10/20/2011 Webinar: Cultivating the Creative Learner


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The global economy is shifting to an economy of ideas and innovation. Now, America faces what Newsweek has dubbed ³the Creativity Crisis.² As the need for innovation increases, America¹s leaders are asking where the innovators are. Are we preparing our students to succeed in the new century?

Even as national consensus for the need for creativity in schools grows, the political climate for changing the education system presents a logjam. Schools have to devote more and more resources to increasing standardized test performance because the tests are the only public measurement of education.

How can we break the logjam and create incentives for schools to devote more resources to creative work and practice? How do we create a political movement on behalf of creativity in the schools?

Our three panelists provided some helpful examples of what they have done in their communities:

Jean Hendrickson, Executive Director of Oklahoma A+ Schools® will describe how to build a school environment that uses the arts to expand the imagination and stimulates creative living.
Dr. Peter Gamwell, Superintendent of Instruction with the Ottawa-Carleton District School Board, will outline the conditions and type of leadership needed to draw out individuals' unique creative capacities and foster healthier organizational environments.
Dan Hunter, from Hunter Higgs, will provide an update on the progress of the Creative Challenge Index in Massachusetts, Oklahoma, California and Nebraska.

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  • Creativity World Forum: The Ripple Effect!
  • Please mute your phone: STAR-6Email: questions, comments, or Bob MorrisonWe’ve got a great session planned. We’ll have a brief program followed by an opportunity for you to submit and ask questions and also some have indicated they’d like to share their updates of what’s going on in their networks locally. The second half of the webinar is reserved for that. If you do have something to share, please send an email to Bob Morrison at the address on your screen. Bob will be keeping us on time today and will also field those requests.
  • 12:30Colorado UpdateMilwaukee: Creativity WorksRick Renee
  • OKA+ Schools began in 2002, mentored by and patterned on the successful whole school model initiated in North Carolina.Has grown from 14 schools to over 70, both in Oklahoma and again in Arkansas.
  • My two granddaughters. Now, think of a child you love and ask yourself what kind of school you want that child to attend. Let’s make THAT school possible for everyone’s children.
  • 12:30Colorado UpdateMilwaukee: Creativity WorksRick Renee
  • Mike Pentellier
  • We needed to promote awareness of the value of leadership in the OCDSB and develop a set of guiding principles for fostering a creative and engaged organization Explore the development of a community leadership forum to engage the OCDSB in a dialogue with the broader community: OCRI, municipal, provincial, federal government, Conference Board of Canada, and business/ community organizations on the topic of creative leadership. Develop a compendium of ideas detailing practical suggestions to embed leadership practice with priorities emerging from the leadership study. These priorities pertain to ideal behaviours, characteristics and practices of leadership, both formal and more importantly informal in the OCDSB.Develop an internal communications campaign to promote awareness of key concepts of leadership and the alignment of all leadership initiatives and events under the new internal branding of “Lead the Way”.
  • 12:30Colorado UpdateMilwaukee: Creativity WorksRick Renee
  • 10/20/2011 Webinar: Cultivating the Creative Learner

