Creative Schools Robinson, K., & Aronica, L. (2016). Creative schools: the grassroots revolution that's transforming education. NY, NY: Penguin Books.


Standardized Testing

Creates ___ in schools.
  • Testing like this is bad.
  • Schools are penalized, negative competition is created, and students do no learn the correct skills.

Personalized Curriculum

Students have individual _____.
  • Teachers need to discover individual strengths of students.
  • Safe, customized environments must be created and maintained.

Who's in Charge?

Give students ___ when creating a lessn plan.
  • Students like having options, and a living lesson plan appeals to every type of learner.
  • This complex environment must me facilitated properly.

Natural Born Leaders

It is human nature to self-teach, and we will provided the correct ____ are made available.
  • Routines in school do not allow students to self-teach.

Teaching is an Art

  • The main responsibility of a teacher is to facilitate learning.
  • Engage + Enable + Expect + Empower = Facilitate

Testing, Testing, Testing

Achievement is assessment can be _____ by improvement and real life comparisons.
  • Assessment is viewed as the end of a learning chapter when it should just be seen as part of the learning process.

Principles for Principals

  • Kids don't miss history class if their math score is struggling, so why do teachers keep kids from music, art, recess, etc. as punishment for poor grades?

Roles for Principal

  • Leadership and management are two qualities, yet both essential to the job.
  • Principals must have the resources, support, and skills.
  • No single correct way to lead, but the best leaders truly care.
  • The best principals build community.

Changing Cultures

This chart is effective and efficient when used to reinforce organizations as mechanisms.
  • Schools are not mechanisms!
  • It should look more like this.

Habits v. Habitats

  • We shape our school buildings, then they shape us.
  • Routines for every class, every day.
  • Comprehensive Achievements: All Our Geese Are Swans
  • Some schools feel institutional while some feel vibrant and alive.
  • The Third Teacher

Cultivating the Ground

  • There are little to no schools creating any drastic changes, until they do nobody will.
  • Ex.) Designated smoking areas would have been ridiculed when everybody smoked everywhere, same-sex marriage laws are being passed one after another, school changes will happen in the same way.

Beyond the Gates

  • Programs such as L.E.E.P. (Liberal Education and Effective Practice), combine classroom studies with out of class experience.
  • Ex.) Service Learning Projects

Breaking Ranks & Breaking Through

  • Collaborative Leadership
  • Personalizing your school environment
  • Curriculum, instruction, and assessment to improve student performance.

Roles of Achievement

  • Community, Individuality, and Possibility.

Bring it All Back Home

  • Dr. Robinson says that children spend most of their take outside of school. Therefore, parents have the most responsibility in shaping them.
  • While I agree that parents have the most influence on their children during early childhood. However, once children begin school, most of their wakeful moments are in school. Teachers are a lot more responsible for now setting the example.
  • I do not think that the parents can be blamed for every time a child acts out after a few years in school. The teachers in the building may also be showing that behavior.
  • D.R. Believes parents should inform teachers all about the students but I don't think teachers should depend on that as much as he is implying. Teachers have to get to know their kids.
  • This chapter discusses the connection between home and school quite a bit. Which communication is important but in some cases, school is a happy place for kids and home is not. We don't need to make them as similar as possible (in my opinion).

Changing the Climate

"However much schools do to transform themselves, their cultures are critically affected by the political climate that envelops them."

The Roots of Achievement

  • D.R. suggests begin with technological changes and advances in schools to gain real time date in addition to summative and formative assessments.
  • He wants to see high poverty schools excel in academics.

Policies for Growth

  • Fostering Health
  1. Enthusiastic Learners: Understanding how students learn and feeding that excitement to prevent drop out rates from increasing.
  2. Expert Teachers: High quality schools focus on recruitment, retention, and continuous professional development of teachers.
  3. Uplifting Vision: People will achieve miracles if they are motivated with a vision and sense of purpose.
Fairness is important, it may require some strategic innovation (this is the role of the policy makers).
  • Nurturing the Ecology: Student leaders must be inspired, able to be inclusive with their peers, and well-focused with resources.
  • Providing care includes having high standards, intelligent accountability, and professional development.
  • All of this change has to be organized.

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