Four ecosystem recommendations: experiment with currency forms, protect time for inquiry, include everyone in team learning, and invest in adaptive platforms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on recent developments, early progress, and current challenges, the report recommends that the ecosystem focus on policies and practices that: create incentives for local educators to experiment with different forms of currency for earning micro-credentials; establish professional development processes and work schedules providing teachers more time and support for the long-term inquiry required by most micro-credentials; encourage everyone in the system — teachers, paraprofessionals, and administrators — to participate in ways that encourage team learning and leadership development; and invest in innovative and adaptive platforms offering educators voice and choice in how they use micro-credentials that fit their particular needs.

Design Implications¶

Context¶

Requirements¶

• Policy leaders must treat educator professional learning as personalized and competency-based if students are to experience such a system

Constraints¶

• The report cautions that the lack of perfection in the current micro-credential ecosystem should not stand in the way of progress, while acknowledging many questions remain

Target Learners¶

• Education policy leaders, states, districts, unions, and all educators including paraprofessionals and administrators

Target Learning Goals¶

• Advancing personalized, competency-based professional learning and educator leadership

Related Strategies¶

• Video-Based Feedback Cycle for Teacher Teams
• Advance micro-credentials through a piloting coalition, a rigorous research agenda, and dissemination of best practices
• Integrate individual micro-credential learning into collaborative team learning cycles
• Policy strategies to personalize learning: competency-based progressions, phased implementation, networks, and interoperability
• Provide ongoing support and school-day time for teachers completing micro-credentials
• Prioritize process-data instrumentation, open collaboration, and dissemination in learning platforms
• Six recommendations for moving toward a data-driven, worker-centered learning ecosystem
• Require participants to complete an individual leadership project with a planning template and protected work time

Examples¶

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Key Sources¶

• Center for Teaching Quality (CTQ) and Digital Promise. (2017). Continuing the educator micro-credential movement. https://digitalpromise.org/microcredentials