Growing An Educator Pipeline Starts By Sparking Student Passion For Teaching
Can Micro-credentials Create More Meaningful Professional Development For Teachers?
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At that time, club members mostly talked about issues in education and what a career in teaching entailed. But Shaner wanted experience working with kids, so he started a tutoring program at the local elementary school two times a week. He says these experiences changed his life.\u003c/p>\n\u003cp>“It is the reason I am a teacher,” Shaner said. He returned to his hometown after college and got a job teaching at his alma mater, where he now runs a more robust version of the program that so forcefully set him on his professional path. “It allowed me to fall in love with what I wanted to do and be sure that’s what it was,” he said.\u003c/p>\n\u003cp>Future Educators Association is now called \u003ca href=\"https://www.educatorsrising.org/\" target=\"_blank\">Educators Rising\u003c/a> and it has 2,000 participating schools across the country.* Some states have career pathways dedicated to education as part of their Career Technical Education (CTE) offerings, while others have more informal extracurricular programs. At comprehensive high schools in Delaware, students take college preparation classes as usual, but they also take three credits of a career pathway, of which teaching is one.\u003c/p>\n\u003cp>Shaner gives a pretty thorough introduction to the history of education and various pedagogical models in the introductory course in Smyrna's teaching pathway. He then moves on to some of the more practical elements of teaching. Students write lesson plans, develop Individualized Education Programs (IEP) for hypothetical students with special needs, and learn how to comply with legal requirements. When they are seniors, students also get to work in classrooms around the district, first observing, then working to design interventions for one student. The responsibilities gradually scale up until the student has the opportunity to teach a full class.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=zBWqPc1A6Sk\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When they go to college they are so far ahead of the game that they are able to excel and dig deeper,” Shaner said. Perhaps more importantly, participating high school students are getting a pretty good idea of what teaching is really like. At the end of the Teacher Academy some students decide it’s not for them, but others have found a lifelong passion.\u003c/p>\n\u003cp>Shaner doesn’t shy away from talking about the hard parts of education with his students. He leads discussions on funding inequalities and segregation, different forms of teacher evaluation, and the work load. During the first marking period of senior year, when students are observing in real classrooms, Shaner makes sure they have to do a lot of the “grunt work” inherent to the job, like photocopying and making bulletin boards. He wants them to understand that while working with kids may be what excites them, paperwork is part of teaching too.\u003c/p>\n\u003cp>Tyler Jones was part of a teaching program at his high school in Virginia Beach. He interned in a music class and worked with a student who often acted out. Jones was able to form a connection with the boy and the gratification he felt when his student made progress hooked him on teaching.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=WR4Fee7-rGo\u003c/p>\n\u003cp>“I want to be that for my own students one day,” Jones said. He’s currently attending Tidewater Community College and speaks about his experiences with Educators Rising regularly. He’s grateful he had the opportunity to explore a career while still in high school, instead of potentially committing four years of college to something he didn’t know much about.\u003c/p>\n\u003cp>Educators Rising announced it will now offer free \u003ca href=\"https://www.educatorsrising.org/what-we-offer/micro-credentials\" target=\"_blank\">micro-credentials\u003c/a> that high school and college students can earn to demonstrate competency in specific skills. The courses take between five and 15 hours to complete and include anti-bias instruction, classroom culture, collaboration, formative assessment and learner engagement. The micro-credential represent topics that may not be covered in high school teaching courses, but are ones that Educator Rising believes will be crucial for future teachers to be successful.\u003c/p>\n\u003cp>“They are designed to articulate clearly to young people who are interested in teaching, here is the bar for taking those first steps,” said Educators Rising Co-Director Dan Brown. A micro-credential is an \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">asynchronous course offered through an online platform\u003c/a> that requires participants to learn about and then try research-based practices in their own interactions with students. They then submit evidence of their work, get feedback from reviewers, reflect on what they’ve learned and ultimately must demonstrate competency in the set of skills to earn the credential.\u003c/p>\n\u003cp>“These skills are designed to coherently connect with the skills teachers need in the classroom,” Brown said. The five micro-credentials Educators Rising currently offers are rooted in the standards the organization \u003ca href=\"https://www.educatorsrising.org/what-we-offer/standards\">developed with\u003c/a> the National Board for Professional Teaching Standards. High schools around the country can use Educators Rising curriculum in their classes to essentially map out the first phase of a teacher’s career. Now, they can also augment those courses with the new micro-credentials.\u003c/p>\n\u003cp>Brown said the micro-credentials are intended to clarify and build foundational mindsets for teachers of the future. “It can be hard to know where you stand as a teacher,” he said. “I fear that a lot of folks in classrooms are sort of winging it and determining their success based on how they feel about the experience that may be untethered from professional standards of practice.” Brown says the micro-credentials his organization has developed are not a substitution for a teacher credential, but rather a way for high school students interested in teaching to deepen their skills and demonstrate their commitment to colleges and future employers.