What role can district visual art administrators play in articulating an educationally valuable conception of creativity and in establishing a culture that targets creativity as an educational goal? How can art administrators help teachers implement creativity goals? How can they communicate creativity's importance to principals, parents, and other stakeholders? What tools do they need for long-term, systemic change that supports the development of creativity in schools? In this article the author presents two essential tools for answering these questions: (1) a model that promotes a common understanding of creativity, and (2) a Creativity Instructional Matrix based on this model that provides a set of detailed objectives that clarifies creativity learning outcomes for each grade level. Together, they inform lesson planning, point to assessments that can be presented to administrators skeptical of abstract concepts such as "creativity" and "imagination," and are also important tools for systematic change at the district level in terms of curriculum and policy. Teachers, principals, and parents should realize that simply throwing out the directive "Use your creativity!" without teaching and cultivating creative skills is a self-defeating formula. By providing both a model and a matrix of objectives for creativity, art education administrators can lead the long-term process of change to establish a culture that supports and enhances student creativity.