Invitational Education: Supporting Student Success Stillwater Area Schools August 2015

Agenda INTRODUCTION/CONTEXT Big Picture Perspective Opening Activities: Team and Collaboration Invitational Education CREATING SAFE & INVITING CONTAINERS Spheres of Influence Individually Collectively CLOSING

Enduring Understandings Learning is enhanced in a safe, orderly, and intentionally inviting environment. Being intentionally inviting is a continuous process of reflection and growth enabling adults to more consistently support student success in school and life.

Guiding Questions How do my beliefs, frames-of-reference, and experiences shape the way I interact with others to influence a learning environment? How can I use my sphere of influence to be intentionally inviting in a variety of ways (including people, places, programs, policies, and processes)? How do I collaborate with others to provide a more inviting and consistent learning environment?

Between Teacher and Child I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. Haim Ginott, Clinical psychologist, Child therapist, Parent educator, and author

We are here

Protocols Assume good intentions Spinach in the teeth rule (Ouch/Oops) Right to Pass Make it work for you Others?

Think about a time in an educational setting where you felt comfortable and free to be yourself. How did that affect your ability to learn in that environment? Consider why that was – what influenced your ability to be your best in that setting?

Some Attributes of Invitational Education You and others were treated with respect Student participation was valued Students were seen as responsible and treated accordingly Learning occurred collaboratively/cooperatively You and others were viewed as having potential The learning environment was organized and appealing Your learning was encouraged rather than imposed School policies / rules were inclusive, fair, consistent People in the school were courteous to students, staff, and community members Halls, bathrooms, and dining halls were clean and attractive The school climate felt warm and appealing Learning was engaging, constructive, and stimulating

Think about young people with whom you work. Now think of them 20 years in the future. What skills, qualities, and attributes do you want them to have 20 years from now?

ACTIVE AT PEACE CARING COMPASSIONATE CONFIDENT CONTRIBUTOR CREATIVE CRITICAL THINKER EMPATHETIC EMPLOYED FORGIVING GENEROUS GET ALONG W/ OTHERS GOOD COMMUNICATOR GOOD PARENTS HAPPY HEALTHY HONEST INDEPENDENT INTEGRITY LITERATE LOVE MOTIVATED PATIENT PERSEVERENCE POSITIVE ATTITUDE PROBLEM SOLVERS PRODUCTIVE CITIZENS RELIABLE RESILIENT RESOURCEFUL RESPECT RESPONSIBLE SELF DIRECTED SELF ESTEEM SELF RESPECT SELF SUFFICIENT SENSE OF HUMOR SUCCESSFUL WELL-INFORMED VISION

CONTAINER CONCEPT

Not all Containers are Alike

CAIRN

Invitational Education

THE SYSTEM

Learning & emotions are intertwined (see amygdala) TRAUMA

Fight, Flight, Freeze inhibits learning and the development healthy of relationships TRAUMA

Fear, embarrassment, frustration, boredom… …can trigger fight, flight, freeze TRAUMA

Individually Actions based on beliefs Always evolving Invitational Education

INVITATIONAL EDUCATION INTENTIONALLYUNINTENTIONALLY INVITINGINTENTIONALLY INVITING UNINTENTIONALLY INVITING DISINVITINGINTENTIONALLY DISINVITING UNINTENTIONALLY DISINVITING

Disinviting A personal question is posed to a large group and everyone is required to share. "it's easy – you can do this!” Keeping one's laptop open and typing on it/glancing at it while talking with students, staff, or parents. Starting the conversation by saying "I'm busy, but go ahead!" Sending an with an invitation in the middle of the day for an event scheduled to happen the end of the day.

Disinviting "Girl, you look fine today!" "Because I followed this post secondary path, all kids should be able to do the same?" We're planning an event, but parents never show up, so let's plan it just for students. "You’re so smart!” Interrupting class time with announcements throughout the day Bathrooms are dingy and smelly

INVITATIONAL EDUCATION INTENTIONALLYUNINTENTIONALLY INVITINGINTENTIONALLY INVITING UNINTENTIONALLY INVITING DISINVITINGINTENTIONALLY DISINVITING UNINTENTIONALLY DISINVITING

INVITATIONAL EDUCATION INTENTIONALLYUNINTENTIONALLY INVITINGINTENTIONALLY INVITING UNINTENTIONALLY INVITING DISINVITINGINTENTIONALLY DISINVITING UNINTENTIONALLY DISINVITING

Inviting All students have the opportunity to display their best work. "I see you have put in a lot of work on this project” Greeting students when they arrive Follows through on commitments “I’d like to talk about that with you. Tell me what it’s about and we’ll set a time to talk more in- depth” Offering choices Encouraging students to sign up for classes that have specific interest to them: “You seem to enjoy art. Have you considered taking a pottery or drawing class?”

Inviting Conflicts are viewed as opportunities to mend relationships Telephone calls from family members are returned promptly Classrooms offer a variety of furniture arrangements There is a comfortable reception area for visitors Conversations are “talking with” students (rather than “talking to”)

INVITATIONAL EDUCATION INTENTIONALLYUNINTENTIONALLY INVITINGINTENTIONALLY INVITING UNINTENTIONALLY INVITING DISINVITINGINTENTIONALLY DISINVITING UNINTENTIONALLY DISINVITING

Levels of Professional Functioning INTENTIONALLYUNINTENTIONALLY INVITINGINTENTIONALLY INVITING UNINTENTIONALLY INVITING DISINVITINGINTENTIONALLY DISINVITING UNINTENTIONALLY DISINVITING

How do we create an environment that supports growth?

What do you believe? What are your principles? What do you stand for?

Examples of Tools Community Meetings Greeting people when they arrive Activities Curriculum & lessons Books, movies, internet Rules and norms Traditions Peace Circles Bulletin Boards and signage

People and environments are never neutral. They are either summoning or shunning the development of human potential. ~ Purkey & Novak, Inviting School Success

Domains of IE: Starfish Analogy People Places Programs Policies Processes

Educator Comments What we say, how we say it Educator Behavior What we do, how we do it School Environment Classrooms Halls Office/Reception Areas Cafeterias Outside areas Lounges/Work Rooms

Collectively Collaboration with others in the system to work within a common vision and toward common goals Creating the container together “Spinach in teeth” support

Relational Trust Group Dynamics Experiences Individual Styles Collaboration

QUADRANTS WHEN DEALING WITH CONFLICT: 1. Lion 2. Fox 3. Turtle 4. Teddy Bear MY DISPOSITION/PERSONA LITY: 1. Salsa 2. Kiwi Fruit 3. Tofu 4. Pop Tarts

QUADRANTS WHEN FACED WITH CHANGE: 1. Air 2. Fire 3. Water 4. Earth MY LEADERSHIP STYLE: 1. Coach 2. Drill Sergeant 3. Orchestra Conductor 4. Bus Driver

FEELING/EXPERIENCING THINKING/ABSTRACTING DOING REFLECTING

Relational Trust “In the context of building a team, trust is the confidence among team members that their peers’ intentions are good, and that there is no reason to be protective or careful around the group. In essence, teammates must get comfortable being vulnerable with one another.” Lencioni, P. (2002). The Five Dysfunctions of a Team: A Leadership Fable. San Francisco, CA: Jossey-Bass. (p. 195)

“It is not from ourselves that we will learn to be better than we are.” Wendell Berry

People Talents/Gifts Ideas Insights Inspiration Life Experience Family Beliefs & Ideals Values Theories & Models What Guides You? What shows you the way?

Laurie Frank GOAL Consulting To download this PowerPoint: