Presented by John Hewett and Diamond-Angle Lawrence

At CCHS, the school leadership team decided that teachers should not only model Invitational Education leadership but explicitly teach both the theory and its practice.  The school leadership team chose two big ideas to share with all students. First, everyone learned the focus on I—CORT. Also, everyone learned a metaphor from Invitational Education based on the IE starfish with each limb representing the 5 domains in school: people, places, policies, programs and processes.
 
The aim was to have Clarkson flourish as an invitational school. This was a bid to reduce the strategy to execution gap as teachers believed students were mature enough to understand and, in turn, assume the invitational stance. The thinking was because kids know how a rainbow works doesn’t make it less special.
 
Students consciously inviting with themselves, and with others, was seen as fundamental to improving school climate, and in turn, school cultural proficiency. By assuming the invitational stance, students should know why we do what we do and simultaneously, students reflect on why they do what they do.
 
Clarkson’s teachers were asked to analyse their own intentionality to determine if others understand their intentions—
 
“Although a teacher may be clear on what her intentions are when planning, the results are diminished considerably when learners remain unaware of them.” (Fisher, D., Frey, N & Hite, S. (2016)).

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