le-leadership-for-creativity-mar-2003

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Slide 1: 

Leadership for creativity A Leading Edge event

Slide 2: 

Session 1 Exploring the territory

Creativity: What is it? Why promote it? : 

Creativity: What is it? Why promote it? Margaret Talboys Project Director Creativity across the curriculum Qualifications and Curriculum Authority

Creativity: big ‘C’ or little ‘c’? : 

Creativity: big ‘C’ or little ‘c’? It is possible to be creative in all areas, not just the arts. We are all, or can be, creative – if we have the opportunity. Whether we are creative depends on: being in a supportive learning environment finding our individual interests and abilities in different areas and activities developing the necessary skills, processes and habits of mind

Slide 5: 

Creativity: what is it? Is it about large scale, less guided activities such as role play? visits? debates? or small scale discussions, question and answer sessions? Is creating something the same as being creative? It is about the quality of thought taking place – a breakthrough in thinking – a creative moment - significant to learning the result of much hard work and effort

Slide 6: 

Creativity: a definition … always involves thinking or behaving imaginatively and …. Overall this imaginative activity is purposeful, that is directed to achieving an objective … this imaginative activity is fashioned … these processes generate something original and…the outcome is of value in relation to the objective All our Futures: Creativity and Culture in Education (DFES, 1999)

Creativity: the fashioning process : 

Creativity: the fashioning process Questioning and challenging Making significant connections Envisaging what might be Playing with ideas, keeping options open Applying learning in new ways and contexts Evaluating ideas and actions

Creativity: habits of mind : 

Creativity: habits of mind Curiosity: having an enquiring mind Flexibility: lateral thinking Willing to think the impossible Confident to try things out, take a chance, risk it! Being able to handle uncertainty - coping with difficulties and setbacks, persevering and being able to learn from failure Being self critical: able to distinguish own contribution from personal worth

Creativity: why promote it? : 

Creativity: why promote it? Leads to more rigorous and critical thinking Objectives are achieved more readily Increases motivation, deep concentration and engagement Improves relationships Develops the talent of the individual Develops skills for adult life – adaptability, coping with uncertainty and change

Creativity: why promote it? : 

Creativity: why promote it? The curriculum should enable pupils to think creatively and critically, to solve problems and make a difference for the better. It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them or their future lives…

Creativity: why promote it? : 

Creativity: why promote it? ... It should enable pupils to respond positively to opportunities and challenges and responsibilities, to manage risk and to cope with change and adversity. Aims for the school curriculum in The National Curriculum: Handbook for teachers in England (p11–12)

Creative tensions? : 

Creative tensions? Arid definitions v creative messiness Tacit knowledge v explicit understanding Spontaneous and intuitive v practised and disciplined Interlude v principle Enrichment v right Primary v secondary Some classes v all classes (the 2+2 principle)

A culture for creative learning? : 

A culture for creative learning? risk permission status

Leading the creative school : 

Leading the creative school Tessa Mason, Headteacher Victoria Primary School, Leeds

Key objectives : 

Key objectives Take responsibility for learning Learn with and through others Pursue new ideas, solve problems Persevere, adapt ideas and learn from mistakes Question, speculate, hypothesise, rehearse ideas and experiment Make connections and interpretations between ideas, areas of learning, subjects, people, places and things

Key momentsRealisation and progression : 

Key momentsRealisation and progression Identify talent and skills of staff Recognise and respect the culture of children Use of focus and development of action zone Overcome barriers to learning and attainment Establish complex partnerships Initiate powerful and challenging learning experiences Harness the imaginative power of individuals Widen notions of ‘the lesson’ Plan and work together across a group of schools Apply principles to whole curriculum

Key strandssupporting the journey : 

Key strandssupporting the journey Impact of important influences Shared commitment to change Formative assessment An ‘oral and aural culture’ Technology to support change and innovation Vulnerable pupils identified Issues of motivation All contributions valued on the journey Owning performance management Analysis and scrutiny of children’s work Engage in forward planning Mutual and continuous encouragement Quality assurance

Questions : 

Questions How can we learn to exercise creativity in all that we do? How can we organise and plan for creativity in all learning? Do we need to restructure aspects of our school? How can we promote dialogue and consistency of understanding across schools? How can we establish a culture where creativity flourishes?

Questions (continued) : 

Questions (continued) How can we strengthen the culture of creativity? How can we harness the wider community and other contexts for learning? What support and expertise do we need? How can school leaders distribute involvement, ensure ownership and collective responsibility for the process? How can school leaders reshape the anatomy of the organisation whilst maintaining statutory provision?

