Students and a teacher

Programme Requirements

Programme Map

Year  Fall  Spring  Summer
1 EDUC 641 Introduction to Invitational Education® (3 units) EDUC 642 The Inviting Equitable Global Classroom (3 units) EDUC 643 Creating an Inviting School Climate & Culture (3 units)

EDUC 644 Action Research in Inviting Settings (3 units)
2 EDUC 645 Inviting Curriculum & Instruction (3 units)

EDUC 646 Innovative Invitational Learning (3 units)
EDUC 647 Teaching & Learning in an Inviting Classroom (3 units)

EDUC 648 Inviting School Leadership (3 units)
EDUC 649 Master’s Capstone Project for Inviting Settings (6 units)


The Master’s of Education in Invitational Education® includes the full 30 units taken over the two years.  Students can elect to complete only the first 12 units to achieve a Graduate Certificate in Invitational Education®. 

In order to access the instructional materials in the Invitational Education® programme, you will need a computer that is less than 3 years old with 1GB of RAM and 2GHz processor speed.  The computer should have the following minimum software requirements:

  • operating system: Windows 7+, Mac OS X 10.7+, Ubuntu 10+, or Linux OS 11+ (64-bit)
  • most recent version of Google Chrome, Firefox, Internet Explorer, OR Safari

In addition to the hardware and software requirements, it is recommended that potential students have an Internet connection with 1+ Mbps.

Finally, the learning management system used by the Invitational Education® programme (i.e., Canvas) is best viewed at a minimum of 800x600 screen size (which is the average size of a notebook computer). If you want to view Canvas on a device with a smaller screen, we recommend using the Canvas mobile app that can be downloaded at



Inviting teacher

EDUC 641
Introduction to Invitational Education®

(3 credit hours)

This course serves as a concise and insightful introduction to Invitational Education®, a theory of practice for authentically creating and sustaining welcoming environments intentionally based on trust, respect, optimism, and care, for increased outcomes and personal growth. By focusing on how the communicative process influences the development of human potential, Invitational Education® helps us understand how our words and actions, and everything in a school or organisation, message people that they are able, valuable, and responsible, or they are not. Learn how applying an inviting approach to learning, leading, and living can help us all to realise our full potential.


EDUC 642
The Inviting Equitable Global Classroom

(3 credit hours)

This course will highlight from an Invitational Educational® perspective how to create a globally equitable learning environment to engage and create globally competent students. This course will include best practices such as defining a globally educated student and teachers, using superior classroom resources, incorporating technology, and integrating it altogether to globalise classrooms and schools, as well as world language learning. This course will teach students hard skills to cultivate abilities to share and communicate across world cultures in inviting ways and across opportunity gaps. The ultimate goal in an equitable classroom and school is to foster a sense of shared ownership and sense of community. A focus will be on developing teachers own cultural competency in an effort to create a system in which diversity is appreciated across the school environment.


EDUC 643
Creating an Inviting School Culture & Climate

(3 credit hours)

Learning to create a total school environment that intentionally works to make a school a place that is welcoming, engaging and enriching experience for all involved. Centered on the four propositions of trust, respect, optimism and intentionality, invitational learning in an era of global growth and technological advancement can lead to substantive change across the education system; leading to a school culture and climate that supports and elevates all members of the learning community. This is for educators who aspire to create schools in which all stakeholders realise their full potential and will find many suggestions for analysing and improving communication, policies and practices. Learn to make your school the most “inviting place in town” with hands-on activities to create an inviting school.

Inviting teacher

EDUC 644
Action Research in Inviting Settings

(3 credit hours)

Inquiry or research conducted in the context of a focused effort to improve the quality of one’s own organization and its performance is a typical action research cycle. Practitioners who analyze data to improve their own practice conduct action research, yet the process can be done by individuals or by teams of colleagues. In this course, students will plan an action research project focused on Invitational Education® or set within an Invitational Education® context. In addition to critically reflecting on the intellectual and practical questions that action research raises; theoretical, philosophical, and epistemological questions around action research will be explored.

Student and teacher

EDUC 645
Inviting Curriculum & Instruction

(3 credit hours)

This course is designed to assist students in developing those skills essential for curriculum restructuring, planning, and implementation at an invitational school. Three essential processes – curriculum development, assessment, and instruction – will be considered with respect to relevant theory, research, and practice. Emphasis is placed on the role of responsible leadership in assuring that these processes function effectively in an inviting school.


EDUC 646
Innovative Invitational Learning

(3 credit hours)

The strategic use of digital media and technology aligned with best classroom practices for subject matter exploration and to meet student learning needs is explored through the TPACK theoretical model. Participants will share ideas, successes, and challenges through a cohort-based professional learning community that embraces taking risk and exploring innovative lesson design for the Invitational Education® classroom using new media and technologies. Twenty-first century classroom practices and lesson design will be assessed for the impact on student learning within the invitational environment.

Inviting teacher

EDUC 647
Teaching & Learning in an Inviting Classroom

(3 credit hours)

Principles of human learning and related practices for teaching in an inviting classroom. The psychology of learning in an invitational school setting includes both individual and group generalisations. It will focus on the roles and functions of a classroom teacher as a facilitator of learning, and a decision maker concerning pupil needs and achievement. The course examines established and emerging teaching and learning perspectives and practices as foundational for developing and reflectively practicing a personal philosophy of Invitational Education®.

Inviting school leaders

EDUC 648
Inviting School Leadership

(3 credit hours)

Administration of a school can have a huge impact on creating a culture of success and equitable outcomes. By utilising the principles of Invitational Education® this course can help develop leaders with invitational theory in mind. This course will invite students to reflect on their own personal values and provide the context to examine what an invitational leader should focus on in respect to creating diverse learning environments with a special focus on economic equity, linguistic diversity, and race and gender equity in an ever changing world. A focus will be placed on creating school wide community which values equity and diversity engaging internal and external audiences including parents, family and neighborhoods.

Open book

EDUC 649
Master’s Capstone Project for Inviting Settings

(6 credit hours)

This course involves undertaking the action research project proposed in the “Action Research in Inviting Settings” course. Students will implement the cyclical, data-driven examination of the student’s own practice through the lens of Invitational Education® within their specific context. The course culminates in with the submission of a Master’s Capstone Project report.