\u003c/p>\n\u003cp>Shaner helped pilot the micro-credentials with his students at Smyrna High School and has mapped them onto his curriculum so that feedback students get on their micro-credential work is now part of their final grade in his class. He says his students were already building a robust portfolio during their time in his program, but it’s only certified by Smyrna School District.\u003c/p>\n\u003cp>Shaner appreciates that the feedback and practice loop inherent in the micro-credential builds students’ sense that teaching must always be a reflective practice, and that once they have classrooms of their own they will always be learning and adapting to the students in front of them.\u003c/p>\n\u003cp>“This will look really good to colleges and future employers in the education system because it will show we take this seriously,” Tyler Jones said about earning micro-credentials. He plans to take them on top of his other coursework.\u003c/p>\n\u003cp>“They’re fired up about making a difference,” Brown said of young people like Jones. Even better, Brown cited \u003ca href=\"https://cepa.stanford.edu/sites/default/files/Reininger%20HA%20EEPA%202012.pdf\" target=\"_blank\">a report\u003c/a> that found 60 percent of teachers end up working within 15 miles of where they went to high school. Getting current high school students interested in teaching could be one of the best ways to build a teacher pipeline back to the building. And, he hopes that the micro-credentials could help guide those young teachers with skills that will particularly useful in today's classrooms.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Shaner said the Smyrna School District regularly hires its graduates after college. The district sees the Teacher Academy as a strong recruiting tool. And Brown says 51 percent of Educator Rising participants across the country are students of color, so academies like the one at Smyrna High could also be a way to attract a more diverse teaching staff. For schools that don't have programs as robust as Smyrna's, the micro-credentials could be a good way for students interested in teaching to start building a track record of commitment to teaching.\u003cbr>\n\u003cem>\u003cbr>\n*A previous version of this story incorrectly stated that 850 schools partner with Educators Rising. The correct number is 2,000. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Could Teacher Academies in high school be a way to build a pipeline of passionate, diverse future teachers?","status":"publish","parent":0,"modified":1489511988,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1347},"headData":{"title":"Growing An Educator Pipeline Starts By Sparking Student Passion For Teaching | KQED","description":"Could Teacher Academies in high school be a way to build a pipeline of passionate, diverse future teachers?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Growing An Educator Pipeline Starts By Sparking Student Passion For Teaching","datePublished":"2017-03-13T07:01:02.000Z","dateModified":"2017-03-14T17:19:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47516 https://ww2.kqed.org/mindshift/?p=47516","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/13/growing-an-educator-pipeline-starts-by-sparking-student-passion-for-teaching/","disqusTitle":"Growing An Educator Pipeline Starts By Sparking Student Passion For Teaching","path":"/mindshift/47516/growing-an-educator-pipeline-starts-by-sparking-student-passion-for-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Michael Shaner was a freshman at Smyrna High School he joined the Future Educators Association club to explore an interest in teaching. At that time, club members mostly talked about issues in education and what a career in teaching entailed. But Shaner wanted experience working with kids, so he started a tutoring program at the local elementary school two times a week. He says these experiences changed his life.\u003c/p>\n\u003cp>“It is the reason I am a teacher,” Shaner said. He returned to his hometown after college and got a job teaching at his alma mater, where he now runs a more robust version of the program that so forcefully set him on his professional path. “It allowed me to fall in love with what I wanted to do and be sure that’s what it was,” he said.\u003c/p>\n\u003cp>Future Educators Association is now called \u003ca href=\"https://www.educatorsrising.org/\" target=\"_blank\">Educators Rising\u003c/a> and it has 2,000 participating schools across the country.* Some states have career pathways dedicated to education as part of their Career Technical Education (CTE) offerings, while others have more informal extracurricular programs. At comprehensive high schools in Delaware, students take college preparation classes as usual, but they also take three credits of a career pathway, of which teaching is one.\u003c/p>\n\u003cp>Shaner gives a pretty thorough introduction to the history of education and various pedagogical models in the introductory course in Smyrna's teaching pathway. He then moves on to some of the more practical elements of teaching. Students write lesson plans, develop Individualized Education Programs (IEP) for hypothetical students with special needs, and learn how to comply with legal requirements. When they are seniors, students also get to work in classrooms around the district, first observing, then working to design interventions for one student. The responsibilities gradually scale up until the student has the opportunity to teach a full class.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/zBWqPc1A6Sk'\n title='//www.youtube.com/embed/zBWqPc1A6Sk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When they go to college they are so far ahead of the game that they are able to excel and dig deeper,” Shaner said. Perhaps more importantly, participating high school students are getting a pretty good idea of what teaching is really like. At the end of the Teacher Academy some students decide it’s not for them, but others have found a lifelong passion.\u003c/p>\n\u003cp>Shaner doesn’t shy away from talking about the hard parts of education with his students. He leads discussions on funding inequalities and segregation, different forms of teacher evaluation, and the work load. During the first marking period of senior year, when students are observing in real classrooms, Shaner makes sure they have to do a lot of the “grunt work” inherent to the job, like photocopying and making bulletin boards. He wants them to understand that while working with kids may be what excites them, paperwork is part of teaching too.