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Art Integration

This family of micro-credentials is designed to support all educators who wish to integrate the arts into classroom instruction. According to the Kennedy Center, Art integration is an approach to teaching in which students construct and demonstrate understanding through an art form. By earning these micro-credentials educators will develop skills to support true art integration and apply these strategies into their own classroom context.

What You'll Learn

You will learn what art integration looks like and how to engage students in a creative process which connects an art form and another subject area.

Who Should Apply

  • K12 Educators
  • Art Teachers
  • Music Teachers
  • Specialists
  • Early Career Educators
  • Mid Career Educators
  • Veteran Educators

Offering

Arts Integration in Literacy
Educator integrates an art form (or forms) into literacy instruction to increase student learning and engagement. 
Types of Evidence Required: Lesson Plan AND video OR photo essay AND written analysis
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Arts Integration in Mathematics
Educator integrates an art form(s) into mathematics instruction to increase student learning and engagement. 
Types of Evidence Required: Lesson Plan AND video OR photo essay AND written analysis
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Arts Integration in Science
Educator integrates an art form(s) into science instruction to increase student learning and engagement.
Types of Evidence Required: Lesson Plan AND video OR photo essay AND written analysis
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Arts Integration in Social Studies
Educator integrates an art form(s) into social studies instruction to increase student learning and engagement. 
Types of Evidence Required: Document, Video, Photo Presentation, PDF
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Classroom Management for Creative Learning
Educator creates a kinesthetic, cooperative, and culturally responsive classroom to maintain an engaging learning environment. 
Types of Evidence Required: Document, Visual Evidence
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Culturally Responsive Art Instruction
Educator honors the presence of student diversity by incorporating culturally responsive arts instruction and/or integration. 
Types of Evidence Required: Document, PDF
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Formative & Summative Assessment using Arts Integration
Educator demonstrates how using an art form can enhance traditional formative and/or summative assessment of student learning. 
Types of Evidence Required: Document, Photo Journal, Video
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Partnerships and Community Engagement to Integrate Art
Educator builds partnerships that bring local artists into the learning environment and/or takes students out into the community to share their artistic expression. 
Types of Evidence Required: Document, Photo Journal, PDF
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Assessment Literacy

Quality classroom assessment practices renew a focus on day-to-day, minute-by-minute learning that improves student outcomes. Through formative assessment practices, students know where they are in their learning, where they need to go and how to get there. Teachers have information they need to inform their next instructional steps. And families have more useful information to know how their student is doing in school.

What You'll Learn

You will learn to reclaim classroom assessment to propel meaningful teaching and learning.

Who Should Apply

  • K12 Educators
  • Student Teachers
  • Teacher Leaders
  • PLC Leaders
  • School Administrators

Offering

Classroom Embedded Performance Assessment
The educator creates or revises a quality performance assessment, implements it in the classroom, and reflects on the process to inform further instruction. 
Types of Evidence Required: Document, Photo Journal, Video, Presentation
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Descriptive Feedback for Student Learning
Educator demonstrates an understanding of the characteristics of effective feedback, as well as how learners will access and use descriptive feedback to improve their learning. 
Types of Evidence Required: Spreadsheet, Document, Video
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Eliciting Accurate Evidence of Student Learning
Educator designs sound assessments that generate accurate evidence of student learning. The educator's rubrics meet quality criteria that provide accurate feedback regarding student learning. 
Types of Evidence Required: Document, PDF
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Formative Assessment in the Teaching and Learning Cycle
Educator recognizes assessment as an integral part of the teaching and learning cycle and regularly uses it to plan or revise instruction and to help students set goals for learning. 
Types of Evidence Required: Document, PDF, Video
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Foundational Principles of Quality Assessment
Educator uses the foundational principles of quality assessment practices to design classroom assessments and assessment practices to provide all important stakeholders (educators, students, families, policymakers, etc.) with useful information about student learning. 
Types of Evidence Required: Document, PDF
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Learning Targets to Establish Success Criteria and Engage Students
Educator uses learning targets to create a shared vision for learning expectations, to establish success criteria, and to engage students in the intended learning. 
Types of Evidence Required: Spreadsheet, Photo Journal, Video
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Bully Free Schools

This stack is designed to help educators develop skills and build understandings that support a Bully Free Environment for our schools. In this stack you will learn how to create a bully free environment for your students by recognizing the signs of bullying and intervening in appropriate way. You may also explore local, State or Federal policies as they apply to bullying in schools and use this knowledge to influence best practices in your own school.

What You'll Learn

You will learn how to create a safe and bully free environment for your students.

