Helping a Professional Learning Community to Thrive by Healing Wounded Emotions

 

When a professional learning community (PLC) (DuFour, Eaker, & DuFour, 2005) has been emotionally bruised, the reconciliation work is as much relational as it is instructional. Healing wounded emotions (Padovani, 1987) and helping stakeholders regain their focus upon principles rather than personalities may benefit form drawing upon several frameworks.  Therefore, when intentionally combined:

• Growth mindset (Dweck, 2006) reframes the group’s struggle as a learning opportunity.
• Intentionality, Care, Optimism, Respect, and Trust (I-CORT) assumptions (Purkey, Novak, Fretz, 2020; Anderson, 2021) guide how people interact during that learning.
• Emotional healing (Padovani, 1987) restores each individual’s capacity for collaboration.
• PLC principles (DuFour, et al., 2005) can then again anchor the work beyond personalities.

 Together these frameworks can create a powerful, coherent path forward. Let’s examine this practical synthesis.  Below we will discuss how a growth mindset and exhibiting I-CORT can be intentionally used to heal wounded emotions and re-center a PLC upon principles rather than personalities.

              Starting with emotional repair should precede cognitive repair (Padovani, 1987).  Wounded emotions quietly hijack attention, trust, and motivation. If they are not acknowledged, no framework, regardless of its assumed strength, would yield desired healing and a path forward.  By creating structured opportunities for psychological safety through listening circles, reflective protocols, or established norms for respectful dialogue, stakeholders normalize the reality that conflict and missteps are part of learning organizations, rather than moral failures. By addressing the need to first heal wounded emotions, stakeholders begin to shift the question from “Who’s wrong?” to “What happened, and what do we need to move forward?” This prepares the emotional soil for both a growth mindset and I-CORT assumptions to take root.

              Using a growth mindset (Dweck, 2006) reframes conflict as a learning opportunity.  A growth mindset reframes tension and mistakes as data, rather than defects.  This is especially important when personalities have become the focus. In practice, stakeholders replace blame-throwing language with learning language.  For instance, rather than “They’re resistant” the focus becomes “We haven’t found the conditions yet that support engagement.”

              Exhibiting a growth mindset demonstrates intellectual humility whereby PLC participants openly reflect on what they are still learning. This shift treats interpersonal breakdowns the same way the PLC intends to treat student learning gaps: Through inquiry rather than personal judgment. Therefore, conflict becomes a shared learning problem, not an individual flaw.

              By anchoring interactions in I-CORT, trust is more likely to be restored (Purkey, Novak, Fretz, 2020; Anderson, 2021). Being intentional, caring, optimistic, respectful, and trusting (I-CORT) provides behavioral clarity when emotions are tender and trust is fragile. Each I-CORT element supports healing.  To be intentional, speak with purpose, not reaction. Pause before responding. This is especially needed in emotionally charged moments.

              To exhibit care, separate the person from the behavior. Assume positive intent.  This still allows positive space to address the impact of wounding behaviors.

              Optimism needs to be shown so it can yield its capacity to spread. Exhibiting a collective belief that the team can repair, grow, and improve puts works to the faith.  Optimism should be modeled even if it doesn’t feel that way YET (Dweck, 2006)!

              Mutual respect is more generalizable when non-negotiable norms for tone, listening, and disagreement are established. Respect is not optional, even in conflict. Cultural differences, however, often come into play, thereby unintendedly inviting perceptions of disrespect.

              Rebuilding trust results through consistency, transparency, and follow-through.  It does not sustain through forced harmony. I-CORT is not about being “nice.” Rather, it is about being constructively human.

The goal of healing wounded emotions is to re-shift shared commitments through PLC principles (DuFour et al., 2023). When personalities dominate, principles have gone implicit. So, it is again necessary to make the guiding principles explicit.

• Revisit to re-establish team norms using growth mindset language and I-CORT behaviors.
• Use protocols that focus discussions, for instance, upon:
• Evidence of student learning
• Instructional impact
• Collective responsibility
• Ask principle-centered questions:
• “What does our commitment to learning require right now?”
• “How would an I-CORT response look in this situation?”

Over time, principles become the reference point, which mitigates personal preferences or past hurts. Integrating reflective learning as a continuous professional practice sustains the focus upon principles rather than personalities.  Healing emotional wounds is not a one-time event or a singular effort. Sustainable PLCs (Marzano and Waters, 2009) regularly reflect on both task effectiveness and relational health. Such a community uses reflection prompts based on a growth mindset:

• “What are we learning about how we work together?”
• “What’s one relational move we can improve for next time?”

