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Administrative Internship
Evaluation of Classified Employees
The evaluation process provides an opportunity for the intern supervisor and the classified employee to mutually develop performance goals. This helps the intern supervisor in determining areas for improvement and assisting in correction of deficiencies.
0.50 USBE Credit
Badge No. 2467
Administrative Internship
Planning and Evaluating School Professional Development
This microcredential focuses on the critical leadership skills of planning, organizing, conducting, and evaluating professional development. An essential component of professional development activities involves ongoing and systematic evaluation procedures.
0.50 USBE Credit
Badge No. 2477
Applied Behavioral Analysis
Applied Behavioral Analysis
Applied Behavior Analysis (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.
0.50 USBE Credit
Badge No. 2389
Canvas
Canvas
Canvas
Canvas Differentiation
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.
0.50 USBE Credit
Badge No. 2524
Canvas
Cooperative Learning
Class Building
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.
0.25 USBE Credit
Badge No. 2514
Cooperative Learning
Cooperative Learning
Processing Information
This microcredential represents the effective use of cooperative learning structures or strategies that support learners in processing information. This includes learners interacting, talking about, making sense of, understanding, or reviewing information that has been presented.
0.25 USBE Credit
Badge No. 2517
Cooperative Learning
Team Building
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.
0.25 USBE Credit
Badge No. 2515
Courageous Principals
Courageous Principals
Communicating and Questioning Effectively
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.
0.25 USBE Credit
Badge No. 2552
Courageous Principals
Crisis Response Team
Crisis Response
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.
0.50 USBE Credit
Badge No. 2564
Disciplinary Literacy
Media Literacy Across the Curriculum
Media literacy empowers students to be critical thinkers and evaluators of an increasingly wide range of messages that combine images, language, and sound. It is the development of a broader set of literacy skills helping students comprehend and evaluate the messages they receive. Effective educators in all disciplines teach their students to do the following: analyze and evaluate the message; determine the intended audience; analyze the source; state the purpose of the message.
0.50 USBE Credit
Badge No. 2392
Disciplinary Literacy
Reading Across the Curriculum
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.
0.50 USBE Credit
Badge No. 2387
Disciplinary Literacy
Speaking and Listening Across the Curriculum
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.
0.50 USBE Credit
Badge No. 2393
Disciplinary Literacy
Visual Literacy Across the Curriculum
Teaching students to read visual texts is just as important as teaching them how to read print texts. Content areas are filled with visuals—maps, graphs, photographs, artwork, tables, etc. Teachers are responsible to support students in learning how to approach the visual texts which are essential to the disciplines they teach.
0.50 USBE Credit
Badge No. 2402
Disciplinary Literacy
Writing Across the Curriculum
Writing is an essential part of literacy. Teachers are responsible to support students in learning how to write in the style of the disciplines they teach—e.g., writing like a scientist, writing like a mathematician, etc. Effective educators in any content area do the following: teach the writing style with in their discipline explicitly; give feedback on learner writing and allow opportunities to revise; use writing as a tool for learning.
0.50 USBE Credit
Badge No. 2385
Engineering by Design
Engineering by Design
Project Lead the Way
Project Lead the Way(PLTW) is a project-based STEM curriculum with three strands that span grades K-12: computer science, engineering, and biomedical science. The curriculum is packaged into modules and each module guides students through the Project Lead the Way Design Process: Ask, Explore, Model, Evaluate, and Explain.
0.50 USBE Credit
Badge No. 2426
Feedback
Creating a Culture of Feedback
Creating a culture of feedback means creating an environment in which giving, receiving, and acting upon feedback is continual. Learners and teacher are all a part of the process in which all parties reflect upon work (both their own and others') and give critical feedback. Students and teacher 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.
0.50 USBE Credit
Badge No. 2410
Feedback
Digital Tools for Feedback
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.
0.50 USBE Credit
Badge No. 2424
Feedback
Student to Self Feedback
This microcredential represents the growth mindset that students need to persevere through the learning process. The growth mindset of the 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.
0.50 USBE Credit
Badge No. 2409
Feedback
Student to Student Feedback
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.
