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

Viewing 61 - 90 of 93 microcredentials found matching your search criteria.

Reading Across the Disciplines
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Microcredential ID : 2649
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Disciplinary Literacy
Credits
0.5 USBE Credit

Description
This microcredential represents educators' use of discipline-specific reading instruction as a part of their content-area instruction. Reading is an essential part of literacy. Teachers are responsible to support students in learning how to read in the style of the disciplines they teach—e.g., reading like a scientist, reading like a mathematician, etc. For example, in social studies, a teacher whose students are reading a secondary source text needs to support students in considering the context, looking for corroborating evidence across texts, and considering the source/author. Educators who support reading literacy in their content areas do the following: teach discipline-specific reading practices; employ a variety of text types; encourage reading to use the information within the discipline.
Relationship Skills
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Microcredential ID : 2686
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Social Emotional Learning for Adults
Credits
0.5 USBE Credit

Description
This microcredential represents the relationship skills that are essential components of social and emotional learning. Adults who practice and model healthy relationship skills are more effectively able to support students in developing these skills. These skills include the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.
Relationship Skills
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Microcredential ID : 2692
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Social and Emotional Learning: Fostering SEL Skills in Students
Credits
0.5 USBE Credit

Description
This microcredential represents educators' instruction on the skills necessary to build and maintain positive relationships. Relationship skills include the ability to establish and maintain healthy and rewarding relationships. Relationship skills also include the ability to communicate clearly, listen, work with others, resist inappropriate social pressure, negotiate conflict effectively, and seek and offer help when necessary.
Responsible Decision-Making
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Microcredential ID : 2687
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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.
Responsible Decision-Making
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Microcredential ID : 2714
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Social and Emotional Learning: Fostering SEL Skills in Students
Credits
0.5 USBE Credit

Description
This microcredential represents the responsible decision-making skills that are essential components of social and emotional learning. These skills include the ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.
School-wide Positive Behavior Interventions and Supports
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Microcredential ID : 2718
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MTSS - Behavior
Credits
0.5 USBE Credit

Description
This microcredential focuses on tier 1 implementation of Positive Behavior Interventions and Supports, which is the behavioral component of Multi-Tiered System of Supports.
Self-Awareness
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Microcredential ID : 2688
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Social Emotional Learning for Adults
Credits
0.5 USBE Credit

Description
This microcredential represents the self-awareness skills that are essential components of social and emotional learning. Adults who practice and model self-awareness are more effectively able to support students in developing these skills. Self-awareness is the ability to accurately identify and understand one’s own emotions, thoughts, personal and social identities, goals and values and how they influence behavior across contexts. It also includes the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and self-efficacy.
Self-Awareness
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Microcredential ID : 2691
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Social and Emotional Learning: Fostering SEL Skills in Students
Credits
0.5 USBE Credit

Description
This microcredential represents educators' instruction on self-awareness, an essential component of SEL. Self-awareness includes the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.” (CASEL.org)
Self-Management
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Microcredential ID : 2689
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Social Emotional Learning for Adults
Credits
0.5 USBE Credit

Description
This microcredential represents the ability to successfully regulate one’s emotions and behaviors. Adults who practice and model self-management are more effectively able to support students in developing these skills. This includes the ability to delay gratification, manage stress and control impulses through coping. It also includes managing expressiveness, perseverance, and agency in addressing personal and group-level challenges. These skills allow individuals to achieve self- and collectively-defined goals and objectives.
Self-Management
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Microcredential ID : 2693
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Social and Emotional Learning: Fostering SEL Skills in Students
Credits
0.5 USBE Credit

Description
This microcredential focuses on educators' instruction on self-management skills. Self-Management is the ability to regulate emotions and behaviors. This includes the ability to delay gratification, manage stress and control impulses through coping. It includes managing expressiveness, perseverance and agency in addressing personal and group-level challenges to achieve self- and collectively defined goals and objectives.
Social Awareness
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Microcredential ID : 2690
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Social Emotional Learning for Adults
Credits
0.5 USBE Credit

Description
This microcredential represents the social awareness skills that are essential components of social and emotional learning. Adults who practice and model social awareness skills are more effectively able to support students in developing these skills. Social awareness is the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures, as well as understanding social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
Social Awareness
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Microcredential ID : 2713
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Social and Emotional Learning: Fostering SEL Skills in Students
Credits
0.5 USBE Credit

Description
This microcredential represents the social awareness skills that are essential components of social and emotional learning. Social awareness is the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures; as well as understanding social and ethical norms for behavior; and to recognize family, school, and community resources and supports.
Speaking and Listening Across the Disciplines
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Microcredential ID : 2650
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Disciplinary Literacy
Credits
0.5 USBE Credit

Description
This microcredential represents effective instruction in speaking and listening in all disciplines and content areas. Speaking and listening are essential literacy skills. Educators in all content areas are responsible to support students in learning how to participate in the discourse of the disciplines they teach. Effective educators support their students in learning speaking and listening skills by providing opportunities for student-led instruction, collaborative discussion, and active listening.
Strategies to Promote Active Student Engagement
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Microcredential ID : 2741
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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 use a variety of instructional strategies to promote active student engagement.
Student to Self Feedback
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Microcredential ID : 2657
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Feedback
Credits
0.5 USBE Credit

Description
This microcredential represents educators' support of the growth mindset that students need to persevere through the learning process. The process of self-assessment provides students with the evidence that will help them to identify ways to improve their work or ways to set goals for further learning. Student goals should be explicit and are like a road map to improvement.
Student to Student Feedback
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Microcredential ID : 2658
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Feedback
Credits
0.5 USBE Credit

