By Adam Inder and Louise Hall.

Invitational Education Theory seeks to “provide a means of intentionally summoning people to realise their relatively boundless potential in all areas of worthwhile human endeavour” (Purkey & Novak 2015). Such a bold task can appear daunting, but the complexity is made simple (‘simplexity’) through the compelling framework of Invitational Education. Embedded within the framework are five ‘Elements’ – areas of focus which detail what it means to have an inviting approach towards oneself and others. These elements are intentionality, care, optimism, respect and trust – often collectively abbreviated as I-CORT.

Embedding the elements of I-CORT into one’s operation as a teacher may seem like common sense to some; wielding one or more of these elements within the classroom may even come naturally to you. The key behind an invitational stance is that it is most effective when it is intentional, which is why intentionality precedes the rest of the elements of Invitational Theory. Purkey & Novak state that “intentionality can be a tremendous asset for educators and others in the helping professions, for it is a constant reminder of what is truly important in human service” (Purkey & Novak 2015). To be ‘nice’ or to be ‘friendly’ is not what it means to be I-CORT – to take I-CORT as a simple concept rather than a ‘simplex’ concept can be a mistake which leads to a lack of effectiveness.

Read the rest of the article on Education Today at or download as a PDF here.

By Adam Inder, Applied Science HOLA.

Following Clarkson CHS being the hosts for the Pearce Young Leaders Forum in 2017, this morning Peter Moyes ACS had their turn to host the 2018 forum. Attending this year was a great honour for me, as I was able to attend my old high school, where I now sit on the School Council.

The forum is hosted by Federal Member for Pearce and Attorney General, Hon. Christian Porter. The special guest this year was none other than Australian boxing legend Danny Green. Danny touched on themes of self-sacrifice, working towards goals and bullying. All students were engrossed in the practical wisdom being shared by Danny as he drew on examples from his boxing career and his "One Punch" Campaign. Our very own Georgia Lovett scored a "shout-out", as Danny shared that he was her height when he was 17.

Our student councilors carried themselves extremely well amidst other schools within the electorate. Jasmita Jeshani and Scott Currie deserve huge thanks for overseeing our students at the event.

Students from left to right: Muhammad Modh Saidfudin (Yr 12), Leo Vo (Yr 12), Jhameika Bradford (Yr 11), Georgia Lovett (Yr 9), Kaiza Metuariki (Yr 11), Tyson Mora (Yr 10), Viviann Nou Michael (Yr 11), Thu Thay Paw (Yr 10) and Ryan Paolo Mendoza (Yr 9)

Maths and Science Head of Learning Area Adam Inder writes for Australian Educational Leader magazine:

"At the end of April this year, I had the privilege to attend a Teach First New Zealand (Teach First NZ) Alumni retreat in
Auckland. Teach First NZ is a partner organisation with Teach For Australia, both of which are under the umbrella of Teach For All ( – a global movement dedicated to tackling socioeconomic disadvantage in education through teaching and leadership.

I was joined by other guests including another Teach For Australia Alumnus, and representatives from Teach For Thailand and Teach For America (Hawaii) too. At the retreat, a variety of guests associated with Teach First NZ, the University of Auckland, and local education organisations were invited to share their wisdom and insight into education.

Following the retreat, I was able to attend Onehunga High School – a socioeconomically disadvantaged school just outside Auckland – and shadow some Teach First NZ Alumni who teach at the school. The education systems of Australia and New Zealand are similar in a lot of ways, but I found that there were striking differences too. Here are my top three reflections."

Click here to read the full article

Head of Applied Science Adam Inder writes for Education Today magazine:

As educators, we place a lot of emphasis on ensuring that the practices we put into place at the school level are effective in improving outcomes for students. But do the policies and decisions beyond the scope of the school hinder or help our capacity to ensure a high-quality education for all students? Social segregation and its impact on educational outcomes for students from a socioeconomically disadvantaged background can be a common reality within Australia, with our country identified as one of the worst for an achievement gap between socioeconomically advantaged and disadvantaged students. This crisis and its impact on greater society are explored through the lens of a case study from my own workplace – Clarkson Community High School.

We as a country – and in particular, as those directly associated with the education system in this country – have a moral responsibility to ensure that all children, regardless of background, receive a high-quality education.

Click here to read the full web article or download PDF

As featured in North Coast Times community newspaper

This week the Science department has been running lunchtime activities to celebrate National Science Week. There has been a great level of interest from the students with a variety of year groups attending each lunch. This week the students have taken part in making pop rockets, testing and exploring basic circuits, have built and raced cotton reel cars and mini kick start motors, taken part in the spaghetti and marshmallow challenge as well as other fun and exciting activities throughout the week. The students level of enthusiasm and interest has been great to see with many students coming back to attend multiple lunch sessions to take part in the various activities.

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