Developing Inviting Schools
A Beneficial Framework for Teaching and Leading

William W. Purkey (Author), John M. Novak (Author), Joan R. Fretz (Author)

9780807764725

Paperback / softback, published 13 November 2020

208 pages
22.6 x 15.2 x 1.5 cm, 0.293 kg

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
• 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