Description
This microcredential represents the educator's practice in supporting student to student feedback. Beneficial peer feedback includes: reviewing data, providing constructive comments on student work, and self-reflection. Student to student feedback involves both students being able to accurately assess their peers' work as well as their own and determining next steps that are needed to achieve learning objectives.
Student to Teacher Feedback
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Microcredential ID : 2659
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Feedback
Credits
0.5 USBE Credit

Description
This microcredential represents the educator's competency in supporting students in providing feedback to the teacher regarding their own thinking and learning.
Supporting American Indian and Alaska Native Students
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Microcredential ID : 2627
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Equity Literacy and Cultural Responsiveness
Credits
0.5 USBE Credit

Description
This microcredential represents educators' use of supportive practices for American Indian and Alaska Native students by operating from an evolving understanding of AI/AN students’ circumstances, considering culturally aware practices for supporting students, and ensuring AI/AN students are acknowledged and reflected in classrooms, policies, and initiatives.
Swivl for Professional Learning
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Microcredential ID : 2706
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Video for Deliberate Practice
Credits
0.5 USBE Credit

Description
This microcredential represents educators' use of Swivl to support professional learning. Videoing instruction is a powerful way for educators to reflect on practices and share for collaboration. The Swivl works in conjunction with an iPad or other mobile device to record video and audio from both educators and learners.
Systematically Designed Instruction
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Microcredential ID : 2745
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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 systematically design instruction towards a specific learning goal, including the use of explicit instruction and scaffolded supports.
Systems Coaching of PBIS
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Microcredential ID : 2445
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MTSS - Behavior
Credits
0.5 USBE Credit

Description
This microcredential focuses on the critical knowledge and skills to effectively coach a school, externally or internally, on the implementation of MTSS. This is a culminating microcredential for the MTSS Behavior stack. It is recommended that candidates earn all other microcredentials in this stack before earning this microcredential .
Targeted and Intensive Positive Behavior Interventions & Supports
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Microcredential ID : 2719
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MTSS - Behavior
Credits
0.5 USBE Credit

Description
This microcredential represents targeted (tier 2) and intensive (tier 3) implementation of PBIS, including the critical components of interventions, and successful implementation and evaluation of the impact of those interventions.
Teacher to Student Feedback
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Microcredential ID : 2660
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Feedback
Credits
0.5 USBE Credit

Description
This microcredential represents the educator's ability to provide specific, immediate, and continual feedback to inform students of progress. Teacher to student feedback involves the teacher being willing and able to provide the students with critiques and information that will assist the student to improve upon their thought processes and take the next steps that will improve their academic growth. The teacher's role in teacher to student feedback is to provide information to the student through meaningful comments and examples that will provide them with opportunities to improve their educational growth.
Team Building
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Microcredential ID : 2642
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Cooperative Learning
Credits
0.5 USBE Credit

Description
This Team Building microcredential represents the effective use of a variety of teams (homogeneous, heterogeneous, random, or student-selected) that encourage a strong, positive team identity. Successful team building results in the following: Teammates know and accept each other, and provide mutual support. The teacher is purposeful in the type of team used and can effectively and efficiently create teams and the teams work cooperatively. The activity promotes positive interdependence, individual accountability, equal participation, and simultaneous interaction.
Tier 2 and Tier 3 Trauma-Informed Interventions
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Microcredential ID : 2582
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
The Multi-Tiered System of Supports (MTSS) is a framework for integrating assessment and intervention to improve student outcomes by increasing achievement and decreasing problem behaviors. This system provides increasing levels of support for students based on data collection and evaluation.
Tier 2 and Tier 3 Trauma-Informed Interventions
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Microcredential ID : 2704
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
This microcredential represents educators' effective implementation of Tier 2 and Tier 3 trauma-informed interventions. The Multi-Tiered System of Supports (MTSS) is a framework for integrating assessment and intervention to improve student outcomes by increasing achievement and decreasing problem behaviors. This system provides increasing levels of support for students based on data collection and evaluation.
Trauma and its Impact
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Microcredential ID : 2583
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
Trauma impacts many students who walk the halls of our schools and sit in our classrooms or groups. It is important that we understand the prevalence of trauma and its impact on young children, including how it affects the body and can disrupt physical, social, emotional, and mental development. Understanding events that may lead to traumatic reactions, different types of trauma (e.g., complex, intergenerational, historical), and the impact of trauma on our students will help to better serve the students you work with.
Trauma and its Impact
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Microcredential ID : 2705
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Trauma-Informed Practices
Credits
0.5 USBE Credit

Description
This microcredential represents educators' work to address the impacts of trauma. Trauma impacts many students who walk the halls of our schools and sit in our classrooms or groups. It is important that we understand the prevalence of trauma and its impact on young children, including how it affects the body and can disrupt physical, social, emotional, and mental development. Understanding events that may lead to traumatic reactions, different types of trauma (e.g., complex, intergenerational, historical), and the impact of trauma on our students will help to better serve the students you work with.
Unpacking Essential Standards
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Microcredential ID : 2684
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PLCs: Essential Standards
Credits
0.5 USBE Credit

Description
This microcredential represents educators participation in PLC work to unpack essential standards. Teachers must work together to address the question, "What do we want students to learn?" Once a teacher/team has identified these essential standards, they must then unpack them. The unpacking process helps educators to identify what proficiency looks like for the specific essential standard. It also helps educators to identify learning objectives (Students will be able to...) that make up the essential standard. Each learning objective is then broken down into learning targets (I can...) that provide stepping stones to each learning objective. The learning objectives then provide stepping stones to the essential standard.
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