State certification directors are cautious yet hopeful about micro-credentials, citing quality control and compensation-system fit as concerns¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One-third of responding states reported already offering some incentives, mostly CEUs. → Berry 2019

Evidence¶

Berry 2019¶

Berry, B., & Byrd, P. A. (2019). Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise. https://digitalpromise.dspacedirect.org/items/65a7d0ed-66b1-4d5b-ac51-6bcf25285dd3 doi:10.51388/20.500.12265/104

q2 · i? · associational · r1

From the same NASDTEC survey reported in the brief: one-third of responding states offered incentives, mostly CEUs; the rest were investigating or in dialogue. Directors saw micro-credentials as a cost-effective way to endorse teachers for specific roles.

"One-third of the responding states reported they were already offering some incentives (mostly CEUs), and those that were not were either actively investigating the possibility or currently in dialogue around micro-credentials."

Discussion¶

Related Claims¶

• Micro-credentials incorporate prominent features of effective professional development: they are content-focused, job-embedded, and incorporate active learning — related
• Nine states offered CEUs for Digital Promise micro-credentials by 2017, but no coherent framework existed for valuing micro-credentials — related
• U.S. recertification policy relies heavily on seat-time CEUs: 44 states require them while only six require performance indicators for licensure renewal — related
• Districts and universities increasingly attach concrete incentives to earning Digital Promise micro-credentials — related
• At least ten state education agencies have launched official micro-credential pilots, with Tennessee's pilot reaching almost 800 educators — related
• About 31 percent of surveyed teachers report being extremely or very likely to try micro-credentials once introduced to the idea, with another 34 percent somewhat interested — related
• 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 — related
• Micro-credentials function as motivational aids and carry perceived risks around credibility, visibility, and privacy — related