 These suggestions can keep the PLC adaptive, not reactive. Together, these practices allow a professional learning community to not just recover, but to mature.  The result is an educational community that becomes more resilient, reflective, and learning-centered.  Intentional invitations become transformational.

 

To cite:

Anderson, C.J. (January 31, 2026). Helping a professional learning community to thrive by healing wounded emotions. [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.

DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2023). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Marzano, R. & Waters, T. (2009). District leadership that works. Solution Tree Press

Padovani, C. (1987). Healing wounded emotions. Paulist Press.

Purkey, W., Novak, J. M., & Fretz, R. (2020). Inviting school success: A self-concept approach to teaching and learning (2nd ed.). Wadsworth Cengage Learning.

Exhibiting an I-CORT Mindset Invites Community

 

A goal of Invitational Education (IE) theory and practice advocacy is to exhibit a mindset that invites, rather than excludes, by always affirming the inherent worth, capability, and responsibility of every individual (Purkey & Novak, 2015). Grounded in intentionality, care, optimism, respect, and trust (I-CORT), this mindful approach fosters communities in which belonging precedes performance and empowerment replaces compliance. Through humble, servant leadership, we can all create environments that honors voices, shares power, and cultivates human potential by ensuring our policies, practices, programs and relationships with people consistently invite human flourishing.

An intentionally inviting, caring, optimistic, respectful, and trusting (I-CORT) mindset functions as the ethical posture of Invitational Education (Purkey, Novak, & Fretz, 2020; Anderson, 2021). IE advocacy begins by framing I-CORT not as a program, but as a way of being that is embedded in daily interactions and systemic practices. Therefore, it seems prudent to provide practical IE advocacy strategies.

Demonstrating how language, tone, policies, and routines can either invite or disinvite participation models intentionality. Helping stakeholders recognize how deficit thinking, gatekeeping, or compliance-only leadership undermines dignity actually provides examples of disinviting practices. Emphasizing that invitational practice actively resists marginalization affirms human worth before performance, thereby aligning I-CORT mindfulness with equity and belonging. Asking questions such as, “Who is being invited here? Who is not?”, promotes the utilization of reflective dialogue.

Empowerment occurs when people are treated as able, valuable, and responsible.  This treatment should occur long before learners prove their value, responsibility, or optimal ability. This is the intentional gateway toward developing an inviting community.

Mindfulness embedded in I-CORT assumptions transform community from a structure the people enter into toward a culture the people co-create. An I-CORT mindset creates community by shaping relational climate.  It is not solely focused on outcomes. By contrast, community members are intentionally included.

One result of an optimistically inviting community is individuals feeling more psychologically safe through exhibited, intentional care. Another is the sense that their identity and voices are honored through deliberate respect.  Self-efficacy flourishes as they are trusted to grow and contribute, which promotes the culture of high expectations within the school (Eck & Goodwin, 2010).

What characteristics should be exhibited within an intentionally inviting community?  As a valid and reliable metric, the following criteria should be considered:

·       Responsibility is shared rather than based on top-down control.

·       Accountability is mutual and grounded in care.

·       Dignity is systemically aligned throughout policies, places, programs and processes.

·       Invitations are intentional, continuous, and never assumed or withdrawn

Humility is the moral engine of servant leadership and the relational foundation of I-CORT mindfulness. So, lets further examine the role of humility in servant leadership and IE advocacy.  Humility enables listening before leading. It promotes learning from those the educational leader serves. It acknowledges limits and mistakes.  It shares power rather than guarding authority. So, from the perspective of an Invitational Education advocate, humility allows leaders to trust others’ capacity, creates space for voice and agency, resists the need to control outcomes, and emphasizes people over prestige.  Without humility, invitations become performative. With humility, by contrast, invitations become transformational.

To build an empowering community through humble invitations, educational leaders should seek to serve with people, rather than ruling over them.  The intentional educator designs systems that invite contribution rather than compliance, exhibits curiosity instead of certainty, and views leadership as stewardship of human potential.  Again, this humble, I-CORT driven approach builds communities that empowers learners’ voice and agency, sustains trust, promotes inclusion and a sense of belonging.  By exhibiting hope and optimism, it is a growth-oriented approach. An ICORT mindset, grounded in humility and servant leadership, creates communities whereby people are intentionally invited to belong, trusted to contribute, and empowered to flourish.

