0.25 USBE Credits
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.


To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your effective use of self-awareness skills. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!


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


Self-awareness skills include all of the following:
Identifying emotions
Accurate self-perception
Recognizing strengths


Self-awareness: 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.”


At the beginning of the new school year, Mrs. Sanders notices that many of her new 6th grade students lack self-confidence and have a low sense of self-efficacy. As she gets to know them better during the first weeks of the term, she realizes that a number of them are unable to recognize their emotional states. For example, when they become frustrated, they are unable to identify and name this emotion, and are consequently unable to implement strategies to work through the feeling.

Mrs. Sanders begins to weave self-awareness skill-building into her instruction. Some of these include:
Provide age-appropriate vocabulary words. (e.g., happy, sad, hurt, mad for young children.
elated, blue/down, rejected/disappointed, angry/irate for older children).
Provide scenarios and ask students how each situation or experience might make them feel.
Ask students to brainstorm age-appropriate things they can do to improve the way they feel.
(e.g., “ask my mommy for a hug,” “play with my dog,” “talk to my friend,” “listen to happy
Routinely talk about physical and emotional cues that tell us how we’re feeling in different
situations in age-appropriate ways. E.g., with younger children, “You’re feeling really excited
right now, I can tell by the big smile on your face. How can you tell on the inside you’re feeling
happy?” With older children, “I can tell by the way you’re fidgeting right now that you might be a
little nervous. How can you tell on the inside that you’re feeling nervous?”


Student Performance Data: Submit mood/emotion logging data from at least a 2-week period. This data can come from an app, a hand-written record, or any other type of consistent mood/emotion logging system. (See resources for examples.) Along with the data, include a written explanation describing what the data illustrate about your self-awareness skills. This data should demonstrate your consistent and effective use of self-awareness skills.

Survey Results: Complete the SEL Self-Assessment and Reflection survey:
(This survey is also available in the Resources section.)
Submit the results and a written analysis of the results, identifying areas of strength and areas for growth.

Testimonial: Submit a written or video recorded testimonial in which you assess your own self-awareness skills. Your self-assessment should touch on all of the following:
• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Self-confidence
• Self-efficacy
Include an anecdote about a situation in your professional life in which your self-awareness skills supported a positive outcome.

Candidate's Choice: Submit another type of evidence demonstrating your consistent and effective use of self-awareness skills.

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

Review Criteria

Criterion 1: Evidence demonstrates the educator’s ability to recognize, identify, and constructively handle his or her own emotions.
Criterion 2: Evidence demonstrates the educator’s ability to assess his or her own strengths and limitations, and plan accordingly.
Criterion 3: Evidence demonstrates a growth mindset.


  1. Describe how your self-awareness skills support you in your professional life as an educator.

  2. Explain how your self-awareness skills support you outside of your professional life.

  3. In what areas is your self-awareness skillset strongest? Where is it weakest? Identify some “next steps” you might take to strengthen your self-awareness skillset.

Review Criteria

Criterion 1: Reflection demonstrates understanding of how educators’ self-awareness can make them more effective in their professional pursuits.

Criterion 2: Reflection demonstrates understanding of how self-awareness supports pursuits outside of professional work.

Criterion 3: Reflection demonstrates a growth mindset.


CASEL: Core SEL Competencies
Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.

Emotion Tracking Log
This website provides a template for an emotion tracking log that can be used for evidence to earn this badge. It also includes instructions and rationale for its use.

Mindful Schools
This organization provides online training for educators and adults on how to practice and teach mindfulness strategies.

MindUP Curriculum The Hawn Foundation. (2011). The MindUP Curriculum: Brain-Focused Strategies for Learning and Living. USA: Scholastic, Inc.
Find it on
Curriculum is available for PreK-Middle School students. The lessons teach students how to understand what is happening in their brain and body. Using the mindfulness skill taught in the lessons, students are able to learn how to stay focused, understand brain functions and emotions, and be mindful of behavior.

Mood Logging Charts
This website has 12 different templates to track your mood. These are available in various formats, including Word, Excel, etc. These can be used as an evidence option to earn this badge.

Second Step SEL Curriculum
Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive. More than just a classroom curriculum, Second Step’s holistic approach helps create a more empathetic society by providing education professionals, families, and the larger community with tools to enable them to take an active role in the social-emotional growth and safety of today’s children. It’s a difference you can feel the moment you step through the doors to a Second Step school: a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.

Social Emotional Learning for Prevention
This website provides information about SEL and how to implement strategies with students.

What to Do When You Worry Too Much, What to Do When You Grumble Too Much, and What to Do When Your Temper Flares. Huebner, D. (2006) Washington D.C.: Magination Press.
Find it on
These various workbooks (written by a clinical psychologist and based on cognitive behavioral techniques) help parents and students learn specific strategies to manage various thoughts/emotions.

Zones of Regulation Curriculum Kuypers, L. M. (2001). Zones of Regulation. Social Thinking Publishing.
Find it on
"The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between "zones." To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills."


Amy Baird
Amy Baird
Whitney Bartholomew
Whitney Bartholomew
Tawna Baumgardner
Tawna Baumgardner
Patrice Browning
Patrice Browning
Stephanie Daines
Stephanie Daines
Heather Gray
Heather Gray
Tracy Pack
Tracy Pack
Holly Todd
Holly Todd


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