This paper focuses on the refinement and articulation of the invitational education concept to science teaching in the classroom, an approach consistent with the underlying philosophy of SCIS. The first section of the paper outlines the nature of invitations and disinvitations and describes the ability of teachers to send formal or informal messages, verbally or non-verbally, in a school setting. Part two deals with the invitational concept in the science classroom from the teacher's frame of reference, and possible concerns that characterize the professional growth of teachers and influence student perceptions of science. Relationships in science teaching, which may exist between levels of invitational teaching and stages of teacher growth, are discussed. The final part of the paper addresses invitational sciencing through the development of pertinent skills possessed by the inviting science teacher. (Author/CS)