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For more information on digital microcredentials, please visit: https://www.uen.org/utahdigitalbadges/

Viewing 1 - 30 of 78 microcredentials found.

Academic Assessment
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Microcredential ID : 2543
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Personalized Learning
Credits
0.25 USBE Credit

Description
This microcredential focuses on the use of academic assessment to support personalized learning. This includes the use of diagnostic assessments, formative checks, summative assessments, and other measures to provide ongoing, meaningful feedback for learners and educators.
Advocacy for Public Education
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Microcredential ID : 2526
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Teacher Leadership
Credits
0.25 USBE Credit

Description
Teacher leaders engage in advocacy work when they notice policy or proposed changes to policy that may have a negative effect on teaching, learning, or the educational climate. Important decisions that impact teachers, instruction, and student learning are often made without teachers ever having a seat at the table. Teacher leaders who advocate for necessary changes are often those educators who understand the issues, appreciate the enormous value of their classroom experience, and are determined to use their voices to strengthen the teaching profession and other areas of public education.
Alignment With Other Evidence-Based Frameworks
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Microcredential ID : 2585
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
There are multiple evidence-based, school-wide frameworks to support positive student behavior and improved student outcomes. These frameworks align with and complement one another, and can be used in tandem to support students. Individuals pursuing this microcredential will be able to show how their practice utilizes trauma-informed practices in conjunction with other school-wide initiatives such as Positive Behavior Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), Social Emotional Learning (SEL), Restorative Practices (RP), etc.
Applied Behavioral Analysis
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Microcredential ID : 2389
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Applied Behavioral Analysis
Credits
0.5 USBE Credit

Description
Applied Behavior Analysis (ABA) is a framework to provide services for students with Autism Spectrum Disorders which is nationally recognized as the "gold standard" for treatment. Students with Autism Spectrum Disorders require a unique approach to supporting their special education programs. Increasing numbers of students with Autism Spectrum Disorder in Special Education have prompted clinical and community professionals to provide services aimed at analyzing and shaping behavior.
Assessment of Non-Academic Skills
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Microcredential ID : 2548
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Personalized Learning
Credits
0.5 USBE Credit

Description
Instruction and assessment of non-academic skills is an integral part of personalized learning. Mastery of non-academic skills such as collaboration, communication, leadership, perseverance, problem-solving, creative thinking, social-emotional learning are keys to success in school and life.
Assessment of Trauma
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Microcredential ID : 2584
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
Assessment of students, particularly when related to behavior or mental health concerns, should consider a history of trauma and the impacts of trauma on a student’s behavior and mental health. Trauma-informed assessment will better allow teams to determine appropriate interventions or supports. Consideration of trauma that students may have experienced should be given to ensure appropriate selection of assessment methods, administration of assessment, and interpretation of results for students.
Brain Science of Trauma
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Microcredential ID : 2586
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
Many students in our schools have been impacted by trauma. These traumatic experiences can change brain chemistry, thus influencing student behavior. It is important that these changes and the effects that may result, are considered when working with students. Understanding how trauma impacts the brain, will assist professionals as they are interacting with, supporting, and making decisions regarding students that have been affected by trauma.
Building a Collaborative Digital Classroom Environment Using Microsoft Teams
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Microcredential ID : 2417
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Microsoft Collaboration Tools
Credits
0.25 USBE Credit

Description
Educators who earn this microcredential demonstrate their use of a range of the components of Microsoft Teams to manage classrooms, support learners, and nurture collaborative environments.
Building Skills for Self-Care: Self-Care Assessment and Improvement Strategies
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Microcredential ID : 2581
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
There are many students in our schools who have experienced Adverse Childhood Experiences (ACEs) and traumatic events that may cause personal physical, mental, and emotional stress to the students in the classroom, but also to the professional working with these students. The stress, or what is sometimes called secondary traumatic stress, may affect the professional in their work with students in the classroom or manifest in their personal life. Self-care assessment and improvement strategies are important for professionals to use so they can continue to effectively support students.
Business Chemistry
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Microcredential ID : 2549
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Courageous Principals
Credits
0.25 USBE Credit

Description
This microcredential focuses on understanding and using the Business Chemistry framework as a leadership tool. This microcredential stack is for administrators who have attended Deloitte’s Courageous Principals training.
Canvas Assignments
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Microcredential ID : 2519
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Canvas
Credits
0.5 USBE Credit

Description
This microcredential represents the skilled use of Canvas features to provide learners with a range of options to demonstrate competence and reflect on their learning. (ISTE Standard 7a)
Canvas Communicator
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Microcredential ID : 2518
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Canvas
Credits
0.5 USBE Credit

Description
This microcredential represents the skilled use of Canvas features to communicate clearly and efficiently with learners.
Canvas Differentiation
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Microcredential ID : 2524
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Canvas
Credits
0.5 USBE Credit

Description
Canvas provides various features and built-in supports that allow teachers to design and differentiate instruction in order to provide personalized learning experiences for students. Through Canvas, teachers have the ability to design and implement a variety of formative and summative assessments, integrate various intervention strategies, extend due dates, create learning pathways that can accommodate individual student needs.
Canvas Quizzes
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Microcredential ID : 2521
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Canvas
Credits
0.5 USBE Credit

Description
This microcredential represents effective and consistent use of Canvas's assessment tools to provide a range of ways for students to demonstrate competency and reflect on their learning (ISTE Standard 7a).
Class Building
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Microcredential ID : 2514
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Cooperative Learning
Credits
0.25 USBE Credit

