More than 90 percent of teachers reported monetary bonuses and stipends for time spent would be definitely or very motivating for completing another micro-credential¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? More than 90 percent of teachers surveyed reported monetary bonuses and stipends for time spent would be "defnitely motivating" or "very motivating" in completing another micro-credential; 76 percent cited dedicated time and 71 percent professional growth opportunities and career-ladder connection. → Christina Luke and Viki M. Young 2020

Evidence¶

Christina Luke and Viki M. Young 2020¶

Christina Luke and Viki M. Young. (2020). Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise. https://digitalpromise.dspacedirect.org/items/8960df64-de36-4121-8af2-651b343b0884 doi:10.51388/20.500.12265/103

q2 · i? · associational · r1

Teacher survey on sustaining micro-credentials through incentive structures. The report also states a majority (76 percent) found dedicated time motivating and 71 percent found professional growth opportunities and career-ladder or salary-schedule connection motivating.

"More than 90 percent of teachers surveyed reported that monetary bonuses and stipends for time spent would be "defnitely motivating" or "very motivating" in completing another micro-credential."

Discussion¶

Related Claims¶

• Teachers participating in the micro-credential collaborative reported positive receptivity, with 84 percent agreeing micro-credentials were significant to their computational thinking learning — related
• In Kettle Moraine School District, about 80 percent of teachers earned at least one pre-approved micro-credential over three years, raising base salaries by $100 to $600 — related
• State certification directors are cautious yet hopeful about micro-credentials, citing quality control and compensation-system fit as concerns — related
• Nine states offered CEUs for Digital Promise micro-credentials by 2017, but no coherent framework existed for valuing micro-credentials — related
• Potential early adopters of micro-credentials are driven by intrinsic motivations and heavy informal professional learning, while late adopters are more experienced and driven by extrinsic motivations — related
• In Kentucky, educators used micro-credentials to advance from Rank II to Rank I, increasing their yearly salaries — related
• Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents — related
• Computational thinking professional development was the most-cited support for integrating computational thinking into lessons, cited by 54 percent of teachers — related