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Responsible Decision-Making
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Microcredential ID : 2687
Stack
Social Emotional Learning for Adults
Credits
0.5 USBE Credit

Description
This microcredential represents the responsible decision-making skills that are essential components of social and emotional learning. Adults who practice and model decision-making are more effectively able to support students in developing these skills. These skills include the ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.
How To Earn This Microcredential
To earn this 0.5 USBE credit microcredential you will submit two types of evidence from the list below to demonstrate your responsible decision-making skills. You will also complete a written or video reflective analysis. Click Earn This Microcredential to learn more!
Fees
If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.
Clarifications
This microcredential stack focuses on adult educators' social-emotional learning. Elements of responsible decision-making include the following: identifying problems, analyzing situations, solving problems, evaluating, reflecting, ethical responsibility.
Important Terms
Responsible Decision-Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
Background Scenario / How This Will Help You
Mrs. Velazquez devotes time at the beginning of the school year to explaining her classroom rules and establishing norms, procedures, and routines. However, she knows that in order for students of any age to be successful, they need support in making responsible decisions to follow these rules. To support these responsible decision-making skills, she engages her students in a number of learning opportunities:
teaching a formula for making good decisions (stop, calm down, identify the problem, consider alternatives, make a choice, try it out, re-evaluate);
giving small groups of students problem scenarios;
discussing higher-order values, such as impacts on the environment, being a responsible citizen, ways to help the community or school;
reading current events and discussing if decisions and actions are ethical.
Evidence Options
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning for responsible decision-making in your professional role.
Other: Submit a written analysis of a problem or decision you are currently facing in your role as an educator. As a part of your analysis, discuss the Utah Educator Professional Standards (R277-515) that will guide your decision-making or problem-solving process. (A link to these ethical standards can be found the the Resources section.) Discuss several alternative solutions and their impacts on learners, colleagues, or other stakeholders. Your written analysis should be at least 300 words in length and cite several of the professional standards. This evidence should demonstrate your effective and consistent use of responsible decision-making skills.
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective implementation of responsible decision-making in your professional role.
Observation Results: Submit general observation notes from a colleague or administrator describing your decision-making skills as a professional educator. These notes should address your practice in the following areas: identify and analyze the problem/decision; consider alternatives; implement a solution; reflect on outcomes. These observation results may be submitted in writing or as a video recording.
Student Performance Data: Submit a completed decision-making graphic organizer and reflection for a problem or decision you are currently facing in your role as an educator. You may use the decision-making graphic organizer provided in Resources, or you may use another that guides you through the following steps: identify and analyze the problem/decision; consider alternatives; implement a solution; reflect on outcomes. Be sure to complete the decision-making graphic organizer prior to implementing your solution, and then write your reflection afterwards. This evidence should demonstrate your effective and consistent use of responsible decision-making skills.

Review Criteria
Criterion 1: Evidence demonstrates the educator’s ability to identify problems and analyze situations.

Criterion 2: Evidence demonstrates the educator’s ability to implement a problem-solving process, including evaluating and reflecting on outcomes.

Criterion 3: Evidence demonstrates the educator’s effective implementation of ethical responsibilities.
Reflection Prompts

Review Criteria
Criterion 1: Reflection demonstrates the educator’s ability to identify problems and analyze situations.

Criterion 2: Reflection demonstrates the educator’s ability to implement a problem-solving process, including evaluating and reflecting on outcomes.

Criterion 3: Reflection demonstrates the educator’s effective implementation of ethical responsibilities.
Resources
CASEL: Core SEL Competencies
https://casel.org/core-competencies/
Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.

The Self Motivation Handbook: Do What Needs to be Done, Even When You Don't Feel Like Doing It. Cathcart, Jim. (2016). Melbourne, FL: Motivational Press, Inc.
The importance of resiliency and personal responsibility are highlighted throughout this book as two key components of goal-setting and realizing personal potential.

Online Course: Chris Croft's Setting Goals & Getting Organized
https://www.skillshare.com/classes/Setting-Goals-Getting-Organised/1938638915
This course provides the practical tools needed to set personal and professional goals. Taught by Chris Croft, author of "Time Management" (1996), this course also explains how to become more organized in order to achieve goals.

Decision-Making Graphic Organizer
https://drive.google.com/open?id=1fQq9gZ6Wfb8qDX_IwV82ghmRXEWB9JVV
This graphic organizer can be downloaded and used as an evidence submission to earn this badge. It will guide you through the process of analyzing a problem, exploring alternative solutions, and analyzing outcomes.

Utah Educator Professional Standards (R277-515)
https://rules.utah.gov/publicat/code/r277/r277-515.htm
These are the current professional standards for Utah educators, as established by the Utah Legislature. They outline the responsibilities and ethical guidelines that educators must adhere to.
Earners
Andrea Carter

Andrea Carter
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