An Introduction to the Invitational school

1. An Introduction to the Invitational school If pupils don’t learn the way we teach we should teach the way they learn. Howard Gardner 1991 St. Mark’s Learning and Teaching Policy

2. Introductions • A neighbour who knows you work at St Mark’s asks you what is special about the school? • How would you respond? An Introduction to Invitational “Education

3. Invitational Education provides an overarching framework for making schools a more exciting, welcoming, caring and enriching experience for everyone-all staff, all children, their parents and all visitors. Its goal is transform the fundamental character of the school An Introduction to Invitational Education

4. A basic ingredient of invitational theory is a recognition of the interdependence of human beings. This interdependence is based on mutual trust. Trust is established by recognising the rights and self directing power of others. Given an optimally inviting environment each person will find his or her best ways of being and becoming. An Introduction to Invitational Education

5. A second assumption of invitational education is that people are able, valuable and responsible and should be treated accordingly. An indispensable element of any democratic encounter is shared responsibility based on mutual respect. It is also seen in establishing positions of equality and shared influence where everyone’s contribution is valued. An Introduction to Invitational Education

6. A third assumption of invitational education is that people possess untapped potential in all areas of human endeavour. The uniqueness of human beings is such that no clear limits to potential have been discovered. It is not enough to be inviting; it is essential to be optimistic. From the viewpoint of invitational theory, seeing people as possessing untapped potential in all areas determines the policies established, the programmes supported, the processes encouraged, the environments created and the relationships established. An Introduction to Invitational Education

7. The final assumption of invitational theory is the realisation of human potential can best be accomplished by places, policies, processes, and programmes intentionally designed to invite development by people who are inviting with themselves and others. Intentionality enables people to create and maintain total environments that consistently invite the realisation of human potential. An Introduction to Invitational Education

8. Inviting Schools Award Is your school the most “Inviting Place in Town?” Is everyone associated with your school able, valuable and responsible? Is education in your school a cooperative and collaborative activity where process is as important as product? Is there a belief in your school that all children and staff alike possess untapped potential? Does your school create and maintain places, policies, processes and programmes designed to invite development, and by people who are intentionally inviting? An Introduction to Invitational Education

9. People assesses respect, caring and the honouring of diversity and refers to the positive or “inviting” influence of the teachers and support staff in the school. An Introduction to Invitational Education

10. Places relates to the physical aspects of the school. Policies relates to the procedures, codes, rules, written and unwritten, used to regulate behaviour or actions. An Introduction to Invitational Education

11. Programmes refers to the curriculum for the pupil to develop academically, physically, and socially in an inviting environment. Processes refers to such issues as cooperative spirit, democratic activities, values and attitudes of children teachers and support staff. An Introduction to Invitational Education

12. Four Types of Inviting Stances An Introduction to Invitational Education

13. Four Levels • Intentionally Disinviting • Deliberately discouraging; Busy with other obligations; focussed on children’s shortcomings, those whose behaviour makes others feel worthless and use put downs. An Introduction to Invitational Education

14. Unintentionally Disinviting • Well meaning but condescending; unaware of pupil’s feelings. Those whose hearts are in the right place but whose methods contradict their good intentions by discouraging messages conveyed through labelling or stereotyping, non verbal or other messages. An Introduction to Invitational Education

15. Unintentionally Inviting • Well liked and reasonably effective; unaware of the positive impact their contact with children creates; intervention with children often lack the consistent pattern of behaviour many pupils need in order to formulate their own identities. An Introduction to Invitational Education

16. Intentionally Inviting • Optimistic, respectful and trustworthy; Able to affirm yet guide students. Teachers who explicitly invite all with whom they come into contact. Teachers who understand the power of the invite and can adjust and evaluate their invitations as necessary. An Introduction to Invitational Education

17. William Purkey –Blue Card Orange Card

18. ‘Education with a new Heart’ ‘My experience with magic-weavers has confirmed my belief that children will forget what teachers and learning assistants made them think but will never forget how they made them feel.’ Sir John Jones

19. Change Goes Through Four Steps: • Awareness: Knowing that a new idea exists and is not part of current knowledge • Understanding: How the new idea operates and what is gained by using it • Application: How to employ new idea • Adoption: New idea used daily An Introduction to Invitational Education

20. Self-Concept Theory… • Why should we get involved in IE? • Who am I? How do I fit in the world? • Self concept is a complex and dynamic system of learned beliefs that each person holds to be true regarding his or her personal existence An Introduction to Invitational Education