Description
This microcredential represents knowledge, skills, and practices needed to effectively build a class of individuals with different backgrounds and experiences into a caring community of active learners. Kagan refers to this as Class Building. It represents the skill of providing class-building activities that are whole-class inclusion activities where students interact with classmates in positive ways.
Classroom Culture for Personalized Learning
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Microcredential ID : 2472
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Personalized Learning
Credits
0.5 USBE Credit

Description
This microcredential focuses on the structure of classroom culture for personalized learning. This includes establishing procedures and routines that foster learning to allow for student choice over time, path, pace, place in their learning. Environment in the classroom is student-centered and student behaviors, actions, and choices include identifying their goals, tracking progress, and being self-directed.
Classroom Environment for Personalized Learning
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Microcredential ID : 2544
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Personalized Learning
Credits
0.25 USBE Credit

Description
This microcredential focuses on classroom environments that support personalized learning. This includes classroom layout, making resources available, providing personal time with learners, and collaboration that allows learners to have choice and voice in the time, path, pace, and place for their learning.
Classroom Management
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Microcredential ID : 2439
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MTSS - Behavior
Credits
0.25 USBE Credit

Description
This microcredential focuses on implementation of Positive Behavior Interventions and Supports in the classroom, which is the behavioral component of Multi-Tiered System of Supports.
Collaboration with Families & Communities with a Trauma Lens
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Microcredential ID : 2579
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
Trauma-informed schools build resilience by preparing schools to be responsive to the needs of their students with seamless, accessible social, behavioral, and emotional support involving all school community members, as well as access to evidence-based, developmentally appropriate, child and family services. This requires the engagement of all administrators, educators, and staff, and other key stakeholders as they are each involved with the daily life of students who have experienced trauma and loss.
Communicating and Questioning Effectively
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Microcredential ID : 2552
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Courageous Principals
Credits
0.25 USBE Credit

Description
This microcredential focuses on leaders’ skillful use of the Courageous Principals questioning and communication techniques. This microcredential stack is for administrators who have attended Deloitte’s Courageous Principals training.
Communication Skills
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Microcredential ID : 2454
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Social Emotional Learning
Credits
0.5 USBE Credit

Description
This microcredential focuses on the skills are key to building relationships. Positive relationships can reduce stress and anxiety. Effective communication skills can help you take care of your own needs, while being respectful of others.
Creating a Culture of Feedback
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Microcredential ID : 2410
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Feedback
Credits
0.5 USBE Credit

Description
Creating a culture of feedback means creating an environment in which giving, receiving, and acting upon feedback is continual. Learners and teacher are all a part of the process in which all parties reflect upon work (both their own and others') and give critical feedback. Students and teacher also receive and act upon feedback as a matter of course. Feedback provided is immediate, specific, and continuous, and is acted upon in a constructive manner.
Creating a Trauma-Responsive Classroom
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Microcredential ID : 2580
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
Understanding how trauma impacts students is important. Even more important is seeing this information reflected in mindsets and practices which intentionally create safe environments, provide opportunities for students to feel competent, teach students emotional regulation skills, and create connections in the classroom.
Crisis Response
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Microcredential ID : 2564
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Crisis Response Team
Credits
0.5 USBE Credit

Description
This microcredential represents a district, charter, and/or school team's ability to create and utilize an appropriate crisis response model for their setting. Earning this microcredential will require demonstration of an effective system of supports that is consistent in supporting faculty and students in times of a crisis.
Data-Based Decision Making
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Microcredential ID : 2444
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MTSS - Behavior
Credits
0.25 USBE Credit

Description
This microcredential focuses on the skills for effective teaming that allow a school to effectively identify, analyze, and solve problems at all three tiers of positive behavior interventions and supports implementation.
Data-Informed Planning for Personalized Learning
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Microcredential ID : 2545
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Personalized Learning
Credits
0.25 USBE Credit

Description
This microcredential focuses on the strategic use of data to plan personalized learning lessons and units. Data should be gathered regularly and systematically from multiple sources, analyzed carefully, and used to tailor learning experiences that allow the learner to have voice and choice in time, path, pace, and place of learning.
Digital Tools for Feedback
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Microcredential ID : 2424
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Feedback
Credits
0.5 USBE Credit

Description
Digital tools are invaluable in helping learners to generate, share, and process feedback. Because a complete feedback loop involves so many actors (teacher-to-student, student-to-student, student-to-teacher, student-to-self), digital tools can reduce complexity and speed delivery of the information that learners need to make their learning visible. Examples of these types of digital feedback tools include Nearpod, Seesaw, Padlet, Edpuzzle, Flipgrid, and digital whiteboards.
Engineering is Elementary
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Microcredential ID : 2413
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Engineering by Design
Credits
0.5 USBE Credit

Description
Engineering is Elementary (EIE) is a project based learning curriculum for engineering, science, and math. Teachers apply the processes and practices of project-based learning as they implement the curriculum from eie.org.
Evaluation of Classified Employees
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Microcredential ID : 2467
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Administrative Internship
Credits
0.5 USBE Credit

Description
The evaluation process provides an opportunity for the intern supervisor and the classified employee to mutually develop performance goals. This helps the intern supervisor in determining areas for improvement and assisting in correction of deficiencies.
Facilitate and Inspire Student Learning and Creativity with G-Suite
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Microcredential ID : 2493
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Google Fundamentals
Credits
0.5 USBE Credit

Description
This microcredential focuses on the integration of Google in your practice. Teaching learners essential online skills is vitally important in the modern classroom. If students can efficiently search online and understand how to verify the information they find, they will develop essential inquiry and critical thinking skills relevant in the classroom and beyond.