1. 1 Theory to Practice : Rhetoric to Action Education is fundamentally an imaginative act of hope (Purkey et al, 1996)

2. 2 The call for better education in our schools now seems almost universal... The central element of quality education is of course, the teacher. Knowledgeable teachers are the core of an effective school program. (Stevenson, 1987, p. v) The call for better education in our schools now seems almost universal... The central element of quality education is of course, the teacher. Knowledgeable teachers are the core of an effective school program. (Stevenson, 1987, p. v)

3. 3... educational institutions need to reach the broadest numbers of students and that they must therefore be responsive to different forms of learning, performance, and understanding. (Gardner, 1991, p. 18)... educational institutions need to reach the broadest numbers of students and that they must therefore be responsive to different forms of learning, performance, and understanding. (Gardner, 1991, p. 18)

4. 4... too many educational systems develop mission statements of eloquent rhetoric without following through with the necessary supports to enable each and every school to “live” that rhetoric. Or worse still, they adopt practices that run counter to their recommended goals. (Maaka, 1999, p. 8)... too many educational systems develop mission statements of eloquent rhetoric without following through with the necessary supports to enable each and every school to “live” that rhetoric. Or worse still, they adopt practices that run counter to their recommended goals. (Maaka, 1999, p. 8)

5. 5 INVITATIONAL EDUCATION http://www.invitationaleducation.net  A theory of practice that addresses the total educational environment – Social, Physical, Cognitive, Spiritual, Emotional  A process for communicating caring and appropriate messages intended to summon forth the realisation of human potential as well as for identifying and changing those forces that defeat and destroy potential

6. 6 Invitational education is a democratically- based self-concept theory for working with people and constructing positive school cultures. Invitational education is a democratically- based self-concept theory for working with people and constructing positive school cultures.

7. 7 SOCIAL PHYSICAL COGNITIVE EMOTION SELF Socio-Historical Culture / Ethnicity Family THE DEVELOPING PERSON DOMAINS AND CONTEXT OF SPIRITUAL

8. 8 Social Health, Mental Health and the 6 R’s  Reality  Responsibility  Right/Wrong  Relationships  Resilience  Respect

9. 9 Foundations of Invitational Theory A humanistic, person-centred approach to motivation of human behaviour A humanistic, person-centred approach to motivation of human behaviour

10. 10 The Perceptual Tradition (Combs, 1962) People are not influenced by events so much as their perceptions of events  Human behaviour is the product of the unique ways that individuals view the world  Behaviour is based on perceptions  Perceptions are learned  Perception can be reflected upon

11. 11 Self-Concept Theory (Journard, 1968; Rogers, 1968; Purkey, 1970) If there is one thing in the world that concerns every one of us, it is the self-concept  Learned beliefs that each person holds to be true about his or her personal existence  Who am I?  How do I fit in the world?

12. 12 Cognitive-Behavioural Approach (Ellis,1962, 1970; Meichenbaum, 1974, 1977) People are disturbed not by things, but by the views which they take of them  Our thoughts shape our emotions and our actions  Our beliefs and assumptions shape how we perceive and interpret events  Behaviour is mediated by the way an individual views oneself and these views serve as an antecedent and consequence of human activity  Our distorted thoughts can lead to a variety of dysfunctioning

13. 13 Underpinnings of Invitational Education  Collection of assumptions that seek to explain human phenomena  Provides a means of intentionally summoning people to realise their potential in all human endeavours  Provides a framework for PEOPLE in a variety of PROGRAMS, POLICIES, PLACES, AND PROCESSES

14. 14 Invitational Education Assumptions  Four assumptions offer a consistent “stance” through which humans can create and maintain an optimally inviting environment: –Respect –Trust –Optimism –Intentionality

15. 15 Respect  People are able, valuable, and responsible and should be treated accordingly

16. 16 Trust  Education should be a cooperative, collaborative activity where process is as important as product

