 

Additional 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.

 

Childress, S. M. (2009). Six Lessons for Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3), 13-18.

 

Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in             households, communities, and classroom: Routledge

 

Neitzel, J. Research to practice: understanding the role of implicit bias in early childhood

            disciplinary practices. Retrieved from Journal of Early Childhood Teacher Education 2018, VOL. 39, NO. 3, 232–242

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)             International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.              Journal of Invitational Theory and Practice, v25 p5-13

 

Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education:             They’re not magic. Review of Educational Research, 81, 267-301

Intentional Invitations Promote Exhibition of the Seven Correlates of Effective Schools

 As a result of effective public schools, all children can learn at high levels including children from low socio-economic status (SES).  Unique characteristics and processes found in schools where all students were learning at high levels regardless of SES status were correlated with student success; therefore, the term "correlates" has been subsequently referenced in Effective Schools Research.  The seven interconnected correlates include:

 

·               Safe and Orderly Environment

·               Clear and Focused Mission

·               Climate of High Expectations for Success

·               Opportunity to Learn & Student Time on Task

·               Frequent Monitoring of Student Progress

·               Positive Home-School Relations

·               Strong Instructional Leadership (Lezotte, 1991)

 

As a bridge between the initial work by Edmonds and more recent research related to school reform, the research by Levine and Lezotte (1990) focused upon correlates of effectiveness, processes for creating effective schools, and achievement criteria for determining the success of these efforts.  During this time, Levine and Lezotte encouraged an emphasis on dual research that focused upon the instructional features of effective teaching and the organizational features of effective schools.  Ultimately, the Seven Correlates noted above and the Six Essential Elements of School Reform (below) formed the basic beliefs framing improvement based upon Effective Schools Research.

The six essential attributes for school reform are:

·                     Data Driven

·                     Results Oriented

·                     Research Based

·                     Focused on Quality and Equity

·                     Collaborative Is Form

·                     Ongoing and Self-Renewing

 

When the strong instructional leader promotes an authentic, intentionally inviting culture for success, then several of the seven interdependent Correlates of Effective Schools Research should be present in that school.  Yes, reliable formative assessment and monitoring student academic and functional skills growth often are not observed in less effective schools.  When progress monitoring based on reliable data is missing, then typically the institutional expectation for respectful, positive home-school relations would also seldom be observed.

If those two Correlates of Effective Schools Research are absent in relation to general education programming, what do you think is happening in relation to diverse learners with special needs?

Ineffective schools that do not collect academic and functional skill development that see parents/caretakers as adversaries rather than advocates too often track ongoing deficits rather than addressing how the student's strengths and growth can be celebrated and used to mitigate problem areas.

Differentiated Instruction and data-based progress monitoring results in high-quality PLAAFP statements that produce more valid academic and pro-social functional goals in a student’s Individualized Educational Program.  When Differentiated Instruction and data-based progress monitoring are utilized effectively, they contribute to the development of high-quality PLAAFP statements by ensuring the statements are:

Individualized: Based on the student’s unique strengths, needs, and preferences.

Accurate: Measurable data that reliably represents current performance.

Actionable: Guides instructional planning, goal-setting, and intervention strategies.

Dynamic: Adaptable based on student's progress and evolving needs and abilities..

Therefore, by rigorously incorporating Differentiated Instruction and data-based progress monitoring the process of creating PLAAFP statements empowers educators to make informed decisions, individualize instruction and ultimately contribute to more effective and meaningful education plans for diverse learners and students with disabilities.

Empowering parent or caretaker involvement in the Individualized Education Program (IEP) process can have a profound impact on fostering positive home-school relations and student learning outcomes. When parents are actively engaged in their child's education and collaborate with educators to develop and implement the IEP, several benefits can arise, which lead to improved home-school relations.  These include:

 

Shared Decision-Making: Involving parents in the IEP process allows them to contribute their valuable insights and knowledge about their child's strengths, challenges, and preferences. This collaborative approach creates a sense of shared decision-making, where parents and educators work together to design an education plan that best meets the child's needs. Thus, empowered inclusivity enhances parents' perception that their input is valued and respected, leading to a more positive view of the school and teachers.

 

Trust and Communication: Engaging parents in the IEP process promotes open lines of communication between home and school. Regular discussions about the child's progress, goals, and strategies build a foundation of trust and transparency. When parents feel well-informed and heard, they are more likely to trust the school's expertise and efforts, resulting in a stronger partnership between parents and educators.

 

Understanding of Individualized Needs: Parents are often the experts on their child's unique qualities, learning styles, and preferences. Their involvement ensures that the IEP is truly individualized, reflecting the child's strengths and addressing their challenges comprehensively. This personalized approach enhances the child's educational experience and shows that the school values a holistic understanding of the student.

 

Consistency in Support: When parents are actively engaged in the IEP process, they gain a clear understanding of the child's goals, accommodations, and strategies. This knowledge allows parents to reinforce and extend support for their child's learning at home. When parents and educators are aligned in their approach, it creates a consistent support system that benefits the child's progress.

 

Positive Attitudes: Empowering parents in the IEP process can improve their overall attitudes towards the school and educators. When parents feel included and valued, their perceptions of the school become more positive. This positivity can extend to interactions with teachers and school staff, contributing to a harmonious and respectful atmosphere.

 

Greater Advocacy Skills: Active involvement in the IEP process equips parents with a better understanding of special education policies, procedures, and their child's rights. This knowledge empowers parents to become effective advocates for their child's needs, ensuring that the child receives the appropriate services and supports. As parents develop stronger advocacy skills, they can engage with the school on a more informed level, leading to better collaboration.

 

Student-Centered Focus: A collaborative IEP process underscores the shared commitment to the well-being and success of the student. Both parents and educators have a common goal: to support the child's growth and development. This shared focus on the student's best interests encourages positive home-school relations, as all parties work together with genuine care and dedication.

 

In conclusion, empowering parent or caretaker involvement in the IEP process cultivates a sense of partnership, trust, and collaboration between parents and educators. This, in turn, leads to positive home-school relations, benefiting the child's overall educational experience and success. The link to the Center for Parent Information and Resources should be bookmarked and regularly accessed by every stakeholder desirous of improving a school’s Home-School Relations.  Related to students with special needs, respecting confidentiality and encouraging the right of parents to inspect and review the child’s educational records empowers partnership and transparency.  Is there a better way to mitigate fear and encourage leading with love?

 

 

To Cite:

Anderson, C.J. (August 31, 2023) Intentional Invitations Promote Exhibition of the Seven

      Correlates of Effective Schools. [Web log post]  Retrieved from

      http://www.ucan-cja.blogspot.com/

 

References

Childress, S. M. (2009). Six Lessons for Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3), 13-18.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership, 37,

15-24.

Levine, D. U., & Lezotte, L. W. (1990). Unusually Effective Schools: A Review and Analysis

of Research and Practice. Madison, WI: The National Center for Effective Schools

Research and Development.

Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation.

            http://www.effectiveschools.com/images/stories/escorrelates.pdf

 

Taylor, B. O. (2002). The Effective Schools Process: Alive and Well. Phi Delta Kappan, 83(5),

            375.