Thinking Critically to Achieve Critical Thinking in the Classroom

The value of professional learning

With the exception of ensuring the safety of all members of the school community, the most important responsibility I have as a principal is to provide instructional leadership. Continuing student achievement depends on my ability to bring the best professional learning to the educators in my school.

Bringing critical thinking into the school

I have had several opportunities to engage in professional learning through TC². This engagement with deep learning informed my understanding of critical thinking and, in turn, motivated me to bring this learning to my staff. As an administrator for 11 years, I have sought collaboration with TC² for my staff at two separate school locations.

Thinking critically about our teaching practices

Why have I sought out TC² collaborations? I think the key is that TC² facilitators begin not with a conversation about our students’ ability to think critically but with a conversation about our own ability to do so. After all, if we as educators do not know or understand critical thinking—or how to pose challenges for students—then how can we expect students to engage in critical thinking themselves?

The focus of the professional learning collaboration was always on student work and student success. However, the TC² facilitators also helped us return continually to two key questions: Did we truly understand how to think critically? Were we creating learning experiences that required critical thinking?

Thinking critically about numeracy

Over several years, TC² has supported the professional learning of my staff in a variety of content areas, but we chose to focus almost exclusively on numeracy. My schools were no different than many other schools in the province of Ontario that saw unwelcome gaps in student achievement in this area.

In preparation for the TC² visit, I identified the needs of the staff. This information allowed TC² facilitators to develop professional learning sessions tailored to those needs. Through TC², my K-8 teaching staff not only deepened their knowledge of key math concepts, developmental pedagogy, and critical thinking but also strengthened their ability to plan meaningful instruction to support learning outcomes.

A fruitful partnership

The most compelling aspect about the partnership I have had with TC² is the collaborative relationship with the facilitators. The facilitators I have partnered with have not only been incredibly knowledgeable but have also been open, receptive, availabile to connect with staff, and supportive of the ongoing work with school teams. TC² facilitators don’t just facilitate professional learning and then walk away—they encourage staff to reach out and ask questions, seek feedback, and remain engaged. In other words, they don’t just give us a goal; they stick with it to help us achieve the goal.

Michelle Haddad
Principal
Huttonville Public School
Peel District School Board, Ontario
Master of Arts, OISE UT; Bachelor of Education; Bachelor of Arts

Read the previous story