17. 17 Optimism  People possess untapped potential in all worthwhile human endeavour

18. 18 Intentionality  Human potential can best be realised by creating and maintaining Places, Policies, Processes, and Programs,specifically designed to invite development, and by People who are intentionally inviting with themselves and others, personally and professionally

19. 19 “Five P’s”  Invitational Education focuses on five areas that exist in every environment and that contributes to the success or failure of each individual: –People –Places –Policies –Programs –Processes

20. 20 People  Teachers, Administrators, Counsellor, Support Staff  People create a respectful, optimistic, trusting, and intentional (positively enhancing) society

21. 21 Places  Classrooms, Offices, Hallways, Common Rooms, Libraries, Playing fields  The physical environment offers a starting point from moving from invitational theory to practice

22. 22 Policies  Rules, Codes, Procedures - Written or Unwritten  Used to regulate the ongoing functions of individuals or organisations

23. 23 Programs  Curricular and Co-Curricular  Focuses on the wider scope of human needs by ensuring program achieve goals for which they were designed.

24. 24 Processes  The spirit or atmosphere of the way things are done  Addresses such issues as cooperative spirit, democratic activities, collaborative efforts, ethical guidelines, and humane activities

25. 25

26. 26 Levels of Functioning  Invitational Education identifies four level of functioning in personal and professional living: –Intentionally Disinviting –Unintentionally Disinviting –Unintentionally Inviting –Intentionally Inviting

27. 27 Intentionally Disinviting  Deliberately discouraging  Busy with other obligations  Focused on students’ shortcomings

28. 28 Unintentionally Disinviting  Well-meaning, but condescending  Obsessed with policies and procedures  Unaware of students’ feelings

29. 29 Unintentionally Inviting  Well-liked and reasonably effective  Inconsistent and uncertain in decision- making

30. 30 Intentionally Inviting  Optimistic, respectful, and trustworthy  Able to affirm, yet guide students

31. 31 Four Dimensions  The goal of Invitational education is to encourage individuals to enrich their lives in each of the four basic dimensions: –Being personally inviting with oneself –Being personally inviting with others –Being professionally inviting with oneself –Being professionally inviting with others

32. 32

33. 33 Inviting Oneself  Practice being inviting on your own behalf  Make a habit of having some “alone time”  Take good care of your health  Celebrate yourself  Establish/continue a relationship with a colleague in order to share experiences  Join a professional group  Submit an idea to a professional journal for publication

34. 34 Principles Of An Inviting School  People are able, valuable, and responsible and should be treated accordingly.  Educating should be a collaborative, cooperative activity  The process is the product in the making.  Focus on effort rather than ability: To become absorbed with learning than being preoccupied with their performance.  People possess untapped potential in all areas of worthwhile human endeavour.  This potential can be realised by PLACES, POLICIES, PROGRAMS, AND PROCESSES specifically designed to invite development and by PEOPLE who are intentionally inviting with themselves and others personally and professionally.

35. 35 Inviting School Success  Democratically oriented, perceptually anchored, self-concept approach to the educative process  The enhancement of –Self-Concept –Self-Esteem –Self Efficacy

36. 36 KNOWLEDGE OF SELF IS AS IMPORTANT AS KNOWLEDGE OF CURRICULUM

37. 37 Quality teaching, "inviting" students to succeed in intellectual, social, and personal pursuits, will not be enhanced by a teacher, irrespective of his or her overall academic ability, if he or she has a low academic self-concept in the specific teaching domains. When teachers think well of themselves, they think well of their students, and thus potentially enabling their students to achieve to their full potential. (Smith, 1999, pp. 74-75)

38. 38 Children of high self-esteem who are in regular contact with teachers of low self- esteem will gradually themselves develop low self-esteem, with associated low attainment levels. (Lawrence, 1996, p. 13) Children of high self-esteem who are in regular contact with teachers of low self- esteem will gradually themselves develop low self-esteem, with associated low attainment levels. (Lawrence, 1996, p. 13)

