Leading Through Professional Learning
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Microcredential ID : 2696
Teacher Leadership
0.5 USBE Credit

This microcredential represents the leadership of educators who are not serving in a classroom assignment. Educators in positions of coaching and leadership outside of classrooms are motivated by a desire to model practice and share their expertise with teachers in professional learning settings. Educators who choose to lead teachers currently in the classroom have a collective sense of accountability for the learning of all teachers and students. They are committed to improving the practice of others knowing that this will enhance outcomes district-wide while strengthening the culture of public education throughout Utah.
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 effective leadership through professional learning. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.
This microcredential is for licensed educators with classroom experience who are currently in district, charter, state, regional service centers, or other positions of instructional coaching, supervision, or department leadership.
Important Terms
Professional Learning: workshops, online courses, or other learning experiences for classroom teachers focused on best practices of instruction

Andragogy: the method and practice of teaching adult learners

Utah Professional Learning Standards: Developed by the Utah State Board of Education, these standards provide supports for the implementation of research-based practices in professional learning experiences. These standards are required to be woven into all USBE credit-bearing courses.
Background Scenario / How This Will Help You
An English language arts instructional coach with successful classroom experience is asked by the district content supervisor to share her expertise in reading instruction by designing a full-day professional learning workshop for elementary teachers. During the workshop, the instructional coach models best practices of professional learning and includes time for participant collaboration and reflection. The instructional coach hosts this workshop prior to the school year for new hires and repeats the workshop three times during the school year for experienced teachers.
A district content supervisor is known for his past experience as an effective social studies teacher. He is asked by the secondary mentor supervisor to design a two-hour workshop for teachers in their first three years of teaching. The content supervisor meets with the mentor supervisor before to clarify specific best practices to be modeled and integrated with instructional strategies during the session. During the workshop, the content supervisor also leads reflective conversations, answers questions, and invites feedback from participants.
Evidence Options
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning for leadership through providing professional learning.
Unit Plan: Submit your plans for at least three small group professional learning (PL) sessions focused on content instruction or general instructional practice. This could be a series of related workshops or three separate sessions. These must be plans for PL sessions you have led or facilitated. Your plans should demonstrate your effective and consistent use of best practices and leadership while working with adult learners. In a separate section of the unit plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.) Also, include a description of your plans' alignment to at least one of the Utah Professional Learning Standards (UETS).
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective leadership through providing professional learning.
Video: Submit a 5-8 minute video of yourself leading or facilitating a professional learning (PL) session for teachers in your district. This video can include a compilation of segments from your PL session. Your video should demonstrate your effective and consistent use of best practices and leadership while working with adult learners.
Observation Results: Submit observation results from either an administrator/leader or one of the participants in your professional learning session or series of content-specific workshops. The observation notes should describe how this experience helped educators to improve practice.
Student Performance Data: Submit pre/post data from participants in a professional learning (PL) experience you have led or facilitated. These data should demonstrate a benefit as a result of the PL you have provided (e.g., student scores/work, educator evaluation outcomes, etc.). Be sure to follow your district/charter guidelines for student privacy.

Review Criteria
Criterion 1: Evidence demonstrates the educator’s understanding of andragogy and effective workshop structure and shows the educator is able to engage adult learners in professional learning settings. Lecture is kept to a minimum, and opportunities for reflection and collaboration are offered throughout the session.

Criterion 2: Evidence demonstrates the educator’s ability to model effective practice and lead other educators in the development of their own practice.

Criterion 3: Evidence demonstrates the educator is mindful of the needs of their workshop participants. The educator uses best practices consistently, leads reflection and encourages collaboration during workshop.
Reflection Prompts
The Utah Professional Learning Standards state: Learning Designs integrate theories, research, and models of human learning to achieve its intended outcome. Describe how your experience leading other educators has improved and impacted your understanding of andragogy and use of best practices. Give a specific pedagogical example of how you model best practice within your sessions. Include a reference to at least one of the Utah Professional Learning Standards in your reflection response.
The Utah Professional Learning Standards state: Outcomes align board-required performance standards for teachers and leaders with the Utah Core Standards for student performance. How have the participants in your sessions benefited from this experience? What specific strategies will they be able to take back and apply to their own practice? In what ways do you include reflection and collaboration for participants during the sessions?
The Utah Professional Learning Standards state: Data provide a variety of sources and types of student, educator, and system information to plan, assess, and evaluate professional learning. Briefly describe the ways in which you obtain feedback from participants. Considering the feedback and your own personal reflection, what changes will you make in future sessions to best meet the needs of your adult learners? Specifically, using participant feedback, in what ways will you make adjustments to improve your structure, pacing, content, or learner engagement?

Review Criteria
Criterion 1: The reflective analysis demonstrates an understanding of andragogy and specific modeling of best practices while working with adult learners.

Criterion 2: The reflective analysis revealed the educator’s outcomes were met and the sessions were effective and engaging.

Criterion 3: The reflective analysis indicates the educator uses feedback from participants to make necessary changes for future sessions.
Every Teacher a Leader
This book offers specific skills potential teacher leaders will need when working with colleagues, providing feedback, hosting professional development, resovling conflicts, etc.

Adventures in Teacher Leadership
This book covers five key tools involved in teacher leadership: communication, collaboration, professional development, data, and advocacy. Pathways and strategies for successful leadership as well as pitfalls to avoid are also shared.

Powerful Teaching
Using rigorous research on instructional practice, this book helps teachers gain a deeper understanding of the science of learning. The evidence-based strategies in this book can be used in both classrooms and adult professional learning settings.

Utah Professional Learning Standards
Professional learning opportunities should be aligned with these standards.
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