    1. 1. The RIPPLE Effect Please mute your phone: PRESS STAR-6 Email your questions, comments, or feedback to Wendy Liscow wliscow@grdodge.org
    2. 2. WELCOME WELCOME WELCOMEwww. NationalCreativityNetwork.org
    3. 3. HOUSE Keeping Please mute your phone: PRESS STAR-6Email your questions, comments, or feedback to Wendy Liscow wliscow@grdodge.org
    4. 4. Jean HendricksonOklahoma A+ Schools Email your questions, comments, or input to Wendy Liscow wliscow@grdodge.org
    5. 5. A+ Essentials™ In ActionNurturing the creative mind
    6. 6. We are at a point where there need to be profoundsystem transformations - in the way money is spent, inorganization, governance, and curricular areas. We arein a system that is about 100 years old – and is notdesigned to face what we face in the next 25 years. From the OKA+ Schools Assessment of Educational Needs in Oklahoma 2009
    7. 7. A+ Essentials™: A Set of CommitmentsOriginally created by principals, teachers, and fellows of North Carolina A+ Schools Network.. Arts Curriculum Experiential Learning Multiple Intelligences In A+ Schools the arts are: In A+ Schools curriculum is In A+ Schools experiential In A+ Schools multiple * taught daily addressed through the use learning: learning pathways are: *inclusive of of: *is grounded in *used within planning drama, dance, music, visual *mapping that reflects arts-based instruction & assessment art and writing alignment *is a creative process *understood by students *integrated *thematic webbing *acknowledges and parents *valued as essential to *development of entry points *studied, and new research learning essential questions *includes is explored *included in planning *creation and use of differentiated instruction by teachers *practiced interdisciplinary *provides multi-faceted *creating balanced learning *a part of personal thematic units assessment opportunities opportunities experience *cross-curricular integration Enriched Assessment Collaboration Infrastructure Climate In A+ Schools enriched In A+ Schools collaboration: In A+ Schools infrastructure In A+ Schools climate assessment: *is intentional supports the philosophy by: improves because: *is on-going *occurs within & *addressing logistics such as *teachers can manage the *is designed for learning outside of school schedules that support arts in their classrooms *is used as documentation *occurs during planning planning time *stress is reduced *is a reflective practice time: classroom teachers *providing appropriate space *teachers are treated *helps meet school with arts teachers for the arts as professionals system requirements *occurs with teachers, *continually developing *morale improves *is used to self -assess by students, families, faculty commitment *excitement about the teachers and students the community, * creating a shared vision program grows & local businesses *providing related *A+ whole school reform is *includes broad-based professional development invigorating leadership *continual team building
    8. 8. Teacher: I find that Ido a lot more artthan I did two yearsago teaching 4thgrade.
    9. 9. Teacher – “What I seeis that we are moreaware of trying toincorporate things. Weplan together…”
    10. 10. Student: It’s a loteasier to rememberstuff whenyou do ithands-onand you geta physicalanswer.
    11. 11. Teacher: When you tryto teach childrenbased on theirneeds, they knowthat. They knowyou’re looking atthem, they know youcare about them, theyknow you understandthem.
    12. 12. Teacher: We graph it so it’s a math project. Wecolor and design it so it’s an art project, and wepost it for everyone to see so it’s a communityaffair. Then, we write about it.
    13. 13. And results inempoweredteaching andlearning, as well asopen, two-way andwidespreadcommunication
    14. 14. Principal – “A+ does a really goodjob of how to do curriculumalignment, differentiation, andenriched assessments to the pointwhere it allows us to get it all in.”
    15. 15. Teacher – “You see alot less disciplineproblems a lot oftimes in theclassroom and a lotmore of the studentsbeing hands on anda part of the lessonrather than thetraditional sit andlisten….”
    16. 16. Engaging curious www.aplusok.orgminds…. Jean Hendrickson, Executive Director 405-974-3787 jhendrickson5@uco.edu
    17. 17. Peter Gamwell Ottawa-CarletonDistrict School BoardEmail your questions, comments, or input to Wendy Liscow wliscow@grdodge.org
    18. 18. Leadership for CreativityA School District Initiative October 11, 2011
    19. 19. Leadership: A School District InitiativeStudy • Purpose • Process • Findings • Recommendations • Our Path • Actions
    20. 20. Purpose of Study• To develop an understanding of how leadership is perceived and understood by individuals and groups within the OCDSB.• To use this information as a guide towards future direction.
    21. 21. Study QuestionsTwo categories of questions:Ideal characteristics, behaviours and consequences ofleadership…If you could create the ideal leader, what characteristics wouldthe leader have?How would the leader behave?Personal leadership experiences…What are the benefits of being around this type of leader?
