Welcome to the Expansive Education Network 


 


                                       



The Expansive Education Network

is a professional learning network for teachers - an approach to teaching

that focuses on developing dispositions that help young people to be fulfilled and successful in their lives

   

LATEST NEWS

Our latest publication - part of a larger project on developing leadership in secondary schools

This review forms the initial foundation for a piece of work commissioned by  the Mercers’ Company designed to help school leaders in secondary schools in England make creativity central to their students’ lives. Across the world the importance of creativity is increasingly acknowledged in education systems. But though leadership in schools is well-researched in general terms, leadership for creativity is not.

In this review, we chart the establishment of a robust definition of creative leadership in schools, summarise the case for its importance today, and illustrate what it looks like in secondary schools. The review builds on the first report of the Durham Commission on Creativity and Education in 2019 and research by the OECD published in the same year by analysing the opportunities and challenges that secondary school leaders face if they truly wish to focus on developing the creativity of their students.
From our reading of the literature, both scholarly and ‘grey’ sources, ‘creative leadership’ is the term we believe best encapsulates a kind of school leadership that explicitly develops the creativity of all of its members, staff and students alike. The concept of creative leadership and research relating to it is underdeveloped in education, while in other fields there is more consensus. Our understanding of ‘creative leadership’ in its broadest sense suggests that it is a helpful way of capturing the essence of school leaders’ role, and a starting point for considering how the sorts of challenges identified by the Durham Commission might best be met.
Our review of the literature suggests that we need to reimagine the kind of leadership that will develop creative students (and creative staff) at a theoretical level, as well as clarifying the practical implications for leaders’ practices. Creative leadership will explicitly seek to cultivate creative habits in teaching staff who can, in turn, model these with their students. Creative leaders ensure that there are multiple opportunities for developing the creativity of all young people while at the same time recognising that for a school truly to be a creative organisation then developing the creativity of its leaders and staff is important both as a means to an end and as an end in itself.
Leading for creativity is likely to mean setting an agenda for change that involves prioritising practices that develop creative leaders through collaboration within and across professional communities, that promote the development of creative cultures and structures and that utilise creative pedagogies. Creative leadership is a concept whose successful application in schools could benefit from the development of a range of professional learning resources for senior leaders in schools.

This review aims to provide a basis for the development of a leadership toolkit that can be trialled for further development with leaders in English secondary schools, used to support a new professional learning community and, potentially, adapted for school leaders across the world.


Assessment: Why are we so reluctant to let go of exams? | Tes

Today, we have launched Rethinking Assessment in Education: The case for change.. The research makes the case for a fundamental shift in thinking about the role of assessment in education. Drawing on evidence from across the world, we show how high-stakes assessment is harming students and that this is increasingly ignored by key stakeholders.

www.tes.com



Why are we so reluctant to let go of exams?

High-stakes assessment is harming students – we need to learn from what the rest of the world is doing, says Bill Lucas









S1E4: Rethinking Assessment

Edge Foundation is proudly supporting the Rethinking Assessment movement which brings together a wide coalition of state and independent schools, Multi-Academy Trusts, FE Colleges, academics and employers to push for change to our old-fashioned exam system. In this episode you will hear from:

  • Rachel Macfarlane, Director of Education Services at Herts for Learning, sharing her perspective on why the current system of high stakes written exams isn’t working for students, teachers or employers.
  • Professor Bill Lucas, Director of the Centre for Real-World Learning at Winchester University, sharing international examples and models of how assessment can be done differently.











Welcome to The Creativity Exchange | ACE



Curated by Bill Lucas, the site is full of useful ideas for expansive educators.


The Creativity Exchange is a space for school leaders, teachers, those working in cultural organisations, scientists, researchers and parents to share ideas about how to teach for creativity and develop young people’s creativity at and beyond school.


As part of the implementation of the Durham Commission on Creativity and Education a new online platform, #CreativityExchange has been launched   https://www.creativityexchange.org.uk/










eedNET Blog 


Thinking Like an engineer


Engineers use their creative problem-solving skills, their understanding of systems and their ability to work collaboratively in teams to solve the world’s great challenges such as climate change, feeding an ever-expanding population or developing clean fuels, and the world needs them now more than ever. Engineering is a fascinating, well-paid career with jobs at the cutting edge in machine learning, artificial intelligence and gaming, as well as the more traditional areas of construction and transport, but many countries around the world are finding it challenging to recruit young people to it. For a whole host of reasons, it seems that too many young people are put off studying relevant subjects such as science, computing, D&T or maths at school.



Read the full blog post here





Zest for Learning

Authors: Prof Bill Lucas & Dr Ellen Spencer 


Zest for Learning: Developing curious learners who relish real-world challenges



Zest for Learning: connects the co-curriculum with the formal curriculum, building both theoretical and practical confidence in the kinds of pedagogies which work well. It draws together a far-reaching literature exploring zest and zest-like attributes, offering schools and organisations working with schools a model of how it could be at the heart of children’s educational experiences.


Zest for Learning: is a call to action for school leaders to broaden their horizons of what school can be and to take heart from the ideas which others are already using. It is the third book in the Pedagogy for a Changing World series, which details which capabilities matter and how schools can develop them.


Read full press release


2021 upcoming events

to be confirmed

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