Invitational Education - Fundamentals
/ Glossary
|
Roots &
Wings.....and Synergistic Connections - Underpinnings / Extensions
|
Applications / References /Notes
|
Illustrative / Exemplary Schools (20
Schools On The Move - Siegel & Benjamin)
|
|
VISION: "Imagine
a truly inviting school" Ch1,p1
|
'Through New Eyes' Professional
Learning Communities
'Imaginative Capacities' Lincoln Center
Institute
School Transformation: From / Through / To
|
Richard Dufour, Lincoln Center Institute, Daniel
Pink, Richard Florida
|
Creative Primary School - Leadership
Inviting School, which also emphasizes creativity
|
|
MISSION: 'Invitational'
and 'Education' as concepts, LEADING TO THE GREATER REALIZATION OF HUMAN POTENTIAL - Intellectual, Social, Psychological,
Spiritual & Physical
Exploring Human Potential in its Many Dimensions
|
'Invitational'
immediately indicates both "choice' and 'respect' 'Education'
as a concept is a broader and more positive concept than 'school reform' and shifts the focus from school and teaching
to the learner
|
Human Potential
The Enlightenment, Humanistic Psychology, Humanism & The Humanities
Consider Using the Inviting School Survey - Revised
"While exam scores and school labels might have motivated us originally, today we understand that our mission is one of a
far greater calling: to be exemplary in every way and to help each child to reach his or her potential." from 'No Excuses'
the Brazosport TX story.
|
|
|
The founders thought of 'Invitational
Education' as a 'Theory of Practice'
|
Invitational Education as a "Theory of Practice"
Theories of Action / Logic Models
Logic Models and Theories of Change
|
Systems Thinking: What are
the key parts, what are the relationships between the parts, what are the key assumptions? A
system is an arrangement of parts, organized by known relationships, to achieve a purpose.
|
|
|
Foundations
|
|
|
|
|
The Democratic Ethos "Democracy
is a social ideal based on the conviction that all people matter and can grow through participation in self-governance.
Invitational Education reflects this democratic ethos by emphasizing deliberate dialogue, mutual respect, and the importance
of shared activities." Purkey & Novak 2008
|
"How might we best relate to one
another?"
School Culture / Climate / Learning
Environment.......Community!
Professional Learning Communities
John Dewey
Description of the Book - Wikipedia
Democracy and Education - Deep Reviews
Richard Axelrod - Terms of Engagement
Sun Yat-sen
Edwin Markham - Poem - Man With a
Hoe Jean-François Millet - Pinting - Man With a Hoe
|
An Ethic of Excellence: Building a Culture of Craftsmanship with Students by Ron Berger (please see pp 38-41)
3 Questions for Changing School Climate
Humanistic Psychology, Humanism & The Humanities
|
Professional Learning Communities (& Systems Thinking) Suggest Chapter 1
Stephen Chu School - Learning Circles,
and Professional Learning Communities
|
|
The Perceptual Tradition "The
perceptual tradition is based on the assumption that all human behavior is a function of the perceptions that exist for an
individual at the moment of acting...." Purkey & Novak 2008
|
"How does the world work?"
Mental Models (Systems Thinking) Mindsets Assumptions
The Image 1956 by Kenneth Boulding. One of the most significant of my graduate school teachers, Kenneth Boulding was, for
me, the first to point out the need to see things from the point of view of the other since behavior grows out of their perceptions,
not necessarily out of reality.
Jerome Bruner - Constructivism
Consider
Senge Mental Models, Howard Gardner 'Changing Minds' and Dweck 'Mindsets' Intelligence....Single vs Multiple Intelligences
Malleable Growth vs Fixed Intelligence (Creativity)
Carl Rogers - in A Way of
Being p 104 " I want to raise a very serious question: Can we
afford the luxury of having 'a' reality? Can we still preserve the belief that there is a 'real world' upon
which we can all agree.It appears to me that the way of the future must be to base our lives and our education on the assumption
that there are as many realities as there are persons, and that our highest priority is to accept that hypothesis and proceed
from there.....We would, I believe, enrich our own lives in the process. We would also become more able to cope with
the reality in which each of us exists, because we would be aware of many more options...."
Lao-Tsu
|
Key Mindsets: -
Fixed vs Growth.....Intelligence / Creativity
- Low vs High Expectations for Students - A Conflict of Visions......
•
Teeth vs Each Tooth
• Class vs Each Student • Fixed vs Growth •
Intelligence – Multiple / Malleable • Critical Thinking & Creativity •
Delayed Gratification ! • Coverage vs (Visible)Thinking
"any subject can
be taught to any child at any stage of development, if it
is presented in the proper manner" Jerome Bruner
How could Will Rogers say "I never met a man I didn't like"?
|
Consider the 'Points of View' of Cynics (doubt), Victims (helplessness) &
Bystanders (indifference) - Stewardship: Choosing Service Over Self-Interest - by Peter Block p221
|
|
Self-Concept Theory "At the core of each person's perceptual world are the perceptions about oneself Self-concept is the picture
people construct of who they are and how they fit in their perceived world." Purkey & Novak 2008
|
"Who Am I?"
