Teacher-driven, competency-based professional learning modeled on personalized student learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The report organizes its argument around a model in which the logic of personalized student learning and competency-based education contours educator professional learning: educators should customize their own PD aligned to unique student needs, with educator voice and choice as significant drivers. Micro-credentials operationalize this model by recognizing specific competencies, bridging informal learning (Twitter chats, EdCamps, online courses) with formal recognition, and creating "self-driven and reflective professional learning environments for educators" that in turn advance personalized, competency-based environments for student learning.

Design Implications¶

Context¶

Requirements¶

• PD offerings must invite teacher choice, offer differentiation based on educators' unique needs, integrate into the teacher's work day, and recognize informal learning experiences, as the EdSurge report recommends

Constraints¶

• The report frames this as an emerging shift on the cusp of changing PD business as usual, not an established practice

Target Learners¶

• K-12 educators and the districts and state education agencies that support them

Target Learning Objectives¶

• Educator professional growth aligned to student-centered, personalized, competency-based instruction

Claims¶

Related Theories¶

Examples¶

• Convert earned micro-credentials into continuing education units for re-licensure and master's equivalency
• Self-directed professional learning cycle in recurring two-week PD chunks with public goals and study groups
• Link earned micro-credentials to permanent base salary increases
• Count approved micro-credentials toward professional growth plan contact units for salary advancement

Key Sources¶

• Lb0