Part 1

Creativity is a powerful force. Offering engaging educational experiences for students is what we are all about. Conversations with school leaders and teachers tell me that things are approaching a new normal and a powerful catalyst will be the creativity and ability of educators to engage students as well as their communities.

Creativity is an invaluable asset that makes all of our experiences better. It inspires innovation and prepares our students for a rapidly changing world and ourselves as educators for careers that are still unfolding. When teachers have the autonomy to develop engaging, school-wide projects incorporating student voice and community engagement, more than just academic achievement can be experienced. In this article, the first of two, we will examine initiatives that have grown within a variety of schools, flourishing into excellent examples of where creativity can help us go. In the winter issue of the MB Teacher magazine, we will take a look at how schools can interact with their community to thrive and flourish.

Teacher Autonomy in Developing Projects

Now that the pandemic is receding in our rearview mirrors, many of us are beginning to feel a surge of optimism. Teachers and school leaders are looking for new and interesting ways to engage their students and augment the strategies they use to face challenges such as promoting mental wellness, student engagement and the like.
Talking to some of these passionate educators, it becomes clear that when teachers are empowered to design and implement projects, they can tailor these initiatives to the interests and needs of their students. This flexibility enables teachers to integrate various subjects and real-world issues into their curricula, making learning more relevant and impactful.

Promises to Improve Relations with Indigenous Peoples

Taking direct action on understanding and aiming to improve relations in light of Reconciliation is a crucial aspect of school and community engagement. School leader Paolo Teixeira of Champlain School recounted how staff, including colleague Jon Claassen and students, in partnership with Winnipeg School Division Indigenous Grandfather Vern Dano, and Winnipeg School Division Kookum, Marsha Missyabit, developed the Identity Project in response to the question “Who Am I?” posed in the provincial Mamahtawisiwin document. Students were encouraged to recognize and celebrate their unique gifts, creating a variety of items including t-shirts.

Highlighting Positive Student Role Models

Student leadership is an invaluable change agent. In the case of Hedges Middle School, a transition plan was created using students to help a number of Grade 5 students find their place in the school. According to school leader John Bults, returning students gave tours to the new students, including low-organized games, board games and a teacher-led mini-lesson in the practical arts learning lab to help these students reduce their anxiety about transitioning to the school. Again, a creative response to a historical challenge of transitioning from one school to another.

Mentorship Programs

Programs where older students mentor younger ones can be highly effective in building a supportive school environment. These programs can involve academic tutoring, social support, and guidance on personal development. Older students can serve as role models, helping younger students navigate school challenges and encouraging them to pursue their goals. This peer support system can boost confidence, improve academic performance, and foster a sense of belonging.

Sherry Bestvater, co-principal of Steinbach Regional Secondary School, reminded me that “The LINK Crew is an important program to build relationships and maintain a strong culture in our large high school. It helps develop and empower student leaders while orienting our Grade 9s and new students. Our new students have a connection to the people and traditions of our school. They have a sense of belonging from the very first day.”

Scope & Depth

While a common denominator across all these projects is the ‘low to no’ cost of the initiatives, there are other things for educators to keep in mind; you also need to think about the scope and depth of your initiative. Is this going to be narrow in involvement but deep in engagement and the skills, dispositions and knowledge gained? Or, will it be widespread with the majority of the community involved but in a way that is not overly demanding? Both are legitimate ways to organize your initiative, but you will need to plan accordingly and make sure you are clear in your intent so as not to disappoint others. Finally, what do the on and off ramps look like for students and staff to easily come aboard or perhaps walk away from while maintaining their dignity?

Judgement: The Creativity Killer

Fear of judgment or criticism can make people feel nervous about being creative. They worry that their ideas might be dismissed as impractical or irrelevant. The risk of failure and the associated consequences, such as losing credibility or missing out on a chance to advance, can further contribute to this anxiety. As one school leader told me, “Creating a safe space for staff to contribute their ideas exponentially increases a school’s ability of finding a gem of an idea for increasing student engagement and success.”