Creativity and school improvement at Star Primary School : 

Creativity and school improvement at Star Primary School Matt Chappel, Star Primary School, Newham, London

What are our views on learning at Star Primary? : 

What are our views on learning at Star Primary? We captured current views of learning: students, staff, parents, governors We promoted discussion about learning throughout the school We began to explore what creative learning means We began to explore what a learning orientation means

What do we want Star students to be like when they leave? : 

What do we want Star students to be like when they leave? We identified core skills, attitudes and learning habits We focused on: communication (especially speaking and listening) creativity and thinking skills emotional intelligence and social skills

How can we develop deeper learning at Star? : 

How can we develop deeper learning at Star? Arts project with another local primary school involving a teacher artist CPD focused on developing understanding of creative learning Share staff experience and expertise Experimentation and research projects Outside advice and support Learning discussion group

What does creative learning look like? : 

What does creative learning look like? Students actively and emotionally engaged Opportunities to learn in different ways Opportunities for informed choice Time to explore in depth Time to reflect on learning and improve Connections made between subjects, ideas, school and home life Questioning encouraged

How can we ensure quality learning at Star? : 

How can we ensure quality learning at Star? We focused on a few core skills We are ensuring monitoring procedures reinforce outcomes in terms of agreed core skills, attitudes, habits We are finding ways to validate outcomes other than test scores We support staff in making sound judgements to enhance learning eg flexibility

What are our current priorities? : 

What are our current priorities? Questioning Making connections Describing your learning Evaluating your learning

What is going well? : 

What is going well? Joint work with another school Opportunities for staff to share ideas about quality learning Staff understanding of learning is deepening Staff are becoming more confident in trusting their own judgement

How can we overcome remaining obstacles to creativity? : 

How can we overcome remaining obstacles to creativity? Reduce dependency of some staff on restricted models of teaching/planning Increase flexibility without losing quality Ensure consistency in quality without demanding conformity in approaches Develop willingness to organise time around learning Use staff time effectively to ensure quality learning

Creating the Culture(Groups) : 

Creating the Culture(Groups) What are the key issues and ideas emerging from the presentations? In your experience what are the key strategic actions you have taken in developing a culture which supports creativity what are the significant moments which, for you, have signalled that real change is occurring? What are the barriers to change and how have you overcome these?

Ideas : 

Ideas An embedded hierarchy of worth Emotions are key Risk Shared vocabulary Advocacy

Metaphors : 

Metaphors Plateau of standards The garden Jigsaw Stravinsky Groundhog Day Butterfly Skier The duck Rainbow Friday

Slide 32: 

Session 2 Towards self-evaluation

Slide 33: 

Learning centred leadership

Building a knowledge base : 

Building a knowledge base Emerging Teachers visit each other’s classrooms informally.

Building a knowledge base : 

Building a knowledge base Establishing There is a planned programme of focused visits, with outcomes shared, recorded and acted upon. Schools use HEIs and external expertise where required. There are opportunities to share best practice.

Building a knowledge base : 

Building a knowledge base Enhancing A programme of practitioner enquiry includes visits to other/partner schools, best practice research scholarships, international visits or teacher exchanges. The school consistently and coherently reaches out to new thinking and practice through established partnerships There is involvement in school improvement partnerships such as IQEA or sustained links with HEIs or networked learning initiatives. The school is involved in conferences/papers to celebrate and challenge practice.

Slide 37: 

Creative learning – a self evaluation tool?

Learning environments : 

Learning environments

Learning processes : 

Learning processes

Professional dialogue : 

Professional dialogue

Next steps : 

Next steps What is the potential of a tool for self evaluation? What support would you now like from other agencies to develop your work in creativity?

Feedback : 

Feedback Early to know but potentially useful tool Powerful but no sense of pupil voice Will it embed creative learning or present it as a separable element? Now, develop dialogue with TTA over preparing new entrants Review opportunities provided by schools for new entrants in developing creativity Help us develop understanding of emotional needs of adult learners in times of change – well being/learning fairs/ visits/ information exchange

Feedback (cont) : 

Feedback (cont) Create a sense of school journey to creativity which we can share Creativity is related to organisational growth and requires continuing revisiting – schools start and progress at different rates and in different ways We need an auditing process but find process inhumane Developing more creative learning is a spiral not a series of boxes

Feedback (cont) : 

Feedback (cont) We need participatory development designs rather than conferences Videos of three stages of development would be really helpful Leave us alone to get on with this! Time for personal reflection is important.

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