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Building Educator Capacity Through Microcredentials PDF

144 Pages·2022·3.704 MB·English
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2800 Shirlington Road, Suite 1001 • Arlington, VA 22206 USA Phone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Website: www.ascd.org • Email: [email protected] Author guidelines: www.ascd.org/write Penny Reinart, Chief Impact Officer; Genny Ostertag, Managing Director, Book Acquisitions & Editing; Allison Scott, Senior Acquisitions Editor; Julie Houtz, Director, Book Editing; Liz Wegner, Editor; Thomas Lytle, Creative Director; Donald Ely, Art Director; Georgia Park, Senior Graphic Designer; Keith Demmons, Senior Production Designer; Kelly Marshall, Production Manager; Shajuan Martin, E-Publishing Specialist; Christopher Logan, Senior Production Specialist Copyright © 2022 ASCD. All rights reserved. It is illegal to reproduce copies of this work in print or electronic format (including reproductions displayed on a secure intranet or stored in a retrieval system or other electronic storage device from which copies can be made or displayed) without the prior written permission of the publisher. By purchasing only authorized electronic or print editions and not participating in or encouraging pira- cy of copyrighted materials, you support the rights of authors and publishers. Readers who wish to reproduce or republish excerpts of this work in print or electronic format may do so for a small fee by contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923, USA (phone: 978-750-8400; fax: 978-646-8600; web: www.copyright .com). To inquire about site licensing options or any other reuse, contact ASCD Permissions at www.ascd.org/permissions or [email protected]. For a list of vendors authorized to license ASCD e-books to institutions, see www.ascd.org/epubs. Send translation inquiries to transla- [email protected]. ASCD® is a registered trademark of Association for Supervision and Curriculum Development. All other trademarks contained in this book are the property of, and reserved by, their respective own- ers, and are used for editorial and informational purposes only. No such use should be construed to imply sponsorship or endorsement of the book by the respective owners. All web links in this book are correct as of the publication date below but may have become inac- tive or otherwise modified since that time. If you notice a deactivated or changed link, please email [email protected] with the words “Link Update” in the subject line. In your message, please specify the web link, the book title, and the page number on which the link appears. PAPERBACK ISBN: 978-1-4166-3133-0 ASCD product #123013 n8/22 PDF E-BOOK ISBN: 978-1-4166-3134-7; see Books in Print for other formats. Quantity discounts are available: email [email protected] or call 800-933-2723, ext. 5773, or 703-575-5773. For desk copies, go to www.ascd.org/deskcopy. Library of Congress Cataloging-in-Publication Data Names: Carbaugh, Eric M., author. | McCullough, Laura L., 1954- author. | Raftery, Meghan, author. | Linaburg, Ebbie, author. Title: Building educator capacity through microcredentials / Eric M. Carbaugh, Laura McCullough, Meghan Raftery, and Ebbie Linaburg. Description: Arlington, VA : ASCD, 2022. | Includes bibliographical references and index. Identifiers: LCCN 2022011327 (print) | LCCN 2022011328 (ebook) | ISBN 9781416631330 (paperback) | ISBN 9781416631347 (pdf) Subjects: LCSH: Teachers--Education (Continuing education)--United States. | Teachers--In-service training--United States. | Microcredentials--United States. Classification: LCC LB1715 .C3218 2022 (print) | LCC LB1715 (ebook) | DDC 370.71/1--dc23/eng/20220603 LC record available at https://lccn.loc.gov/2022011327 LC ebook record available at https://lccn.loc.gov/2022011328 31 30 29 28 27 26 25 24 23 22 1 2 3 4 5 6 7 8 9 10 11 12 Building Educator Capacity Through Microcredentials Acknowledgments ............................................................................................................vii Introduction: Why Microcredentials? ............................................................................1 1. The Intersection of Microcredentials and High-Quality Professional Learning .......................................................................11 2. Meeting School and District Goals ..........................................................................25 3. Selecting Microcredentials .......................................................................................41 4. Designing Microcredentials ......................................................................................55 5. Implementing a Microcredentialing Process ........................................................73 6. Leading for Success .....................................................................................................87 Conclusion .........................................................................................................................99 Appendix A: Microcredential Key Traits Checklist .................................................101 Appendix B: Virginia Beach City Public Schools Social Awareness Badge Criteria............................................................................105 Appendix C: Microcredential Criteria Checklist for Designers ...........................107 Appendix D: Annotated Microcredential ...................................................................111 Appendix E: Microcredential Reviewers Checklist .................................................117 References .........................................................................................................................121 Index ..................................................................................................................................125 About the Authors ..........................................................................................................129 Acknowledgments Our understanding of microcredentials and our ability to design and imple- ment them as tools for professional learning began at an ASCD conference ses- sion with Sue Z. Beers, now executive director of MISIC: Members Impacting Students; Improving Curriculum in Iowa. That conference session sparked a series of conversations, training for our microcredential designers, numerous phone and Zoom calls, and a lasting friendship. We would not have embarked on this project had she not encouraged us. Many of the ideas found here origi- nated with Sue—we thank her for both her inspiration and practical advice. Sue can be reached at [email protected]. vii Introduction: Why Microcredentials? Educators know a great deal about how people learn. We know that the most powerful learning experiences—the ones that “stick”—are authentic and competency-based. They occur in a real-world context and are designed to have learners demonstrate what they know by showing what they can do. We understand that learners vary in their background knowledge, skills, and inter- ests, so instruction should be personalized to meet diverse and rapidly chang- ing needs. We know that hearing a lecture (even an interesting one!) does not equip learners with either deep understanding or competence in a skill. Despite these understandings, professional learning for educators rarely reflects these ideas. It is more likely to be standardized than personalized, often involves listening to or observing experts rather than engaging in active learning, is typ- ically uncoupled from rather than embedded in educators’ everyday practice, and seldom includes demonstrations of professional competency. A variety of professional learning strategies and models are needed to completely close this gap between what we know about learning and how we apply it to our practice. We believe that microcredentialing is one of the key strategies for doing so. In this book, we describe how microcredentials provide opportunities for flexibility, personalization, engagement, and self-direction on the part of the learner. We argue that, when designed according to quality criteria, the process of earning microcredentials occurs within the context of educators’ professional roles rather than apart from it. 1

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