Who Should Apply

  • K12 Educators
  • Education Support Professionals
  • Aspiring Educators

Offering

Cyberbullying/Cyber Safety
Educator recognizes cyberbullying and teaches students how to stay safe online. 
Types of Evidence Required: Spreadsheet, Photo Journal, Video
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Education Support Professionals: First Responders
Educational Support Professional (ESP) demonstrates an understanding of how to recognize, intervene, and prevent bullying and harassment between students in unstructured settings. 
Types of Evidence Required: written artifact, video
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Empowering Students To Find Their Voices
Educator demonstrates an understanding of how to empower students to avoid or appropriately deal with bullying situations. 
Types of Evidence Required: image, handbook, video
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Federal, State, and Local Policy Related to Bully
Educator demonstrates an understanding of federal, state, and local law and policy regarding student bullying and what their responsibilities are regarding reporting and intervention. 
Types of Evidence Required: presentation, handbook
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Intervention Strategies for Educators
Educator demonstrates an understanding of how they can intervene appropriately in student- to-student bullying situations. 
Types of Evidence Required: images/pdf, written artifact, video
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School Connectedness
Educator demonstrates an understanding of the relationship between school connectedness and school climate and the role they play in creating a positive learning and teaching environment. 
Types of Evidence Required: written artifact
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Structured Spaces
Educator successfully create safe, bully-free environments within structured settings. 
Types of Evidence Required: image or document of list and written artifact
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Classroom Management

This stack is designed to help classroom educators the develop skills to successfully build a community of learners. You will have and opportunity to explore classroom organization and routines as well as discover new ways to support students who have behavioral challenges due to trauma or other circumstances.

What You'll Learn

You will learn how to create a student centered learning community that is supportive of all students.

Who Should Apply

  • K12 Educators
  • Education Support Professionals
  • Aspiring Educators

Offering

Trauma-Informed Pedagogy
Educator demonstrates an understanding of how trauma can affect student behaviors and responses within the school context and promotes students’ abilities to self-monitor and maintain positive engagement in all aspects of learning and interactions. 
Types of Evidence Required: written artifacts, pamphlet OR brochure
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Addressing Challenging Behaviors
Educator demonstrates an understanding and application of multiple strategies when addressing challenging classroom behaviors to meet the needs of all learners. 
Types of Evidence Required: written artifact, SMART goal analysis, pamphlet/brochure
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Aspects of an Engaged Classroom
Educator demonstrates an understanding of the value of student engagement in classroom management to promote an environment that is conducive to learning. 
Types of Evidence Required: written artifacts, video
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Creating A Classroom Community
The educator understands the importance of building key relationships for a positive classroom community. 
Types of Evidence Required: video OR photo journal OR student work samples PLUS written artifacts
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Organizing the Physical Layout of the Classroom
Educator demonstrates an understanding of how organizing the physical layout of his or her classroom can contribute to a positive learning environment. 
Types of Evidence Required: written artifacts, video OR photo of drawing OR photo journal
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Classroom Expectations and Routines 
Educator demonstrates an understanding of successful use of classroom expectations and routines to promote an environment that is conducive to learning. 
Types of Evidence Required: chart, video analysis (video upload not required)
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Classroom Practice (InTasc) - Learner and Learning

This stack is aligned with the InTASC Core Teaching Standards and designed to support ongoing teacher effectiveness to ensure students reach college and career ready standards. The micro-credentials in this stack fall under these four catagories: The Learner and Learning, Content Knowledge,Instructional Practice and Professional Responsibility.

What You'll Learn 
Classroom strategies and skills that support your classroom practice in these four areas:

  • The Learner and Learning
  • Content Knowlege
  • Instructional Practice
  • Professional Responsibility

Who Should Apply

  • K12 Educators
  • Early Career Educators
  • Mid Career Educators
  • Veteran Teachers
  • Aspiring Educators

Offering

Fostering a Growth Mindset
Educator explores growth mindset with students to support student understanding of various modes of learning to understand new concepts and acquire new knowledge and skills. 
Types of Evidence Required: Lesson plan AND Pre/post assessment AND menu, written artifact, 3 student work artifacts that are written OR video OR audio recordings
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Linking Families and Communities to Schools for Student Success
Educator demonstrates an understanding of the important role that families and communities play in students' academic and social success. 
Types of Evidence Required: Written artifact, Parent/Community Engagement plan, written artifact
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Classroom Practice (InTasc) - Understanding Content

This stack is aligned with the InTASC Core Teaching Standards and designed to support ongoing teacher effectiveness to ensure students reach college and career ready standards. The micro-credentials in this stack fall under these four catagories: The Learner and Learning, Content Knowledge,Instructional Practice and Professional Responsibility.

What You'll Learn 
Classroom strategies and skills that support your classroom practice in these four areas:

  • The Learner and Learning
  • Content Knowlege
  • Instructional Practice
  • Professional Responsibility

Who Should Apply

  • K12 Educators
  • Early Career Educators
  • Mid Career Educators
  • Veteran Teachers
  • Aspiring Educators