 

 

To cite:

Anderson, C.J. (December 31, 2025). Exhibiting an I-CORT mindset invites community. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Eck, J., & Goodwin, B. (2010). Autonomy for school leaders. School Administrator, 67(1), 24-27.

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

Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). Developing inviting schools: A beneficial framework for teaching. Teachers College Press.

Can Self-Determination Strategies Mitigate any Perceived Lack of Motivation in Students Classified as EBD?

"Human motivation is always there. The responsibility of educators is to influence the direction this intrinsic energy and motivation will take" (Purkey & Novak, 2015, p 12).  Through this quote, Dr. William Purkey suggests the need for teachers to remove "unmotivated" from our lexicon. Yes, research proves an intentional, caring, optimistic, respectful, trusting (ICORT)  mindset (Purkey & Novak, 2015; Anderson, 2021) can be more inviting to the development of both a Growth Mindset (Dweck, 2006/08) and self-determination skills within any student.

Teaching students about the concept of a Growth Mindset can be highly beneficial and is not limited by age. In fact, Dweck (2014) suggests it can be introduced to students at a young age and should ideally be integrated into the entire educational experience. It's never too early to start teaching children about the concept of a growth mindset. Even young children can understand basic principles of effort, learning, and improvement. 

Through professional development, your placement, or other related experiences, what considerations have you observed or used a Growth Mindset by using positive language? Using positive language encourages the idea that abilities and intelligence can be developed through effort and learning. For example, instead of saying, "You're so smart," say, "You worked really hard on this, and your effort paid off."

Yes, it is essential to adapt the teaching of a growth mindset to the developmental level of your students. Younger children may require more concrete and simple examples, while older students can explore the concept in more depth.  However, introducing and fostering a growth mindset rather than a fixed mindset in students can have a positive impact on their learning, motivation, and resilience throughout their educational journey and beyond. However, for students classified as EBD, teaching a Growth Mindset may not suffice.  How might self-determination strategies create a synergy with a Growth Mindset resulting in effective specially-designed instruction for these learners (Hagiwara, Shogren, & Leko, 2017)?

Self-determination strategies can be highly beneficial for students with emotional and behavioral disabilities (EBD). These strategies empower students to take control of their own lives, set goals, make choices, and advocate for themselves, all of which can lead to improved emotional and behavioral outcomes.  Self-determination strategies foster intrinsic motivation. When students have a say in their learning and decision-making processes, they are more likely to be engaged and motivated to participate in their education. How can implementation of self-determination strategies for students with EBD result in better Goal Setting?

Setting and working towards personal and academic goals is an essential aspect of self-determination (Carter, Lane, Pierson,& Strang, 2008). This helps students with emotional and behavioral disabilities develop a sense of purpose and achievement, which can positively impact their emotional well-being. Self-determination strategies often involve teaching students how to solve problems and make informed decisions. This can help them develop better coping mechanisms and emotional regulation skills, reducing instances of problematic behavior. As students achieve their goals and develop self-advocacy skills, they often experience a boost in self-esteem and self-confidence. Higher self-esteem can help reduce negative behaviors and emotional challenges.

Self-determination strategies empower students to take control of their own lives, set goals, make choices, and advocate for themselves, all of which can lead to improved emotional and behavioral outcomes (USDE, 2017). To implement self-determination strategies effectively, educators and support staff should receive training in this area and work closely with students to identify their unique needs and goals. By doing so, they can help students with emotional and behavioral disabilities build the skills necessary for a more independent, fulfilling, and emotionally stable future.

To Cite:

Anderson, C.J. (October 31, 2024) Can self-determination strategies mitigate perceived lack of motivation in students classified as EBD? [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. 

Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55-70. https://doi.org/10.1177/001440290807500103

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Dweck, C. S. (2008). Mindsets and math/science achievement. Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. Retrieved from https://www.carnegiescience.edu

Dweck, C. S. (2014, November). The power of believing that you can improve [Video]. TED Conferences. https://www.ted.com

Hagiwara, M., Shogren, K. A., & Leko, M. M. (2017). Reviewing research on the self-determination of students with emotional and behavioral disorders: Looking back and moving forward. Behavioral Disorders, 43(1), 229-243. https://doi.org/10.1177/0198742917713210

Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Comprehensive, integrated, three-tiered (Ci3T) models of prevention: Supporting the needs of all students, including those with emotional and behavioral disorders. Guilford Press.