\u003c/p>\n\u003cp>Tyler Jones was part of a teaching program at his high school in Virginia Beach. He interned in a music class and worked with a student who often acted out. Jones was able to form a connection with the boy and the gratification he felt when his student made progress hooked him on teaching.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WR4Fee7-rGo'\n title='//www.youtube.com/embed/WR4Fee7-rGo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“I want to be that for my own students one day,” Jones said. He’s currently attending Tidewater Community College and speaks about his experiences with Educators Rising regularly. He’s grateful he had the opportunity to explore a career while still in high school, instead of potentially committing four years of college to something he didn’t know much about.\u003c/p>\n\u003cp>Educators Rising announced it will now offer free \u003ca href=\"https://www.educatorsrising.org/what-we-offer/micro-credentials\" target=\"_blank\">micro-credentials\u003c/a> that high school and college students can earn to demonstrate competency in specific skills. The courses take between five and 15 hours to complete and include anti-bias instruction, classroom culture, collaboration, formative assessment and learner engagement. The micro-credential represent topics that may not be covered in high school teaching courses, but are ones that Educator Rising believes will be crucial for future teachers to be successful.\u003c/p>\n\u003cp>“They are designed to articulate clearly to young people who are interested in teaching, here is the bar for taking those first steps,” said Educators Rising Co-Director Dan Brown. A micro-credential is an \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">asynchronous course offered through an online platform\u003c/a> that requires participants to learn about and then try research-based practices in their own interactions with students. They then submit evidence of their work, get feedback from reviewers, reflect on what they’ve learned and ultimately must demonstrate competency in the set of skills to earn the credential.\u003c/p>\n\u003cp>“These skills are designed to coherently connect with the skills teachers need in the classroom,” Brown said. The five micro-credentials Educators Rising currently offers are rooted in the standards the organization \u003ca href=\"https://www.educatorsrising.org/what-we-offer/standards\">developed with\u003c/a> the National Board for Professional Teaching Standards. High schools around the country can use Educators Rising curriculum in their classes to essentially map out the first phase of a teacher’s career. Now, they can also augment those courses with the new micro-credentials.\u003c/p>\n\u003cp>Brown said the micro-credentials are intended to clarify and build foundational mindsets for teachers of the future. “It can be hard to know where you stand as a teacher,” he said. “I fear that a lot of folks in classrooms are sort of winging it and determining their success based on how they feel about the experience that may be untethered from professional standards of practice.” Brown says the micro-credentials his organization has developed are not a substitution for a teacher credential, but rather a way for high school students interested in teaching to deepen their skills and demonstrate their commitment to colleges and future employers.\u003c/p>\n\u003cp>Shaner helped pilot the micro-credentials with his students at Smyrna High School and has mapped them onto his curriculum so that feedback students get on their micro-credential work is now part of their final grade in his class. He says his students were already building a robust portfolio during their time in his program, but it’s only certified by Smyrna School District.\u003c/p>\n\u003cp>Shaner appreciates that the feedback and practice loop inherent in the micro-credential builds students’ sense that teaching must always be a reflective practice, and that once they have classrooms of their own they will always be learning and adapting to the students in front of them.\u003c/p>\n\u003cp>“This will look really good to colleges and future employers in the education system because it will show we take this seriously,” Tyler Jones said about earning micro-credentials. He plans to take them on top of his other coursework.\u003c/p>\n\u003cp>“They’re fired up about making a difference,” Brown said of young people like Jones. Even better, Brown cited \u003ca href=\"https://cepa.stanford.edu/sites/default/files/Reininger%20HA%20EEPA%202012.pdf\" target=\"_blank\">a report\u003c/a> that found 60 percent of teachers end up working within 15 miles of where they went to high school. Getting current high school students interested in teaching could be one of the best ways to build a teacher pipeline back to the building. And, he hopes that the micro-credentials could help guide those young teachers with skills that will particularly useful in today's classrooms.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shaner said the Smyrna School District regularly hires its graduates after college. The district sees the Teacher Academy as a strong recruiting tool. And Brown says 51 percent of Educator Rising participants across the country are students of color, so academies like the one at Smyrna High could also be a way to attract a more diverse teaching staff. For schools that don't have programs as robust as Smyrna's, the micro-credentials could be a good way for students interested in teaching to start building a track record of commitment to teaching.\u003cbr>\n\u003cem>\u003cbr>\n*A previous version of this story incorrectly stated that 850 schools partner with Educators Rising. The correct number is 2,000. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47516/growing-an-educator-pipeline-starts-by-sparking-student-passion-for-teaching","authors":["234"],"categories":["mindshift_192","mindshift_20874"],"tags":["mindshift_20610","mindshift_21063","mindshift_20784","mindshift_1040","mindshift_21060","mindshift_208"],"featImg":"mindshift_47666","label":"mindshift"},"mindshift_47476":{"type":"posts","id":"mindshift_47476","meta":{"index":"posts_1591205157","site":"mindshift","id":"47476","score":null,"sort":[1487167842000]},"guestAuthors":[],"slug":"can-micro-credentials-create-meaningful-professional-development-for-teachers","title":"Can Micro-credentials Create More Meaningful Professional Development For Teachers?","publishDate":1487167842,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the\u003ca href=\"https://s3.amazonaws.com/edtech-production/reports/Gates-PDMarketResearch-Dec5.pdf\"> returns on that investment are not always clear\u003c/a>. Many teachers say that even when the professional development is interesting -- not always a given -- they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.