Critical Thinking Skills

1. Analyzing	Separating or breaking a whole into parts to discover their nature, functional and relationships. "I studied it piece by piece" "I sorted things out"
2. Applying Standards	Judging according to established personal, professional, or social rules or criteria. "I judged it according to..."
3. Discriminating	Recognizing differences and similarities among things or situations and distinguishing carefully as to category or rank. "I rank ordered the various..." "I grouped things together"
4. Information Seeking	Searching for evidence, facts, or knowledge by identifying relevant sources and gathering objective, subjective, historical, and current data from those sources "I knew I needed to lookup/study..." "I kept searching for data."
5. Logical Reasoning	Drawing inferences or conclusions that are supported in or justified by evidence "I deduced from the information that..." "My rationale for the conclusion was..."
6. Predicting	Envisioning a plan and its consequences "I envisioned the outcome would be..." "I was prepared for..."
7. Transforming Knowledge	Changing or converting the condition, nature, form, or function of concepts among contexts "I improved on the basics by..." "I wondered if that would fit the situation of ..."

PROBLEM SOLVING SKILLS

A problem can be any task or assignment or project that you need to complete. Usually, it involves several different steps or stages. Some of these will require specific methods that are particular to your subject area.

Critical Thinking and Problem Solving

To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won

The Seven Characteristics of a Good Leader

1) A sense of purpose: The values of an organization must be clear, members of the organization should know them, and they should exemplify and uphold them in their own actions.

2) Justice: Everyone in an organization should be held to common standards, with rules and procedures that are clear, firm, fair, and consistent.

3) Temperance: A leader must strive to maintain a proper balance of emotions; Shriver did not mean that leaders should be dispassionate. Quite the contrary- but there are time for passionate advocacy and times for quiet reflection and reconsideration. Balance is the key.

4) Respect: The dignity of each individual is the concern of any leader, and this is preserved by treating all members of the organization with respect and ensuring they treat one-another similarly, regardless of differences.

5) Empowerment: Leaders are just that- leaders. Most of what happens in organizations is carried out by individuals other than those in formal leadership positions. Therefore, the more skilled they are, the more they feel confident in their abilities and competent to make decisions, raise questions, see new possibilities, and disagree respectfully with others at all levels of the organizational hierarchy, the stronger and more successful the organization will be.

6) Courage: Leaders are paid to set direction, not wait for direction to emerge. They have to be willing to follow their convictions and bring their organization to new places. In education, this is most sorely needed in response to the test-based regimen that has taken over our schools at the expense of true education and social-emotional and character development.

7) Deep Commitment: Leaders must not be polishing their resumes, but rather should have deep commitment to their organizations, the advancement of the organizations' missions, and the wellbeing of everyone in them. It is this deep commitment that makes leadership in schools so challenging, because it requires a commitment to every employee, student, and parent.

The performance of a leader must be judged by his or her skills and the character of his or her performance in the many and complex roles that leadership demands. Using the seven cornerstones of leading with character, derived from the life and work of Sargent Shriver, educators and those concerned with education have a tool for both evaluating and improving leadership competencies along both moral and performance dimensions.

Reflection

Reflection is an amazing thing. I have been very hard on teachers in the past. However, they can not go it alone. They must have school/district leadership that understands why we need to change the way we educate students. These five things should be just the beginning for school leaders. Administrators and school leaders need to be agents of change. It should not be the teachers who have to fight for change in their classroom. The should be able to walk hand-in-hand with their administrators to make strides in changing our classrooms from the 18th century to the 21st.

Create a Vision, Write It Down, and Start Implementing It

Don't put your vision in your drawer and hope for the best. Every decision must be aligned with that vision. The whole organization is watching when you make a decision, so consistency is crucial.