Collaboration Between Colleagues
Educator collaborates with others to expand their content knowledge to keep up with changes in the discipline, make academic language accessible to students, and develop learners' abilities to independently engage in and evaluate their work. 
Types of Evidence Required: Written artifact, Lesson Plan AND written artifact, 2-minute video
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Evaluating Digital Sources
Educator supports students in evaluating digital sources to develop students' critical thinking skills. 
Types of Evidence Required: 3 Lesson Plans, 3 artifacts of student work AND written artifact
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Interdisciplinary Themes to Enhance Student Learning
Educator identifies and utilizes interdisciplinary themes to enhance student learning. 
Types of Evidence Required: Written artifact, lesson plan, 2 student work samples, rubric AND written artifact
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Promote Ownership of Learning
Educator creates opportunities for student choice to promote ownership of learning. 
Types of Evidence Required: 2-3 lesson plans AND written artifact, 3-4 student work samples AND 3-4 written artifacts
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Teaching Global Competence
Educator facilitates learners' ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues. 
Types of Evidence Required: written artifact, 3 samples of annotated student work x2 (pre-& post)
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Utilizing Practice Activities with Content Areas
Educator utilizes student-centered, grade, and subject area practice activities to contribute to and/or enhance student learning. 
Types of Evidence Required: written artifact OR pdf OR image, written artifact AND pdf OR image, student work samples as PDF OR image, written artifact
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Classroom Practice (InTasc) - Instructional Practice

This stack is aligned with the InTASC Core Teaching Standards and designed to support ongoing teacher effectiveness to ensure students reach college and career ready standards. The micro-credentials in this stack fall under these four catagories: The Learner and Learning, Content Knowledge,Instructional Practice and Professional Responsibility.

What You'll Learn 
Classroom strategies and skills that support your classroom practice in these four areas:

  • The Learner and Learning
  • Content Knowlege
  • Instructional Practice
  • Professional Responsibility

Who Should Apply

  • K12 Educators
  • Early Career Educators
  • Mid Career Educators
  • Veteran Teachers
  • Aspiring Educators

Cooperative Learning
Educator creates a plan that uses a variety of instructional strategies to facilitate cooperative learning in the classroom. 
Types of Evidence Required: Lesson plan AND written artifact, 3-5 surveys, written artifact, written artifact
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Engaging Classroom Discourse
Educator plans for and utilizes various strategies to encourage student discourse that supports student learning. 
Types of Evidence Required: 10-minute video, written artifact, written artifact
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Setting Objectives and Providing Feedback
Educator reflects on objectives and provides timely feedback to students. 
Types of Evidence Required: Written artifact, 3 artifacts of student work AND rubric AND written artifact OR Video
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Teaching Note Taking and Summarizing Skills
Educator demonstrates an understanding of how note-taking and summarizing skills contribute to curricular mastery by empowering learners to efficaciously distinguish, organize, and summarize important information. 
Types of Evidence Required: presentation, written artifact, student sample
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Using an Inquiry Based Learning Cycle
Educator uses an inquiry based learning cycle to support student acquistion on content knowledge. 
Types of Evidence Required: written artifact, video, written artifact
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Using Student Evaluations to Improve Instruction and Student Learning
Educator uses student evaluations to improve instructional practice and meet student needs. 
Types of Evidence Required: written artifacts (3)
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Classroom Practice (InTasc) - Professional Responsibility

This stack is aligned with the InTASC Core Teaching Standards and designed to support ongoing teacher effectiveness to ensure students reach college and career ready standards. The micro-credentials in this stack fall under these four catagories: The Learner and Learning, Content Knowledge,Instructional Practice and Professional Responsibility.

What You'll Learn 
Classroom strategies and skills that support your classroom practice in these four areas:

  • The Learner and Learning
  • Content Knowlege
  • Instructional Practice
  • Professional Responsibility

Who Should Apply

  • K12 Educators
  • Early Career Educators
  • Mid Career Educators
  • Veteran Teachers
  • Aspiring Educators

Offering

Communicating with Stakeholders
Educator delivers an effective message to learners, families, and colleagues. 
Types of Evidence Required: 3 communication plans (written artifacts), 3 annotated artifacts (pictures and written annotations)
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Continuous Learning
Educator demonstrates the impact of continuous professional development and its application on their own teaching practice adn student success. 
Types of Evidence Required: written artifacts
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Reflective Practice to Improve Personal Effectiveness in the Classroom
Educator reflects on their practice to improve personal effectiveness in the classroom. 
Types of Evidence Required: Written artifact, 2 SMART Goals, Written artifact,
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Technology Integration 101
Educator integrates digital tools effectively into their classroom lessons. 
Types of Evidence Required: written artifacts, three student work samples
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Community Schools Improvement Science

The 8 part Community School Micro-Credential is designed give participants, typically Community School Coordinators, the strongest skills available to implement a best practice version of the Community School strategy at any school. This course is specifically made for those who are leading the implementation of the Community School strategy on a school level. Participants will have the ability to ask experts questions during the course and many will have the opportunity to work with other participants during the course. We suggest starting the course at the beginning of your school year and reading through all 8 parts to best understand where the course will be taking you, and then jump into the first MC and do them in order -- each part builds upon the preceding part.

What You'll Learn

You will learn the how to leverage improvement science theory to develope and implement a community school. The first half of the Community School Micro-Credential will guide MC course participants through a process that will allow school stakeholders to determine their highest priorities and it will guide participants through a process to determine the root causes of things that are preventing them from achieving their vision for their school. The second half will teach MC course participants how to lead a process that involves grassroots problem solving using the tools of improvement science.

