In recent times the push towards innovation and creativity as a vehicle to both lift educational standards as well as meet the future skills required of the knowledge economy workforce, is an admirable stance. It appears that the Sir Ken Robinson crusade is finally gaining traction with education agencies beginning to require schools to provide evidence of innovation being enacted (for example, see the new UAE unified School Inspection process).
The push for creativity and innovation in schools continues to grow. This shift, driven by the need to prepare students for the knowledge economy, is finally gaining traction. Education systems are now requiring schools to show evidence of innovation in practice. For example, the new UAE unified School Inspection process now highlights innovation as a key performance measure.
Search online for innovative schools and you’ll find countless articles linking innovation to uniqueness. But innovation is more than being different. It’s about rethinking how learning happens.
4 Traits of Innovative Schools
In a popular blog post, 4 Things Innovative Schools Have In Common, Steve Wheeler outlines key features of forward-thinking schools. These include:
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Valuing students as individuals, not just groups
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Connecting learning to the outside world
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Teaching in ways that encourage critical and creative thinking
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Designing learning spaces that promote exploration and creativity
Each of these points challenges traditional schooling structures and pushes us to rethink how students engage with learning.
Innovation Starts in the Classroom
At its core, innovation comes to life through teachers. It’s in the decisions they make every day. That is, how they plan, how they teach, and how they respond to learners. That’s why professional expertise and teacher agency matter.
But two other elements are crucial: a bold vision and strong leadership.
Vision gives purpose and direction. Leadership brings it to life. Without these, even the most creative ideas can stall. With them, schools can move beyond surface-level change and redesign learning for the future.
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I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness.
I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.
Author: Dr Jake Madden
I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness.
I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.
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