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

Viewing 31 - 60 of 134 microcredentials found matching your search criteria.

Creating a Culture of Feedback
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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
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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.
Digital Tools for Feedback
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Microcredential ID : 2656
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Feedback
Credits
0.5 USBE Credit

Description
This microcredential represents educators' effective use of digital tools to support feedback to, from, between, and among learners. 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 : 2653
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Engineering by Design
Credits
0.5 USBE Credit

Description
This microcredential represents the effective implementation of Engineering is Elementary (EIE). 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.
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.
Facilitate and Inspire Student Learning and Creativity with G-Suite
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Microcredential ID : 2666
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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.
Facilitate and Inspire Student Learning and Creativity with G-Suite: Advanced
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Microcredential ID : 2504
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Google Advanced
Credits
0.5 USBE Credit

Description
This microcredential focuses on advanced integration of Google search functions in your practice. Teaching advanced online skills is a vitally important part of modern instruction. If learners 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.
Facilitate and Inspire Student Learning and Creativity with G-Suite: Advanced
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Microcredential ID : 2661
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Google Advanced
Credits
0.5 USBE Credit

Description
This microcredential focuses on advanced integration of Google search functions in your practice. Teaching advanced online skills is a vitally important part of modern instruction. If learners 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.
Finalsite Web Design
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Microcredential ID : 2416
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Instructional Web Design
Credits
0.25 USBE Credit

Description
This microcredential reflects skills for designing, creating, and maintaining an instructional website using Finalsite. This microcredential is for districts and charters who use the Finalsite web design utility.
Finalsite Web Design
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Microcredential ID : 2672
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Instructional Web Design
Credits
0.5 USBE Credit

Description
This microcredential reflects skills for designing, creating, and maintaining an instructional website using Finalsite. This microcredential is for districts and charters who use the Finalsite web design utility.
Identifying Essential Standards
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Microcredential ID : 2449
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PLCs: Essential Standards
Credits
0.5 USBE Credit

Description
Identifying essential standards of a subject is the foundation for the first question of DuFour's PLC essential questions, which is "What do we expect our students to learn?" Developing common outcomes for a class is a process vital to a PLC. If we want all students to learn, we have to decide what they should learn. The PLC process depends on a deep understanding of what students will know and be able to do as a result of our teaching. By prioritizing certain standards over others, teachers gain clarity about what they will teach and can be more efficient in their planning and more in-depth in their instruction. Once teachers have determined their essential standards, they can create learning targets and then translate those targets.
Identifying Essential Standards
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Microcredential ID : 2683
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PLCs: Essential Standards
Credits
0.5 USBE Credit

Description
This microcredential represents educators' work as a member of a PLC to identify essential standards. Identifying essential standards of a subject is the foundation for the first question of DuFour's PLC essential questions, which is "What do we expect our students to learn?" Developing common outcomes for a class is a process vital to a PLC. If we want all students to learn, we have to decide what they should learn. The PLC process depends on a deep understanding of what students will know and be able to do as a result of our teaching. By prioritizing certain standards over others, teachers gain clarity about what they will teach and can be more efficient in their planning and more in-depth in their instruction. Once teachers have determined their essential standards, they can create learning targets and then translate those targets.
Increase Efficiency and Save Time with G-Suite
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Microcredential ID : 2492
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Google Fundamentals
Credits
0.5 USBE Credit

Description
G-Suite for Education provides many online tools and resources for educators to integrate technology into their classrooms and/or workplaces. These online tools and resources support the work that educators currently do. Time is invaluable to educators therefore managing it wisely is essential. Google Suite provides many tools that can assist teachers in effective time management, communication, and collaboration.
Increase Efficiency and Save Time with G-Suite
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Microcredential ID : 2667
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Google Fundamentals
Credits
0.5 USBE Credit

Description
This microcredential focuses on G-Suite for Education, which provides many online tools and resources for educators to integrate technology into their classrooms and/or workplaces. These online tools and resources support the work that educators currently do. Time is invaluable to educators therefore managing it wisely is essential. Google Suite provides many tools that can assist teachers in effective time management, communication, and collaboration.
Increase Efficiency and Save Time With G-Suite: Advanced
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Microcredential ID : 2502
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Google Advanced
Credits
0.5 USBE Credit

Description
Google Apps provide educators with a variety of tools to optimize workflow, analyze and interpret data, and organize course and school materials more effectively. This microcredential focuses on demonstrating competency with a range of Google Apps, including Sheets, Forms, Calendar, Gmail, Google Classroom, Google Sites, and Blogger, as well as the use of various Google Chrome Extensions and Application Add-Ons.
Increase Efficiency and Save Time With G-Suite: Advanced
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Microcredential ID : 2664
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Google Advanced
Credits
0.5 USBE Credit

Description
This microcredential focuses on educators' use of Google Apps to increase instructional efficiency. Google Apps provide educators with a variety of tools to optimize workflow, analyze and interpret data, and organize course and school materials more effectively. This microcredential focuses on demonstrating competency with a range of Google Apps, including Sheets, Forms, Calendar, Gmail, Google Classroom, Google Sites, and Blogger, as well as the use of various Google Chrome Extensions and Application Add-Ons.
Knowledge Building
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Microcredential ID : 2516
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Cooperative Learning
Credits
0.25 USBE Credit

Description
This Knowledge Building microcredential represents the effective use of knowledge-building structures or strategies that support student interaction in highly structured ways to acquire facts and information.
Knowledge Building
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Microcredential ID : 2640
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Cooperative Learning
Credits
0.5 USBE Credit

Description
This Knowledge Building microcredential represents the effective use of knowledge-building structures or strategies that support student interaction in highly structured ways to acquire facts and information.
Leading and Enabling Change
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Microcredential ID : 2553
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Courageous Principals
Credits
0.25 USBE Credit

Description
This microcredential focuses on leaders’ skillful use of the Courageous Principals techniques for leading and enabling change. This microcredential stack is for administrators who have attended Deloitte’s Courageous Principals training.
Leading Beyond Your Classroom
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Microcredential ID : 2527
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Teacher Leadership
Credits
0.25 USBE Credit

Description
Teachers who lead beyond their classrooms are motivated by a desire to model practice and share their expertise with veteran and novice teachers within their district. Teachers who choose to lead other educators in addition to their classroom assignments have a collective sense of accountability for the learning of all students. They are committed to improving the practice of others knowing that this will strengthen outcomes school, district, state, or nation-wide. This microcredential is for current classroom teachers.
Utah State Board of Education logo UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807