The development of a conceptual framework for embedding creativity in schools

Creativity and creative thinking are increasingly being cultivated in schools across the world. But while there is a growing evidence base with regard to, for example, curriculum, culture and pedagogy, our understanding of the leadership of creativity is still in its infancy. The lack of research in this area arises from a number of factors including the relative novelty of the field, the continued existence of unhelpful myths about creativity, the lack of consensus about school-based models of creativity and the complexity of evaluating interventions which have many different components and are almost impossible to compare because of their differences.
Drawing on two decades of collaboration with schools and system leaders in Australia and England, this paper presents a conceptual framework for school leaders wishing to embed creativity. 12 dimensions of progress are described, each illustrated with a combination of evidence and practices. Two overarching concepts are suggested as the byproducts of any serious attempt to prioritise creativity in schools - a rethinking of the purpose of school and a re-examining of the role of learners.
The draft framework is offered as a stimulus to all policy makers, researchers and practitioners in this emerging field.