The document provides information about leadership initiatives within the Ottawa-Carleton District School Board (OCDSB) in Canada. It summarizes a study conducted by the OCDSB to understand perceptions of leadership. The study found that current structures did not support respondents' views of leadership. It recommends developing a narrative on leadership, processes to encourage daily leadership practice, and aligning professional development with principles of adult learning. Subsequently, the OCDSB embedded a culture of engagement through events and partnerships. It discusses moving the focus to global initiatives and implications for student learning.

1. The
RIPPLE
Effect
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2. WELCOME
WELCOME
WELCOME
www. NationalCreativityNetwork.org

3. HOUSE
Keeping
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4. Jean
Hendrickson
Oklahoma A+ Schools
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input to Wendy Liscow
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5. A+ Essentials™
In Action
Nurturing the creative mind

6. 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

8. A+ Essentials™: A Set of Commitments
Originally 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

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

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

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

12. 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.

13. 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.

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

15. 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.”

16. 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….”

17. Engaging curious www.aplusok.org
minds….
Jean Hendrickson,
Executive Director
405-974-3787
jhendrickson5@uco.edu

19. Peter
Gamwell
Ottawa-Carleton
District School Board
Email your questions, comments, or
input to Wendy Liscow
wliscow@grdodge.org

20. Leadership for Creativity
A School District Initiative
October 11, 2011

21. Leadership:
A School District Initiative
Study
• Purpose
• Process
• Findings
• Recommendations
• Our Path
• Actions

22. 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.

23. 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?

24. 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 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?

25. 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.

26. 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

27. 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

28. 2006-2007
Develop 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, 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.

29. 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.

30. 2008 - 2011
Embed 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.

31. Lead the Way
Fostering the Creative Organization
April 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.

32. 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

33. 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.

34. 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.

35. Creativity & Higher Order Thinking

36. 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?

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

38. Dan
Hunter
Creative Challenge
Index
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input to Wendy Liscow
wliscow@grdodge.org

39. 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.

40. 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.

41. 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.

42. Creative Challenge Index
Frequently Asked Questions
Are cows creative?

43. 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.

44. 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.

45. 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.

46. 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.

47. Where can I learn more?
• Dan Hunter
• dhunter@hunterhiggs.com
• HunterHiggs.com
• 617-725-0220
• 14 Beacon Street, Suite 103, Boston, MA
02108

48. SAVE
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

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