3.3 Invitational Leadership Theory
3.3.4 Promoting effective teaching and learning through Invitational Leadership Theory
to accomplish a set goal (Steyn, 2010; Shaw, et al., 2013). Steyn (2014) defines intentionality as the ability to associate one‟s intentions with the action taken. Therefore, purpose and meaning are significant aspects of intentionality, hence understanding our intention and the way we want it to happen gives clarity and direction to our work (Stillion & Siegel, 2005).
This propounds that intention is to know what we want to achieve as well as knowing the technique that we use. Therefore, the art of creating and pursuing certain straight forward intentions help the process of organisational growth and success.
It is the relationship between the five P's and the four basic principles that makes the Invitational Leadership Theory comprehensive. The four basic assumptions exemplify the characteristics of invitational leaders, which should also be possessed by every individual in the organisation. People are responsible for creating respectful, optimistic, trusting and intentional organisations (Purkey, 2006). When implemented in the educational setting, the elements of Invitational leadership combine to create an environment that is cohesive, efficient, and conducive for success. In possession of the four basic assumptions, invitational leaders play around with the physical environment, stakeholders, programmes, processes and policies to invite everyone who has a stake in the success of the school to participate and synergy is generated as all work toward a common goal (Stillion & Siegel, 2005).
3.3.4 Promoting effective teaching and learning through Invitational Leadership Theory
Invitational Leadership Theory has the assumptions that learning can only be supported if the learners are invited into the learning experiences (Haigh, 2011). This is to say that the goal of Invitational Leadership Theory is to create a school environment that supports ECD learners in the school by instilling in them intellectual, emotional, social, physical, health and cultural development. According to Purkey (2006), the school environment should be overwhelmed with an atmosphere of excitement and satisfaction for all the learners. Smith (2012) suggests
that every child counts for an invitational school which is effective and safe. If learners are given chances to participate in school activities, there is much hope of success for individual learner (Purkey, 2006; Haigh, 2011).These invitational schools possess warm environments that provide for a variety of stimulating and attracting programmes for the children (Steyn, 2014). Hence, Invitational Leadership Theory provides a background for making ECD schools more stimulating, nourishing, and inspiring for every learner in the learning process (Smith, 2012; Steyn, 2014). Steyn (2010) and Smith (2012) pronounce that, effective schools are inviting in nature.
Invitational schools are concerned with formulation of inviting learning activities that help in the monitoring and eliminating de-motivational elements that disturb learning at both personal and the organisational levels (Foote & Rinaldo, 2010). This removal of all obstacles that interferes with progress in the school is the critical target of a learning invitation (Purkey, 2006; Smith, 2010). This propounds that Invitational Leadership Theory removes the negatives that prohibit learners from learning. Thus, when all inhibitors are removed from the school environment, learners would be the position to realise their unlimited potentials.
Given an optimally inviting environment, in such an inviting environment free from inhibitors, each learner discovers the most suitable ways of exploring and manipulating; for example in child-initiated learning, ECD learners need an opportunity to a stimulating environment because they are young and are intrinsically motivated with a self-belief in their personal interests (Greer, 2012). They must be fully convinced that their teachers have the skills and knowledge, constantly inviting learners at a convenient time, in the correct format to experience good learning (Fulton & Britton, 2011; Steyn, 2014).
The five pillars are crucial for creating the environment for (for example places) effective ECD learning (Smith, 2012; Steyn, 2014). It is easy to identify a well arranged and exciting classroom environment (Purkey & Novak, 2008; Bergen, et al., 2009). Invitational teachers intentionally create exciting play areas and present interesting play-way pedagogies that invite and attract ECD children to like learning. Programmes encourage active engagement with significant content (Steyn, 2005; Purkey, 2006; Meier & Marais, 2007). Programmes, whether formal or informal, curricular or co-curricular, should benefit everyone (Purkey &
Novak, 2008; Rabichund & Steyn, 2014). Holistic pedagogies intertwined with the relevant curriculum taught by trained and committed teachers who are caring can help to intensify the effectiveness of the instructional programme, as well as promote the standards for child
development (Bredekamp & Copple, 2009; Bilton, 2010; Palaiologou, 2012; Chikutuma &
Mapolisa, 2013).Waite (2011) added that the establishment of attractive and exciting programmes is critical especially for learners. Learners should be supported to take responsibility, to be involved, and to speak with their own voices (Steyn, 2010; Kyoung, 2012). This can only be achieved when the programmes offered at the school are responding to the needs of the learners for instance, giving them chances to compete in curricular activities, academic competitions and child-initiated learning. By so doing ECD learners feel encouraged to take the learning initiative, be involved and speak their minds. Subsequently, Kyoung (2012) affirms the Convention on the Right of the Child which emphasises the need for schools to listen to ECD children.
Policies influence the experiences of those involved in the school (Steyn, 2014). The invitational leaders develop inviting policies regarding how ECD teaching and learning processes and programmes should be run. Common polices in the ECD school systems are the timetables stipulating workloads per day, feeding schemes, immunisation (primary-health care and services), and education policies, for instance, the teacher: pupil ratio. Policies should reflect trust, optimism, respect, care and intentionality for learners in the school (Purkey, 2006; Purkey & Novak, 2008). These policies are inviting enough to attract children to feel wanted and learn happily (Alexander, 2011; Burns, 2010).
Education is the dynamic result of the interaction of two processes; teaching and learning (Haigh, 2011). This propounds that learning is what learners do, and teaching is what teachers do. In ECD the learner is the main player and the teacher follows to guide and instruct (McMullen, et al., 2005; Smith, 2010; Chikutuma & Mawere, 2012). The process is more important than the end result; how children learn matters (Riner, 2003; Smith, 2010).
The interaction between the teacher and the learners is what we call learning. Hence, the right choice of learning pedagogies is of great importance to the ECD learners (Steyn, 2014). Well planned and prepared lessons taught by invitational teachers help to increase the effectiveness of the instructional processes, as well as promoting physical, emotional, social, intellectual and healthy development in the learners (Kehily, 2009; Palaiologou, 2012; Wood, 2013).
Bredekamp and Copple (2009), Hughes (2010) and Profeta (2010) indicate that invitational leadership is focused on improving health and safety in schools for the learners. Hence, the environment should basically be safe from diseases and the learners should have the primary
health care facilities accessible to them. This is to say that a healthy body nurtures the mind to function expeditiously (Smith, 2010). However, it is argued by Waite (2011) and Hughes (2010) that learners often feel disinvited when teachers overlook or take them for granted, eliminating them from taking part in school activities. Hughes (2010) and Haigh (2011) further explain that these learners are disheartened and discouraged when teachers take no cognisance to invite ECD learners to participate in school life. They are marginalised because of their age. Invitational teachers offer to create caring environments, programmes, processes and policies that give learners opportunities to realise their potentials. The following section gives us the episode on how empowered and professionally developed teachers can create school climates that nurture effective learning by ECD learners.
3.3.5 Implementing professional development of teachers through Invitational