Loading in 2 Seconds...
Loading in 2 Seconds...
The Las Cruces Public Schools, in partnership with students, families, and the community, provide a student-centered learning environment that cultivates character, fosters academic excellence, and embraces diversity. Education is fundamentally An imaginative Act of Hope (Novak, 1996).
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
The Las Cruces Public Schools, in partnership with students, families, and the community, provide a student-centered learning environment that cultivates character, fosters academic excellence, and embraces diversity. Education is fundamentally An imaginative Act of Hope(Novak, 1996)
Revitalizing the EPSSProcess Invitational Education • Stan Rounds, Superintendent • Las Cruces Public Schools Administrators’ Retreat August 2012 Centennial High School
A young boy was watching Michelangelo chipping away at a block of marble no previous sculptor had ever wanted. As he saw David emerging from the stone, he asked, “Sire, how did you know he was in there?” Just as Michelangelo freed David from the stone, inviting professionals free students from preconceived notions of what they can do and what they can become!
Purpose of Today • In your school and cluster teams, think, reflect, strategize, and vision what we are doing well and vision for productive change. • Identify issues that are inviting (blue cards) and disinviting (orange cards). • Understand some key components of invitational education and apply these components in our schools. • Establish a mindset to ensure that our EPSS is our strategic plan that guides our actions and ensures that student achievement is our measure of true and profound accountability (monitored monthly). • Use concepts of invitational education to guide our strategic design - PEOPLE, PLACES, POLICIES, PROGRAMS, and PROCESSES - to have a more profound impact on student achievement.
reflection • Take five minutes to think of a student, a child, a grandchild, or some other child you know well • If you have a picture of this child on your cell phone, take a look at it and reflect on why this individual is so special in your life
Why Invitational Education? • Engaging a more positive school culture • An invitation to image, create, and think with your colleagues, not only today, but on a continuing basis. • Time to take a step out of our immediate environment and (re)imagine what is possible. • Opportunity to change the system - NOT REFORM- but rather TRANSFORM • “Shift” to “L ift” • Creating a culture of “responsacountability” (responsibility to own the accountability)
What is Invitational Education? • A systematic way to describe communication in schools and other human services that results in learning and human development • A theoretical framework and practical strategies for creating effective schools and other critical services
Self concept is the picture people construct of who they are and how they fit into their perceived world
Self-concept theory • Self-concept includes learned beliefs. • Beliefs are influenced by how a person interprets and acts upon events. • Self-concept is manifested in ongoing internal dialogue, or the “whispering self”(Purkey, 2005). • The truest form of accountability is individual accountability. • There are three constants in life...change, choice, and principles (Covey) • Accountability breeds response-ability (Covey).
Everything a teacher does, as well as the manner in which he does it, incites the child to respond in some way or another and each response tends to set the child’s attitude in some way or another (Dewey, 1931).
Motivation is internal and continuous • Every person has motivation. If not, they would do nothing. • Rather than trying to motivate people, cordially summon them to see themselves as able, valuable, and responsible, and to behave accordingly. • Effective leaders trust people to be capable of overcoming obstacles and accomplishing positive goals and having confidence that they will do it.
Trust Respect Intentionality Invitational Education is a metaphor for a model of an education process that consists of five value based assumptions about the nature of people and their potential. Care Optimism
Optimism • Invitational educators are optimistic about, and committed to, the continuous appreciation and growth of all involved in the education process. • People (students) possess untapped potential in many areas • People (students) have just begun to use their many social, intellectual, mental, and physical skills • Better things are likely to happen when self-defeating scripts (negative talk) are held to a minimum • Human potential is always there, waiting to be discovered and invited forth
Trust • Trust is derived from recognition of the fundamental interdependence of human beings. • It takes time, effort, and collaboration to establish trustworthy interactions • Trust is established through interlocking human qualities of: • Reliability • Genuineness • Truthfulness • Intent • Competence
Respect • Invitational educators believe that people are able, valuable, and responsible and should be treated accordingly. • Personal and professional behavior demonstrates respect. • Those who value respect will find ways for students to succeed. • The stance of inviting schools is that people have inherent worth and personal accountability. • Respect recognizes each person’s right to accept, reject, or negotiate the message sent to them (positive or negative)
care • Care is the ongoing desire to link significant personal means with worthwhile ends. • The personal need for joy and fulfillment is realized in the process of producing something of value. • No aspect of Invitational Education is more important than the educator’s genuine ability and desire to care about students, their growth, and their accomplishments. • Care has its own ingredients of: • Warmth • Empathy • Positive Regard
Intentionality • Invitational Education is characterized by PURPOSE and DIRECTION. • Intentionality explains the how of Invitational Education and pulls together the OPTIMISM, TRUST, RESPECT, and CARE that are essential to being a proficient professional. • In practice, Invitational Education focuses on the PEOPLE, PLACES, POLICIES, PROCEDURES, and PROGRAMS that transmit messages promoting human potential. • Education is never neutral. Everything and everyone in and around schools adds to, or subtracts from, the educative process.