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

U.S. Department of Education, Office of Special Education Programs. (2017). Self-determination and students with emotional and behavioral disorders. National Technical Assistance Center on Positive Behavioral Interventions and Supports.

Supporting Diverse Learners with More Reliable, Formative Assessments

Teachers can support diverse learners with more reliable formative assessments by employing strategies that are inclusive, responsive, and tailored to the individual needs of each student.  Crucially, an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) can significantly enhance the reliability of assessments for diverse learners. An ICORT Mindset.can foster a positive and supportive learning environment where diverse learners feel valued, respected, and motivated to engage in assessments. When students feel cared for and respected, they are more likely to approach assessments with confidence and enthusiasm, leading to more reliable outcomes.

A caring and respectful mindset recognizes the unique strengths, challenges, and backgrounds of each learner. Educators with an ICORT mindset are more inclined to use diverse assessment methods that accommodate different learning styles, abilities, and cultural backgrounds.  This thereby increases the potential for an assessment to be fair and equitable for all students.

Let’s agree that trust is essential for accurate assessment outcomes. When students trust their educators and believe that assessments are designed to support their learning rather than simply judge their performance, they are more likely to engage authentically and provide accurate responses. An ICORT mindset fosters trust and rapport between educators and learners, which enhances the reliability of assessment results.

An optimistic mindset encourages a belief in the potential for growth and improvement. Educators with an ICORT mindset emphasize the value of learning from mistakes and setbacks, rather than viewing assessments as measures of fixed ability. This promotes a Growth Mindset (Dweck, 2014) among students, leading to more accurate assessments that reflect their true potential and progress over time.

Trustworthy, formative assessment practices involve clear communication and transparency about assessment objectives, criteria, and expectations. Educators with an ICORT mindset prioritize open and honest communication with students, ensuring that they understand the purpose of assessments and how their performance will be evaluated. Clear guidelines and feedback contribute to more reliable assessments by reducing ambiguity and confusion.

A respectful mindset acknowledges and challenges biases and stereotypes that may impact assessment outcomes. This is particularly impactful for diverse learners. Educators with an ICORT mindset actively strive to minimize bias in assessment design, administration, and evaluation, ensuring that assessments accurately reflect students' knowledge, skills, and abilities regardless of their background or identity.

By cultivating an intentional, caring, optimistic, respectful, and trustworthy mindset, educators can create a supportive learning environment.  Therefore, diverse learners are more likely to feel valued, motivated, and empowered to demonstrate their true abilities. This, in turn, leads to more reliable assessments that provide meaningful insights into students' learning and growth.

How can an ICORT-minded teacher support diverse learners through more reliable, formative assessment processes? There are strategies that are inclusive, responsive, and tailored to the individual needs of diverse learners.  For instance, teachers can:

·     Use multiple assessment methods whereby a variety of assessment methods are employed to accommodate diverse learning styles and preferences.

o   These might include written assignments, oral presentations, projects, quizzes, demonstrations, peer assessments, and self-assessments.

·       Communicate the objectives, criteria, and expectations for each formative assessment task.

o   Providing rubrics or grading criteria can help students understand what is expected of them and how their work will be evaluated.

·     Provide prompt feedback after formative assessments to help students understand their strengths and areas for improvement.

o   Feedback should always be specific, constructive, and actionable, focusing on the learning goals and individual student needs.

·        Differentiate formative assessments to meet the diverse needs of students.

o   Fair is not always equal (Wormeli, 2017). Offering alternative tasks or adjustments in the assessment process accommodates differences in ability, background, language proficiency, and learning pace.

·        Foster opportunities for peer collaboration and support during formative assessments.

o   Peer feedback, group discussions, and collaborative projects can enhance learning and provide valuable insights for diverse learners.

·     Integrate technology tools and platforms to facilitate formative assessments and provide personalized learning experiences.

o   Digital tools can offer adaptive feedback, interactive activities, and opportunities for self-paced learning.

·       Encourage students to reflect on their learning process and assess their own progress.

o   Directly teach metacognitive strategies such as goal setting, self-monitoring, and self-reflection to help students become more independent learners.

·       Ensure that formative assessments are culturally relevant and inclusive of diverse perspectives.

o   Use examples, materials, and contexts that resonate with students' cultural backgrounds, experiences, and Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019).

