Self-Management

Self-Management

0.50 USBE Credit
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.

DESCRIPTION

To earn this 0.5 USBE credit microcredential you will submit two types of evidence from the list below to demonstrate your effective use of self-management skills. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!

FEES

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

CLARIFICATIONS

Self-management includes all of the following:
- Agency
- Stress management & coping skills
- Self-discipline & impulse control
- Self-motivation
- Goal setting
- Organizational skills

IMPORTANT TERMS

Self-Management: 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.

BACKGROUND SCENARIO

Ms. James is the high school CTE department chair. She has a relatively new group of teachers in her department, and she recognizes that as a team they will benefit from a focus on self-management skills. She also knows that the students they serve will benefit from better self-management skills on the part of their teachers.

As she plans department meetings for the remainder of the year, Ms. James weaves in short segments focused on various aspects of self-management:
Agency
- Stress management & coping skills
- Self-discipline & impulse control
- Self-motivation
- Goal setting
- Organizational skills
At each department meeting, she ensures there is time to define each of these terms, model and/or describe their meaning in professional and personal practice, and discuss. She also provides a couple of resources for adults that the teachers on her team can turn to for more support. Through the rest of the year, Ms. James observes a marked difference in the way her team handles challenges and meets goals. This growth in the teachers' practice is reflected in the success of their students.

EVIDENCE OPTIONS

Student Performance Data: Submit a spreadsheet in which you track your progress toward a goal over a multi-week period. The spreadsheet should include daily entries detailing progress made and challenges encountered. Include a written explanation of your goal, what the data represent, and how you overcame challenges in meeting your goal. Your submitted data and explanation should demonstrate your effective and consistent use of self-management skills.

Testimonial: Submit a testimonial from a colleague or administrator in which he or she describes a period in your professional life in which you persevered through significant challenges to achieve a goal. This statement should detail the actions you took and the strategies you deployed to overcome challenges and maintain your motivation. This testimonial may be submitted in written or video form, and should demonstrate your effective and persistent use of self-management skills.

App (mobile or computer): Submit data from a goal-tracking app over a multi-week period. (See Resources for goal-tracking app examples.) This data should track your progress as you set a goal, persevere in working toward it, and ultimately meet the goal. Include a written explanation of your goal, what the data represent, and how you overcame challenges in meeting your goal. Your submitted data and explanation should demonstrate your effective and consistent use of self-management skills.

Other: Submit a log of your mindfulness practice over the course of at least a 2 week period. You may use data from a mindfulness app (see Resources section), use a spreadsheet, or any other method to track your data. Data fields should include:
Date
Duration
Location
Pre- and post-emotional state
Etc.
This data should demonstrate your effective and consistent use of self-management skills.

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

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

Review Criteria

Criterion 1: Evidence demonstrates the educator’s ability to set goals and plan for their completion.

Criterion 2: Evidence demonstrates the educator’s ability to persevere through challenges.

Criterion 3: Evidence demonstrates the educator’s ability to manage emotions to maintain motivation over a sustained period.

REFLECTION PROMPTS

  1. Describe your process for identifying goals and planning for their completion.

  2. Explain your strategies for dealing with and overcoming challenges you encounter when working toward a goal or objective.

  3. What are your strengths in the goal-setting and achievement process? What are your weaknesses? What steps can you take to become even more effective at setting and achieving goals?

Review Criteria

Criterion 1: Reflection demonstrates the educator’s ability to set goals and plan for their completion.

Criterion 2: Reflection demonstrates the educator’s ability to persevere through challenges.

Criterion 3: Reflection demonstrates the educator’s ability to manage emotions to maintain motivation over a sustained period.

RESOURCES

12 Step Method for Setting Goals
https://youtu.be/eaPYLq1NnzM
This video from Brian Tracy outlines and describes a 12 step method for setting and achieving goals.

Brian Tracy's 12 Step Method to Setting Goals
https://www.youtube.com/watch?v=cqJJ98cTLzc
Webinar describing a 12 step method of goal-setting used throughout the world, including China, India and Europe to help individuals become more successful and fulfilled throughout life.

CASEL: Core SEL Competencies
https://casel.org/core-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.

Free Mindfulness Apps
https://www.mindful.org/free-mindfulness-apps-worthy-of-your-attention/
This website links to five free mindfulness apps. These can be used for evidence to earn this badge.

Goal-Tracking Appls
https://www.lifewire.com/best-goal-setting-apps-3485941
This website reviews and links to a number of Goal-Tracking apps that can be used to gather evidence to earn this badge.

Goals: How to Get Everything You Want--Faster Than You Ever Thought Possible. Tracy, Brian. (2010). Oakland, CA: Berrett-Koehler Publishers, Inc.
Find it on Amazon.com
This book provides a detailed, systematic approach to successful goal-setting by helping the reader understand the importance of identifying values, beliefs, and their connection to future aspirations. It also describes how reviewing goals daily and visualizing goals are important and how persistence and resiliency play a critical part in achieving one's goals.

Locke, E. A., Latham, & P, G. (2006). New Directions in Goal-Setting Theory. Current Directions in Psychological Science, 265-268.
http://cmaleadershipconsultants.com/wp-content/uploads/2015/02/New-directions-in-goal-setting.pdf
Goal-setting theory is summarized regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks, countries, time spans, experimental designs, and goal sources.

Online Course: Chris Croft's Setting Goals & Getting Organized
https://www.skillshare.com/classes/Setting-Goals-Getting-Organised/1938638915
This course provides the practical tools needed to set personal and professional goals. Taught by Chris Croft, author of "Time Management" (1996), this course also explains how to become more organized in order to achieve goals.

Setting Goals that Matter. Kris, Samantha. TED Talk. July 6, 2018
https://www.youtube.com/watch?v=lkqOZgVLC88
Samantha Kris, an international success coach, author, and speaker, presents a plan on how to develop personal goals to help people reach their full potential.

The Self Motivation Handbook: Do What Needs to be Done, Even When You Don't Feel Like Doing It. Cathcart, Jim. (2016). Melbourne, FL: Motivational Press, Inc.
Find it on Amazon.com
The importance of resiliency and personal responsibility are highlighted throughout this book as two key components of goal-setting and realizing personal potential.

What Do You Really Want? How to Set a Goal and Go for It! Bachel, Beverly K. (2001). Minneapolis, MN: Free Spirit Publishing Inc.
Find it on Amazon.com
A well-written book especially designed for adolescents that provides a roadmap to goal setting by presenting a systematic approach in identifying personal goals and how to achieve them. The book also includes valuable activities and reproducible pages that can be used in the classroom.

BADGE EARNERS

Amy Baird
Amy Baird
Tawna Baumgardner
Tawna Baumgardner
Rebecca Fenn
Rebecca Fenn
Heather Gray
Heather Gray
Laurie Hart
Laurie Hart
Brian Simmons
Brian Simmons
Shanda Stenger
Shanda Stenger
Holly Todd
Holly Todd
Tiffany Vogeler
Tiffany Vogeler
Jennifer Whitcanack
Jennifer Whitcanack

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