Enhancing the EPSS process Theory into practice • Human potential can best be realized by • Places; • Policies; • Processes; • Programs; and • People The five “Ps” provide a framework to collaboratively address, evaluate, modify, and sustain a positive total school environment
PEOPLE • Invitational Education begins and ends with people. • Every person - teachers, custodians, food service professionals, counselors, bus drivers, educational assistants, secretaries, principals, and students - is an emissary for Invitational Education • People create a respectful, optimistic, trusting, and intentional society within inviting schools • If policies, procedures, programs, or policies inhibit people achieving established goals, they are altered when ever possible
No one cares how much you know, until they know how much you care (Purkey, 1996).
Places • Because they are so visible, PLACES are a good place to start the practice of Invitation Education • If classes, offices, and hallways, common rooms, cafeterias, playgrounds, and restrooms are neat, attractive, and well-maintained, they show people care about the entire school
Inviting/Disinviting What do you see?
Policies • Include mission statements, directives, codes, rules (written and unwritten) that regulate the school • Policies influence the attitude of those involved in the school • It is especially important to write inviting policies about attendance, grading, discipline, and promotion • Policies should pass the Invitational Education litmus test: Do they reflect trust, optimism, respect, care, and intentionality
Programs • Programs should encourage active engagement with robust content • Programs that appear to be elitist, sexist, homophobic, discriminatory, or lacking in intellectual integrity must be changed or eliminated • IE encourages group guidance and conflict management integrated into the curriculum • School safety is promoted • Small group collaboration enables students and adults to extend their interests and learning
Processes - the way we do things in this school • Processes are characterized by a democratic ethos, collaborative and cooperative procedures, and continuous networking among teachers, students, parents, staff, and the community
The ladder - Levels of functioning • Level 1 - Intentionally Disinviting • Level 2 - Unintentionally Disinviting • Level 3 - Unintentionally Inviting • Level 4 - Intentionally Inviting • It is possible for a message, no matter how well meaning, to be perceived as disinviting.
Level 1Intentionally disinviting • The message is that people are incapable, worthless, or irresponsible • These people may excuse their actions as “good” for students • There is no justification for being intentionally disinviting • People who operate at this level should be removed from daily contact with those they should be serving • In this lowest level of functioning, behaviors, policies, programs, and places are deliberately meant to demean, diminish, shun, or devalue the human spirit.
Level 2Unintentionally disinviting • Level 2 people can be condescending and are often obsessed with policies and procedures • Their classrooms, for example, may be disorganized, boring, and filled with busy work • Students and teachers in Level 2 schools may have low morale and high absence rates • In frustration, Level 2 individuals may resort to Level 1 behaviors • It is a concern when all five “Ps” are unintentionally disinviting • Professionals who function at Level Two are typically well-meaning, but may not reflect upon their actions.
Level 3Unintentionally inviting • Professionals who function at Level 3 are generally effective but can’t explain why • These teachers lack the ability to use “dependable guidance systems” like aviators who fly by the seat of their pants • If what accounts for their success fails them, they may resort to Level 1 or 2 behaviors
Level 4Intentionally inviting • Level 4 professionals know why they are doing what they are doing, so they examine and modify their practice to continually grow. • They are persistent, imaginative, resourceful, and courageous even when the going gets tough. • They affirm, yet guide students, deliberately choosing to be caring and democratic. • They focus on what is most important in education - an appreciation of the individual, respect, and high expectations. • The have the courage to stand up to cynics and critics because they have a defensible theory of practice.
Just as teachers invite or disinvite students, student behavior can invite or disinvite teachers. However, teachers have the ability and responsibility to continually invite students. Teachers are the professionals and should be the primary source of the “inviting message”.
At the end of your School leadership meeting • Newsweek has selected your school as the school of the year • Write the article to share with your colleagues on what the schools looks like, feels like, and how it reflects the most responsive learning environment to the students you serve • Tell us about the essential elements that caused your school to be selected school of the year
After a decade of high stakes testing, zero tolerance, threats of mandatory retention, low achievement, and negative labeling of students, teachers, and schools, a renaissance is in sight.