A lack of supportive workplace culture and encouragement for innovative thinking can also discourage individuals from sharing their creative ideas and experimenting with new approaches. This is why it is important for all of us to think about how we react when a colleague or a student says, “I have an idea!” Do we immediately greet this person with a long explanation of budget and policy woes, or do we listen with an openness that allows our colleague or students to get the whole idea out on the table?

School leaders and colleagues that do a good job of allowing ideas to emerge will reap great results. Gonzaga Middle School principal, Rex Ferguson-Baird, has long understood this concept and helped his fair share of colleagues and students find success by listening deeply and only afterwards working with them to turn their ideas into real-life successes.

“The cost to the principal of ‘time spent’ listening to staff ideas will be moot when measured against a greater return reaping the rewards of increased student engagement,” said Ferguson-Baird.

Bison Reading Buddies, Berkeley the therapy dog, and the establishment of an outdoor classroom are all testaments to that mindset, he added. “Creating a safe space for staff to contribute their ideas exponentially increases a school’s ability of finding a gem of an idea for increasing student engagement and success.”

Creativity is a Force: Explore, Dream, Discover

So perhaps as you look out at the year lying ahead of you, reflect on the words of H. Jackson Brown, Jr. (although often misattributed to Mark Twain) “Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did do. So, throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.”

Creativity is a powerful force. Offering engaging educational experiences for students is what we are all about. And while we are still at the beginning of this comeback, conversations with school leaders and teachers tell me that things are approaching a new normal and a powerful catalyst will be the creativity and ability of educators to engage students as well as their communities. The Tsimshian people of the northwest coast have a word, ‘Wyi-Wah’, the time is now!

In part two of this exploration of creativity, we will look at initiatives that have involved connections between the school, families and volunteers. Some great ideas have developed into amazing stories of success when teacher creativity collides with the community! Watch for that in the winter issue of the MB Teacher.

Part 2

As discussed in the fall, 2024 issue of the MB Teacher, creativity is an invaluable asset that makes all of our experiences better. Schools do not operate in a vacuum and as such, are encouraged to leverage community support to maximize their creativity with added resources and different ways of knowing and thinking. Together we truly are better!

“If you want to go fast, go alone. If you want to go far, go together.” This African proverb is a terrific place to rejoin our conversation on creativity and its importance to school success.

Creativity in Education as Part of Community

It is clear in the literature that educator creativity is essential for developing critical thinking, problem-solving skills, and helping students develop more, not less, ability to adapt to new situations. These are vital skills in a world that is constantly evolving, creating new opportunities and building on old ones. Encouraging creativity allows students and educators alike to explore and express their ideas, leading to a deeper understanding and greater retention. Creative projects make learning and teaching both more enjoyable. Inviting community into a relationship with the school allows caregivers, neighbours, and community leaders to see the amazing things going on in the school. In return, the school accesses the community’s knowledge, ideas and in many cases, resources.

Student Voice and ‘Collateral Benefits’

Incorporating student voice in the development and execution of projects is essential for success. When students have a say in their learning, they feel more valued and motivated. This sense of ownership encourages active participation and fosters a deeper connection to the material in front of them. Students are more likely to invest time and effort into projects that they helped shape, leading to higher levels of engagement and achievement, a lesson I learned only too well through personal experience.

I have been fortunate to be part of a variety of initiatives that leveraged student voice in their creation. The B.O.S.S. Guitar Works project at École Selkirk Junior High and a novice ASL program at Steinbach Regional Secondary School both caused collateral ‘benefits’ for all those involved. Each was borne out of discussions with students trying to find a solution to an authentic problem in their world that they wanted to fix.

Community Engagement

Projects rooted in community engagement are particularly powerful in creating meaningful educational experiences. These projects can bridge generation gaps, cultural backgrounds, and social groups, fostering a sense of unity and understanding. The key? Someone has to go beyond just admiring the problem to seeing what is yet to be and creating the conditions for it to happen.