39. 39 “Inviting” Perception of Students  Able  Responsible  Valuable  Positive Expectations  Classroom Warmth  Invitational Discipline/Management

40. 40 Keys to Being Invitational: Environment, Comments, Behaviors

41. 41 Keys to Being Invitational: Environment  Freshly painted walls in a room  A warm fireplace  Flowers on a desk  A well tended yard space  Throw pillows on floor  Unclean, unkempt walls  A chilly room  A patchy, grassless yard space  Hard backed chairs  Stilted, superficial conversations

42. 42 Keys to Being Invitational: Comments  Congratulations!  Sure, I can help with that.  That’s a good point.  Let’s get together next Monday.  Have a good time at the party!  You sure were lucky.  I may have time later.  What’s the matter with you?  We’ll try to get together sometime soon.  Behave and mind your manners.

43. 43 Keys to Being Invitational: Behaviors  Taking turns with others  Inviting a friend to lunch  Noticing/complementing another’s new clothes, shoes, etc.  Responding to another  Cutting in a line  Waiting for a friend to ask you to lunch  Making a “cute”/sarcastic remark about the new attire  Being grumpy  Showing indifference, half-listening

44. 44 Expectations  One of the differences between good teachers and poor teachers is that good teachers make their students feel that they have more ability than they think they have so that they consistently do better work than they thought they could!  Treat people as if they were what they ought to be and you help them to become what they are capable of being! (Goethe)  One’s expectancy of another person’s behaviour somehow comes to be realised - NOT ALWAYS!

45. 45 A high self-concept is a necessary BUT NOT a sufficient condition for achievement

46. 46 Inviting Motivation  Motivation is NOT a problem in school  I have never met or seen an unmotivated student. I have met many students who did not do what I would wish them to do, but this is not to say they are unmotivated.  As teachers we are given the responsibility to determine the direction this INTERNAL, ALWAYS- ACTIVE, MOTIVATION will take  Rather than wasting time trying to motivate students, it makes far better sense to work on how this given motivation will be directed (the mob leader is the same as the missionary; the thug and the theologian, the challenging student and the most talented)

47. 47 Facilitating the Three C’s of Motivation  Collaboration –Assisting students to feel connected to their peers and ensuring the classroom is conducive to a positive learning environment.  Choice –Students are brought into the process of making decisions about WHAT, HOW, and WHY they are learning and other issues in the classroom.  Content –Making school work and learning meaningful, engaging, and relevant.

48. 48 F. O. C. I  Feedback, give more positive  Output, give more opportunities for student  Climate, create a warm, inviting environment  Input, give students more to challenge them Fair Firm Friendly

49. 49 Doing-With Students not Doing-At Students The best teacher is one who, through establishing a personal relation, frees the student to learn. Learning can only take place in the student, and the teacher can only create the conditions for learning. The atmosphere created by a good interpersonal relationship is the major condition for learning. (Patterson, 1973, page number unknown) The best teacher is one who, through establishing a personal relation, frees the student to learn. Learning can only take place in the student, and the teacher can only create the conditions for learning. The atmosphere created by a good interpersonal relationship is the major condition for learning. (Patterson, 1973, page number unknown)

50. 50 SUMMARY If you’re not feeling good about you, what you’re wearing outside doesn’t mean a thing. (Leontyne Price, opera singer) If you’re not feeling good about you, what you’re wearing outside doesn’t mean a thing. (Leontyne Price, opera singer)

51. 51 Everything the teacher does as well as the manner in which s/he does it incites the student to respond in some way or another and each response tends to set the student's attitude in some way or another. (John Dewey, 1933) Everything the teacher does as well as the manner in which s/he does it incites the student to respond in some way or another and each response tends to set the student's attitude in some way or another. (John Dewey, 1933)