    22. 22. Leadership Roles and Your Experiences Everyone is a leader!Everyone in our district performs important leadership roles,sometimes formally sometimes informally. We need your feedback onyour personal roles and activities. Now that you have had time toreflect on the characteristics of leadership and behaviours of leaders,please take a moment to reflect on how you are a leader in your schoolcommunity.What do you do that provides leadership?Tell us about your leadership experiences or training in the OCDSB.How did this help or hinder you?Some people are leaders within their sites. They do not want to beformal leaders.How can we help you as an informal leader?
    23. 23. Issues around Leadership Practice• Many participant groups were able to provide examples of how they engage in leadership but could not provide a response to how the District supports their leadership.• Current structures did not support the way respondents interpreted leadership.• Opportunities to engage in leadership seen to be unevenly distributed.
    24. 24. Recommendations• Develop a narrative that captures this understanding of leadership for the school community.• Develop processes that encourage the practice of leadership continuously and on a daily basis. LEADERSHIP IS NOT A TITLE, IT IS A PRACTICE
    25. 25. Recommendations• Ensure that our understanding of leadership is broadened.• Align PD with principles of adult based learning: • Job embedded • Mentoring culture • Job shadowing opportunities • Choice
    26. 26. 2006-2007Develop Leadership Narrative to reflect findings of studyLeadership is exemplified by people who are able to impact those around them in a positive way. Our leaders are energetic, empathetic, motivated, trustworthy, knowledgea ble and good communicators. Our leaders share a common vision in their commitment to all students. Our leaders understand that their role is one of support. They lead by example, they seek input, and they listen. As an organization, we encourage and foster these qualities. In challenging and prosperous times, we are defined by the relationships we build.
    27. 27. Guiding Principles• Each individual has unique capacities and ideas that need to be recognized, valued and tapped.• By harnessing these individual capacities, the organization will be enriched and invigorated.• The culminating effect will be to achieve a culture of engagement; a vibrant learning culture in which people feel valued and engaged in an environment that systematically promotes ongoing learning through internal and external dialogue.• This learning context will provide optimal conditions in which we can teach and reach all of the children in our care.
    28. 28. 2008 - 2011Embed a culture of engagement throughout the OCDSB • Launched event series under the “Lead the Way” brand. • Strategic modelling and promotion of creative learning. • Event series conference planning committees representing a diverse range of employee groups.
    29. 29. Lead the Way Fostering the Creative OrganizationApril 2010 Launch of system Action Research Project: “What are the conditions under which creative and healthy individuals and organizations flourish? This event brought over 700 District and community members together to launch our Action research project.
    30. 30. 2010-2011• Established critical partnerships and connections • Conference Board of Canada • Ottawa centre for Research and Innovation • Government of British Columbia • Rotman School of Management • McGill University • University of Ottawa • Business and Community groups
    31. 31. Connecting Creativity to Student Learning • Creativity, innovation, critical thinking and problem solving are interconnected with respect to a given instructional task or learning activity. • An inclusive, safe and caring learning environment is essential in order to stimulate and nurture intellectual risk- taking. • Develop creativity indices against which to inquire into and explore the potential value of emergent ideas and products.
    32. 32. Connecting Creativity to Student Learning Bloom’s taxonomy is a graphic representation of higher order thinking skills. The revised Bloom’s Taxonomy reflects how creativity is relevant to the development of critical thinking skills in the 21st Century learner. Note the change from nouns to verbs to describe the different levels of the taxonomy.
    33. 33. Creativity & Higher Order Thinking
    34. 34. Lead the Way - What Next?• Keep the focus on global initiatives. • National Creativity Network. • World Creativity Forum. • National and international partnerships and connections.• Implications for OCDSB across our district and departments.• What does this mean for learning in our classrooms so that we can teach and reach all the children in our care?
    35. 35. Public Education: Doing it W.E.L.L.
    36. 36. Dan HunterCreative Challenge IndexEmail your questions, comments, or input to Wendy Liscow wliscow@grdodge.org
