R I P P L ER I P P L EEffectEffect

TheThe

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WELCOMEWELCOMEWELCOMEWELCOMEWELCOMEWELCOME

www. NationalCreativityNetwork.org

HOUSEHOUSEKeepingKeeping

Please mute your phone: PRESS STAR-6Email your questions, comments, or

feedback to Wendy Liscow wliscow@grdodge.org

Jean Hendrickson

Oklahoma A+ Schools

Jean Hendrickson

Oklahoma A+ SchoolsEmail your questions,

comments, or input to Wendy Liscow

wliscow@grdodge.org

OKLAHOMA A+ SCHOOLS®

A+ Essentials™In Action

Nurturing the creative mind

Feedback from the field

We are at a point where there need to be profound system transformations - in the way money is spent, in organization, governance, and curricular areas. We are in a system that is about 100 years old – and is not designed to face what we face in the next 25 years.

From the OKA+ Schools Assessment of Educational Needs in Oklahoma 2009

But, what does transformation look like?

Welcome to OKA+ Schools

A+ Essentials™: A Set of CommitmentsOriginally created by principals, teachers, and fellows of North Carolina A+ Schools Network..

ArtsIn A+ Schools the arts are:

* taught daily*inclusive of drama, dance,

music, visual art and writing

*integrated*valued as essential to

learning*included in planning

*practiced*a part of personal

experience

CurriculumIn A+ Schools curriculum is addressed through the use

of:*mapping that reflects

alignment*thematic webbing

*development ofessential questions*creation and use of

interdisciplinarythematic units

*cross-curricular integration

Experiential LearningIn A+ Schools experiential

learning:*is grounded in

arts-based instruction*is a creative process

*acknowledgesentry points

*includesdifferentiated instruction*provides multi-faceted

assessment opportunities

Multiple IntelligencesIn A+ Schools multiple learning pathways are:*used within planning

& assessment*understood by students

and parents*studied, and new

research is exploredby teachers

*creating balanced learning opportunities

Enriched AssessmentIn A+ Schools enriched

assessment:*is on-going

*is designed for learning*is used as documentation

*is a reflective practice*helps meet school

system requirements*is used to self -assess by

teachers and students

CollaborationIn A+ Schools collaboration:

*is intentional*occurs within &outside of school

*occurs during planning time: classroom teachers

with arts teachers*occurs with teachers,

students, families,the community,

& local businesses*includes broad-based

leadership

InfrastructureIn A+ Schools infrastructure supports the philosophy by:*addressing logistics such as schedules that support

planning time*providing appropriate

space for the arts*continually developing

faculty commitment* creating a shared vision

*providing related professional development*continual team building

ClimateIn A+ Schools climate

improves because:*teachers can manage the

arts in their classrooms*stress is reduced

*teachers are treatedas professionals

*morale improves*excitement about the

program grows*A+ whole school reform is

invigorating

Arts – are integrated daily for context, to enhance other curricular content and for arts’

sake

Teacher: I find that I do a lot more art than I did two years ago teaching 4th grade.

Curriculum – mapping that reflects alignment, thematic webbing, interdisciplinary

units

Teacher – “What I see is that we are more aware of trying to incorporate things. We plan together…”

Experiential Learning – lessons engage students in meaningful learning and “deep”

processing

Student: It’s a lot easier to remember stuff when you do it hands-on and you get a physical answer.

Multiple Intelligences – differentiated instruction and multiple approaches are used

as tools for learning and efficacy

Teacher: When you try to teach children based on their needs, they know that. They know you’re looking at them, they know you care about them, they know you understand them.

Enriched Assessment - creative and multiple pathways are utilized for assessment of

learning

Teacher: We graph it so it’s a math project. We color and design it so it’s an art project, and we post it for everyone to see so it’s a community affair. Then, we write about it.

Collaboration – cooperative faculty and students’ efforts are evidenced widely

And results in empowered teaching and learning, as well as open, two-way and widespread communication

Infrastructure – addressing logistics, continually developing faculty commitment, creating a

shared vision

Principal – “A+ does a really good job of how to do curriculum alignment, differentiation, and enriched assessments to the point where it allows us to get it all in.”

Climate – differences between individuals are respected and

positive relationships are encourage

Teacher – “You see a lot less discipline problems a lot of times in the classroom and a lot more of the students being hands on and a part of the lesson rather than the traditional sit and listen….”

Transformation happens by

Engaging curious minds….

www.aplusok.org

Jean Hendrickson, Executive Director

405-974-3787jhendrickson5@uco.e

du

But, really

Peter Gamwell

Ottawa-Carleton District School Board

Peter Gamwell

Ottawa-Carleton District School Board

Email your questions, comments, or input to Wendy

Liscowwliscow@grdodge.org

Leadership for Creativity

A School District Initiative

October 11, 2011

Leadership:A School District Initiative

Study

• Purpose

• Process

• Findings

• Recommendations

• Our Path

• Actions

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.

Study Questions

Two categories of questions:

Ideal characteristics, behaviours and consequences of leadership…

If you could create the ideal leader, what characteristics would the leader have?

How would the leader behave?

Personal leadership experiences…

What are the benefits of being around this type of leader?

Everyone in our district performs important leadership roles, sometimes formally sometimes informally. We need your feedback on your personal roles and activities. Now that you have had time to reflect on the characteristics of leadership and behaviours of leaders, please take a moment to reflect on how you are a leader in your school community.

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 be formal leaders. How can we help you as an informal leader?

Everyone is a leader!

Leadership Roles and Your Experiences

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.

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

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

2006-2007Develop Leadership Narrative to

reflect findings of study

Leadership is exemplified by people who are able to impact those around them in a positive way. Our

leaders are energetic, empathetic, motivated, trustworthy, knowledgeable 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.

• 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.

Guiding Principles

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.

Lead the WayFostering 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.

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

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.

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.

Creativity & Higher Order Thinking

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?

Public Education: Doing it W.E.L.L.

Dan Hunter

Creative Challenge Index

Dan Hunter

Creative Challenge Index

Email your questions, comments, or input to Wendy

Liscowwliscow@grdodge.org

The Creative Challenge IndexAre 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.

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.

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.

Creative Challenge Index Frequently Asked Questions

Are cows creative?

• 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.

What is the Creative Challenge Index?

Does the Creative Challenge Index replace 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.

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.

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, design, architecture and the arts.

Where can I learn more?

• Dan Hunter• dhunter@hunterhiggs.com• HunterHiggs.com• 617-725-0220• 14 Beacon Street, Suite 103, Boston, MA

02108

S A V ES A V EThe Date…The 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

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

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