0.50 USBE Credit
Badge No. 2408
Feedback
Feedback
Teacher to Student Feedback
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.
0.50 USBE Credit
Badge No. 2397
Google Advanced
Facilitate and Inspire Student Learning and Creativity with G-Suite: Advanced
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.
0.50 USBE Credit
Badge No. 2504
Google Advanced
Increase Efficiency and Save Time With G-Suite: Advanced
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.
0.50 USBE Credit
Badge No. 2502
Google Advanced
Professional Growth and Leadership with G-Suite: Advanced
This microcredential focuses on the many G-Suite online tools and resources that support educators in successfully integrating technology in their practice, leveraging school-wide support models, keeping school communities well-informed, sharing beyond their classrooms, and connecting with colleagues. It is important that educators understand the value of personalized learning, and know how to align G-Suite tools with personalized learning objectives and models such as Project Based Learning, Flipped Learning, and Blended Learning.
0.25 USBE Credit
Badge No. 2499
Google Fundamentals
Facilitate and Inspire Student Learning and Creativity with G-Suite
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.
0.50 USBE Credit
Badge No. 2493
Google Fundamentals
Increase Efficiency and Save Time with G-Suite
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.
0.50 USBE Credit
Badge No. 2492
Google Fundamentals
Professional Growth and Leadership with G Suite
G-Suite provides many online tools and resources for educators that will help them integrate technology into their classrooms and/or workplace. These online tools and resources support the work that educators currently do. It is important that educators pick the right tools for the learning objective, and know what resources are available and how to find them. By participating in online help forums, creating a network of peers, and joining Google Educator Groups educators can expand their personal learning network (PLN). This PLN provides an environment in which educators can reach out for the help and support they need.
0.25 USBE Credit
Badge No. 2490
Instructional Web Design
Microsoft Collaboration Tools
Microsoft Digital Learning Tools
Microsoft Digital Learning Tools
MTSS - Behavior
MTSS - Behavior
MTSS - Behavior
MTSS - Behavior
Systems Coaching of PBIS
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 .
0.50 USBE Credit
Badge No. 2445
MTSS - Behavior
Targeted and Intensive Positive Behavior Interventions & Supports
This microcredential focuses on 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.
0.25 USBE Credit
Badge No. 2440
MTSS - Behavior
Nearpod
Nearpod: Basic
Nearpod is is a powerful tool for digital instruction with robust capabilities for engagement, feedback, collaboration, and assessment. Educators who earn this microcredential demonstrate their consistent and effective use of Nearpod as a part of their instruction.
0.25 USBE Credit
Badge No. 2434
Personalized Learning
Academic Assessment
This microcredential focuses on the use of academic assessment 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.
0.25 USBE Credit
Badge No. 2543
Personalized Learning
Assessment of Non-Academic Skills
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.
0.50 USBE Credit
Badge No. 2548
Personalized Learning
Classroom Culture for Personalized Learning
This microcredential focuses on the structure of 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.
0.50 USBE Credit
Badge No. 2472
Personalized Learning
Classroom Environment for Personalized Learning
This microcredential focuses on classroom environments 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.
0.25 USBE Credit
Badge No. 2544
Personalized Learning
Data-Informed Planning for Personalized Learning
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.
0.25 USBE Credit
Badge No. 2545
Personalized Learning
Lesson Design for Personalized Learning
This microcredential focuses on the lesson planning skills necessary to design effective personalized learning experiences. Purposeful planning is crucial to achieve the necessary elements of personalized learning, including learner voice and choice in time, path, pace, and place of learning.
0.25 USBE Credit
Badge No. 2547
PLCs: Essential Standards
Identifying 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.
0.50 USBE Credit
Badge No. 2449
PLCs: Essential Standards
Unpacking 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.
0.50 USBE Credit
Badge No. 2452
PROTECT: Human Trafficking and Exploitation Prevention Education
PROTECT Utah: Human Trafficking Prevention Education
The PROTECT Human Trafficking Prevention Education Program was developed to increase awareness and understanding for educators and the students they serve about the hidden horrors of human trafficking. This microcredential focuses on building educator awareness of the issue through engagement with the three online modules of the "Journey to Protect" course.
