Full Description
Over 400 schools throughout the world have adopted Invitational Education to foster innovative thinking, sustained positive action, and the creation of socially and emotionally safe schools. As educators are now involved in an epic rethinking of what they do and how they do it, Developing Inviting Schools provides a dependable guide for improvement. Written by two of the creators of the Inviting Schools movement—Purkey and Novak—along with Joan Fretz who works with public schools, this book updates and extends the construct of invitational learning to assist today's teachers and leaders. The authors present a simple, but not simplistic framework that offers real-life responses to such challenges as faculty morale, school safety, conflict management, community involvement, student behavior, motivation, and school success. Use this resource to create, sustain, and enhance the social and emotional climate of your school.
Book Features:
A defensible theory of practice based on the community values of intentional care, respect, trust, and optimism.
A deep dive into the basic assumptions that guide life in schools.
Guidance for developing and maintaining positive school climate initiatives.
Practical examples of how Invitational Education works in real-life situations.
A fresh and innovative approach to a positive social and emotional learning environment.
Contents
Contents
Prefacexi
1.Introducing Invitational Education1
The Influence of Invitational Education 4
An Evolving Theory of Practice 8
A Systematic Approach 9
The Promise of Invitational Education 10
Why Invitational Education? 11
The Power of the Inviting Process 15
Patterns of Communication 18
Feeling Invited 18
Feeling Disinvited 20
Summary 23
Further Reflections and Activities 24
2.Foundations of Invitational Education26
Democratic Ethos 26
The Perceptual Tradition 28
Self-Concept Theory 34
Summary 43
Further Reflections and Activities 44
3.The Inviting Mindset45
Perceptions of Professional Helpers 47
Teacher Stance 57
The Actions of Educators 64
Summary 68
Further Reflections and Activities 69
4.The Skills of Inviting Educators70
Being Ready 71
Being With 75
Following Through 87
Summary 90
Further Reflections and Activities 90
5.Inviting in the Rain93
Invitational Education in a Violent Society 93
An Invitational Approach to Good Discipline 98
Managing Conflict: Rule of the 6 Cs 101
Understanding Violence 106
Creating and Maintaining Safe Schools 107
Summary 111
Further Reflections and Activities 112
6.The Four-Corner Press113
Being Personally Inviting with Oneself 114
Being Personally Inviting with Others 116
Being Professionally Inviting with Oneself 118
Being Professionally Inviting with Others 120
Summary 128
Further Reflections and Activities 128
7.The Invitational HELIX130
Using the Invitational HELIX 131
Occasional Interest (Phase I) 132
Systematic Application (Phase II) 135
Pervasive Adoption (Phase III) 137
Summary 140
Getting Started 141
8.Invitational Education at Work142
Districtwide Initiatives 142
Regional Initiatives in New York 146
International Applications 150
Invitational Education Beyond Pre-K-12 Schools 153
Conclusion 155
Appendix A: Invitational Education Websites157
Appendix B: The Inviting School Survey-Revised (ISS-R)159
Appendix C: The Invitational Education Toolkit
P rofessional Development Series165
Appendix D: Research on Invitational Education167
Appendix E: An Introduction to the Metaphor of Blue
a nd Orange Cards 169
References171
Index181
About the Authors189
