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.
To earn this 0.25 credit microcredential you will submit one type of evidence from the list below to demonstrate your responsible decision-making skills. You will also complete a 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.
Elements of responsible decision-making include the following:
• Identifying problems
• Analyzing situations
• Solving problems
• Ethical responsibility
Responsible Decision-Making: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
Mrs. Velazquez devotes time at the beginning of the school year to explaining her classroom rules and establishing norms, procedures, and routines. However, she knows that in order for students of any age to be successful, they need support in making responsible decisions to follow these rules.
To support these responsible decision-making skills, she engages her students in a number of learning opportunities:
• Teaching a formula for making good decisions (stop, calm down, identify the problem, consider alternatives, make a choice, try it out, re-evaluate)
• Giving small groups of students problem scenarios
• Discussing higher-order values, such as impacts on the environment, being a responsible citizen, ways to help the community or school
• Reading current events and discussing if decisions and actions are ethical
Other: Submit a completed decision-making graphic organizer and reflection for a problem or decision you are currently facing in your role as an educator. You may use the decision-making graphic organizer provided in Resources, or you may use another that guides you through the following steps:
• Identify and analyze the problem/decision
• Consider alternatives
• Implement a solution
• Reflect on outcomes
Be sure to complete the decision-making graphic organizer prior to implementing your solution, and then write your reflection afterwards.
This evidence should demonstrate your effective and consistent use of responsible decision-making skills.
Other: Submit a written analysis of a problem or decision you are currently facing in your role as an educator. As a part of your analysis, discuss the Utah Educator Professional Standards (R277-515) that will guide your decision-making or problem-solving process. (A link to these ethical standards can be found the the Resources section.) Discuss several alternative solutions and their impacts on learners, colleagues, or other stakeholders.
Your written analysis should be at least 300 words in length and cite several of the professional standards. This evidence should demonstrate your effective and consistent use of responsible decision-making skills.
Candidate's Choice: Submit another type of evidence to demonstrate your effective and consistent use of responsible decision-making skills.
Candidates are required to make 1 evidence submission(s).
Criterion 1: Evidence demonstrates the educator’s ability to identify problems and analyze situations.
Criterion 2: Evidence demonstrates the educator’s ability to implement a problem-solving process, including evaluating and reflecting on outcomes.
Criterion 3: Evidence demonstrates the educator’s effective implementation of ethical responsibilities.
Criterion 1: Reflection demonstrates the educator’s ability to identify problems and analyze situations.
Criterion 2: Reflection demonstrates the educator’s ability to implement a problem-solving process, including evaluating and reflecting on outcomes.
Criterion 3: Reflection demonstrates the educator’s effective implementation of ethical responsibilities.
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.
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.
Utah Educator Professional Standards (R277-515) https://rules.utah.gov/publicat/code/r277/r277-515.htm These are the current professional standards for Utah educators, as established by the Utah Legislature. They outline the responsibilities and ethical guidelines that educators must adhere to.