School Awards

The International Alliance for Invitational Education (IAIE) is delighted to recognize US schools that have nurtured extraordinarily warm, welcoming, inviting atmospheres that encourage student engagement and learning.

IAIE invites these schools to learn more about Invitational Education and participate in IAIE programs and services, such as the Inviting School Awards and Exchange programs.

For more information about the Welcoming Schools program, see our Welcoming Schools Information PDF. If you are an IAIE member and you wish to nominate a welcoming school,visit the Welcoming School Nomination Form Page to submit your nomination.
A school that is new to Invitational Education may apply for the Inviting School Award by sharing information about Invitational Education with the faculty, administering the Inviting School Survey, and discovering ways to apply invitational practices to the people, places, policies, programs, and processes in the school.

Inviting School Awards are now presented every year at the IAIE World Conference.

Learn how to Apply for the Inviting School Award.
The benefits of inviting practices never end! Schools that have received the Inviting School Award are encouraged to continue their study and implementation of Invitational Education through the Inviting School Fidelity Awards, given in honor of Paula H. Stanley.

This reflective process acknowledges schools for continuing to grow and sustain Invitational practices with five levels of Fidelity awards, which may be applied for every two years. The most prestigious IAIE School Award is the Gold Fidelity Award, which may be achieved after ten years of fidelity commitment to invitational principles.

IAIE’s Invitational Education Toolkit provides inviting and fidelity school applicants with a carefully sequenced guide through the 12 steps of the Invitational Helix, from occasional interest and use of inviting practices to the systematic application and pervasive adoption of inviting practices. A multi-year commitment to IE is the best way to sustain an intentionally positive climate.

Learn how to Apply for the Fidelity School Award.
 

School Award Deadlines

Award Application Due: December 31
Completed Portfolio Due: March 31
Scheduling IAIE Vetting By: April 15

Leadership and Research Awards

William Stafford Leadership Award

The highest award presented by IAIE, the William Stafford Leadership Award was established in 2003 to recognize exceptional leadership and service within the Alliance. This is a biennial award, presented at the IAIE annual meeting on even-numbered years. The award is named in honor of the late Dr. William Stafford, former Professor of Counselor Education at Lehigh University and a founding member of the Alliance.

Stafford provided exceptional leadership, was an essential contributor to the development of the Alliance and to the invitational theory and practice. He was the second editor of the Journal of Invitational Theory and Practice. He directed the first Alliance Conference in 1982.


Nomination Letter Due: August 1 of the award year.


Nominees for this award must have at least three (3) years of distinguished service to IAIE. This service may be illustrated through:

  • A history of outstanding service in key IAIE leadership roles such as leadership on committees, editorial boards, Board of Trustees, Advisory Council, IAIE Coordinators and other essential IAIE activities.
  • Significant contributions to the development of invitational theory and practice in authoring published works, giving conference presentations, and other forms.
  • Authorship of articles, books, media and other publications that enrich and extend the understanding of invitational theory and practice
  • Other contributions to the Alliance not specifically mentioned above that clearly reflect the spirit and nature of Invitational Education®.
Letters of nomination are submitted to the committee chair at leadershipnomination@invitationaleducation.org

Research Awards

These awards are given annually to promote the scholarly study of the theory and practice of Invitational Education and to broaden and deepen support research.

Applications are open to anyone who has completed research in the field of Invitational Education since June 30, 2013.

The recipient does not need to be present at the conference to receive the award.

The research can be for a dissertation, or the research can be done independently.

Applications Due: August 1.

  • Research will be based on the theory and practice of Invitational Education
  • Research shall contribute to the field of Invitational Education
  • The study will be of exemplary quality
  • Nominees are members of IAIE
  • Title sheet showing the dissertation title, the awarding institution, the members of the dissertation committee, the date of completion of the degree, and the nominee’s current contact information (if a dissertation)
  • Title sheet showing the title and the nominee’s current contact information (if not a dissertation)
  • A summary of the study (no more than 2000 words)
  • A copy of the entire study
  • A letter from the person who conducted the research addressing the reasons that the study deserves the award
  • A letter of recommendation from a member of the committee, preferably the Chair (if a dissertation), addressing the reasons that the study deserves the award
  • A letter of recommendation from a colleague or preferably the head of Department (if not a dissertation) addressing the reasons that the study deserves the award
  • All documents should be submitted in electronic format in separate attachments to Jenny Edwards (jedwards@fielding.edu), IAIE Outstanding Research Award Chair

Past Leadership & Award Winners

Stafford Leadership Award Winners

2018 Award Recipients - Georgetown, KY
Angela Miller
Dr. Vickie Wilson
Ed Nelson
2016 Award Recipents - Lexington, KY
Kathy Fields
Joan Fretz
2014 Award Recipents - Nashville, TN
Charles English
Ed Gwazdauskas
Allyson Schoenlein
2012 Award Recipents - Hong Kong, China
Richard Benjamin
Barbara Hansen
Ken Smith
2010 Award Recipents - Columbus, OH
Stephen Chu
Eddie Collins
Ken Wright
2008 Award Recipents - Georgetown, KY
Jim Mahoney
John Piper
Charlotte Reed
2006 Award Recipents - Asheville, NC
Dallas Blankenship
Clio Chan
Tommie Radd
2004 Award Recipents - Atlanta, GA
Kate Asbill
Mable Morrison
Jack Schmidt
2003 Award Recipents - Cloudcroft, NM
Sue Bowen
Dave Chapman
John Novak
William Purkey
Phil Riner
Dan Shaw
Betty Siegel
Harvey Smith
Mary Lynn Smith
Paula Stanley
Peter Wong