·       Offer students choices in how they demonstrate their learning during formative assessments.

o   Respective of Universal Design for Learning Principles and Guidelines (Rose & Meyer, 2002; CAST, 2018) allow students to select topics, formats, or approaches that align with their interests and strengths, which promotes engagement and ownership of learning.

Using ongoing formative assessments is a reliable way to monitor students' progress and adjust instruction as needed. Regular check-ins, informal observations, and formative quizzes can help teachers identify learning gaps and provide timely interventions. By implementing these strategies, ICORT-minded teachers can create more reliable formative assessments that support the diverse needs of all learners, leading to improved learning outcomes and academic success.

 

To Cite:

Anderson, C.J. (March 31, 2024) Supporting diverse learners with more reliable, formative assessments. [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.

 

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Retrieved from: udlguidelines.cast.org

 

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

            households, communities, and classroom: Routledge

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

 

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

             Journal of Invitational Theory and Practice, v25 p5-13

 

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

 

Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated classroom. Stenhouse Publishers. Retrieved from https://eric.ed.gov/?id=ED592455

Yes, Teacher Candidates Should be Proficient with Impeccable Planning, Effective Instruction, and Reliable Assessment of Learning

Teacher candidates must be proficient in planning, instruction, and assessment for several reasons, as these are crucial components of effective teaching and student learning. Proficiency in these areas demonstrate teacher candidates are better able to create a dynamic and effective learning environment that promotes student success (Darling-Hammond, Hyler, & Gardner, 2017). These skills are fundamental to the teaching profession and subsequently contribute significantly to the quality of education provided to students.  An intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive, supportive, and well-managed learning environment. Let’s discuss why proficient demonstration of these skills are minimal expectations for the teacher candidate’s “Day One Readiness.”

Impeccable planning ensures that a teacher candidate has clear objectives and goals for each lesson. Effective instruction helps in delivering content that engages students and facilitates understanding. Proficient teacher candidates can plan and implement differentiated instruction to meet the diverse needs of their students. This includes adapting teaching methods, materials, and assessments to cater to various learning styles and abilities.

Proficiency in planning ensures that lessons align with curriculum standards and learning objectives. This alignment is crucial for students to progress through a coherent and structured educational experience. Planning is essential for effective time management. Effective teachers need to allocate time for each lesson component, ensuring that there is a balance between introduction, instruction, practice, and assessment. This helps maximize the use of instructional time. Well-planned lessons and effective instruction contribute to a positive classroom environment. When students are engaged and understand the expectations, a more conducive learning atmosphere is the result.

By creating measurable objectives for their lessons, teacher candidates can then develop and utilize reliable assessment that measures the extent to which students have mastered the learning objectives. Reliable assessment allows teachers to hold students accountable for their learning and provides opportunities for reflection on teaching practices. Analyzing assessment data helps teachers identify areas of strength and areas that need improvement. During clinical experiences. teacher candidates need opportunities to design, implement, and assess instructional activities This hands-on experience helps them understand the importance of formative and summative assessment, as well as providing constructive feedback to students to support their learning. This cycle of planning, instruction, and assessment is fundamental to achieving positive student learning outcomes.

Teachers need to communicate with parents, administrators, and other stakeholders about student progress. Clear planning, effective instruction, and reliable assessment provide tangible evidence of student achievements and areas for growth (Grossman & Fraefel, 2024). Reflecting upon the effectiveness of lessons and assessments allows teacher candidates to refine and enhance their instructional strategies over time.

Therefore, effective clinical experiences play a crucial role in preparing teacher candidates to be "Day One Ready." Practical, hands-on opportunities allow the teacher candidate to apply and reinforce the knowledge and skills gained during the teacher preparation programs.  Crucially, clinical experiences allow teacher candidates to apply theoretical knowledge in real-world classroom settings. This hands-on practice helps bridge the gap between theory and practice, enabling candidates to understand how to adapt their knowledge to diverse and dynamic classroom environments.

One of the most challenging aspects for new teachers is effectively managing a classroom. Clinical experiences provide teacher candidates with the chance to practice and develop classroom management skills.  These skills include behavior management, establishing routines, and creating a positive learning environment based on an ICORT Mindset.

Effective teaching involves catering to diverse learning needs. Clinical experiences expose teacher candidates to a variety of learners with different abilities, learning styles, and backgrounds. This exposure helps the teacher candidate develop the skills to differentiate instruction and provide students with opportunities for success rather than frustration anxiety, and tension (Lavoie, 1987).