Who Should Apply

  • Coordinators
  • Stakeholders Teams
  • District Staff
  • Local Affiliate Staff

Offering

Mapping Campus and Community Assets
This micro-credential is the first of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Chart, Diagram OR Map, Qualitative work samples AND Resource guide
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Planning for Needs Asset Assessment
This micro-credential is the second of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Roster of stakeholders, Data gathering plan, Qualitative data AND Quantitative data
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Executing a Needs Asset Assessment
This micro-credential is the third of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Survey results, raw data, communication process AND Master themes
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Using Diagrams and Charts to Analyze Data
This micro-credential is the fourth of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Distribution plan, Charts, Word clouds AND Presentations
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Creating a Findings Report
This micro-credential is the fifth of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Findings report
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Using Fishbone Diagrams to Represent Data
This micro-credential is the sixth of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Evidence of group participation, Whys Template AND Fishbone diagrams
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Using Driver Diagrams to Map Primary and Secondary Drivers
This micro-credential is the seventh of eight in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Evidence of group participation AND Driver diagrams
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Using PDSA Cycles to Test Solutions to Problems
This micro-credential is the eighth and final micro-credential in the Community Schools stack. The micro-credentials in this stack follow a sequence to best support educators in developing their capacity to support community schools. 
Types of Evidence Required: Data representation, Data summary, PDSA cycle template, visual representation of results AND written analysis
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Cooperating Teacher

This stack is designed to help cooperating teachers develop the necessary skills to successfully support student teachers or early career educators. In this stack you will hone your communication skills and develop strategies for working with adult learners. You will learn about observations and effective ways to provide feedback to your student teacher. You may also explore ways to build positive professional relationships and manage difficult conversations.

What You'll Learn

You will learn how to successfully support a student teacher and develop effective classroom practices.

Who Should Apply

  • K12 Educators
  • Mentors
  • Cooperating Teachers
  • Mid Career Teachers
  • Veteran Teachers

Offering

Equity Literacy
The cooperating teacher demonstrates an understanding of how to create and sustain a bias-free and equitable learning environment for teacher candidates through increased equity literacy. 
Types of Evidence Required: written artifacts, video OR narrative OR audio file OR brochure OR PowerPoint, written summary
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Andragogy Adult Learning
Cooperating teacher demonstrates an understanding and application of the six principles of adult learning. 
Types of Evidence Required: Document Upload
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Listening and Non-Verbal Communication
Cooperating teacher demonstrates deliberate communication techniques to enhance positive student teacher/intern interactions. 
Types of Evidence Required: written artifact
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Managing Difficult Conversations
Educator demonstrates the understanding and skills necessary to effectively handle difficult conversations with a student teacher candidate that will result in a positive outcome. 
Types of Evidence Required: written artifact, audio OR video
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Positive Professional Relationships
The cooperating teacher uses various techniques that encourage and promote meaningful dialogue and collaboration. The cooperating teacher establishes and maintains a positive professional relationship with their student/intern. 
Types of Evidence Required: document upload
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Post-Observation Feedback
Cooperating teacher demonstrates understanding of how to engage in the feedback process with a student teacher/intern. 
Types of Evidence Required: **instruction for artifacts not included, there is only a rubric
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Teaching About Teaching
Cooperating teacher provides a rationale for planning and preparation, classroom environment, and instruction (metacognitive skills). 
Types of Evidence Required: 30 - 45 min video, written artifacts
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Education Support Professionals: Professional Growth Continuum

This stack provides states, local education agencies, and individuals the ability to choose different routes that meet the specific needs and interests of their school community. In this way, the full benefit of the time and skills of ESP can be realized for the students and educators with whom they serve.

What You'll Learn

You will learn how to use The Universal Standards and Levels of Practice to reflect on current levels of skills and knowledge, and map out the area(s) that can be strengthened or improved upon in order to move along the continuum of professional growth.

Who Should Apply

  • Education Support Professionals

Offering

Communication Standard
The Education Support Professional (ESP) effectively listens and communicates (written and verbal) with a diverse audience, including students, parents/guardians, staff, visitors, and community. 
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Cultural Competence Standard
The Education Support Professional (ESP) examines their own cultural context, understands the cultural contexts of others, and interacts across cultural contexts with sensitivity to difference (e.g., economics, race, gender, and disability). 
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Ethics Standard
The Education Support Professional (ESP) maintains a high level of ethical behavior, confidentiality, and privacy regarding any information relating to students, staff, and all career-related matters. 
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Health and Safety Standard
The Education Support Professional (ESP) protects the health and safety of oneself and others by knowing and executing health, safety, and emergency protocols/procedures with fidelity. 
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Organization Standard
The Education Support Professional (ESP) prioritizes, plans, and executes tasks efficiently and effectively. 
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Professionalism Standard
The Education Support Professional (ESP) presents and conducts oneself with skill around career roles while maintaining high expectations and responsibility to one's students, colleagues, and profession.
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Reporting Standard
The Education Support Professional (ESP) understands the responsibilities of a mandated reporter, including what, when, how, and to whom reports should be filed.
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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Technology Standard
The Education Support Professional (ESP) uses electronic devices to problem-solve and complete work-related duties. 
Types of Evidence Required: Professional vision, professional growth plan AND documentation
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English Language Learners

This stack is designed to help educators understand the complexities of teaching students who are learning Engish as a second language. This stack covers multiple topics that will support you in understanding language acquisition theories and then applying this knowlege to design effective assessement and instruction to support student's learning English. You will also have an opportunity to explore ways in which to advocate for you English Language Learners and their families.