\u003c/p>\n\u003cp>In order to help teachers learn and and become proficient in relevant skills, a nascent movement of nonprofits, states, districts and educators are exploring what a competency-based professional learning system could look like using micro-credentials. \u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, a nonprofit with a mission of “accelerating innovation in education,” has been a \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/\" target=\"_blank\">strong proponent of micro-credentials\u003c/a>, describing them as competency-based, on-demand, personalized and shareable.\u003c/p>\n\u003cp>Micro-credentials have the benefit of being rooted in classroom practice. In this model, teachers can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again. *\u003c/p>\n\u003cp>“The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important,” said Brian Adamczyk, a health and physical education teacher at Kettle Moraine High School in Wisconsin. He’s taken several micro-credentials, including one on idea generation, another on productive research, and a third on effective class discussion. The discussion course involved reading a book, participating in asynchronous online discussions and reflecting on what was going poorly and well in his own implementation of the strategies. Adamczyk appreciated learning from colleagues who teach various ages across the district, all with valuable ideas he could try.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I don't consider it extra work because you're picking what you want to learn about and you're getting to use it right away with the kids.'\u003ccite>Megan Sayas, third-grade teacher\u003c/cite>\u003c/aside>\n\u003cp>In his course on effective class discussion, Adamczyk learned to focus on the depth of his question asking to provoke more thoughtful debate from students. He also tried out various brainstorming techniques to get student ideas out and circulating before diving in on a topic. He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time. Kettle Moraine uses the \u003ca href=\"https://bloomboard.com/\" target=\"_blank\">BloomBoard\u003c/a> platform to house the course materials, artifacts, feedback, discussions, and ultimately the micro-credential itself in a digital portfolio.\u003c/p>\n\u003cfigure id=\"attachment_47479\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2014/05/micro-credentials-full-size.png\">\u003cimg class=\"size-large wp-image-47479\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png\" alt=\"Digital Promise designers created an infographic to explain the benefits they see in micro-credentials.\" width=\"640\" height=\"1372\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-160x343.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-800x1715.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-768x1647.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1180x2530.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-960x2058.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-240x515.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-375x804.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-520x1115.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic.png 1539w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Digital Promise designers created an infographic to explain the benefits they see in micro-credentials. \u003ccite>(\u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-resources-hub/\">Digital Promise\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KETTLE MORAINE\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials. For the past several years the district has been focused on personalizing learning for its students by introducing more choice into classrooms, using blended learning strategies and offering multi-age classrooms. In 2011, when the teachers unions in Wisconsin lost much of its bargaining power through the passage of Act 10, Kettle Moraine’s superintendent, \u003ca href=\"http://www.kmsd.edu/domain/256\" target=\"_blank\">Patricia Deklotz\u003c/a>, watched as districts around the state responded by instituting performance-based evaluations. That worried her.\u003c/p>\n\u003cp>“I was extremely concerned that all the work I had been doing to build collaboration would be trashed as they competed,” Deklotz said at a summit on micro-credentials hosted by Digital Promise. “I did not want teachers competing. I think the only way we serve students is collaboratively.”\u003c/p>\n\u003cp>Deklotz decided that rather than focusing on competition in her district, she would use the new latitude to change the compensation structure for teachers so they could add to their base pay for completing micro-credentials of their choosing. Deklotz liked this approach because it would give her teachers the chance to personalize their own professional learning, and give them some of the choice and agency that she hoped they would turn around and apply in their classrooms. Deklotz acknowledges that initially there was pushback from the most senior teachers “until they realized that they could increase their compensation beyond what was the top of our salary scale.”\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING OWNERSHIP\u003c/strong>\u003c/p>\n\u003cp>Adamczyk said the most in-depth micro-credentials took him about nine or 10 weeks to complete, but said “the time is worth it when you see the results in your class.” For him, being trusted to choose the courses that will most benefit his growth or a particular group of students is a big step toward treating teachers as professionals. And, knowing that earning a micro-credential will add to his base pay is a nice incentive to pursue these opportunities.\u003c/p>\n\u003cp>In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.\u003c/p>\n\u003cp>“It has created the most impact of any initiative I’ve ever had in education,” Superintendent Deklotz said. As soon as the district instituted the policy, educators were developing ideas for micro-credentials. A literacy coach proposed a micro-credential on literacy across disciplines, and immediately 42 people signed up to take it.