Advance micro-credentialing policy across five domains: controlling for quality, counting what matters, finding time, leveraging expertise, and designing for effectiveness¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief proposes five major policy domains for the future of micro-credentialing: controlling for quality, counting what matters, finding time, leveraging and recognizing expertise, and designing for effectiveness. Teams of educators, administrators, and researchers should review which micro-credentials meet standards for which purpose; decisions are needed on what recognition credentials earn; policies must account for teachers' time; policymakers should fund recognition of earned credentials; and policy must meet educators' felt needs and build engagement and ownership in design.

Design Implications¶

Context¶

Requirements¶

• State, district, or network-level review teams to judge which micro-credentials meet standards for what purpose

Constraints¶

• The brief states much more policy work is needed on which incentives are better for what kind of micro-credentials and on balancing choice with coherence

Target Learners¶

• PK-12 teachers, administrators, and paraprofessionals

Target Learning Goals¶

• Quality-controlled, competency-based professional learning that spreads teacher expertise and drives school improvement

Related Strategies¶

• Align micro-credential offerings and recognition with student and educator performance standards
• Advance micro-credentials through a piloting coalition, a rigorous research agenda, and dissemination of best practices
• Micro Credentials
• Expand micro-credential systems into seven future content areas

Examples¶

-

Key Sources¶

• 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