Humanistic Psychology - Carl Rogers & Abraham Maslow
Stephen Covey - 7 Habits - The Leader In Me
Confucius
Buddhism....Mindfulness
|
Gandhi & Self-Respect
Who Am I? What Am I Doing? Why Am I Doing It?
- Carol Dweck - Maluable Intelligence & Earned Self-Esteem
PPC focuses on meeting universal human needs... Peer group programs are based on the ecological life space models of Fritz
Redl (1966), Urie Bronfenbrenner (2005), William Morse (2008), and others... acknowledging that young people influence and
are influenced by their life space. PPC programs intentionally design the life space to meet the developmental needs of youth
(Laursen, 2008). The peer deviance contagion that is always present in any group setting results when a vacuum left by the
withdrawal of parents and adults is filled with an undesiredand possibly undesirablesubstitute of an age-segregated peer group
(Bronfenbrenner, 2005, p. 231).
|
"Rather than spending endless amounts of time trying to .....'motivate' people, those
who apply Invitational Education focus their energies toward finding ways to successfully summon people to see themselves
as able, valuable, and responsible and to behave accordingly." Purkey & Novak 2008
|
|
Elements / Assumptions
......Invitational Education Core Values
|
|
Consider Use of one of the Character Education Partnership Survey or Assessment Tools
|
|
|
Optimism
|
'Can Do'
Spirit
Consider 'Optimism' as a personal disposition,
or as a considered and chosen and more useful perspective, or as a core value......
Learned Optimism - Seligman and others
Learned Helplessness
|
View 'Resiliency' as scaffold
to Optimism?
|
|
|
Trust
|
Managing Trust & Agreement - Peter
Block
Add Richard Axelrod on Trust, in Terms of Engagement p 168 - The Trust Triangle - Straight Talk, Listening for Understanding,
Making commitments, Reliability, Trust, Respect (John Carter)....."The relationship bank"...."Listening
for understanding vs listening to get your own way"
Add Dean Fink PPT on TRUST
|
Negotiating TRUST & AGREEMENT
- In The Empowered Manager by Peter Block p138
|
|
|
Respect
|
Parker Palmer
Character Education Partnership -
11 Principles - CORE Moral Values
|
Gandhi & Self-Respect
|
Building Community in the Classroom with Respect
Reggio Emelia - Respect for the Child
|
|
Care
|
Nel Noddings
|
Case Study of a Middle School
|
|
|
Intentionality (Integrity) (Inviting
Stance)
|
Creative / Imaginative Problem-Solving
Viktor Frankl
|
Meaning, PURPOSE, & Identity.... What
do you want for you? Do you, and do your students have clear goals? Influence With Integrity by Marlene
Caroselli How To Win Friends and Influence People by Dale Carnegie Influencer: The New Science of
Leading Change by Joseph Grenny, Kerry Patterson, more
|
|
| |
|
|
|
|
Practice of I.E. / Domains The 5 Ps
Metaphor - Starfish Alternate
- Oyster
Alternate Metaphors - Chambered Nautilus
Chambered Nautilus - Poem
Alternate Metaphors - Oysters
|
Assessing IE at the school level - The Inviting School Survey - Revised 2013
The 'Systems' Approach (see especially pp 18-22 "What causes students to succeed academically?")
|
|
Foshan Experimental Primary School,
Place & Leadership
Jing Xi Primary School, Place, Leadership
MFBM
CLCT - Arts Integration, Caring Award Ms Ma School - Arts-Based Curriculum
|
|
People
|
|
|
|
|
Places
|
|
|
|
|
Policies
|
|
|
|
|
Programs
Programs
|
Project dashboards
centralize all of the key information you need to begin a project – people,
resources, timetables, milestones,
etc. This is perhaps the most common type of dashboard
map.
