Building Capacity for Self-Efficacy
Increasing educator self-efficacy increases educator effectiveness and supports student learning. This microcredential focuses on the ability of the instructional coach to support and build educator self-efficacy. Note that earning this Microcredential requires prerequisites as aligned with the USBE Instructional Coaching Endorsement and is intended as a competency path for an experienced instructional coach.
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Utah Effective Teaching Standards > Standard 1: Learners and Learning
Element 3: Respecting Learner Backgrounds and - Demonstrating respect for each learner and exhibiting actions consistent with recognizing learners’ diverse backgrounds and perspectives as assets to the classroom community. -
Utah Effective Teaching Standards > Standard 5: Professional Responsibility
Element 2: Continuous Professional Learning - Engaging in and valuing constructive feedback, reflective practices, professional learning and collaborative activities that support professional, instructional and schoolwide improvement.
To earn this microcredential you will need to collect and submit three sets of evidence demonstrating your effective and consistent application of adult learning theory as a part of your instructional coacing. You will also complete a written or video reflective analysis.
Note that earning this Microcredential requires prerequisites as aligned with the USBE Instructional Coaching Endorsement and is intended as a competency path for an experienced instructional coach. In order to qualify for earning this microcredential the applicant must:
- have at least 5 years of classroom experience or equivalent (been an active, certificated educator)
- have strong experience providing instruction and professional learning to adult educators
- have at least 3 consecutive years of effective or higher rating on UETS according to the LEA rating system or equivalent
- have completed at least 1 year full-time experience in the Utah education system
Instructional Coaching Endorsement Competency addressed by this Microcredential:
- Educators recognize and support the stages of educators’ development and help to identify and build their level of self-efficacy to increase effectiveness.
- Understand theories and stages of self- efficacy
An educator's beliefs in their capacity to effectively execute roles and challenges related to their professional activity and guide students to success.
Elementary Scenario Antoni Garcia is an elementary instructional coach for Montgomery Elementary School. He works with lower grade educators teaching Kindergarten through third grade. His main roles and responsibilities are to support educators’ development and build self-efficacy.
He has recently been working with Emerson Hunter, a second grade language arts teacher at Montgomery Elementary. Emerson is in his first year of teaching and was lacking confidence in his ability to design quality instruction using the state content standards. He shared his concerns with Antoni who supported the development of his instructional planning skills and practices.
Antoni used a variety of instructional coaching practices to build Emerson’s capacity to design quality instruction. The strategies he used include modeling, co teaching, videoing, data collecting, providing timely feedback, and facilitating reflection. Antoni supported Emerson in creating and delivering lesson and unit plans. Through their work together, Emerson was able to increase his efficacy and develop improved skills in quality instructional design.
Secondary Scenario Daniella Barlow is a high school instructional coach. She works with educators using instructional coaching practices and adult learning theory principles. She has been supporting Hector Spalding, a high school physical education and health teacher. Hector is a skilled physical education teacher of 10 years. This year is his first year teaching high school health content. He requested Daniella’s support in building his understanding of the health content standards to support student learning and skills mastery.
Daniella supports Hector through weekly meetings where they are building his capacity in understanding and delivering content health standards. Each week they break apart the standards and skills to be taught that week. Throughout the week following their meetings, Daniella co teaches, collects data, and provides feedback for Hector. Daniella plans to continue to support Hector throughout the school year while gradually releasing support to build Hector’s confidence and capacity in his health instruction.
Category: Preparation and Planning
Submit the evidence listed below to demonstrate your effective and consistent preparation and planning for instructional coaching.
Design three separate educator self-efficacy plans. Each plan should be designed for a specific educator, supporting them in building self-efficacy and focusing on an area they are seeking instructional support. Include in each plan, adult learning theory strategies and principles you will use when working with the educator.
Category: Implementation
Submit the evidence listed below to demonstrate your effective and consistent implementation of appropriate practices for instructional coaching.
Using the educator self efficacy plans designed, facilitate educator development sessions with three separate educators. During each educator development session, demonstrate competency in supporting educators’ development and building self-efficacy to increase effectiveness.
Have a colleague or administrator observe each of the educator self-efficacy sessions and complete the Observation Checklist. (See the Resources section to download the Observation Checklist.) A post observation discussion may be helpful in which the observer may ask for more information or seek clarity based on the observation.
Category: Supplemental
Submit the evidence listed below to demonstrate your effective and consistent implementation of appropriate practices for instructional coaching.
Submit a completed copy of the Instructional Coaching Microcredential Eligibility Prerequisite form, found in the Resources section below. This will verify your teaching and coaching experience as signed by your LEA’s Human Resources or Business Office.
Review Criteria
EVIDENCE OF PREPARATION AND PLANNING CRITERIA Criterion 1: the educator-self efficacy plan includes the use of educator goal-setting to improve instructional practice. Example: Drake Marks has been teaching for three years as a middle school science teacher. Drake requested support from his instructional coach, Cleo Archer, in delivering engaging whole class instruction. Following Drake’s request for support, Cleo developed an educator self-efficacy plan to support him in educator development and self-efficacy in whole class instruction. Cleo’s plan begins with questioning and goal-setting to support Drake in improving instructional practice. Non-Example: The educator self-efficacy plan does not include goal-setting or identifying student learning outcomes.
Criterion 2: The educator-self efficacy plan includes the use of data and observation to build capacity and improve teaching practice. Example: Cleo’s educator self-efficacy plan includes using informal observation to gather data to help Drake identify his current level of student engagement during whole class instruction. She plans to observe over several days and during the same class period and record anecdotal notes to use for reflection. Non-Example: The educator self-efficacy plan does not include the use of data and observation to build capacity and improve teaching practice.
Criterion 3: The educator self-efficacy plan describes the development of teacher competence and confidence in implementation of strategies to ensure student learning. Example: Cleo describes in her plan a variety of engagement strategies she will demonstrate and suggest. She designs opportunities for lesson design, model teaching, co-teaching, and observing/providing feedback. To build Drake’s confidence with the engagement strategies targeted, she scaffolds the supports with a slow release to independence. Non-Example: The educator self-efficacy plan does not describe the development of teacher competence and confidence in implementation of strategies.
Criterion 4: The educator self-efficacy plan includes the use of critical reflection to improve teaching practice. Example: Following observations on Drake’s current level of engagement during whole group instruction, Cloe includes in her plan interpreting the data and critical reflection. She includes reflective questions to guide their conversation. Non-Example: The educator self-efficacy plan does not include the use of critical reflection to improve teaching practice.
Criterion 5: The educator self-efficacy plan includes follow-up support for on-going learning and capacity building. Example: Cleo includes in her plan on-going support for Drake until he is ready for gradual release and has built his capacity for engagement during whole class instruction. She also includes in her plan to begin supporting his development in other areas. Non-Example: The educator self-efficacy plan does not describe follow-up support to be provided for the participating educator.
EVIDENCE OF IMPLEMENTATION CRITERIA Criterion 1: The instructional coach includes the use of educator goal-setting to improve instructional practice. Example: Drake Marks has been teaching for three years as a middle school science teacher. Drake requested support from his instructional coach, Cleo Archer, in delivering engaging whole class instruction. Following Drake’s request for support, Cleo developed an educator self-efficacy plan to support him in educator development and self-efficacy in whole class instruction. Cleo meets with Drake to begin educator development using her plan as a guide. She begins with questioning and goal-setting to support Drake in improving instructional practice. Together they establish a goal for improving engagement during whole class instruction. Non-Example: The instructional coach does not include or describe goal-setting during the educator development session.
Criterion 2: The instructional coach includes the use of data and observation to build capacity and improve teaching practice. Example: During their meeting, they plan for Cleo to gather data to help Drake identify his current level of student engagement during whole class instruction. They create a schedule for her to observe over several days and during the same class period and record anecdotal notes to use for reflection. Non-Example: The instructional coach does not include or describe the use of data and observation to build capacity and improve teaching practice during the educator development session.
Criterion 3: The instructional coach supports the development of teacher competence and confidence in implementation of strategies to ensure student learning. Example: Cleo and Drake discuss engagement strategies and identify a starting place that Drake is comfortable with. To build his confidence, they plan to begin with lesson design. They will start with the lesson design following Cleo gathering data and reflection on the data. Non-Example: The educator does not include or describe the development of teacher competence and confidence in implementation of strategies during the educator development session.