Research Awards

Dissertation Award - 2018
TEACHERS’ PERSPECTIVES OF THE PRINCIPALS’ INVITATIONAL LEADERSHIP BEHAVIORS, TEACHER JOB SATISFACTION AND PRINCIPAL EFFECTIVENESS IN HIGH-POVERTY RURAL ELEMENTARY SCHOOLS

By
Matthew Christopher Zadin Younis

A dissertation submitted to the faculty of The University of North Carolina at Charlotte in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership Charlotte, 2017.
Dissertation Award - 2014
AN INVESTIGATION INTO THE PERCEIVED EFFECTIVENESS OF EDUCATIONAL LEADER THROUGH THE USE OF THE INVITATIONAL STYLE OF LEADERSHIP IN MALTESE SECONDARY SCHOOLS

By
Astrid Joanna Tonna
This dissertation investigated the perceived effectiveness of educational leaders through the use of the invitational leadership style in their organization. For the purpose of the investigation, research carried out by Burns (2007) in her doctoral thesis, Invitational Leadership in Public Schools, was reviewed and replicated in Maltese secondary schools. A multiple case study approach supported by a mixed methods paradigm was employed in this study.

University or School Affiliation: Head of Department Social Studies within the Directorate for Quality and Standards in Education, Ministry of Education and Employment, Malta

Awarding Institution: University of Leicester, UK for a Master of Science Degree in Educational Leadership
Dissertation Award - 2015
INVITING LEADERSHIP FROM A BELFAST BEDROOM: INVITATIONAL LEADERSHIP IN CONTEMPORARY SCHOOLS

By:
Dr. Brendon Byrne Browne, PhD
Dr. Browne’s dissertation used a unique methodological approach called autoethnography. In it he blended his own story of using Invitational Education as a young and unsure principal in a school in Southern Ontario, Canada, with the story of a counterpart who applied Invitational Education in a sectarian housing estate in East Belfast, Ireland. Some of the interviews of were conducted as this man lay dying in his Belfast bedroom. The result is a compelling story of the kind of reflective practice that characterizes invitational leadership.

University or School Affiliation: Superintendent of Education, Special Education Services, Halton Catholic District School Board, Burlington, Ontario, Canada

Awarding Institution: Brock University, St. Catherines, Ontario, Canada
Dissertation Award - 2015
SCHOOL BOARD GOVERNANCE IN URBAN LOW SOCIO-ECONOMIC SETTING: A CASE STUDY OF PUBLIC PRIMARY SCHOOLS IN KIBERA KENYA

By:
Tom Mboya Okaya
Kenya hosts the largest informal settlement in sub-Saharan Africa, known as the Kibera slum. Most children living there have no access to proper housing, safe water, or sanitation. Hunger, malnutrition, poor health and frequent sicknesses keep them from attaining their full potential. A common assumption has been that the climate of public primary schools located within this setting would be disinviting, leading to poor performance. Paradoxically, some schools in Kibera have performed much better than schools in well-off settings. Dr. Okaya’s dissertation study was motivated by this paradox. He focused on the impact of public primary school boards in challenging settings, as these boards are legally responsible for the overall management of schools in their local communities. This study used Invitational Education Theory and Practice (IETP) as a framework to assess how inviting a public primary school is, specifically related to school climate, parental involvement and academic achievement. Dr. Okaya’s research, conducted during political unrest and insurgent attacks, supported his recommendation that school boards should use Invitational Education as a measure to inform their approaches to improving education.

University or School Affiliation: Australian Catholic University, Victoria, AU
Independent Research Award - 2015
THE DEVELOPMENT AND VALIDATION OF THE INVITATIONAL ONLINE TEACHING ASSESSMENT (OATA)

By:
The question, “What are the conditions under which students can learn?” is foundational to Invitational Education. Students must feel invited into the classroom. In traditional face-to-face classroom, teachers use many non-verbal clues to convey invitations to students. However, online instructors are limited to mainly written communication. How the instructor communicates and treats students can create conditions in which online students can and will learn. This research modified Amos’s (1985) Invitational Teaching Survey to address the online teaching environment. The resulting IOTA provides one tool for online instructors to use to evaluate their inviting teaching behaviors and make changes as needed.

The IOTA instrument is web-based and designed to be administered to students. It automatically scores the results and sends a report to the instructor via e-mail. Located at www.InvitationEdOnline.com, the website also includes a general overview of Invitational Education and a User Manual for the IOTA.

University or School Affiliation: Kaplan University, Montgomery, AL