Across continents, creativity is a priority for education and is central to the discourse on 21st century learning. In this article, we explore how a greater focus on ‘everyday creativity’ in schools changes the dynamics of teaching and learning. We look briefly at the main concepts in the literature on creativity in education. We then focus on examples from the Centre for Creative Education's creative partnerships, which bring together educators, learners and creative professionals. This is followed by a discussion on how teachers assess learners’ creative dispositions, as well as the quality of creative processes and products. We conclude with recommendations for school‐level strategies and policy and research to support learner and teacher creativity.

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As countries aim to ensure high achievement for all students, improving and sustaining the quality of the teacher workforce is a vital policy priority. Several studies have found that well‐designed teacher evaluation systems, aligned with professional learning and development, can contribute to improvements in the quality of teaching and raise student achievement. This article provides an overview of research on teacher evaluation for improvement and suggests directions for policy and research to strengthen systems.

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