Provide ongoing support and school-day time for teachers completing micro-credentials¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends sustained, coherent support during the school year rather than episodic professional learning: leaders met cohorts at least three or four times in person, some held monthly virtual meetings, and districts supported micro-credential work during the school day. Repurposing agreed-upon staff meeting or PD time "makes it feasible for districts to integrate micro-credentials" and signals respect for teachers' time.

Design Implications¶

Context¶

Requirements¶

• Scheduled time during the work day so full cohorts can meet completion expectations

Constraints¶

• Collective bargaining agreements may not have provisions for teachers to spend time on micro-credentials beyond defined staff meetings, PD requirements, and prep times

Target Learners¶

• K-12 classroom teachers

Target Learning Goals¶

• Sustained professional learning and micro-credential completion

Related Strategies¶

• Implement micro-credentials through a peer cohort model with collaborative planning time
• Four ecosystem recommendations: experiment with currency forms, protect time for inquiry, include everyone in team learning, and invest in adaptive platforms
• Schedule protected release and preparation time for educators completing pre- and between-session toolkit work

Examples¶

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Key Sources¶

• 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