Personal dashboards give you fast access
to key personal information, such as usernames
and passwords, account numbers, and phone numbers for airlines, credit
cards and other
important people and organizations. They can also help you to track your progress against
goals
and to monitor your financial health.
http://products.iqmatrix.com/wp-content/uploads/2011/10/Dashboard-Map-Report-AS.pdf
|
Universal Design For Learning - Tutorial
Deming - Total Quality Agenda - Baldrige Award Criteria
PLC - "Thru New Eyes" video
- several specific, important examples add up to a planned, positive culture.
|
|
|
Processes
|
Process dashboards are created
to remind you of a business process that must be followed
for your work. A good example is steps that should be followed
when adding a new post to your
blog. Steps in the process could include promoting it via Twitter and to relevant Linkedin
groups,
Digg, Delicious, and so forth, checking to see if it should be added to your “best of” articles
page, and so forth.
http://products.iqmatrix.com/wp-content/uploads/2011/10/Dashboard-Map-Report-AS.pdf
|
|
|
| |
|
|
|
|
Ladder / Levels of Functioning
|
|
|
|
|
Intentionally Inviting
|
Invite....Nudge....Encourage.....Demand See research on Encourage vs Demand Role play all four..
|
Customer Experience - The 5 Disciplines
Quality of Relationships & Math Achievement
|
Stage three school.....
|
|
Unintentionally Inviting
|
|
|
New (naturally) Inviting School ?
|
|
Unintentionally Disinviting
|
|
|
Bullying in Tom Brown's School Days
|
|
Intentionally Disinviting
|
|
|
fictitious - - 'Charles
Darwin' High School - DuFour & Eaker - Professional Learning Communities (See also Prof Higgins, Pontious Pilate,
& ?)
|
| |
|
|
|
|
The Four Corner Press / Dimensions
|
|
|
|
|
Being Personally Inviting with Oneself
|
|
Meaning, Purpose & Identity
Who Am I? What Am I Doing? Why Am I Doing It?
Stress Scale Indicator List
|
|
|
Being Personally Inviting with Others
|
|
|
|
|
Being Professionally Inviting with Oneself
|
|
|
|
|
Being Professionally Inviting with Others
|
|
The 'Invitational' Classroom and its Values
|
|
| |
|
|
|
|
The Stages
|
|
The 'Helix' Stages of Implementation..... http://iaie.webs.com/journal/v22p59.htm
|
|
|
Preparation Stage
|
Step 1: Initial Exposure Step 1 is the first awareness that invitational theory exists. This dawning might take place
while attending a conference or workshop, hearing a speaker, reading an article or book, or viewing a
videotape. Ideally, this initial exposure is accompanied by reading material to prepare individuals
and organizations for Step 2. Content / Process: Link early adopters to experiences, readings, and webpages appropriate to their interests and vision. Suggest and support the formation of voluntary 'Professional Learning Communities' of
early adopters, with the provision of key PLC questions related to Invitational Education.
Consider
Explorers & Pioneers vs later 'Settlers'........Various roles of Teacher Leaders Suggest
planning for 'early success' in preparation for possible growth of interest and implementation....mostly for
Place and Processes.... Suggest a personal and professional awareness
and practive of IE Values/Assumptions: Respect, Trust, Optimism, Caring and Intentionally
Step 2: Structured Dialogue
Step 2 involves some form of organized follow-up discussion within the organization.
This might be an afternoon meeting following a morning general session, a retreat, a series of job-alike
or team meetings, or some other type of organized discussion to help people understand the significance
and usefulness of the theory. This dialogue should also focus on recognizing and appreciating the
inviting practices already in place. Content/Process: Suggest school-wide SWOT analysis so as to involve entire faculty i n consideration of (internal) Strengths
/ & Weaknesses and (external) Opportunities & threats.....
Step 3: Agreement to Try This third step calls for individuals and members of organizations to try various inviting ideas
and suggestions. These trials typically consist of uncoordinated individual or small group initiatives.
The purpose of Step 3 is to try things out and see what works. In Step 3, simple modifications and
innovations, such as making signs more friendly, improving the lighting at work stations, or sending
appreciation cards, are expected and welcomed. Content/Process: Suggest a few school level early successes consistent with a focus on 'Place' Suggest a few classroom practices - consistent with existing school priorities such as Expeditionery Learning
or Ats Integration.
Step 4: Unorganized Use
Step 4 concludes Level I of Helix with the adoption of one or many
inviting suggestions. These adoptions remain largely unorganized and uncoordinated, yet they have
become a part of everyday practice. Because they work well they are likely to be a relatively permanent
fixture in individual and organizational functioning. An important requirement
of this concluding step in Level 1 is for individuals to share invitational successes both within
organizations and beyond. Sharing successes prepares the ground for Level II.
|
|
|
|
Interacting Stage
|
|
|
|
|
Follow-Up Stage
|
|
|
|
| |
|
|
|
|
The 'Helix'
|
|
|
|
|
I - Occasional Interest
|
|
|
|
|
II - Systemic Application
|
|
|
|
|
III - Pervasive Adoption
|
|
|
|
| |
|
|
|
|
Conclusion - 'The aim is
to realize human potential through sustained imaginative acts of hope.' Ch8, p49
|
|
|
|
| |
|
|
US - Jackson ES, Durham MS, ??
HS Hong Kong - Creative Primary, MFBM CTMC, (Stephen Chu) HS (and Poon HS) Mainland
China - Foshan Experimental ES, ?? MS, Liannan HS (Arthur)
|