Criterion 4: The instructional coach includes the use of critical reflection to improve teaching practice. Example: During the meeting, Cleo asks many reflective questions to help Drake begin to identify areas for improvement. Cleo and Drake plan to meet again at the end of the week following her gathering of data. During that time they will use the data to reflect and make instructional decisions. Non-Example: The instructional coach does not include or describe the use of critical reflection to improve teaching practice.
Criterion 5: The instructional describes the follow-up support for on-going learning and capacity building. Example: Before ending the meeting, Cleo describes the actions that took place during their meeting. She restates the schedule for her informal observation of his teaching and their follow-up appointment at the end of the week. She describes the additional work they will do following observation and reflection regarding lesson design. She asks if he has additional questions or need for support. Non-Example: The instructional coach does not describe follow-up support to be provided for the participating educator.
Submit a written description regarding your experiences supporting the stages of educators’ development and helping to identify and build their level of self-efficacy. Answer the following: ● What impact does self-efficacy have on educator development? ● How does an instructional coaches' role assist in building educator self-efficacy in learning?
Submit a written description of your understanding and application of theories of adult learning when building capacity for educator self-efficacy.
Review Criteria
PROMPT 1 CRITERIA Criterion 1: Response describes the impact that self-efficacy has on educator development. Response draws comparisons to growth in self-efficacy contributing to educator development.
Criterion 2: Response describes the role an instructional coach can have in building educator self-efficacy.
Criterion 3: Response demonstrates a level of professionalism and personal reflection that indicates the educator’s learning experience.
PROMPT 2 CRITERIA Criterion 1: Educator provides at least 1-2 examples of application of theories of adult learning when building capacity for educator self-efficacy.
Criterion 2: Response demonstrates a level of professionalism and personal reflection that indicates the educator’s learning experience.
https://usbe.midaseducation.com/microcredentials/resource/asset/a72b2f58-bd3a-11ed-91ec-02420a00020a/Area%203%20Human%20Resources%20Experience%20Verification%20Form%20.pdf
This form must be filled out and signed by your LEA’s HR or Business Office to verify your eligibility to obtain this Microcredential per the prerequisites outlined above.
Competencies of a Quality Instructional Coach
https://www.schools.utah.gov/curr/educatordevelopment/instructionalcoaches?mid=5125&tid=1
This page includes the competencies a quality Instructional Coach should possess in order to support teachers in delivering high-quality instruction to meet the learning needs of all students. These competencies can also be used to identify an educator’s readiness for instructional coaching.
Professional Learning Standards Resources
https://www.schools.utah.gov/curr/educatordevelopment/professionallearning?mid=5126&tid=0
This website was created by Utah State Board of Education and includes information on the Professional Learning Standards for Utah. These standards are known to be effective practice for all learners and can be used by instructional coaches to build educator self-efficacy and support educator development.
Utah Professional Learning Standards Toolkit
https://www.schools.utah.gov/file/16da5004-199d-4380-9855-431722a7b425
The Utah Professional Learning Standards Toolkit was created by USBE in order to support implementation of these research-based effective professional learning standards. These standards can be used by instructional coaches to build educator self-efficacy and support educator development.
Utah Effective Teaching Standards and Indicators
https://www.schools.utah.gov/file/7313cfe5-5e68-41ef-9de4-03e5a9d395d8
The Utah Effective Teaching Standards articulate what effective teaching and learning look like in the Utah public education system. These standards can be used by instructional coaches to build educator self-efficacy and support educator development.
Observation Checklist - Adult Learning Theory: Building Capacity for Self-Efficacy
https://drive.google.com/file/d/1A6aZ65TDmenidAsoSjknSnpkzXl7_SUO/view?usp=sharing
Download this Observation Checklist to complete the requirements for Evidence of Implementation. Your observers will use this checklist to collect data on the professional learning opportunity you lead.
Evidence Checklist - Building Capacity
https://usbe.midaseducation.com/microcredentials/resource/asset/fdbf7646-c707-11ec-b4e7-0242ac120005/Building%20Capacity%20Checklist.pdf
Use this checklist to evaluate your plans before you submit them as evidence.
Sharon McGarry
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807