\u003c/p>\n\u003cp>“They were working on a goal we knew we wanted to accomplish, but doing it in a way to recognize the expertise of our educators,” Deklotz said. Rather than bringing in an outside expert, the group worked together to read research, apply ideas in the classroom and discuss. Deklotz said it is the first time she has seen teachers take ownership over district goals that were previously top-down initiatives.\u003c/p>\n\u003cp>“There’s an efficacy you see in teachers that are involved in this work that I think is awakening that sleeping giant. I think part of the power is giving them a voice in diagnosing and meeting the needs of students,” she said.\u003c/p>\n\u003cp>Megan Sayas, a third-grade teacher at Cushing Elementary, has taken numerous micro-credentials, often with her grade-level team. She’s found this approach particularly helpful because then she and her colleagues are on the same page about goals in the classroom. The third-grade team is unusually collaborative, often sharing students and rotating them between teachers for different subjects. Sayas and her two colleagues took a micro-credential about fostering a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a> in the classroom through Digital Promise last year, and are now jointly working to build in activities and habits of mind at the beginning of each school year.\u003c/p>\n\u003cp>Some of Sayas’ colleagues have been skeptical that the micro-credential is just more work on top of the already hectic and overwhelming job of teaching. But Sayas says because the learning directly ties into her classroom goals, and she can see gains immediately, she doesn’t feel that way. “I don’t consider it extra work because you’re picking what you want to learn about and you’re getting to use it right away with the kids,” she said. She, like Adamczyk, noted that being compensated for the work is a nice gesture from the district, but that the freedom to personalize her own professional growth has been rewarding on its own.\u003c/p>\n\u003cp>Last year Sayas tried to focus on tying together science, technology, engineering and math (STEM) concepts \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/\" target=\"_blank\">through design\u003c/a>. She wasn’t completely sure how to do that, although she knew it was one of the goals for elementary science, so she took a micro-credential on how to incorporate \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\" target=\"_blank\">design thinking\u003c/a> into her class. Her students designed, tested, built and iterated on boat designs that would not only float, but also hold as many pennies as possible. She was already planning to teach an integrated project, but the micro-credential gave her some resources and research backing to begin that process with some support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zFi1TvTygsg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nWHAT'S HAPPENING ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>While Kettle Moraine has the most developed micro-credential program, other districts and states are exploring the possibilities as well. Every district operates within its own context and has its own restraints, but many educators are excited at a type of professional development that is competency-based, grounded in research, and is assessed for how it was implemented in the classroom.\u003c/p>\n\u003cp>San Lorenzo School District science coordinator Jim Clark is grappling with the thorny problem of helping middle and high school teachers adapt to the Next Generation Science Standards (NGSS) using a micro-credentialing model. He gives teachers the option of attending a two-hour workshop on a specific skill and then asks them to use that skill in their classrooms. Clark observes and gives feedback. Teachers get one micro-credential for this cycle and Clark is working to have micro-credentials recognized for advancement in the district’s salary scale.\u003c/p>\n\u003cp>“It just seemed like a really good way to address one of my main concerns, which is that there is a widespread support network for all of our teachers, which means tapping into the expertise that our teachers have,” Clark said. The NGSS represents a substantial shift in how teachers develop science lessons, and teachers need practice engaging students with content through interesting real-world phenomena. Clark sees micro-credentials as a way to recognize teachers’ hard work to develop their teaching practice in key areas, and hopes those who have been through the process will become resources for other teachers in their buildings. Ultimately, he hopes the science department across the district will be a cooperative, teamlike environment that will make teachers want to stay in the district.\u003c/p>\n\u003cp>Tennessee is currently \u003ca href=\"http://tn.gov/assets/entities/education/attachments/Personalized_Learning_Task_Force_Report.pdf\" target=\"_blank\">piloting micro-credentials\u003c/a> as a pathway toward relicensure with 60 teachers. The state is in the early stages of its program, but is working with stakeholders across the state to address issues of quality, assessment and the experiences of teachers earning micro-credentials. Advocates of micro-credentials hope that if Tennessee’s pilot progresses smoothly, it could be the first state to formalize micro-credentials in this way.\u003c/p>\n\u003cp>Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development after surveying its educators and finding that 70 percent of respondents were dissatisfied with workshops where they show up to “sit and get.” Teachers want more follow-up, and help putting ideas into practice. While there is no district micro-credentialing program yet, 85 teachers in the district are currently working on one designed by the \u003ca href=\"http://www.leonschools.net/cms/lib7/FL01903265/Centricity/Domain/262/Growth%20Mindset%20Micro-credential%20District%20Information%20Sheet.pdf\" target=\"_blank\">Florida Department of Education and Digital Promise\u003c/a>.\u003c/p>\n\u003cp>Seminole County is also working to build a network of Central Florida districts that recognize micro-credentials before jumping in feet first, said Ryan Peetz, who manages blended learning and digital learning implementation for the district. “We shouldn't be creating something that isn’t going to apply to the other districts around us,” Peetz said. That way, if a teacher moves to a new district, he or she can go knowing their hard work will be recognized elsewhere.\u003c/p>\n\u003cp>These are just a few of the initiatives happening around the country.