Personalized Professional Learning in LEUSD Micro-credentials based on voice and choice

Let's imagine that you could choose your own PD plan.

You've got that somewhat through our SCHED system, but you're busy (like all teachers) and can't always make it to after school training or don't want to leave your students with a substitute.

Sched is designed for coordinating training and professional development at a specific time, at a specific place, and for a specific length of time.

Four key characteristics distinguish the micro-credential approach from traditional professional development systems (CTQ, 2016):

Competency-based. Micro-credentials focus on evidence of educators’ actual skills and abilities, not the amount of “seat time” they have logged in their learning. They require educators to demonstrate their competence in discrete skills in their practice—either inside or outside the classroom.

Personalized. Teachers select micro-credentials to pursue—based on their own needs, their students’ challenges and strengths, school goals, district priorities, or instructional shifts. And they can identify the specific activities that will support them in developing each competency—including, but not limited to, traditional professional learning activities.

On-demand. Micro-credentials are responsive to teachers’ schedules. Educators can opt to explore new competencies or receive recognition for existing ones on their own time, using an agile online system to identify competencies, submit evidence, and earn micro-credentials.

Shareable. Educators can share their microcredentials across social media platforms, via email, and on blogs and résumés. As a result, microcredentials are portable currency for professional learning that educators can take with them no matter where they go.

MIcro-credentials are sometimes called badges, or open badges. These terms are used interchangeably.

Here's how it works:

1) Teachers identify the micro-credential they want to earn based on their needs and interests.

2) Teachers pursue their learning.

Educators pursue development of the stated competency until they are ready to submit evidence for assessment. Learning can take place at a time and location chosen by the educator.

3) Teachers gather and submit evidence of their competence.

Required evidence might include a portfolio, video, student work, classroom observations, teacher and student reflection, and/or other documentation of their learning “in action.”

4) Trained assessors evaluate the evidence educators submit.

After the reviewer (usually other educators that have earned the micro-credential) completes the assessment, the issuing organization reviews that assessment and determines whether the educator should be awarded the micro-credential. If they still need additional documentation, feedback is provided for the educator trying to earn the micro-credential.

5) Teachers earn the micro-credential and are awarded a digital badge.

Educators can display their earned micro-credentials on websites, résumés, and online profiles, and share them directly with colleagues and administrators.

Let's get started!

First navigate to our Introduction to Micro-credentials Course. You'll need to create an account for Badgelist.

Created By
Ryan Mulvanny


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