52. 52 Until such proposals [Teacher Education Revision Proposals] take into account the need for teacher-training methods and interventions designed to enhance the academic self-concept of not only pre-service teachers but in addition, in-service teachers, the goal of improving quality of teaching and quality of learning will not be forthcoming. (Smith, 2000, p. 209) Until such proposals [Teacher Education Revision Proposals] take into account the need for teacher-training methods and interventions designed to enhance the academic self-concept of not only pre-service teachers but in addition, in-service teachers, the goal of improving quality of teaching and quality of learning will not be forthcoming. (Smith, 2000, p. 209)

53. 53 Ashton et al. (1986) succinctly stated: Ashton et al. (1986) succinctly stated: If we are to make progress toward that goal [quality of teaching and quality of learning], the promotion of a high sense of self-efficacy in teachers and students must become an educational aim as important as academic achievement. (p. 176) If we are to make progress toward that goal [quality of teaching and quality of learning], the promotion of a high sense of self-efficacy in teachers and students must become an educational aim as important as academic achievement. (p. 176)

54. 54 Bibliography Ashton, P. & Webb, R. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman. Combs, A. (Ed.) (1962). Perceiving, behaving, becoming. Washington,D.C.: Yearbook of the Association for Supervision and Curriculum Development. Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Lyle Stuart. Ellis, A. (1970). The essence of rational psychotherapy. New York: Institute for Rational Living. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books. Journard, S. (1968). Disclosing man to himself. Princeton, NJ: Van Nostrand. Lawrence, D. (1996). Enhancing self-esteem in the classroom (2 nd ed.). London: Paul Chapman.

55. 55 Maaka, M. (1999). Assessment for school success: A student-centred approach. Journal of Invitational Theory and Practice, 6, 6-27. Meichenbaum, D. (1974). Cognitive behaviour modification. Morristown, NJ: Plenum. Meichenbaum, D. (1977). Cognitive behaviour modification: An integrated approach. New York: Plenum. Patterson, C. (1973). Humanistic education. Englewood Cliffs, N.J.: Prentice-Hall. Purkey, W. (1970). Self concept and school achievement. Englewood Cliff, NJ: Prentice-Hall. Purkey, W. & Fuller J. (1995). The Inviting School survey users' manual. Greensboro, NC: University of North Carolina at Greensboro. Purkey, W., & Novak, J. (1988). Education: By invitation only. Bloomington, IN: Phi Delta Kappa. Purkey, W., & Novak, J. (1996). Inviting school success: A self-concept approach to teaching and learning (3rd ed.). Belmont, CA: Wadsworth.

56. 56 Purkey, W. & Schmidt, J. (1987). The inviting relationship: An expanded perspective for professional counseling. Englewood Cliffs, NJ:Prentice- Hall. Purkey, W. & Schmidt, J. (1990). Invitational learning and counseling and development. Ann Arbor, MI: ERIC/CAPS. Purkey, W. & Stanley, P. (1991). Invitational teaching, learning and living. Washington, DC: National Educational Association Professional Library, National Education Association. Rogers, C. (1969). Freedom to learn. Columbus, OH: Merrill. Smith, K. (1999). Quality teaching and academic self-concept. Interlogue, 10, 73-81. Smith, K. (2000). The self-concept and verbal academic achievement of primary and secondary student teachers. Unpublished doctoral dissertation, University of Melbourne, Melbourne, Victoria, Australia. Stevenson, R. (1987). Foreword. In D. R. Cruickshank, Reflective teaching: The preparation of students teaching. Reston, VA: Association of Teacher Educators.

57. 57 For Further Information Ken Smith, PhD, MAPS Head of School Trescowthick School of Education (Victoria) Faculty of Education Australian Catholic University Fitzroy, Australia, 3065 61-3-9953-3257 (Tel) 61-3-9953-3495 (Fax) k.smith@patrick.acu.edu.au (Email)