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The micro-credential movement is still quite small, and many districts are still exploring how it might fit into existing pay, licensing and evaluation structures. Digital Promise has been trying to ensure that the micro-credentials that do exist are high quality by emphasizing that they should be \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">research-based, evidence-based and assessment-based\u003c/a>. Advocates hope that \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/03/micro-credentialsforimpact.pdf\" target=\"_blank\">setting standards for high-quality micro-credentials\u003c/a> early will provide a strong foundation as more companies and nonprofits begin offering them.\u003c/p>\n\u003cp>If the movement grows, keeping the offerings high quality will be essential to their success, but it’s also an expensive endeavor. So far, organizations like Center for Teaching Quality and Digital Promise have shouldered those costs using philanthropic dollars, but reviewing micro-credential submissions takes capacity and could be quite expensive. Kettle Moraine uses its own teachers to evaluate district-initiated micro-credentials and pays them for that work. Two reviewers look at the evidence a teacher submits, and if they don’t agree a third person breaks the tie. Superintendent Deklotz says being a reviewer is great professional learning in and of itself.\u003c/p>\n\u003cp>“Everyone who is sitting on that review would tell you they are a better teacher because of their understanding of the system. They will rave about what they have learned simply by reviewing,” Deklotz said. Other districts, like Seminole County, aren’t so sure about having teachers evaluate their own peers. They are considering peer reviews by teachers from other districts.\u003c/p>\n\u003cp>Moving forward, the question of high-level rigorous review will be an important one. Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The article has been modified to reflect that while individual districts may require micro-credential evidence to be submitted within a specific time frame, the Digital Promise platform does not.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Districts around the country are experimenting with micro-credentials as a way to allow teachers to personalize their professional learning so they can focus on growing skills they really need.","status":"publish","parent":0,"modified":1487190647,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/zFi1TvTygsg"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2397},"headData":{"title":"Can Micro-credentials Create More Meaningful Professional Development For Teachers? | KQED","description":"Districts around the country are experimenting with micro-credentials as a way to allow teachers to personalize their professional learning so they can focus on growing skills they really need.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Micro-credentials Create More Meaningful Professional Development For Teachers?","datePublished":"2017-02-15T14:10:42.000Z","dateModified":"2017-02-15T20:30:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47476 https://ww2.kqed.org/mindshift/?p=47476","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/","disqusTitle":"Can Micro-credentials Create More Meaningful Professional Development For Teachers?","path":"/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the\u003ca href=\"https://s3.amazonaws.com/edtech-production/reports/Gates-PDMarketResearch-Dec5.pdf\"> returns on that investment are not always clear\u003c/a>. Many teachers say that even when the professional development is interesting -- not always a given -- they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.\u003c/p>\n\u003cp>In order to help teachers learn and and become proficient in relevant skills, a nascent movement of nonprofits, states, districts and educators are exploring what a competency-based professional learning system could look like using micro-credentials. \u003ca href=\"http://digitalpromise.org/about/\" target=\"_blank\">Digital Promise\u003c/a>, a nonprofit with a mission of “accelerating innovation in education,” has been a \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/\" target=\"_blank\">strong proponent of micro-credentials\u003c/a>, describing them as competency-based, on-demand, personalized and shareable.\u003c/p>\n\u003cp>Micro-credentials have the benefit of being rooted in classroom practice. In this model, teachers can no longer attend a workshop and receive credit for merely being there. Instead, they must take their learning back into their classrooms and try it out, submitting evidence, receiving feedback from peers and refining their approach. They also have to reflect on what they learned through those experiences. Participating teachers then submit these artifacts, which are evaluated before the micro-credential is awarded. If the reviewers feel the educator did not submit strong enough evidence of learning, they can provide feedback and ask the educators to try again. *\u003c/p>\n\u003cp>“The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important,” said Brian Adamczyk, a health and physical education teacher at Kettle Moraine High School in Wisconsin. He’s taken several micro-credentials, including one on idea generation, another on productive research, and a third on effective class discussion. The discussion course involved reading a book, participating in asynchronous online discussions and reflecting on what was going poorly and well in his own implementation of the strategies. Adamczyk appreciated learning from colleagues who teach various ages across the district, all with valuable ideas he could try.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'I don't consider it extra work because you're picking what you want to learn about and you're getting to use it right away with the kids.'\u003ccite>Megan Sayas, third-grade teacher\u003c/cite>\u003c/aside>\n\u003cp>In his course on effective class discussion, Adamczyk learned to focus on the depth of his question asking to provoke more thoughtful debate from students. He also tried out various brainstorming techniques to get student ideas out and circulating before diving in on a topic. He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time. Kettle Moraine uses the \u003ca href=\"https://bloomboard.com/\" target=\"_blank\">BloomBoard\u003c/a> platform to house the course materials, artifacts, feedback, discussions, and ultimately the micro-credential itself in a digital portfolio.