What You'll Learn

You will learn how to support the learning for students who are learning English as a Second Language.

Who Should Apply

  • K12 Educators who work with students learning English as a second language

Offering

Advocating for ELL students and their families at the school level
Educator advocates in their schools for English Language Learner (ELL) students and families using a five-step action plan. 
Types of Evidence Required: written artifacts, PowerPoint presentation
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Advocating for English Language Learners (ELL) Friendly Local, State, and Federal Policies 
Educator advocates at the local, state, and/or federal level for policies that support English Language Learners and their families. 
Types of Evidence Required: written artifacts
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Analyzing Assessments to Support ELL Learning
Educator analyzes district, state, and national assessment data as a basis for creating instructional supports for ELL learners. 
Types of Evidence Required: written artifacts
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Understanding Academic Language
Educator knows, uses, and shares strategies that enable students to use and understand academic language within the context of the classroom. 
Types of Evidence Required: written artifacts, samples of student work, presentation
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Understanding Second Language Acquisition (SLA) Stages
Educator applies appropriate instructional strategies for ELL students’ Second Language Acquisition (SLA). 
Types of Evidence Required: graphic representation, written artifacts, video OR student work samples
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Using ELL Strategies in the Classroom
Educator demonstrates understanding of how to implement research-based ELL strategies to support ELL learning and achievement within a standards-based curriculum framework 
Types of Evidence Required: written artifacts, video, audio OR written video analysis
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Using Formative Assessments to Support ELL Learning
Educator designs formative assessments to support ELL student growth in the understanding and application of language and/or content skills. 
Types of Evidence Required: written artifacts and portfolio
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Using Standards to Plan for ELL Students
Educator applies knowledge of their state and the national English Language Learner Standards in lesson plans and instructional practice. 
Types of Evidence Required: written artifacts, samples of student work
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Every Student Succeeds Act

This stack is designed to help eduators and leaders who wish to be more involved in fostering equity in education. You will learn how to build stake holder teams that can work together to leverage ESSA for school improvment. You will learn how to advocate for on non-academic indicators.

What You'll Learn

You will learn how to use ESSA to advocate for equity in education.

Who Should Apply

  • K12 Educators
  • Education Support Professionals
  • Aspiring Educators
  • Teacher Leaders
  • Association Leaders
  • District Leaders
  • Administrators

Offering

Advocating with ESSA
Educator demonstrates an understanding of the needs of their students and leverages the opportunities provided by the ESSA to meet those needs. 
Types of Evidence Required: any format allowed: suggests written, audio, or video
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Building Awareness- Non-Academic Indicators
Educator demonstrates how non-academic indicators provide equitable opportunities for students success. 
Types of Evidence Required: written artifact, choice of presentation - suggests PowerPoint, video, brochure, etc.
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Getting Involved
Educator develops an understanding of the opportunities ESSA provides to foster equity in education. 
Types of Evidence Required: written artifacts, presentation with choice of creation platform, BUT must submit presentation to at least three different digital platforms
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Using Data for Change
Educator uses state/local data to drive ESSA implementation to meet the needs of their students. 
Types of Evidence Required: written artifact that contains links, presentation that includes narrative (written or recorded)
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Working Together for Student Success
Educator demonstrates an understanding of how stakeholder engagements leads to student success and contributes to the implementation of ESSA. 
Types of Evidence Required: written artifacts, video OR photo journal
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Exceptional Learner

This stack is meant to help all educators support exceptional students in their classroom. The focus of this stack is collaboration with stakeholders, understanding fedral policies and providing support to students with exceptional needs.

What You'll Learn

You will learn how to navigate federal policy, create functional behavior plans, collaborate with stakeholders and use universal design principals to create accessible lessons for all students.

