Leading Beyond Your Classroom

Leading Beyond Your Classroom

0.25 USBE Credits
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.


To earn this 0.25 USBE credit microcredential you will submit one evidence item demonstrating your leadership beyond your classroom. You will also complete a short written or video reflective analysis.


You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.


This microcredential is for current classroom teachers who are leading other teachers through recognized positions of leadership such as professional learning, formal mentoring, etc. The requirements for this microcredential go beyond extra duty, committee chair assignments or informal mentoring assignments.


Professional Learning: a workshop, training, or other learning opportunity for educators focused on best practices and evidence-based instructional strategies

Andragogy: the method and practice of teaching adult learners


A K-12 teacher is an outstanding science teacher and is often observed by other teachers in the district. The teacher is asked by a district content supervisor to share his/her expertise in science instruction by designing a one-hour professional learning workshop for teachers in his/her grade level. The teacher is given compensation for preparing the workshop. The teacher hosts this workshop at a district summer conference and is later asked to host the same session at the district two more times during the school year.

A K-6 teacher is recognized by his/her administrator for excellence in teaching 2nd grade. The district mentoring supervisor asks the teacher to host a monthly support group for first-year teachers. The teacher leader receives training on best mentoring practices and collaborates with other teacher leaders on the structure and content of the sessions. In each session, the teacher guides mentees through topics such as planning, instruction, classroom management, professionalism, communicating with parents, etc. The teacher leader shares specific instructional strategies, leads reflective conversations, answers questions, and invites feedback from participants


Video: Submit a video of yourself hosting a professional learning session for teachers in your district. Your video should demonstrate your effective and consistent use of best practices of instruction while working with adult learners.

Unit Plan: Submit your plans for at least three small group professional learning sessions focused on content instruction or general mentoring topics. This could be a content-specific series of workshops or a monthly support group for first-year teachers.

Testimonial: Submit a testimonial from one of the participants in your professional learning session or series of content-specific workshops. The participant should describe how this experience helped him/her to improve his practice.
Submit a testimonial from one of the mentees in your support group in which the participant describes how this experience helped him/her improve his confidence, practice, or professionalism.

Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent leadership beyond the classroom.

Candidates are required to make 1 evidence submission(s).

Review Criteria

Criterion 1: Evidence demonstrates the educator’s understanding of andragogy and effective workshop structure and shows the educator is able to engage adult learners in professional learning settings.

Criterion 2: Evidence demonstrates the educator’s ability to model effective practice and lead other educators in the development of their own practice.

Criterion 3: Evidence demonstrates the educator is mindful of the needs of his/her mentees or workshop participants. The educator uses best practices consistently and offers feedback to mentees or workshop participants.


  1. Describe how your experience leading other educators has improved and impacted your understanding of andragogy and use of best practices. Give a specific example of how you model best practice within your sessions.

  2. How have the participants in your sessions benefited from this experience? In what ways are these sessions more engaging because they are hosted by a Teacher Leader rather than a district/charter/state/other specialist?

  3. What changes will you make in future sessions to best meet the needs of your adult learners? Specifically, using participant feedback, in what ways will you make adjustments to improve your structure, pacing, content, or learner engagement?

Review Criteria

Criterion 1: The reflective analysis demonstrates an understanding of andragogy and specific modeling of best practices while working with adult learners.

Criterion 2: The reflective analysis reveals the educator’s outcomes were met and the sessions were more effective and engaging taught by a teacher currently in the classroom.

Criterion 3: The reflective analysis indicates the educator uses feedback from participants to make necessary changes for future sessions.


Adventures in Teacher Leadership
Find it on Amazon.com
This book covers five key tools involved in teacher leadership: communication, collaboration, professional development, data, and advocacy. Pathways and strategies for successful leadership as well as pitfalls to avoid are also shared.

Every Teacher a Leader
Find it on Amazon.com
This book offers specific skills potential teacher leaders will need when working with colleagues, providing feedback, hosting professional development, resovling conflicts, etc.

The Cage-Busting Teacher
Find it on Amazon.com
This book offers specific ways teachers can lead outside of their own classrooms to influence education policy and classroom practice.


Kelli Cannon
Kelli Cannon
Lindsay Kemeny
Lindsay Kemeny
Shanda Stenger
Shanda Stenger
Kimberlee Yoho
Kimberlee Yoho


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