Microcredentials offer a new way for teachers to document their learning using work samples, videos, student work, peer and administrative classroom observations, portfolios, teacher and student reflections, and other artifacts that document learning and have the potential to transform professional development. The Gates study describe their findings as a serious “problem of execution.” Microcredentials offer a new approach to professional learning implementation and delivery. Many teachers are disillusioned by the quality of professional learning being offered in their districts. schools invest about $18 billion in teacher professional development annually, and teachers, on average, engage in about 68 hours of formal training annually directed in large part by their school district with only 29% high satisfied with the current workshop, seat-time approach to professional development delivered by districts. Īlthough effective professional learning should be job-embedded, inquiry-driven, and collaborative (Darling-Hammond, 2012), not many schools provide this type of learning to their teachers.Ī recent nationwide study (Bill & Melinda Gates Foundation, 2014), found U.S. Although all seven standards are critical in a comprehensive learning system, the pilot this year started with the LF Standards for Professional Learning of Learning Communities and Data. During the 2017-2018 school year, 16 teachers in the DTSD School District took part in a volunteer microcredential pilot offered at the middle school for teachers to strengthen their instructional practice through deeper understanding and application of the Standards for Professional Learning (Learning Forward, 2011).
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