Who Should Apply

  • K12 Educators
  • Art Teachers
  • Music Teachers
  • Specialists
  • Early Career Educators
  • Mid Career Educators
  • Veteran Educators
  • Educational Support Professionals

Offering

IEP Implementation-Communication and Collaboration
Educator, as a member of the Individual Education Program (IEP) implementation team, uses communication and collaboration strategies to increase the supports for student attainment of established goals. 
Types of Evidence Required: Communication and Collaboration Plan, Documentation over 20-30 days, and Feedback from attending an IEP meeting
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Understanding the IEP Process
Educator uses district policy, state regulations, and feredal law to understand Individualized Educational Programs (IEP), goal writing, and implementing instructional supports for learners with IEPs. 
Types of Evidence Required: IEP-Present Level, Analysis, SMART Goals, Accomidations, and an Analysis of an IEP Meeting
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Functional Behavior Assessment and Intervention Plans
Educator understands the purpose and utilization of Functional Behavioral Assessments and Behavior Intervention Plans. 
Types of Evidence Required: Functional Behavior Plan, and Case Study
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IDEA- Determining Eligibility
Educator demonstrates an understanding of the connection between laws, regulations, policies, and procedures at the federal, state, and local levels and the process used to determine eligibility for special education and related services. 
Types of Evidence Required: Comparison Chart, Informational Pamphlet, and Presentation
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Working with Students with Autism Spectrum Disorder
Educator addresses the needs of students identified with Autism Spectrum Disorder and works collaboratively with stakeholders to provide quality instruction and support transition needs. 
Types of Evidence Required: ABC Chart, Survey, and Learning Plan
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Introduction to Universal Design and Learning
Educator uses the Universal Design for Learning (UDL) guidelines and checkpoints to enhance their unit of study planning to reduce barriers to learning and support all students to become expert learners. 
Types of Evidence Required: Analysis of Current UDL Implementation, Enhanced Unit of Study, and a Wrtitten Rationale
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Five Core Propositions (NBCT)

This stack was developed in partnership with Nevada Eduation Association and is intended to give educators an understanding of the 5 Core Propositions that were developed by National Board. Educators who would like to learn a little bit more about what National Board is about or start to get ready for applying for a National Board Certification would benefit from these microcredentials.

What You'll Learn

You will learn the basics of each of the 5 Core Propositions developed by National Board.

Who Should Apply

  • K12 Educators
  • Early Career Educators
  • Mid Career Educators
  • Veteran Teachers
  • Aspiring Educators

Offering

Know Your Students
Teachers know about the students they instruct in order to respond to individual student learning differences and provide every student with a high quality educational setting. 
Types of Evidence Required: two written artifacts using given templates
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Knowing Your Content & How to Teach It to Students
Educator possesses a firm command of their subject area(s), understands factual information as well as major themes, and has the pedagogical insight to communicate their subject knowledge and impact student learning. 
Types of Evidence Required: written artifacts (3)
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Managing & Monitoring Student Learning
Educator works collaboratively with their students to plan instruction, motivate and challenge students during instruction, and monitor student learning over time. 
Types of Evidence Required: student work samples, written artifact, student survey results
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Teachers are Members of Learning Communities
Educator works collaboratively with colleagues, families, and the communuty to support students and their learning. 
Types of Evidence Required: written artifacts (3), file upload
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Thinking Systematically About Your Practice
Educator expands their repertoire and deepens their pedagogical content knowledge to remain inventive and welcoming to new findings that extend their professional learning. 
Types of Evidence Required: written artifact OR video/audio, 4 separate written artifacts
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Leadership in Organizing

This stack was developed to support educators who are interested in developing leadership skills need to support their local association.

What You'll Learn

You will learn skills that will help you organize to support member engagement in the association.

Who Should Apply

  • K12 Educators
  • Education Support Professionals
  • Aspiring Educators
  • Uniserv
  • Assocation Leaders

Offering

Building a Meaningful Partnership
The leader develops a plan for creating community partnerships that engage a diverse variety of stakeholders in advocacy for public education issues. The educator understands that community partnerships are critical to advancing education policy and initiatives at the local, state, and national level that give students the greatest opportunities to succeed. 
Types of Evidence Required: Written artifact, Written artifact
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Identifying Leaders through One-on-Ones
Leader engages in identifying leaders by building relationships and conducting one-on-ones. 
Types of Evidence Required: Written artifact, Written artifact, written artifact, 10-15-minute video
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Organizing and Developing a Leadership Team
Leader demostrates an understanding of core conditions of successful leadership teams. 
Types of Evidence Required: Written artifact, written artifact (chart), written artifact (chart), written artifact, Photo essay (slideshow)
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Story of Self
Leader effectively uses their story of self as an organizing skill. 
Types of Evidence Required: Written artifact, Photo essay, 2-3-minute video,
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Using Data to Identify Problems and Issues
Leader compiles and analyzes data to identify their constituency's problems and issues. 
Types of Evidence Required: Written artifact, 10-20-minute video AND written artifact, written artifact, written artifact
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Using Worksite Mapping to Identify Leaders
Leader engages in identifying leaders by employing mapping skills and engaging in one-on-one conversations. 
Types of Evidence Required: Worksite map (written artifact), written artifact, written artifact OR video AND written artifact, written artifact
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Supporting LGBTQ Students

This stack is designed to help edcuators understand how to create a safe and inclusive classroom environment for LGBTQ students. You also explore how to advocate for LGBTQ poicies for students and co-workers. You will have the opportunity to learn and use proper and respectful terminology as well as design lesson plans that are inclusive of LGBTQ students. You will also have the opportunity to learn about intersections of race, gender and sexual orientaion and use this knowlege to create a positive classroom community of learners.