In the case of Windsor School, Principal Christine Stephenson discovered an immense amount of volunteer power residing in the community in the form of retired social workers, accountants, business managers, lawyers, and the like.

“We had volunteers support our K-3 literacy centers,” she said. “The result was a reduction in ‘lost time’ for students as they had support at every center and an increase in literacy proficiency. I was very lucky to have a lead volunteer who managed the online volunteer schedule.”

However, Stephenson was quick to add that when retirees arrive to volunteer, you better have a plan as they are passionate about ‘doing’ and not just ‘talking’ – a great lesson for all of us!

This spirit of community engagement was on full display during a trip to Nisichawayasihk Cree Nation this past spring where I had the opportunity to talk with Nic Campbell, Director of Education. I was intrigued by a program at Nisichawayasihk Neyo Ohtinwak Collegiate that sees two local men take students out on the land every day to learn a variety of skills such as fishing, trapping and navigation. Campbell said, “Students just do not miss school on those days!”

Building Bridges Between Generations

Projects that build bridges between older citizens living in the community and students are also a testament to the power of intergenerational learning. For example, a project that connects middle school students with older citizens can be incredibly enriching for both groups. Students can learn valuable life lessons and gain historical perspectives, while seniors can share their wisdom and stay connected to the younger generation. Such interactions promote empathy and respect, breaking down stereotypes and building stronger community bonds.

Principal Peggy Hobson, a nationally acclaimed school leader in Pembina Trails School Division, recounted several projects ranging from Grade 6 students and their phys-ed teacher leading Zumba classes for local seniors while other students collaborated with their older neighbours in writing songs and recording them.

“Currently, there is an increase in the number of students questioning if school is meaningful,“ said Hobson. “Infusing creative possibilities such as a variety of art techniques, purposeful writing, presenting, curating, constructing, collaborating, finding solutions to community problems into school subjects/themes, in addition to offering students’ choice . . . are critical ways to increase engagement, result in deeper learning, and a growing positive self-concept.”

Other initiatives cited included students helping seniors recount and record stories from their lives for their families and community. Some of this work at Charleswood Middle School included students learning about Alzheimer’s and dementia and how they affect people in various ways. This powerful learning began with Hobson and a variety of educators including teacher Calvin Yong, who decided to let their creativity run free, which resulted in benefits for students, staff and community.

Commonalities to Consider

In a session I delivered at the Manitoba School Boards Association (MSBA) conference this past year I spoke to delegates and members of senior leadership about the power of school boards to enable student engagement by setting the stage for success.

I told them that two specific actions could be instrumental. First, make sure policies ‘support, not thwart’ the actions of those in the front line. The second was to put together small amounts of money with enough oversight as they felt necessary so as to seed ideas and reduce road blocks to success. Underlying this recipe for success are teachers and school leaders’ creativity. Educators are incredibly creative people, hard-wired to find ways to achieve success.

Importance of Brainstorming

So how do you come up with ideas? A brainstorming technique taught at the Rotman School of Management that can help ideas come to fruition breaks the process into stages. The first stage is simply to gather ideas – true brainstorming. Any discussion of the ideas is delayed until the next stage, but only after all ideas have been given a chance to fully emerge. Evaluation of the ideas and decisions on what to use or let go happens next with a final stage of adoption. This creates a safe place for ideas to emerge without immediately needing to defend them, yet still keeps a vetting process in place to seize upon the best ideas.

Conclusion

Creativity is vital to our success and that of the students we are charged with. Yes, teaching is stressful and challenging but being able to develop creative ideas and plans that make a difference for your students can help counter some of the challenges we face. Dr. John Hattie and his work on effect sizes has maintained that collective teacher efficacy is a powerful determinant of student success. A staff that comes up with their own creative solutions to meet the challenges they and their students face is a large part of how you will most definitely go farther together this year!

– Originally published in the Winter 2025 issue of the MB Teacher