\u003c/p>\n\u003cfigure id=\"attachment_47479\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2014/05/micro-credentials-full-size.png\">\u003cimg class=\"size-large wp-image-47479\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png\" alt=\"Digital Promise designers created an infographic to explain the benefits they see in micro-credentials.\" width=\"640\" height=\"1372\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1020x2187.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-160x343.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-800x1715.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-768x1647.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-1180x2530.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-960x2058.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-240x515.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-375x804.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic-520x1115.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/02/micro-credentials-inforgraphic.png 1539w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Digital Promise designers created an infographic to explain the benefits they see in micro-credentials. \u003ccite>(\u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-resources-hub/\">Digital Promise\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>KETTLE MORAINE\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials. For the past several years the district has been focused on personalizing learning for its students by introducing more choice into classrooms, using blended learning strategies and offering multi-age classrooms. In 2011, when the teachers unions in Wisconsin lost much of its bargaining power through the passage of Act 10, Kettle Moraine’s superintendent, \u003ca href=\"http://www.kmsd.edu/domain/256\" target=\"_blank\">Patricia Deklotz\u003c/a>, watched as districts around the state responded by instituting performance-based evaluations. That worried her.\u003c/p>\n\u003cp>“I was extremely concerned that all the work I had been doing to build collaboration would be trashed as they competed,” Deklotz said at a summit on micro-credentials hosted by Digital Promise. “I did not want teachers competing. I think the only way we serve students is collaboratively.”\u003c/p>\n\u003cp>Deklotz decided that rather than focusing on competition in her district, she would use the new latitude to change the compensation structure for teachers so they could add to their base pay for completing micro-credentials of their choosing. Deklotz liked this approach because it would give her teachers the chance to personalize their own professional learning, and give them some of the choice and agency that she hoped they would turn around and apply in their classrooms. Deklotz acknowledges that initially there was pushback from the most senior teachers “until they realized that they could increase their compensation beyond what was the top of our salary scale.”\u003c/p>\n\u003cp>\u003cstrong>DEVELOPING OWNERSHIP\u003c/strong>\u003c/p>\n\u003cp>Adamczyk said the most in-depth micro-credentials took him about nine or 10 weeks to complete, but said “the time is worth it when you see the results in your class.” For him, being trusted to choose the courses that will most benefit his growth or a particular group of students is a big step toward treating teachers as professionals. And, knowing that earning a micro-credential will add to his base pay is a nice incentive to pursue these opportunities.\u003c/p>\n\u003cp>In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.\u003c/p>\n\u003cp>“It has created the most impact of any initiative I’ve ever had in education,” Superintendent Deklotz said. As soon as the district instituted the policy, educators were developing ideas for micro-credentials. A literacy coach proposed a micro-credential on literacy across disciplines, and immediately 42 people signed up to take it.\u003c/p>\n\u003cp>“They were working on a goal we knew we wanted to accomplish, but doing it in a way to recognize the expertise of our educators,” Deklotz said. Rather than bringing in an outside expert, the group worked together to read research, apply ideas in the classroom and discuss. Deklotz said it is the first time she has seen teachers take ownership over district goals that were previously top-down initiatives.\u003c/p>\n\u003cp>“There’s an efficacy you see in teachers that are involved in this work that I think is awakening that sleeping giant. I think part of the power is giving them a voice in diagnosing and meeting the needs of students,” she said.\u003c/p>\n\u003cp>Megan Sayas, a third-grade teacher at Cushing Elementary, has taken numerous micro-credentials, often with her grade-level team. She’s found this approach particularly helpful because then she and her colleagues are on the same page about goals in the classroom. The third-grade team is unusually collaborative, often sharing students and rotating them between teachers for different subjects. Sayas and her two colleagues took a micro-credential about fostering a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/\" target=\"_blank\">growth mindset\u003c/a> in the classroom through Digital Promise last year, and are now jointly working to build in activities and habits of mind at the beginning of each school year.\u003c/p>\n\u003cp>Some of Sayas’ colleagues have been skeptical that the micro-credential is just more work on top of the already hectic and overwhelming job of teaching. But Sayas says because the learning directly ties into her classroom goals, and she can see gains immediately, she doesn’t feel that way. “I don’t consider it extra work because you’re picking what you want to learn about and you’re getting to use it right away with the kids,” she said. She, like Adamczyk, noted that being compensated for the work is a nice gesture from the district, but that the freedom to personalize her own professional growth has been rewarding on its own.\u003c/p>\n\u003cp>Last year Sayas tried to focus on tying together science, technology, engineering and math (STEM) concepts \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/\" target=\"_blank\">through design\u003c/a>. She wasn’t completely sure how to do that, although she knew it was one of the goals for elementary science, so she took a micro-credential on how to incorporate \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/16/design-thinking-deconstructed/\" target=\"_blank\">design thinking\u003c/a> into her class. Her students designed, tested, built and iterated on boat designs that would not only float, but also hold as many pennies as possible. She was already planning to teach an integrated project, but the micro-credential gave her some resources and research backing to begin that process with some support.