What You'll Learn

You will learn how to support LGBTQ students by creating a safe space and a culture of inclusivity.

Who Should Apply
  • K12 Educators
  • Education Support Professionals
  • Administrators
  • Association Leaders
  • Teacher Leaders
  • Higher Ed Instructors
  • Aspiring Educators

Offering

Advocating for LGBTQ- Inclusive Policy
Educator effectively consults LGBTQ students and family members about what their needs are and then advocates for LGBTQ-inclusive policies to support these needs. 
Types of Evidence Required: choice of letter OR poster OR video, written artifact, audio OR video
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Advocating for LGBTQ- Inclusive Workplaces
Educator advocates for LGBTQ-inclusive policy and protections for adults in the workplace. 
Types of Evidence Required: presentation video OR screencast OR PowerPoint/keynote/Google Slideshow
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Creating Safe Spaces Inclusive of Lesbian, Gay, Bisexual, Transgender, and Questioning/Queer Students
Educator creates a safe space for LGBTQ youth in their school(s). 
Types of Evidence Required: written artifacts, student work examples OR video OR photo slideshow, poster or video
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Developing LGBTQ Anti-Bias Curriculum
Educator uses anti-bias curriculum resources that are inclusive of LGBTQ issues. 
Types of Evidence Required: written artifacts, annotated student work samples
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Examining the Intersections of Race, Gender, and Sexual Orientation
Educator demonstrates an understanding of the intersections of race, gender, and sexual orientation and how they connect with classroom culture, pedagogy, and student and staff relationships. 
Types of Evidence Required: written artifact that includes student reflections OR student work samples OR photo journal OR presentation OR call logs
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Utilizing Proper Terminology to Talk About LGBTQ Topics
Educator expands their instructional understanding of LGBTQ terminology 
Types of Evidence Required: written artifact, student work samples
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Teacher Leadership: Overarching Competencies

This stack is based on the Teacher Leadership Competencies that were developed in partnership by National Education Association, National Board for Professional Teaching Standards and Center for Teaching Quality. They are designed to help teachers develop leadership skills in instruction, association and educational policy. The Overarching and the Diversity, Equity and Cultural competence micro-credentials focus on competencies that all teacher leaders need to have. The Association Pathway micro-credentials focus on skills needed to be engaged in association leadership and the Policy Pathway micro-credentials focus on skills need to advocate for education equity and funding at the local state and federal levels. The instructional pathways focus on teacher leadership for classroom practice.

What You'll Learn

You will learn how to advocate for diversity, equity and cultural competence as you develop leadership skills in instruction, policy and/or association.

Who Should Apply

  • K12 Educators
  • Mid Career Educators
  • Veteran Educators
  • Administrators

Offering

Adult Learning
The educator applies an understanding of adult learning theory to address a need. 
Types of Evidence Required: video OR audio, written artifact
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Communication
The educator will demonstrate understanding of needs to deliver an effective message to pursue positive change. 
Types of Evidence Required: video OR audio OR image, written artifact
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Continuing Education and Learning
The educator demonstrates an awareness of the need for continuing education by planning and facilitating an activity. 
Types of Evidence Required: video OR audio, link to published artifact, written artifact
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Group Processes
Educator demonstrates awareness and understanding of group processes and and how they relate to teacher leadership and goal achievement. 
Types of Evidence Required: video OR audio, written artifact
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Interpersonal Effectiveness
The educator supports colleagues in work on a shared vision through trust and effective communication. 
Types of Evidence Required: video OR audio, written artifact
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Personal Effectiveness
Educator deepends understanding and application of his or her leadership strengths. 
Types of Evidence Required: video OR audio, written artifact
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Reflective Practice
Educator thinks deeply and carefully about who they are and how they lead. 
Types of Evidence Required: video OR audio, written artifact
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Technology Facility
The educator demonstrates effective utilization of technology in leadership work. 
Types of Evidence Required: video OR audio, written artifact
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Teacher Leadership: Diversity Equity and Cultural Competence Pathway

This stack is based on the Teacher Leadership Competencies that were developed in partnership by National Education Association, National Board for Professional Teaching Standards and Center for Teaching Quality. They are designed to help teachers develop leadership skills in instruction, association and educational policy. The Overarching and the Diversity, Equity and Cultural competence micro-credentials focus on competencies that all teacher leaders need to have. The Association Pathway micro-credentials focus on skills needed to be engaged in association leadership and the Policy Pathway micro-credentials focus on skills need to advocate for education equity and funding at the local state and federal levels. The instructional pathways focus on teacher leadership for classroom practice.

What You'll Learn

You will learn how to advocate for diversity, equity and cultural competence as you develop leadership skills in instruction, policy and/or association.

