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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 Credits
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 Credits
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 Credits
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.
0.25 USBE Credits
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 Credits
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 Credits
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 Credits
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 Credits
Badge No. 2552
Courageous Principals
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
Badge No. 2408
Feedback
Student to Teacher Feedback
This microcredential represents the educator's skill in supporting students in providing feedback to the teacher regarding their own thinking and learning. Metacognition is a requirement for deep thinking and for improving the clarity of one’s thinking and learning. Effective teachers use various techniques to check for student understanding, adjusting instructional pacing, and providing clarity in teaching. These checks are often informal and happen during the lesson. Instruction may require adjustments during the lesson and is dependent on student feedback.
0.50 USBE Credits
Badge No. 2406
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
Badge No. 2452
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 Credits
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 Credits
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 Credits
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 Credits
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 Credits
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. 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.
0.25 USBE Credits
Badge No. 2537
Social Emotional Learning for Adults
Self-Management
This microcredential represents the self-management skills that are essential components of social and emotional learning. Adults who practice and model self-management skills are more effectively able to support students in developing these skills. Self-management is the ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. It also includes the ability to set and work toward personal and academic goals.
0.25 USBE Credits
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 Credits
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 Credits
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 Credits
Badge No. 2527
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 Credits
Badge No. 2528
Video for Deliberate Practice
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