0.25 USBE Credit
Badge No. 2507
PROTECT: Human Trafficking and Exploitation Prevention Education
PROTECT Utah: Human Trafficking Prevention in Classroom Instruction
The PROTECT Human Trafficking Prevention Education Program was developed to increase awareness and understanding for educators and the students they serve about the hidden horrors of human trafficking. This microcredential focuses on implementation of the PROTECT curriculum in classroom instruction.
0.50 USBE Credit
Badge No. 2513
Social Emotional Learning
Social Emotional Learning
Social Emotional Learning
Self-Awareness
This microcredential represents the self-awareness skills that are essential components of social and emotional learning. Adults who practice and model self-awareness skills are more effectively able to support students in developing these skills. Self-awareness is the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. It also includes the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
0.50 USBE Credit
Badge No. 2458
Social Emotional Learning
Setting and Reaching Positive Goals
This microcredential focuses on supporting learners in setting and reaching positive goals. To be successful in school and life, students need a combination of cognitive skills and social and emotional learning skills, including the ability to set and reach positive personal goals.
0.50 USBE Credit
Badge No. 2455
Social Emotional Learning
Stress Management
This microcredential focuses on supporting learners with stress management. Stress management refers to the ability of an individual to regulate their emotions and behave in an appropriate manner by practicing strategies of self-care, controlling impulses, and motivating oneself along with leading an overall healthy, balanced lifestyle.
0.50 USBE Credit
Badge No. 2459
Social Emotional Learning for Adults
Relationship Skills
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.
0.25 USBE Credit
Badge No. 2539
Social Emotional Learning for Adults
Responsible Decision-Making
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.
0.25 USBE Credit
Badge No. 2540
Social Emotional Learning for Adults
Self-Awareness
This microcredential represents the self-awareness skills that are essential components of social and emotional learning. 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.
0.50 USBE Credit
Badge No. 2537
Social Emotional Learning for Adults
Self-Management
This microcredential represents the ability to successfully regulate one’s 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.
0.50 USBE Credit
Badge No. 2538
Social Emotional Learning for Adults
Social Awareness
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.
0.25 USBE Credit
Badge No. 2541
Teacher Leadership
Advocacy for Public Education
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.
0.25 USBE Credit
Badge No. 2526
Teacher Leadership
Leading Beyond Your Classroom
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.
0.25 USBE Credit
Badge No. 2527
Teacher Leadership
Leading Through Professional Learning
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.
0.25 USBE Credit
Badge No. 2559
Teacher Leadership
Leading Through Social Media
Teacher leaders engage in critical conversations about instruction, learning, policy, and other education issues via social media platforms. Rather than simply posting complaints, teacher leaders pose creative questions, innovative solutions, and positive reflections about educational issues. Teacher leaders motivate educators, policy makers, and community members to join important education-focused conversations. They are mindful of their word choice and use a professional tone when posting their opinions and ideas.
0.25 USBE Credit
Badge No. 2528
Trauma-Informed Practices
Alignment 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.
0.50 USBE Credit
Badge No. 2585
Trauma-Informed Practices
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.
0.50 USBE Credit
Badge No. 2584
Trauma-Informed Practices
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.
0.50 USBE Credit
Badge No. 2586
Trauma-Informed Practices
Building Skills for Self-Care: Self-Care Assessment and Improvement Strategies
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.
0.50 USBE Credit
Badge No. 2581
Trauma-Informed Practices
Collaboration with Families & Communities with a Trauma Lens
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.
0.50 USBE Credit
Badge No. 2579
Trauma-Informed Practices
Creating a Trauma-Responsive Classroom
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.
0.50 USBE Credit
Badge No. 2580
Trauma-Informed Practices
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.
0.50 USBE Credit
Badge No. 2582
Trauma-Informed Practices
Trauma and its Impact
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.
0.50 USBE Credit
Badge No. 2583
Video for Deliberate Practice
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