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/zFi1TvTygsg?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nWHAT'S HAPPENING ELSEWHERE?\u003c/strong>\u003c/p>\n\u003cp>While Kettle Moraine has the most developed micro-credential program, other districts and states are exploring the possibilities as well. Every district operates within its own context and has its own restraints, but many educators are excited at a type of professional development that is competency-based, grounded in research, and is assessed for how it was implemented in the classroom.\u003c/p>\n\u003cp>San Lorenzo School District science coordinator Jim Clark is grappling with the thorny problem of helping middle and high school teachers adapt to the Next Generation Science Standards (NGSS) using a micro-credentialing model. He gives teachers the option of attending a two-hour workshop on a specific skill and then asks them to use that skill in their classrooms. Clark observes and gives feedback. Teachers get one micro-credential for this cycle and Clark is working to have micro-credentials recognized for advancement in the district’s salary scale.\u003c/p>\n\u003cp>“It just seemed like a really good way to address one of my main concerns, which is that there is a widespread support network for all of our teachers, which means tapping into the expertise that our teachers have,” Clark said. The NGSS represents a substantial shift in how teachers develop science lessons, and teachers need practice engaging students with content through interesting real-world phenomena. Clark sees micro-credentials as a way to recognize teachers’ hard work to develop their teaching practice in key areas, and hopes those who have been through the process will become resources for other teachers in their buildings. Ultimately, he hopes the science department across the district will be a cooperative, teamlike environment that will make teachers want to stay in the district.\u003c/p>\n\u003cp>Tennessee is currently \u003ca href=\"http://tn.gov/assets/entities/education/attachments/Personalized_Learning_Task_Force_Report.pdf\" target=\"_blank\">piloting micro-credentials\u003c/a> as a pathway toward relicensure with 60 teachers. The state is in the early stages of its program, but is working with stakeholders across the state to address issues of quality, assessment and the experiences of teachers earning micro-credentials. Advocates of micro-credentials hope that if Tennessee’s pilot progresses smoothly, it could be the first state to formalize micro-credentials in this way.\u003c/p>\n\u003cp>Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development after surveying its educators and finding that 70 percent of respondents were dissatisfied with workshops where they show up to “sit and get.” Teachers want more follow-up, and help putting ideas into practice. While there is no district micro-credentialing program yet, 85 teachers in the district are currently working on one designed by the \u003ca href=\"http://www.leonschools.net/cms/lib7/FL01903265/Centricity/Domain/262/Growth%20Mindset%20Micro-credential%20District%20Information%20Sheet.pdf\" target=\"_blank\">Florida Department of Education and Digital Promise\u003c/a>.\u003c/p>\n\u003cp>Seminole County is also working to build a network of Central Florida districts that recognize micro-credentials before jumping in feet first, said Ryan Peetz, who manages blended learning and digital learning implementation for the district. “We shouldn't be creating something that isn’t going to apply to the other districts around us,” Peetz said. That way, if a teacher moves to a new district, he or she can go knowing their hard work will be recognized elsewhere.\u003c/p>\n\u003cp>These are just a few of the initiatives happening around the country.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The micro-credential movement is still quite small, and many districts are still exploring how it might fit into existing pay, licensing and evaluation structures. Digital Promise has been trying to ensure that the micro-credentials that do exist are high quality by emphasizing that they should be \u003ca href=\"http://digitalpromise.org/initiative/educator-micro-credentials/how-it-works/\" target=\"_blank\">research-based, evidence-based and assessment-based\u003c/a>. Advocates hope that \u003ca href=\"http://digitalpromise.org/wp-content/uploads/2016/03/micro-credentialsforimpact.pdf\" target=\"_blank\">setting standards for high-quality micro-credentials\u003c/a> early will provide a strong foundation as more companies and nonprofits begin offering them.\u003c/p>\n\u003cp>If the movement grows, keeping the offerings high quality will be essential to their success, but it’s also an expensive endeavor. So far, organizations like Center for Teaching Quality and Digital Promise have shouldered those costs using philanthropic dollars, but reviewing micro-credential submissions takes capacity and could be quite expensive. Kettle Moraine uses its own teachers to evaluate district-initiated micro-credentials and pays them for that work. Two reviewers look at the evidence a teacher submits, and if they don’t agree a third person breaks the tie. Superintendent Deklotz says being a reviewer is great professional learning in and of itself.\u003c/p>\n\u003cp>“Everyone who is sitting on that review would tell you they are a better teacher because of their understanding of the system. They will rave about what they have learned simply by reviewing,” Deklotz said. Other districts, like Seminole County, aren’t so sure about having teachers evaluate their own peers. They are considering peer reviews by teachers from other districts.\u003c/p>\n\u003cp>Moving forward, the question of high-level rigorous review will be an important one. Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*The article has been modified to reflect that while individual districts may require micro-credential evidence to be submitted within a specific time frame, the Digital Promise platform does not.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers","authors":["234"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_721","mindshift_20784","mindshift_1040","mindshift_21060","mindshift_421","mindshift_96"],"featImg":"mindshift_47565","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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