    37. 37. The Creative Challenge Index Are we adequately preparing our children for the future? We have moved into an economy driven by ideas and innovation. According to a coalition of researchers, 81 per cent of American corporate leaders say that “creativity is an essential skill for the 21st century work force.” But, are we giving our students the opportunity to develop creativity—the ability to generate ideas and then to critically evaluate potential? More and more, schools are “teaching to the test” because the only public measures of school success are standardized tests.
    38. 38. The Creative Challenge Index• The Creative Challenge Index will establish a public measurement of the number of opportunities for creative work in the schools. After the Index is established, schools will be given a public rating. Creative skills are mastered through practice. We cannot measure individual creativity at a reasonable cost, but we can establish guidelines to foster the practice of creativity and innovation.• The Creative Challenge Index has been signed into law in Massachusetts. In February, 2011, the California Senate Education Committee reported out favorably Creative Challenge Index legislation. Hunter Higgs is working with advocates to implement a campaign for the Index in Oklahoma and Nebraska.
    39. 39. The Creative Challenge Index• Standardized testing was established to provide accountability, to measure school success. Through the Creative Challenge Index, in addition to the standardized tests, we can measure schools by how much opportunity they create for creative and critical thinking. Currently, we are using individual achievement (measured by the standardized test) to determine school-wide success. Through a creative opportunity index, we can measure the overall environment of a school.• The Creative Challenge Index will be created by a Task Force of legislators, business and community leaders working with the Department of Education and leaders in education. The Task Force will hear testimony from teachers, citizens, scholars, and experts. Through hearings and public forums, the Task Force will establish guidelines for best practices, in addition to a public measurement of creative opportunities.• Schools should be rewarded for establishing and maintaining creative opportunities for students through arts education, debate clubs, science fairs, theatre performance, concerts, film making, creative writing and independent research. Through the Creative Challenge Index, we will provide accountability to the individual student and to society that we are preparing future leaders in innovation.
    40. 40. Creative Challenge Index Frequently Asked QuestionsAre cows creative?
    41. 41. What is the Creative Challenge Index?• The Creative Challenge Index is a public measurement of the number and range of opportunities for K-12 students to engage in creative work. In other words, schools will be ranked in the Index according to the creative environment that they offer their students: schools with a wide range of creative opportunities will rank high; schools with limited creative offerings will score poorly.
    42. 42. Does the Creative Challenge Indexreplace the current standardized tests as a school measurement tool?• No. The Creative Challenge Index ranking will be listed in addition to standardized test scores. Standardized tests combine the scores of individual students to give a picture of school achievement. The Creative Challenge Index measures the school environment to determine how many opportunities are available to the individual student.
    43. 43. Will the Creative Challenge Index be expensive for states and schools to implement?• The Creative Challenge Index is a low-cost initiative. The Index will be designed so that a school secretary can complete the Index paperwork.
    44. 44. Who should serve on the Creative Challenge Index Task Force?• The Task Force will be comprised of experienced innovators in their fields, including, but not limited to: business, science, education, public policy, engineering, artistic development, workforce development and cultural development. The Task Force should have representation from a wide range of endeavors requiring a creative workforce, including technology, research, engineering, business, d esign, architecture and the arts.
    45. 45. Where can I learn more?• Dan Hunter• dhunter@hunterhiggs.com• HunterHiggs.com• 617-725-0220• 14 Beacon Street, Suite 103, Boston, MA 02108
    46. 46. SAVEThe Date… 1. Look for a survey following this webinar 2. Future webinars: 3rd Thursday every other month: • November 17, 12:00-1:00pm EST Open Mic • December 15, 12:00-1:00pm EST 3. Attend the Oklahoma Creativity Forum November 1 www.stateofcreativity.com
    47. 47. Stay Connected Join our email list: http://nationalcreativitynetwork.org/contact-us - OR - “Like” us on Facebook:http://www.facebook.com/pages/National-Creativity- Network/160055847352301
    48. 48. Thank YouThank YouThank You