Microcredentials

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

Viewing 1 - 30 of 93 microcredentials found matching your search criteria.

Academic Assessment

Microcredential ID : 2677

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Personalized Learning

Credits

0.5 USBE Credit

Description

This microcredential represents the use of academic assessments 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

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

Microcredential ID : 2698

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Trauma-Informed Practices

Credits

0.5 USBE Credit

Description

This microcredential represents educators' alignment of trauma-informed practices with other evidence-based frameworks. 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

Microcredential ID : 2633

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Applied Behavioral Analysis

Credits

0.5 USBE Credit

Description

This microcredential focuses on Applied Behavior Analysis (ABA). 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

Microcredential ID : 2678

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Personalized Learning

Credits

0.5 USBE Credit

Description

This microcredential represents the use of assessments of non-academic skills to personalize learning. 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

Microcredential ID : 2699

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Trauma-Informed Practices

Credits

0.5 USBE Credit

Description

This microcredential represents educators' effective assessment of trauma. 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

Microcredential ID : 2700

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Trauma-Informed Practices

Credits

0.5 USBE Credit

Description

This microcredential represents educators' effective instruction on the brain science of trauma. 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 Skills for Self-Care: Self-Care Assessment and Improvement Strategies

Microcredential ID : 2701

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Trauma-Informed Practices

Credits

0.5 USBE Credit

Description

This microcredential represents educators' instruction on self-assessment and self-care strategies for trauma. 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.

Canvas Assessment

Microcredential ID : 2755

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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, and for educators to assess student learning progress and needs.

Canvas Assignments

Microcredential ID : 2634

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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

Microcredential ID : 2635

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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

Microcredential ID : 2637

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Canvas

Credits

0.5 USBE Credit

Description

This microcredential represents educators' effective and consistent use of Canvas to differentiate for learners. 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 Engagement

Microcredential ID : 2754

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Canvas

Credits

0.5 USBE Credit

Description

This microcredential represents the effective and consistent use of Canvas to support learner engagement by utilizing features offered in Canvas and/or other resources that can be employed within Canvas. It also represents that an effective system of monitoring or checking for learner engagement is in place.

Canvas Quizzes

Microcredential ID : 2638

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Canvas

Credits

0.5 USBE Credit

Description

Canvas Structure and Flow

Microcredential ID : 2752

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Canvas

Credits

0.5 USBE Credit

Description

This microcredential represents educators' use of Canvas organizational resources to create a course that has quality structure and flow. This allows learners to easily navigate through the Canvas course and meet instructor expectations.

Class Building

Microcredential ID : 2639

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Cooperative Learning

Credits

0.5 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

Microcredential ID : 2679

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Personalized Learning

Credits

0.5 USBE Credit

Description

This microcredential represents educators' development of a 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

Microcredential ID : 2680

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Personalized Learning

Credits

0.5 USBE Credit

Description

This microcredential represents educators' development of a classroom environment 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

Microcredential ID : 2716

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MTSS - Behavior

Credits

0.5 USBE Credit

Description

This microcredential focuses on implementation of Positive Behavior Interventions and Supports (PBIS) in the classroom, which is the behavioral component of Multi-Tiered System of Supports (MTSS).

Collaboration with Families & Communities with a Trauma Lens

Microcredential ID : 2702

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Trauma-Informed Practices

Credits

0.5 USBE Credit

Description

This microcredential represents educators' collaboration with families and communities to implement trauma-informed practices. 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

Microcredential ID : 2643

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Courageous Principals

Credits

0.5 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.

Consistent, Organized, and Respectful Learning Environment

Microcredential ID : 2749

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Utah's High Leverage Practices for Classroom Instruction

Credits

0.5 USBE Credit

Description

This microcredential represents an educator's ability to establish a consistent, organized, and respectful learning environment.

Creating a Culture of Feedback

Microcredential ID : 2655

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Feedback

Credits

0.5 USBE Credit

Description

This microcredential represents an educator's ability to go beyond just telling a learner they did a good job. It is not even simply giving good feedback on assignments. Creating a culture of feedback means creating an environment in which giving, receiving, and acting upon feedback is continual. Learners and educators are all part of the process in which all parties reflect upon work (both their own and others') and give critical feedback. learners and educators 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

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.

Creating a Trauma-Responsive Classroom

Microcredential ID : 2703

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Trauma-Informed Practices

Credits

0.5 USBE Credit

Description

This microcredential represents educators' trauma-responsive classrooms. 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

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.

Crisis Response

Microcredential ID : 2647

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Crisis Response Team

Credits

0.5 USBE Credit

Description

Stacks

Academic Assessment

Advocacy for Public Education

Alignment With Other Evidence-Based Frameworks

Applied Behavioral Analysis

Assessment of Non-Academic Skills

Assessment of Trauma

Brain Science of Trauma

Building Skills for Self-Care: Self-Care Assessment and Improvement Strategies

Canvas Assessment

Canvas Assignments

Canvas Communicator

Canvas Differentiation

Canvas Engagement

Canvas Quizzes

Canvas Structure and Flow

Class Building

Classroom Culture for Personalized Learning

Classroom Environment for Personalized Learning

Classroom Management

Collaboration with Families & Communities with a Trauma Lens

Communicating and Questioning Effectively

Consistent, Organized, and Respectful Learning Environment

Creating a Culture of Feedback

Creating a Trauma-Responsive Classroom

Creating a Trauma-Responsive Classroom

Crisis Response

Crisis Response