Posts Tagged 'creativity'

When school leaders adopt a problem-creation stance

Dennis Sparks

See, I think our whole society is much too problem-solving oriented. It is far more interesting to [participate in] ‘problem creation’ … You know, ask yourself an interesting enough question and your attempt to find a tailor-made solution to that question will push you to a place where, pretty soon, you’ll find yourself all by your lonesome — which I think is a more interesting place to be. – Chuck Close

Because most of the problems associated with the sustained improvement of teaching and learning do not lend themselves to one-right-way, prescriptive solutions, schools benefit when principals and teacher leaders adopt a “problem creation” stance like the one described by artist Chuck Close.

The creativity and energy that are activated by a problem-creation approach sustain the focus and momentum of improvement efforts as schools continuously adapt to changing circumstances.

Sustained improvement resembles the improvisation of jazz

Dennis Sparks

For some reason I associate this time of year with creativity and energy. Perhaps it has to do with the holidays or religious celebrations. Or maybe it’s the fresh start provided by a new year.

That may be why I was drawn to this inspiring story about the human compulsion to create, a drive which seems to have defined the life of the story’s subject, artist and author Betty Abbott Sheinis.

Like Sheinis, children make up stories and games and images of the world that are uniquely their own in the same natural way they learn to walk and talk.

Unfortunately, it’s a desire that diminishes for most children as they grow older—often because their creativity is neglected or even suppressed in schools—so that by the time they are adults their creative impulses may be extinguished and they believe that they no longer have creative abilities.

Likewise, the creative impulses of educators are suppressed as current reform models view improvement as a technical process in which experts tell teachers and principals what to do and policymakers hold them accountable for the results.

Sustained improvement, however, is far more complex and nuanced. At its best it is a creative act in which educators apply available research in continuously evolving ways to invent solutions to the most pressing problems they face and then use various forms of evidence to determine the effectiveness of those solutions.

Seen this way, the continuous improvement of teaching and learning and leadership is more like the improvisation of jazz than adherence to a symphonic score under the direction of a conductor.

And like all creative acts, inventing solutions and determining the effectiveness of those inventions releases an energy in the school community which is essential to maintaining the momentum of improvement across time.

 


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