Who Should Apply

  • K12 Educators
  • Mid Career Educators
  • Veteran Educators
  • Administrators

Offering

Challenging Inequity
Educator understands and participates in situations challenging inequity and promotes equity, diversity, and cultural competency in education. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Cultivating Socially Just Environments
Educator deepens understanding of cultivating socially just educational environments. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Purposeful Collaboration
Educator leads or facilitates diverse groups in situations which challenge inequity and promote equity, diversity, and cultural competency in education. 
Types of Evidence Required: Video OR Audio AND/OR written artifact, Written artifact OR audio or video
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Teacher Leadership: Association Pathway

This stack is based on the Teacher Leadership Competencies that were developed in partnership by National Education Association, National Board for Professional Teaching Standards and Center for Teaching Quality. They are designed to help teachers develop leadership skills in instruction, association and educational policy. The Overarching and the Diversity, Equity and Cultural competence micro-credentials focus on competencies that all teacher leaders need to have. The Association Pathway micro-credentials focus on skills needed to be engaged in association leadership and the Policy Pathway micro-credentials focus on skills need to advocate for education equity and funding at the local state and federal levels. The instructional pathways focus on teacher leadership for classroom practice.

What You'll Learn

You will learn how to advocate for diversity, equity and cultural competence as you develop leadership skills in instruction, policy and/or association.

Who Should Apply

  • K12 Educators
  • Mid Career Educators
  • Veteran Educators
  • Administrators

Offering

Building Capacity in Others
Educator demonstrates leadership skills and uses personal interactions to implement training for others who wish to take more Association responsibility. 
Types of Evidence Required: 10 min. video OR audio OR written artifact OR Photos AND written artifact, written artifact OR video
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Leading Vision
Educator grows as a leader with vision for themselves and the vision, mission, and values for their association on a local, state, and/or national level. 
Types of Evidence Required: Audio OR video OR written artifact AND written artifact
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Leading with Skill
Educator demonstrates the ability to perform one or more administrative leadership tasks to maintain/enhance an organization’s effective operation. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Learning Community and Workplace Culture
Educator deepens their understanding around improvements around community and workplace culture. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Organizing and Advocacy
The educator/teacher leader will learn the needed leadership skills to organize and advocate for a needed researched cause or policy. 
Types of Evidence Required: Audio or video OR written artifact AND description written artifact, Written artifact OR audio or video OR survey
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Teacher Leadership: Instructional Pathway

This stack is based on the Teacher Leadership Competencies that were developed in partnership by National Education Association, National Board for Professional Teaching Standards and Center for Teaching Quality. They are designed to help teachers develop leadership skills in instruction, association and educational policy. The Overarching and the Diversity, Equity and Cultural competence micro-credentials focus on competencies that all teacher leaders need to have. The Association Pathway micro-credentials focus on skills needed to be engaged in association leadership and the Policy Pathway micro-credentials focus on skills need to advocate for education equity and funding at the local state and federal levels. The instructional pathways focus on teacher leadership for classroom practice.

What You'll Learn

You will learn how to advocate for diversity, equity and cultural competence as you develop leadership skills in instruction, policy and/or association.

Who Should Apply

  • K12 Educators
  • Mid Career Educators
  • Veteran Educators
  • Administrators

Offering

Coaching and Mentoring
Educator deepens understanding and application of coaching techniques. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Community Awareness, Engagement, and Advocacy
Educator deepens involvement in community issues. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Facilitating Collaborative Relationships
Educator deepens their understanding and application of their abilities to facilitate collaborative relationships. 
Types of Evidence Required: Written artifact, audio or video AND written documentation, Written artifact OR video
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Technology Integration

This stack of micro-credentials is based off of the new ISTE Standards for Educators. The ISTE standards were create to support educators in preparing students for their futures. These micro-credentials focus on critical thinking and knowlege students need to thrive in a global and digital world.

What You'll Learn

You will learn how to leverage digital tools and to support your students using critical thinking, communication and collaboration skills.

Who Should Apply

  • K12 Educators
  • Art Teachers
  • Music Teachers
  • Specialists
  • Early Career Educators
  • Mid Career Educators
  • Veteran Educators
  • Higher Ed

Offering

Analyst
Educator understands and uses data to drive their instruction and support students in achieving their learning goals. 
Types of Evidence Required: Assessment, Assessment results AND Lesson plan
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Citizen
Educator inspires students to positively contribute to and responsibly participate in the digital world. 
Types of Evidence Required: Code of conduct AND Plan or sharing code of conduct
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Collaborator
Educator dedicates time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. 
Types of Evidence Required: Modified lesson plans, evidence of collaboration AND Evidence of virtual engagement
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Designer
Educator designs authentic personalized learning experiences that empower students, are aligned to content area standards, and integrate purposeful use of digital tools to accomodate learner preferences and needs. 
Types of Evidence Required: Unit plan AND Student work samples
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Facilitator
Educator uses technology to facilitate learning. 
Types of Evidence Required: Lesson plans, Annotated student work AND written analysis
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Leader
Educator seeks out leadership opportunities to improve teaching and learning using technology. 
Types of Evidence Required: Needs assessment, evidence of committee involvement AND evidence of modeling technology integration (website, feedback, blog post, lesson plan)
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Learner
Educator improves their practice by learning from and with others through the exploration of best practices that leverage technology to improve student learning. 
Types of Evidence Required: Reflection, Goal, Matrix AND Evidence of networking
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