In real classrooms, teachers need to work closely with other educators, administrators, and parents. Clinical experiences promote collaboration and communication skills as teacher candidates interact with various stakeholders in the education system. This collaboration helps them understand the importance of teamwork in achieving educational goals.

During clinical experiences, teacher candidates should be encouraged to engage in reflective practice. Prompts should invite teacher candidates to critically analyze their teaching methods and the impact upon student learning. This self-reflection is crucial for continuous improvement and professional growth, fostering a Growth Mindset (Dweck, 2014) that embraces lifelong learning.

Classrooms are dynamic, diverse environments.  As a result, unexpected challenges can arise. Clinical experiences expose teacher candidates to the unpredictable nature of teaching, helping them develop adaptability, resilience, and problem-solving skills necessary for success in the profession. Exposure to diverse classrooms during clinical experiences helps teacher candidates develop cultural competence and willingness to increase their Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019). They learn to appreciate and address the diverse needs and backgrounds of their students, fostering an inclusive and equitable teaching approach.

Numerous researchers, including some that are listed herein, have investigated teacher preparation programs to assess their effectiveness and identify areas for improvement. Yes, the field of education research is vast and different researchers may focus on various aspects of teacher preparation.  However, let’s reach consensus that effective clinical experiences provide teacher candidates with the practical skills, knowledge, and dispositions necessary for successful teaching. Through these experiences, candidates become more confident, adaptable, and "Day One Ready" to effectively navigate the complexities of their future classrooms.

To Cite:

Anderson, C.J. (February 29, 2024) Yes, teacher candidates should be proficient with impeccable planning, effective instruction, and reliable assessment of learning. [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.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from:  https://learningpolicyinstitute.org/product/teacher-prof-dev

 

Grossman, P. & Fraefel, U (2024).  Core practices in teacher education. Harvard Education Press. ISBN: 9781682538692

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

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

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

In an Inclusive Classroom, Your ICORT Mindset Invites Optimal Student Engagement and Success

Advocates for Invitational Education theory and practice know that an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive and supportive learning environment. When educators adopt such a mindset, they create a positive atmosphere that encourages optimal student engagement and success, particularly for learners with diverse needs. Let’s explore how an ICORT mindset can positively impact the learners within an inclusive classroom:

Being intentional results in the desire to tailor instruction and provide individualized support.  Being intentional involves recognizing and addressing the diverse needs of students. Educators can differentiate instruction, using varied teaching methods and materials to accommodate different learning styles and abilities. Recognizing and responding to individual needs requires intentional efforts to provide additional support or accommodations as necessary.

Being caring builds relationships and provides needed emotional support.  A caring attitude helps in building positive relationships with students. When students feel valued and cared for, they are more likely to be engaged and motivated to succeed. Providing emotional support is crucial, especially for students who may face additional challenges. This can involve empathy, active listening, and creating a safe space for expressing thoughts and concerns.

Exhibiting optimism embraces a Growth Mindset (Dweck, 2014) and celebrates success.  Cultivating a growth mindset encourages students to see challenges as opportunities for learning and improvement. An optimistic approach fosters resilience and perseverance, crucial for students facing diverse learning needs. Focusing on and celebrating each student's achievements, regardless of size, contributes to a positive and optimistic atmosphere.

Mutual respect values diversity and utilizes inclusive language.  An atmosphere of respect acknowledges and appreciates the diversity of learners. Educators can incorporate diverse perspectives into the curriculum and create an environment where all students feel included and respected. Using inclusive and respectful language contributes to a positive classroom culture where students feel acknowledged and understood.

Promoting trustworthiness, of course builds trust and collaboration. Trust is foundational in any learning environment. Students need to trust their educators to provide the necessary support and resources for their success. Building trust involves consistency, transparency, and follow-through on commitments. Trusting relationships also extend to collaboration with parents, support staff, and specialists to ensure a holistic approach to meeting students' needs.

Yes, an ICORT mindset helps educators create an inclusive classroom whereby every learner is valued, supported, and given opportunities to succeed. An ICORT mindset establishes a foundation for positive interactions.  The result would be diverse learners experiencing a sense of belonging, and your classroom being an environment conducive to learning and growth for all students. 

To Cite:

Anderson, C.J. (January 31, 2023) In an inclusive classroom, your ICORT mindset invites optimal student engagement and success. [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.

 

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